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SUMMER MAGAZINE 2026

2025–2030 STRATEGIC PLAN | CONNECTIONS IN THE CLASSROOM

THEN // NOW

DERBY ACADEMY is a Pre-Kindergarten

through Grade 8 school that nurtures the development of the child by providing opportunities for the maximum intellectual, emotional, and physical growth of each student. That mission is as important now as it was over two centuries ago.

Contents 4

Strategic Plan Dive into the details of our 2025-2030 strategic plan through stories and updates from faculty, sta!, and administrators.

Connections in the Classroom Read stories of connections between students, teachers, and families at Derby.

Thank You and Welcome Derby thanks Je!rey Camuso for his distinguished service as Board President and welcomes Christopher Lawrence into this leadership role.

Community and Belonging A strong sense of belonging is at the heart of the Derby experience.

Campus News A look back at the moments, milestones, and memories that shaped the school year.

Last Chapel & Derby Day Derby celebrates the accomplishments of the Class of 2026.

Beyond Campus Celebrating the lifelong relationships and generosity that reach beyond the classroom.

Class Notes Our alumni and extended community share milestones, achievements, and celebrations from the past year.

BOARD OF TRUSTEES 2026–2027 PRESIDENT Christopher Lawrence P’27,’28,’30,’33

SECRETARY Haley Nadas P’31,’33,’36

TREASURER Andrew McElaney P’26,’27,’29,’30

TRUSTEES Trevor Byrne P’26,’27 Jeffrey Camuso P’26,’29 Sara Clancy P’10,’13,’13,’26,’28 Charles D. Davies P’30,’30 Louis DeFranco P’28,’30,’30 John P. Drew P’20,’21,’25,’25 Allison Duffy P’29,’31,’36 Lauren Frazier P’24,’26,’30,’33 Britt Gammell P’27,’30 Kevin R. Gill, Jr. P’28,’30,’32,’35 Bryan Giudicelli P’32,’34 Tom Guden Jeffrey Haywood P’26,’27,’31 Hunter Kass P’26,’27,’32 Maggie Levy P’24,’26,’29 Daniel S. Rivera P’28 Lucinda Day Vanderweil ’89, P’23,’23,’25

EX!OFFICIO Colleen M. Ramsden, Head of School

TRUSTEES EMERITI Jane Cheever Carr ’50 P’75,’77,’79,’82, GP’03,’05 Elizabeth M. Loring P’97,’99,’01 Bruce H. Minevitz P’00,’04, GP’34

Director of Strategic Initiatives and External Relations Editor-In-Chief and Photographer Tracey Boucher Design and Communications Manager Magazine Design, Layout, Editor, and Photographer Colleen D’Alessandro Social Media Manager and Communications Specialist Writer, Editor, and Photographer Bridget Conway

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Contributors Rich Andriole Will Boericke Nicole Carnes Kristin Donelan Elizabeth Erbafina Elliott Gammell ’27 Tom Graziano Sven Holch Christina Kenny Eleanor Levy ’26 Graham McDevitt ’27 Henry McDevitt ’27 Anif McDonald Emily Miller Mary Beth Murphy Aileen Nalen Colleen Ramsden Jonathan Robin Zaidee Rose Brian Sager Squeakie Thompson Chris Travis

Printer Fowler Printing & Graphics Follow Derby On Social /derbyacademy @derby.academy /derbyacademyorg Please send letters to the editor, class notes, obituaries, and changes of address to: Derby Academy 56 Burditt Avenue Hingham, MA 02043 781-749-0746 (Ext. 105) alums@derbyacademy.org

Welcome from the Head of School Dear Derby Community, Throughout my career as an educator, I have come to understand that the most important job for school leaders is fostering meaningful connections. Last year we celebrated connections as our schoolwide theme. As I wrote in my blog article about this topic,

several key areas, including student programming, leadership initiatives, marketing and enrollment e!orts, philanthropy, campus improvements, and long-term sustainability planning. In just one year, we have already made great strides in accomplishing these goals.

“I believe that connections are the heartbeat of who we are. They

Within the pages of this magazine you will read stories that

shape the way we teach, the way our students learn, and the way

directly connect to our e!orts within the strategic plan including

our community thrives. Each day on campus, we see the power of

new developments in our STEM program, an inside look at our

meaningful relationships in action: moments of joy, encouragement,

recent curricular review process, and new methods for meeting all

discovery, and belonging. These connections, woven from the mind

students where they are. Additionally, we have made continued

and the heart, help our students grow into confident learners and

progress on our Strategic Plan for Diversity, Equity, Inclusion, and

compassionate human beings.”

Belonging with our new Director of Community and Belonging, Anif

Our focus on connections has reminded me how committed Derby Academy faculty and sta! are to fostering strong and meaningful relationships with our students and their families. Earlier in the school year, a parent was moved to tears as he shared with me how much his son's teacher meant to their family. Although his son had only been in school for two months, it was clear that his teacher had taken the time to build a connection with him and truly understand

McDonald, at the helm. In just four short months, Anif has already made a meaningful impact in our community through his e!orts in spearheading our annual Day of Service, collaborating with our faculty and students in the classroom, presenting at morning and community meetings, and working with our faculty at this year’s Faculty Celebration of Learning. As we turn to the 2026-2027 school year, I look forward to continuing this important work.

him. Knowing he had a teacher who believed in him, supported him,

As I begin my sixth year at Derby Academy, I am deeply grateful for

and always had his back gave him the confidence and motivation he

the privilege of leading this remarkable community. Looking ahead,

needed to succeed.

I am filled with excitement for the next chapter and all that lies

While the schoolwide theme may have come to an end, connections will always be a priority at Derby. As you read on, you will find

on the horizon for our school. I hope you enjoy this edition of our summer magazine. Happy reading!

several stories of connections in the classroom and beyond. Along with our focus on connections, this past school year we launched our five year strategic plan: Charting the Course for Derby’s Future. This bold and ambitious new plan encompasses

Colleen Ramsden, EdD Head of School 3

STRATEGIC PLAN PILLAR I: Elevating the Student Experience & Championing Faculty Excellence

OBJECTIVE 1, INITIATIVE 1: Expand and enrich the STEAM Program to spark curiosity, creativity, and innovation across all grade levels, while assessing staffing and resources to support growth.

Where Curiosity Becomes Innovation By Jonathan Robin, Middle School STEM Specialist “Students don’t learn resilience by following a STEM script; they learn it by working through failure.” —Christopher Feiler, New York-Based STEM Educator “WE HAVE A PROBLEM.”

For some, those words spark anxiety or conjure a dramatic movie scene. For STEM teachers, however, they are pure gold. Problems invite solutions—and more importantly, multiple iterations of solutions. Even the best ideas require refinement, adjustment, and redesign. That process of experimentation is where authentic learning happens. Earlier this year, I saw this firsthand in my sixth-grade Engineering Design class. Throughout the year, the class meets in Derby’s Healey Family Center for Innovation— admittedly my favorite space on campus, though I may be slightly biased. During the first half of the year, students focus on the Future City Competition before moving into computer science and engineering projects. At the time, we had just completed our Computer Science Express Course and were beginning a Robotic Miniature Golf project. 4

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Students often ask whether they can use equipment in the Innovation Center for independent projects or ideas connected to other classes. One request in particular stood out. A group of enterprising students had been meeting with Middle School History Teacher Ms. Nalen during lunch to make crocheted hats using a hand-cranked knitting machine. I had also seen them working on the bus during athletic trips, carefully turning the crank for nearly thirty minutes to produce a single hat. They approached me with a question: could we build a robot to crank the machine for them? Naturally, I was intrigued. Rather than solving the problem myself, I brought the challenge to several seventh- and eighth-grade robotics students who had been working extensively with our LEGO Spike Prime kits. Earlier in the year, they had used the kits for the First LEGO League competition and later for our spring BattleBots elective.

The students immediately got to work. First, they disassembled the crank mechanism and used digital calipers to take precise measurements. They then designed a custom attachment using 3D CAD software and fabricated the part on our new Bambu X1 3D printers. Technically, the solution worked perfectly.

Alumni in

STEM

The clients, however, were not impressed. At first, this felt like failure. Then came the most important moment in the process: the students listened. The sixth graders explained that they still wanted the option to crank the machine by hand in addition to using a robot. The original solution solved the engineering problem but overlooked the user experience. Back to the drawing board. The students reattached the crank, brainstormed new possibilities, and eventually designed a removable attachment using Adobe Illustrator and our laser cutter. The revised system could easily be mounted when robotic assistance was needed and removed when students wanted to operate the machine manually. This time, the clients approved. More importantly, our students experienced the full engineering design process: identifying a problem, testing ideas, failing, listening, redesigning, and improving. That process is the real lesson.

JOSH WRIGHT ’83 is the manager of supply chain systems at CVS

Health and leads CVS Air Response™—the CVS drone program. He and his team oversee and protect about 54 million patient packages in support of CVS Specialty and CVS Mail Pharmacy. Looking back on his time at Derby, he values the many opportunities that allowed his creativity and curiosity to flourish. He recalls two specific projects: “I have fond memories of building a " scale catapult for Latin class…[and] carving boat models out of a single block of wood in shop…. In my opinion,

If I had to choose one word to describe the importance of STEM education, it would be excitement.

‘Improve Both’ allowed me to embrace concepts of STEM

STEM introduces students to emerging technologies and innovative tools, but the real driver of learning is curiosity. Human beings are naturally wired to explore, experiment, and solve problems. Success releases dopamine in the brain— the same reward mechanism that makes video games so engaging. STEM education taps directly into that instinct.

Josh believes that having an understanding of how STEM topics

outside of formal STEM o!erings.”

integrate into the real world will be more important than ever going forward. He points out, “How will our future leaders be able to write an AI prompt to explore new ideas if they don't understand the real world? [They have to] understand how to be curious and know that it's ok to be curious…. Dirt under my nails from the garden, or sanding my fingerprints o! in shop class, or understanding what motivated Mrs. Hauman to reimagine the art for The Little Engine That Could is the part of the Derby experience that has been valuable to me.”

WANT TO HEAR MORE FROM OUR ALUMS? Read the complete Q&A responses from our alumni on our website! DerbyAcademy.org/AlumniQandA

“

puts research, planning, project management, and engineering design skills to the test. Students work together to conceptualize, write about, and design futuristic cities using recycled materials that aim to solve a global issue—this year, the goal was to eliminate food waste. We're so proud that Derby teams took home 14 special awards this year, and one team earned second place overall at the New England Regional Finals.

Last school year at Xaverian Brothers High School, I worked heavily on 3D modeling. My classmates and I started by designing simple boxes to print before advancing to more complex projects with moving parts. By the end of the school year, I completed a functional door handle. Before that, we created a sonar station using a distance sensor connected to a servo motor and programmed with an Arduino board. We also designed lasercut bases with our names etched into them and coded a basic chatbot connected to a display screen. Before Christmas, we were soldering and building illuminated Christmas trees.

Teaching is a vocation, and for me, nothing validates that more clearly than the eagerness students show when they enter the Innovation Center.

Derby’s STEM program prepared me exceptionally well for these experiences. The Illustrator work we did helped me quickly design the sonar base, and the Tinkercad skills I learned made it easy to transition to Onshape at Xaverian. Because of that foundation, I was able to progress quickly into more advanced work.

The younger students arrive with excitement and curiosity. As they grow older, that curiosity develops into genuine passion.

”

—Rishab Banerjee, Class of 2025

Derby's Grade 4–6 STEM curriculum has recently been redesigned to better develop the skills and experiences that culminate in the Future City Competition.

In fourth grade, students are introduced to Adobe Illustrator, where they create their first scalable vector graphics (SVGs) which, later, are laser-cut and engraved using our Epilog laser system. They also begin studying electronics through hands-on exploration with littleBits kits, learning the di!erence between inputs and outputs before progressing to soldering projects, including illuminated ladybug circuits with LED eyes. In fifth grade, students begin designing and fabricating 3D-printed objects using Tinkercad and our Bambu X1 printers. They also deepen their understanding of electronics and computer science by building Piper Computers powered by Raspberry 6

DERBY ACADEMY

Pi single-board systems. Using breadboards, circuits, and a gamified Minecraft-based platform, students construct controllers, solve engineering challenges, and eventually progress into coding. In sixth grade, all of the skills students have honed over the years come together for the national, projectbased Future City Competition that

Before coming to Derby, I taught science to students in grades 5–12. Typically, if students visited me outside of class, it was to make up missed work or seek help with difficult material. At Derby, students come in during recess, lunch, and after school because they can't wait to test a new idea or improve a current project. To them, it does not feel like work—even though meaningful learning is happening constantly.

“

Some of the most enriching experiences for our son at Derby Academy have been through the STEM department. Derby’s STEM courses gave him opportunities to strengthen his critical thinking, problem-solving, and creativity skills. The Innovation Center helped build resilience through trial and error while teaching students how to collaborate effectively. Future City, LEGO robotics, rocket building, laser cutting, and 3D printing will always remain core Derby memories for our son, and he will carry those skills into secondary school, where he plans to specialize in STEM.

”

—Sarah Sullivan, P’26,’29

In an e!ort to enhance the STEM curriculum in developmentally-appropriate ways for every grade, we have been expanding opportunities for our Lower School students to visit the Innovation Center. This year we began with first grade, collaborating with Lower School Art Teacher Mrs. Spillane on a symmetry project in which students designed butterflies to be engraved and cut into fridge magnets in the Innovation Center—their first introduction to the laser cutter. Second graders also visited the Innovation Center at the end of the year to play robotic miniature golf courses created by their sixth-grade pals. Outside the Innovation Center, we are working to make sure that STEM is a part of the Derby experience for even our youngest students. Early in the year our Pals activity was STEM-based, and projects new and old like the Grade 2 Marble Maze, Grade 4 Egg Drop, and Grade 5 Caine’s Arcade are intentionally designed to start developing the skills our students will rely on and build upon in the Innovation Center once they're older. We also took our fifth graders to Outreach@MIT—curated programs and activities that showcase real science and engineering from MIT’s students and faculty—this year and will continue this partnership with other grades next year. Building on well-loved STEM projects and an eagerness to introduce new ones, we are continuing to explore novel ways to bolster the STEM curriculum—for every student in every grade, Pre-Kindergarten to Grade 8.

Alumni in

STEM

ELIZA GREGORY ’15 has been applying her mechanical

engineering degree to her work as a Project Engineer at a renewable energy company in New York City, and she looks forward to further exploring her interests as she pursues her Master in Business, Climate, and Sustainability (MBCS) at Duke University. Derby gave her the math and science skills she needed to succeed in high school, along with the confidence to speak up in class and work well in groups. Eliza shares, “I believe Derby gave me the foundation to succeed not only in college, but also in my early career.” One STEM activity she remembers fondly is her seventh grade meteorology project: students had to use the green screen in the Healey Family Center for Innovation to present their learning about weather patterns and how they are a!ected by climate change. Reflecting on the di!erent elements of the project, Eliza recalls, “It really helped bridge the gap between technology and hands-on learning.” Generally, Eliza sees the STEM field moving toward a greater focus on software and energy, both of which are being accelerated by artificial intelligence. While the technical skills built through a STEM curriculum are valuable, Eliza believes the most important element of this type of work is the skillset it develops: “Building a strong foundation in problemsolving creates more opportunities for students to explore the constantly evolving field later on.”

WANT TO HEAR MORE FROM OUR ALUMS? Read the complete Q&A responses from our alumni on our website! DerbyAcademy.org/AlumniQandA

STRATEGIC PLAN PILLAR I: Elevating the Student Experience & Championing Faculty Excellence

OBJECTIVE 1, INITIATIVE 1: Expand and enrich the STEAM Program to spark curiosity, creativity, and

innovation across all grade levels, while assessing staffing and resources to support growth.

Cultivating Curiosity and Community in the Polly Rizzotto Greenhouse By Emily Miller, Middle School Science Teacher MY CLASSROOM has been a place where students experience the joy of growth. Since 2020, it has gradually transformed into a small indoor garden filled with life. With the help of a smart garden—a self-growing indoor garden designed to make growing plants easy and successful—students have explored plant growth right inside the classroom. Using technology that automatically provides water and light, the garden gives plants exactly what they need to thrive. Students have watched lettuce, peppers, strawberries, and basil grow before

DERBY ACADEMY

their eyes. They have tasted fresh produce, asked thoughtful questions, and observed seeds develop into thriving plants. On Service Day in the spring of 2025, fourth graders planted seeds as part of a schoolwide project. After planting, the seedlings needed a place to continue growing. Because my classroom receives wonderful sunlight, I rearranged the room to make space for the trays of seedlings. Our gardening e!orts were quickly outgrowing my classroom space and moving our plantings to the Polly Rizzotto Greenhouse made

perfect sense. For me, this project was especially meaningful because Polly Rizzotto was my mentor teacher when I began my career at Derby 23 years ago. She shared encouragement, kindness, and wisdom that shaped me as an educator. Bringing my own Derby students to the greenhouse that bears her name felt like a special way to honor the lasting impact she continues to have on so many people. With support from school leadership and our facilities team, the greenhouse has been given new life. What was once a quiet building is now one of the most exciting learning spaces on campus. This year, the greenhouse has already begun serving our school in meaningful ways. For instance, we have provided fresh lettuce for several school lunches, allowing students to enjoy food grown right here on our campus by their peers. The greenhouse is also an increasingly important teaching tool. We have begun developing a greenhouse curriculum that enables students to collect data by measuring plant growth, creating graphs to track changes over time, and observing how variables such as light, water, and temperature a!ect each plant. The space gives students the opportunity to connect science, math, writing, art, and responsibility in ways that feel real and memorable. Time spent in the greenhouse and outdoors supports students’ physical and mental well-being by reducing stress and improving focus. It also fosters a deeper connection to the natural world and our environment. More than just a place to grow plants, the Polly Rizzotto Greenhouse is a place to cultivate curiosity, responsibility, and community. It stands as a tribute to Polly’s impact on the Derby community and a reminder that, with care, patience, and teamwork, we can create something truly special.

Alumni in

STEM

AMY WRIGHT ’87, Director of Technology at Burr and Burton

Academy in Vermont, leans on the problem-solving skills and creative mindset she developed at Derby on a daily basis. Her responsibilities encompass educational technology integration, app design, database design and maintenance, leadership of professional development, and technology support for more than 1,000 devices on her high school's campus. At Derby, Amy’s teachers including, Mrs. Earle (Sewing), Mrs. Luther (Music and Theater), Mrs. Waters (Art), and Mrs. Elwell (Athletics)—ensured an overt focus on creative problemsolving, iteration, practice, and risk-taking. Amy reflects, “What made all the di!erence, in my estimation, was the willingness of my teachers to roll with my flights of fancy. Whenever I had a curiosity or an idea about something I wanted to make, they encouraged me. They supported and guided me, empowering me to try things, reflect, and try again.” In today's world, where technology is deeply integrated into our daily activities, many people don't have a true understanding of the complex systems that shape and influence their everyday lives. Amy feels it is vital “that we build deep reasoning, analytical skills, and creative problem-solving capabilities into our students…. An integrated, inquiry-based, and challengebased curriculum with strong, hands-on learning…will stand up best to our evolving world.” Today’s teachers at Derby already integrate these elements into their lessons, and the curriculum as a whole—especially with regard to STEM education—is well on its way as we aim to best prepare our students for the world they will find after they move on from our campus.

WANT TO HEAR MORE FROM OUR ALUMS? Read the complete Q&A responses from our alumni on our website! DerbyAcademy.org/AlumniQandA

STRATEGIC PLAN PILLAR I: Elevating the Student Experience & Championing Faculty Excellence

OBJECTIVE 1, INITIATIVE 1: Expand and enrich the STEAM Program to spark curiosity, creativity, and

innovation across all grade levels, while assessing staffing and resources to support growth.

Math for Lunch in the Lower School By Will Boericke, Math Specialist, Lower School Math Department Chair WHEN HE WAS in the Lower School, Willy Dwyer ’30 asked, “Why can’t we have a math club in the Lower School [like they do in the Middle School]?” Good question, Willy! For many years, the Continental Mathematics League (CML) competition—six-question quizzes, three times a year—has been available only to students in Grades 4-8. Taking Willy’s suggestion to heart, we discovered the CML has an o!ering for younger students and we quickly turned the Lower School CML competition into a “working lunch.”

In the older grades, the CML (and its mathematical cousin, the American Mathematics Competition or AMC-8) is taken individually in a traditional test taking setting but for Grades 2 and 3, the competition is a cooperative one. Over bagged lunches in Terry Library (a delightful novelty, complete with a cookie!), we spent this past year proudly watching students help each other unpack the challenging questions posed. Sample Grade 3 CML Question: Jesse is 5 years old and Lauren is 7 years old. In _____ years, their ages will add to 20.

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We delight in observing scenes of close listening, o!ering alternative approaches, and debating final answers. While adults occasionally consult, the work is student-driven. Students encourage each other to stretch themselves and to use math and logic they’ve learned in di!erent ways, experiencing growing success over the course of the year. The enthusiasm is palpable! In the week leading up to the CML events, students ask, “When is math club?” on a daily basis.

Alumni in

STEM

SCOTT SADLON ’96 has spent most of his career as a mechanical

engineer in renewable energy technology development and project management. He currently works for a battery startup that installs large-scale, multi-day battery storage systems for electric utilities, helping stabilize the electric grid in regions with high levels of renewable energy generation. Looking back on his time at Derby, Scott recalls the annual egg drop experiment and the way it taught two important skills

By practicing these types of questions in a fun, low-pressure environment, students will be prepared to tackle the solo competitions that the CML o!ers in the Middle School. By the time they are old enough to take the AMC-8, they will have the stamina to dig into 25 questions in 40 minutes. Perhaps even more importantly, student enthusiasm for math is evident and contagious in class daily.

needed for any engineering project: prototyping and testing. When it comes to the importance of STEM education, Scott feels that providing consistent opportunities for students to hypothesize, test, fail, and repeat are critical to building realworld resilience and problem-solving skills. He points out, “Teaching to a single correct answer rarely reflects how the messy world works (or does not work for many people).” As the world heads toward a higher level of automation

We look forward to continuing to o!er the CML competition to Grades 2–4 in the coming years. In response to student requests, we will also add a solo competition with awards!

in the future, Scott reminds us that “we will always need

With these new o!erings, students will be more than ready to try their hand at the AMC-8 in the Middle School.

our students—with instinctive quality control and robust

thoughtful, empathetic people making decisions that a!ect our technologies and communities. Just as we have learned to be skeptical of AI output and political rhetoric, we can prepare questioning attitudes—to thrive in increasingly complex STEM fields.”

Can you solve this sample question from this past year? What is the value of the following expression?

WANT TO HEAR MORE FROM OUR ALUMS?

1+2–3+4+5–6+7+8–9+10+11–12

Read the complete Q&A responses

A) 18

from our alumni on our website!

B) 21

C) 24

D) 27

E) 30

See page 62 for the answers to the questions.

DerbyAcademy.org/AlumniQandA

STRATEGIC PLAN PILLAR I: Elevating the Student Experience & Championing Faculty Excellence

OBJECTIVE 2: Expanding Capacity to Empower Every Student to Reach Their Full Potential.

The Executive Function Behind Writing: Building Skills to Improve Both Mind and Heart By Elizabeth Erbafina, Middle School English Teacher WHEN FIFTH GRADERS enter our classroom on the first day of school, one bulletin board stands intentionally blank, except for the prompt: “What makes writing worth reading?”

This essential question guides our fifth-grade writers throughout the year. Its answers are endless, and that is what makes it so powerful. In the opening week, students respond intuitively, and their sticky notes quickly transform the blank bulletin board into a space filled with ideas: • “When I can picture everything happening in my head.” • “When it makes me feel like I’m part of the story.” • “When it makes me laugh out loud.” • “When it helps me understand something new.” 12

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Their responses are genuine and revealing. They o!er a window into what students already understand about meaningful writing. Over the months that follow, however, their answers begin to evolve. Writing is both a skill and an art, and every student brings something uniquely their own to the page. Yet one characteristic that all strong writing shares is intention. It is thoughtful, purposeful, and informed by a clear understanding of audience and message. In other words, great writing is a product of strong executive function.

At Derby, our motto, Improve Both Mind and Heart, guides not only what we teach but also how we teach it. The writing classroom exemplifies this dual growth. The process of composing inherently engages a range of executive function skills, which are the mental abilities that help students plan, organize, focus, and reflect. Writers practice: • Organizing ideas during brainstorming and outlining • Managing time to meet deadlines and balance multiple projects • Setting goals for each draft or revision • Self-monitoring for clarity and organization • Applying cognitive flexibility when revising based on feedback • Reflecting on strategies to identify areas for improvement Derby faculty have deepened this work through shared executive function routines across grade levels and subject areas. This work has been shaped by our use of the SMARTS curriculum, which provides students with a common language and set of strategies for managing their thinking. In the writing classroom, these strategies come to life in authentic ways. Students learn to think ahead, structure their ideas, and assess their work with increasing independence. As a result, the classroom becomes a space where students are not only developing as writers but also building the habits of mind that support lifelong learning. To maximize growth, di!erentiation plays a key role in helping students strengthen these skills. Every writer brings a unique blend of strengths and approaches, so instruction is intentionally designed to meet them where they are. Some students use graphic organizers and sentence frames to shape emerging ideas into clear paragraphs. Others rely on checkpoints and timelines to stay engaged throughout the drafting and revision process. For students ready for greater complexity, opportunities to experiment with sophisticated text structures or craft techniques encourage deeper thinking and reflection.

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Students learn to think ahead, structure their ideas, and assess their work with increasing independence. As a result, the classroom becomes a space where students are not only developing as writers but also building the habits of mind that support lifelong learning.

”

is especially evident during collaborative feedback sessions, where students give and receive constructive critique that sharpens their understanding of structure and word choice. Together, these experiences highlight both intellectual growth and character development. By spring, when students revisit the question “What makes writing worth reading?,” their responses reveal a more nuanced understanding. The once-blank bulletin board now holds a layered collection of insights: • “When every part of the story works together to share a clear message with the reader.” • “When my words show exactly what the characters are thinking and feeling.” • “When my writing teaches the reader something important in a way that is easy to understand.” • “When my writing convinces the reader to think or act di!erently.” The responses reveal a clear evolution in their understanding of audience and purpose. Students now speak with confidence about structure, revision, and crafting meaning that lands with impact. Viewed through this prismatic lens, writing becomes more than an academic skill. It o!ers a lifelong framework for developing executive function and a clear example of mission-aligned teaching in action.

However, writing is not solely a cognitive endeavor.

So, what makes writing worth reading?

It also invites students to step beyond themselves and consider the perspective of their reader. In this way, the writing classroom becomes a space where clarity and compassion grow together. This balance of mind and heart

Ask a fifth grader, and listen closely. Their answers will inspire you.

STRATEGIC PLAN PILLAR I: Elevating the Student Experience & Championing Faculty Excellence

OBJECTIVE 2: Expanding Capacity to Empower Every Student to Reach Their Full Potential.

Props and Accessibility: How Orton-Gillingham Benefits All Students at Derby By Zaidee Rose, Director of Student Support Services AS AN EDUCATOR, I strive to learn a new skill each year.

Through taking on challenges of my own, I always gain insight into the learning process and a new appreciation for my students. Over a decade ago, I enrolled in a 200-hour yoga teacher training program. My goal was to have the ability to design sequences that I could practice independently at home. While I had taken many yoga classes over the years, I could not seem to replicate the sequences without teacher guidance. Furthermore, I would sometimes hurt myself and wanted to learn the proper alignment of each pose for injury prevention. Over the course of the training program, I learned about the indispensability of props.

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Even if you have never taken a yoga class before, you likely know about yoga blocks and straps, or may have seen a neat pile of folded blankets at your gym. These are all props that were popularized by yoga teacher B.K.S. Iyengar who believed in making yoga accessible to everyone. Can’t touch your toes? Use blocks to bring the floor to your hands. Can’t clasp your hands behind your back? Use a strap to make your arms longer. If you are hypermobile, these props can also support your knees from overextending in the warrior poses or your shoulders from splaying in a headstand. At Derby, similar to Iyengar, the Student Support Services team is focused on accessibility. It is our job to ensure that

all students can access the curriculum. Our “props” are specialized instruction and sca!olds—ways to support students before they can do something independently; for example, using manipulatives (objects students can move with their hands) to represent each sound a student hears in a word. We are driven by the motto: What is necessary for the few is good for many. In literacy, this looks like explicit and rules-based phonics instruction. Every child, even children who are already reading, can benefit from learning the rules behind why words are pronounced and spelled the way they are. The Orton-Gillingham (O-G) approach is considered the gold standard for teaching foundational literacy skills to students with dyslexia, and each of our Learning Specialists has been working hard over the past few years to attain certification in this specialized literacy instruction. As of June 2026, all of our Learning Specialists who provide literacy intervention are certified in O-G.$ Having this level of expertise on Derby’s team has enhanced our program—and benefitted all of Derby’s students—in concrete and measurable ways. Starting midway through Kindergarten, we screen students three times a year using the DIBELS (Dynamic Indicators

“ ”

We want all students to have the foundational skills to develop a positive lifelong relationship with reading and books, and we are always striving to provide them with the best tools to do so.

of Basic Early Literacy Skills) assessment process. This screening is used to identify students who may have a reading disability, and it also allows us to identify specific areas of strength and struggle for each student. The expertise and training of an O-G practitioner, in collaboration with classroom teachers, can help to analyze the data and devise a plan for students. For example, we could have a student who is reading in Kindergarten but the DIBELS process reveals that they are “at risk” and cannot read unknown words. Some students do learn to read by sight, but we want to equip all students with the tools to decode a word they have never seen. Our Learning Specialists work together with teachers to determine exactly which phonics rules students need instruction in and how to approach the content. We regularly meet with each grade level team and monitor student progress closely. For students who are not meeting benchmarks across all areas, and

$One of our Learning Specialists is also a licensed Reading Specialist and a structured dyslexia interventionist; another also has a degree in Speech-Language Pathology.

therefore not reading at grade level, we now have three O-G certified teachers who can provide the most intensive support necessary. Although I am now two decades into my yoga practice, I still use the props that I learned about in yoga teacher training. They help to keep my joints supported and aligned, and they make some poses accessible that I would not be able to try otherwise. Some students will become independent, fluent readers who rarely have to stop and think about how to approach a word. Others will always rely on syllabication and word parts to determine how to read a word. These tools, similar to props in yoga, do not signify limitations. They are a pathway to confidence, growth, and independence. By making reading accessible to every single student, we are building the skills they need to become joyful learners. At Derby, we want all students to have the foundational skills to develop a positive lifelong relationship with reading and books, and we are always striving to provide them with the best tools to do so.

STRATEGIC PLAN PILLAR I: Elevating the Student Experience & Championing Faculty Excellence

OBJECTIVE 2: Expanding Capacity to Empower Every Student to Reach Their Full Potential. OBJECTIVE 3: Fueling Excellence in Teaching: Investing in Those Who Inspire

Improving the Work that Improves the Mind through Curriculum Review By Sven Holch, Director of Teaching and Learning JUST LAST YEAR, a team of Middle School teachers identified an important opportunity for growth. Student assessment data revealed that, for a subset of our students, nonfiction reading comprehension was proving to be an area of relative weakness. While students demonstrated strong conceptual understanding, they sometimes struggled with the details: answering multiple-choice questions, making inferences, identifying main ideas, interpreting graphs, and extracting information from tables. These are essential skills as students make the important transition from “learning to read” to “reading to learn.” So, what were the teachers to do?

A simple first step was to investigate more opportunities for nonfiction exposure that asked immediate and often specific questions requiring close reading of not just text, but also insets, tables and graphs. We wanted to find ways to enhance and improve our program for all students while bolstering this specific skill in meaningful ways. We found online tools 16

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such as newsela.com and ixl.com and subscribed to The New York Times UpFront magazine and Science World to promote discussions, debates, and hard copy paper and pencil work. Depending on the activity and platform, choices of content and lexile levels—measures of a student's reading ability or a book's text difficulty—provided sca!olded entry points while still ensuring our students were practicing the needed reading skills. This process is a great example of two of the essential markers of an e!ective educational program: the intentional reflection on and renewal of the curriculum. Both reflection and renewal happen in myriad ways throughout a day, a week, and an entire year (not to mention weekends and summers, too). How about reflecting and renewing when we debrief a lesson with our class? Does reflection happen while reviewing the surveys we give students and faculty? Is it looking at that data as well as standardized assessment results to guide

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At Derby, we pride ourselves in holding on to the rich tradition and institutional knowledge that comes with a 242-year-old school, while also understanding how important innovation and having a growth mindset are to providing an exceptional learning experience for our young people. —Matt Magoon, Assistant Head of School for Academics

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instruction? Is it inventorying and auditing our materials and text choices? Is it the formal and informal meetings that happen daily with colleagues to discuss our students and our work with them? It’s all of this and more. Reflection and renewal create a curriculum that can resist stagnation, harbor a culture of respect and collaboration, and prevent teachers from feeling stuck in their own “silos” or relying on ine!ective or out of date methods and materials. Mary Beth Murphy, Head of the Lower School, led our faculty through an exercise a few years ago that began by revealing the derivation of the word curriculum: the Latin word currere, meaning a course or path to run. The analogy of being on course—on a path or a trail—resonated with many of us at the time and still does today. How do we make sure we stay on that well-trodden trail of reflection and renewal for our curricula that follows waypoints and signposts marking predictable and equitable progress? How do we look closely at what we want our students to know (content), what we want our students to do (skills), and what we want them to use (methods and materials)? And how do we do this on a large scale?

The Curriculum Review process at Derby has all departments and subject areas on an alternating 5-year cycle, during which each department must conduct, complete, and share its “curriculum review.” For example, PE and Math just concluded theirs, with Social Studies and History coming up next year, followed by Science/STEM/ Arts. During that dedicated time, school visits and professional development, including attendance at national and local conferences, act as catalysts for new ideas and improvements for consideration. Some of the topics covered in a review include a vision statement, classes and faculty overview, relevant curriculum standards, texts

and materials, current research, and what’s new and what’s next for the subject in the future. The Curriculum Review is first presented to fellow department chairs for feedback and then open for all colleagues’ edification at the Faculty Celebration of Learning— an annual opportunity for faculty and sta! to share professional development takeaways with their peers—each spring. Finally, it is presented to the Head of School and the Board of Trustees at the Education Update meeting before the end of each school year. Whether we discover that Middle Schoolers need additional support with nonfiction reading comprehension, Lower Schoolers have a particular enthusiasm for athletics, or certain grade levels are especially drawn to STEM, our Curriculum Review process—and every teacher’s daily mindset—ensures that we are implementing innovations in the educational field in such a way that is in tune with our students’ needs and interests. Reflection and renewal are ongoing, and keep Derby a place of constant improvement, in both mind and heart.

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Going through the curriculum review process was an incredibly valuable experience. While it was certainly challenging, it was equally rewarding. It gave me the opportunity to reflect deeply on our program, celebrate our strengths, and look at our work with fresh eyes. Most importantly, it allowed me to share our department’s story and vision with multiple audiences in a way that sparked thoughtful conversations and genuine excitement. —Lauren Brooks, Physical Education Teacher, Physical Education Department Chair

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STRATEGIC PLAN PILLAR II: Telling the Derby Story: Inspiring Both Mind and Heart

OBJECTIVE 2: Enrollment Management: Attracting Families Through Connection and Community

When Community Spirit Becomes Impactful Storytelling By Nicole Carnes, Director of Admission RECENTLY, a family living overseas inquired about Derby

because a colleague was raving about their family’s experience here. Similarly, a family preparing to move from North Carolina to Massachusetts was told by a friend, "If you're moving to the South Shore, you have to look at Derby." 18

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These are real stories from our office, and they reinforce something we've known for a long time: word of mouth is our most e!ective marketing tool. The experiences our families share are what introduce so many new families to Derby. In order to harness this energy, last fall we created a Parent Ambassador program. Launched with the goals of fueling school spirit, strengthening community connections, and spreading the word about Derby far and wide, this initiative was designed to turn our biggest fans into our most impactful storytellers. We kicked o! in the fall with guided focus groups to pinpoint exactly what makes Derby so special, followed by collaborative brainstorming. We then moved on to feedback and training sessions.

We engaged 61 active ambassadors who were self selected into three committees. The Internal Ambassador Committee focused on deepening community connection and ensuring the mission—to inspire and foster a foundation for lifelong learning through a focus on improving both mind and heart— and motto—Improve Both Mind and Heart—which are well known and prominently displayed on campus. This group committed to building community among families through on-campus events like our spring “Pingo Night” (Pizza + Bingo) in the Lower School. The External Ambassador Committee expanded awareness of Derby regionally through targeted outreach e!orts. This past year, our external group wrote online reviews, distributed marketing collateral throughout the South Shore, displayed lawn signs in their yards, and significantly increased their engagement on Derby’s social media channels. The Admission Ambassador Committee provided support to the Admission team by leading tours, attending events, and o!ering authentic parent voices for families in the admission pipeline. We made sure to have some fun along the way: We celebrated our volunteers in February at a festive Casino Night and later wrapped up the school year with a celebratory lunch. There, we debriefed on our successes and areas where we want to improve, and were treated to an inspiring talk from Anif McDonald, our Director of Community and Belonging. Year one was highly successful, and we are just getting started. As we look ahead to year two, we want to keep this momentum going and hope to enlist many more ambassadors. We are eager to continue and expand upon this work in the years to come.

CONNECTIONS In the Classroom

Connections are the heartbeat of the school community, inspiring joyful learning, meaningful relationships, and a strong sense of belonging. Together, they empower students to grow into confident learners and compassionate human beings.

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CONNECTIONS In The Classroom

Learning Together: The Power of Intellectual Connection By Bridget Conway, Social Media Manager and Communications Specialist LEARNING FROM OLDER PEERS you admire is one thing,

learning from younger peers who remind you of how you’ve grown is another. This year, our faculty saw opportunities to give our students the chance to learn with those peers—an incredibly powerful experience of intellectual connection. Our first graders joined our seventh graders to conduct a science experiment exploring the guiding question, “What properties of matter a!ect how it interacts with solar energy?” Our second graders tested out the robotic mini golf courses our sixth graders designed in their STEM class. Our 22

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third graders gained invaluable insights working on their Living History Museum projects with their eighth grade peers who have already “been there, done that.” Our fourth graders and our seventh graders enjoyed a math lesson on angle pairs, parallel lines, and using protractors co-taught by their math teachers. And our fifth graders—already thinking with a global mindset as they developed their International Studies Look and Learn projects—got an engaging sneak peek into what Model UN is like as eighth graders led them through a MUN simulation, jargon and procedure and all.

Because Derby is a close-knit Pre-Kindergarten to Grade 8 school with enough flexibility built into its curriculum to allow for creative learning opportunities, our faculty has the chance to facilitate these moments of intellectual connection for our students. These cross-grade learning experiences not only make learning exciting and fresh for our students, but also strengthen our students’ connections across divisions outside of our monthly Pals activities. It is incredibly moving to see our students inspire each other academically, to see a small breakthrough brought on by a peer explaining things di!erently than a teacher might, to

see connections being made as a student realizes they have a shared interest with an older or younger peer. Some of these cross-grade lessons were new this year, others have been taught before but are still in their infancy. After the success of these lessons and the enjoyment they brought both our students and teachers, there’s no doubt our faculty will continue to seek out opportunities like these in the coming years. Building meaningful connections is a cornerstone of the Derby experience, and finding ways to nurture and celebrate these moments will always be central to our community.

CONNECTIONS In The Classroom

The Importance of Play By Mary Beth Murphy, Head of the Lower School AT DERBY ACADEMY, we believe that play is one of the most powerful ways we connect children to one another and to challenging, joyful learning. In our Lower School classrooms from Pre-K through Grade 4, play is not a pause from rigor; it is the path to it.

Play at the Heart of Lower School In the Lower School, we design each day for our young students’ lively minds and imaginative spirits. We believe that young children learn best when they are active, curious, and engaged, so we embed play-based learning throughout the school day, in classrooms, in hallways, and outdoors. We intentionally create experiences that spark curiosity, encourage creativity, and help students make meaningful connections across 24

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subjects. Multiple recesses, mixedgrade lunch tables, and cross-grade Pals are not “extras” in our schedule; they are essential structures that invite children to play, talk, and learn from peers beyond their own classrooms.

Connection Through Playful Community We know that children learn best when they feel known and valued. Play is one of the primary ways our students experience belonging. Weekly Community Meetings and our Celebrations of Learning bring students, teachers, and families together to share projects, performances, and discoveries that often grow out of playful exploration. Through cross-grade Pals and mixedage activities, younger children gain role models, and older children step

into leadership with empathy and care, strengthening the sense of belonging that defines our Lower School. When a Grade 2 class presents a puppet show from their History of Derby project or shares their learning from our global water inquiry in partnership with our MCM pencil pals, they are not only demonstrating knowledge, they are inviting our community into the playful process of wondering, building, revising, and teamwork that led them there. Through playful inquiry within relationships, children construct meaning together in ways that are joyful and memorable, so the learning “sticks,” the project’s impact extends far beyond its final performance, and shared experiences become touchstones they return to again and again.

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We believe that young children learn best when they are active, curious, and engaged, so we embed play-based learning throughout the school day, in classrooms, in hallways, and outdoors.

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Academic Rigor in Disguise

We hold high expectations for academic growth, and we believe that rigorous learning can, and should, feel joyful. In Grade 1, for example, our mathematicians build number sense through hands-on games, puzzles, and patterns. To the children, it feels like play; to us, it is carefully designed practice in flexible thinking and problem-solving. Across the Lower School, our projects-based curriculum integrates social studies, science, art, music, and physical education. We ask students to investigate big questions and share their learning in creative ways. When Grade 3 students dramatize the social studies concept of exploration in their Explorers Living History Museum, they are engaging in complex, cross-disciplinary thinking. What looks and feels like a playful project is, in fact, rigorous work that demands persistence, critical thought, and collaboration. When Grade 3 students design a workout routine for their families to exercise a particular muscle group as part of their Health & Human Body Fair, the McKelvey Gym buzzes with laughter and enthusiastic cheering. Through this kind of playful inquiry within relationships, students move beyond memorizing facts about physiology to truly understanding how bodies work, because they are explaining, questioning, and modeling ideas together in ways that are vivid, social, and deeply meaningful.

Arts, Movement, and Joyful Practice We also see the arts and movement as vital spaces where play and rigor coexist. In Lower School music, students listen, sing, dance, and play instruments as they develop music literacy skills and explore a wide range of genres. Through rhythm games, movement, and ensemble work, they practice focus, coordination, and pattern recognition that support learning in every subject. On the stage and in the studio, our students rehearse, revise, and refine their work as they prepare performances and presentations. We watch them make imaginative choices, learn from mistakes, and experience the satisfaction of growth over time. They come to understand that repeated practice and joy are not opposites; they belong together. When arts and music are integrated into their classroom learning, that partnership deepens their understanding and leaves a lasting imprint on what they know and who they are becoming

Playful Learning, Lifelong Outcomes As Lower School educators, we believe that our commitment to play-based, hands-on learning is not just about making school fun, it is about preparing children for the future. Through playful problem-solving, cross-disciplinary projects, and rich experiences in collaboration, our students build flexible thinking, organization, and resilience. These are the skills that will support them in later grades and beyond. By the time our students leave Grade 4, they have experienced an education where connection, challenge, and joy are deeply intertwined. We see them move forward as curious, confident learners who know that school can be a place where hard work feels meaningful and where play is a serious tool for improving both mind and heart.

CONNECTIONS In The Classroom

Connections in Action: When Students Become Teachers By Tom Graziano, Middle School History Teacher, History Department Chair MOST AMERICAN ADULTS read and discussed the Gettysburg

Address in school at some point, but how many did so after classmates had teamed up to introduce it with key historical background information? Working o! the precepts that students learn best when delving into a topic of their choice, with partners of their choice, Derby Academy’s Grade 7 History classrooms transformed over this year’s second term into spaces where students frequently led o! class periods, presenting their research findings as the culmination of the learn and teach process. Explaining that work, as well as how I came to adapt it from my Middle School History Teacher colleague Ms. Aileen Nalen, and the ways in which all of this reflects our 2025-26 schoolwide theme of connections are the tasks of this piece. Connections are not just for students. They often begin with teachers learning from one another. My own professional growth goal this year was to seek out ways to increase student voices and student-led activities in my classroom. Simultaneously, to start the year, I found myself hearing about Ms. Nalen’s “learn and teach” process through multiple 26

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avenues: A piece from Middle School English Department Chair Mr. Rich Andriole in last year's Derby Summer Magazine, my own conversations with Ms. Nalen herself, and Matt Magoon's interview on Je! Natale's "The Derby Di!erence" podcast—the Assistant Heads of School for Academics and External Relations, respectively. I was able to sit in and observe some of her Grade 6 students confidently— even joyously—recounting carefully focused research into sociocultural features of ancient Egypt, for which they then received kind and thoughtful peer feedback. It was immediately evident this process can and should be debuted in Grade 7. Like with any curricular addition, adapting “learn and teach” took thought. I chose two dozen topics from the second term’s wide-ranging units exploring 19th century America, developed a project description around the “5 Ws”—what I call school newspaper questions—and devised a scoring rubric. Students would be graded not only on oral presentation norms, but also their historical accuracy and MLA-formatted Works Cited lists, reflecting their

extended research. We spent most of a class period going over expectations, then settling on partners and topics. Individual work was an option, but 95% chose the connections route, partnering with one or two classmates. In education, surprises are inevitable. For example, no one bit on the topic of “new military technology of the Civil War,” but a three-way scramble in one class for “women’s role in the Civil War” had to be broken with a set of coin tosses. Having rolled out the project early in December, we dedicated the next day to initial research, to build momentum. Presentations began the week after Winter Break, proceeding at a steady rate over the following weeks as we arrived at folks’ chosen topics in the planned curriculum. Working with one or more partners, making connections with a historical topic also takes thought. Groups had to divide responsibilities. All were investigators, organizers, and presenters, but who would do what, exactly? Students also had to be consistently mindful of the usual research guidelines, carefully evaluating sources for reliability, and organizing their resulting research. I had to grow comfortable with more of a background role: frequently meeting with learners during the dedicated Resource block to troubleshoot questions and concerns, while also providing a reminder to every group one week ahead of their sharing with the whole class.

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Connections like the 'learn and teach' process turn classrooms into communities. Students build bridges to content and to each other as they not only learn history, but take ownership of it.

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Students thus became active educators, rather than passive learners. We were immersed in detailed but digestible elements of key historical topics we would otherwise have not had time to explore. For example, while we inevitably would have learned that Lincoln won the 1860 presidential election, students had a much richer understanding of why that victory ultimately triggered Southern secession and the Civil War through “learn and teach” presenters' clear work contrasting his campaign with the three other candidates’ platforms. Students, as always, proved to be more creative than me. Handouts, review quizzes, and even a brief foray into an online version of the 1971 Oregon Trail computer game amplified the presentations, and helped cement key takeaways. Connections like the “learn and teach” process turn classrooms into communities. Students build bridges to content and to each other as they not only learn history, but take ownership of it. Any such new initiatives require continuing reflection and refinement, but the success of this year’s experiment is, to me, a clear reminder of the enduring value of connections in education.

Thank You Jeffrey Camuso P’26,’29 Board of Trustees President from 2024–2026 Derby Academy is deeply grateful to Jeffrey Camuso P’26,’29 for his steadfast support and leadership as President of the Board of Trustees for the past two years. JEFF AND HIS FAMILY have been active

members of the Derby community since 2017 when their eldest son Ben first enrolled in Kindergarten followed by their son Teddy in 2020. Since that time, Je! has been a champion for Derby as a parent, Board member, and Parent Ambassador.

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Throughout his time as Board Chair, Je! was instrumental in assisting the Leadership Team and the Board with creating and launching our 5-year strategic plan: Charting the Course for Derby’s Future. Je!’s commitment to Derby and its success is evident in all he has done throughout his time on the Board and as a community member. Guided by humility, wisdom, steadiness, and a genuine care for Derby Academy, he has consistently kept students at the center of his focus and the school's mission at the forefront of every decision.

“Je! stepped into this leadership role because he believes deeply in Derby. He believes in the faculty and sta! who bring excellence and care to our students every day, and he believes in this very special community. Thank you Mr. Camuso for all you have done for Derby as the President of the Board of Trustees,” remarked Head of School Dr. Colleen Ramsden at Derby’s Choral Concert in the spring. Throughout his tenure, Je! listened thoughtfully, fostered deep collaboration, and inspired confidence across the entire community. His leadership has left Derby fundamentally stronger and beautifully positioned for the future.

Welcome New Board of Trustees President Christopher Lawrence P’27,’28,’30,’33

Derby Academy is thrilled to welcome Christopher Lawrence P’27,’28,’30,’33, as our new Board of Trustees President. SINCE JOINING the Board of Trustees in 2024, Chris has quickly become an engaged and thoughtful leader. He has served on the Advancement and Buildings and Grounds Committees, helped shape Derby's Strategic Plan, chaired the Advancement Committee, and served on the Executive Committee. As President of the Board of Trustees, Chris will work closely with Head of School Dr. Colleen Ramsden to advance Derby's mission and guide the school through an exciting period of growth.

estate occupiers and investors in their real estate portfolio strategies. Prior to entering the real estate business, he graduated from Tufts University with a major in Economics and a minor in English. Chris was a Tufts University Football Team captain, having graduated in 2005. Before Tufts, he attended a postgraduate year at Phillips Exeter Academy in Exeter, NH, graduating in 2001. After college,

Chris worked as a Tutor at Nativity Preparatory School in Roxbury and the Big Sister Association of Greater Boston in philanthropic initiatives. Chris and his wife, Laura, live in Hingham with their four children, Ryan ’27, Matty ’28, Livvie ’30, and Hannah ’33. Chris and his family split their time evenly between hockey rinks, soccer fields, lacrosse fields, and flag football matches.

Head of School Dr. Colleen Ramsden shared, “Chris is warm, welcoming, and brings positive energy to every interaction. Most importantly, he believes deeply in Derby's mission to Improve Both Mind and Heart, and I look forward to partnering with him as we continue to build on Derby's strong foundation.” Chris has been in the commercial real estate business for 20 years. Chris was employed at Meredith & Grew, a private full-service real estate firm, for 8 years before joining JLL. Chris is currently a Vice Chair working on behalf of real 29

DIVERSITY, EQUITY, INCLUSION, & BELONGING

Community and Belonging By Anif McDonald, Director of Community and Belonging AT DERBY ACADEMY, Diversity, Equity, Inclusion, and

Belonging (DEIB) are fundamental to creating a learning environment where every student feels valued, respected, and empowered to thrive. Derby embraces the responsibility of preparing students not only for academic success, but also for meaningful participation in an increasingly interconnected and diverse world. A strong sense of belonging is at the heart of the Derby experience. Belonging means that every student, family, faculty and sta! member, and alum feels seen, heard, and valued for their unique identities, experiences, and perspectives. When individuals feel they belong, they are more likely to engage fully, take intellectual risks, build authentic relationships, and contribute positively to the community. This year, I partnered closely with grade-level teachers to bring DEIB concepts directly into the student experience. Through lessons woven into both the curriculum and Derby’s mission to improve both mind and heart, students have explored what it means to be an upstander, examined the harms of stereotypes and microaggressions, reflected on how their individual identities are superpowers, and engaged in 30

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meaningful service-learning opportunities. By collaborating with the Counseling Office to add to the Social Emotional Learning (SEL) lesson plans around identity and bullying prevention, we have enhanced the student experience through references to books and lessons that have already been taught throughout the school year. These conversations help students develop empathy, self-awareness, and the skills needed to build inclusive communities. Through these classroom experiences, we've bridged the gap between SEL and DEIB and, more importantly, turned a more specific focus toward the formation and development of our students' empathy. The Office of Community and Belonging has also worked alongside students in a variety of other ways throughout the year. From serving as a mystery reader in first grade to helping second graders edit their classroom newspapers, these collaborations have fostered authentic connections across divisions and disciplines. Additionally, the office has partnered with each grade level during morning meetings to support service-learning initiatives focused on childhood illness and health awareness, helping students understand how compassion and action can create positive change in the world around them.

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Derby Academy continues to cultivate a community where every individual is welcomed, respected, and inspired to contribute their best self.

diversity of their students' backgrounds have an e!ect on their experience and behavior in the classroom. These conversations provided an opportunity for educators to deepen their understanding of one another and their students and strengthen the inclusive culture that defines Derby. Building community also requires creating space for reflection and dialogue. During this year's Faculty Celebration of Learning—an annual opportunity for faculty and sta! to share professional development takeaways with their peers—I facilitated a listening session focused on how individual identity impacts experiences in our classrooms. Through personal stories and best practices for identity consciousness in the classroom, faculty and sta! learned more about how the

Our commitment to DEIB is ongoing and guided by the goals outlined in Derby’s strategic plan. As we look ahead, one of our primary objectives is to continue building cultural competency across our community. To support this work, all faculty and sta! will engage in a shared reading of Identity-Conscious Practice in Action by Dr. Liza Talusan. Dr. Talusan, a trusted partner who has facilitated professional development at Derby in the last five years, challenges educators to become more identity-conscious in their

practice through reflection, dialogue, and case-study analysis. After reading her book and engaging through another of her workshops practically tailored to the dynamics at Derby, faculty and sta! will have the skills and perspective they need to continue to foster classrooms where every student feels seen, valued, and supported. The journey toward greater community and belonging requires commitment, humility, and a willingness to learn from one another. By embracing these principles, Derby continues to cultivate a community where every individual is welcomed, respected, and inspired to contribute their best self. In doing so, we prepare students to lead with compassion, integrity, and purpose in a diverse and evolving world.

CAMPUS NEWS

First Chapel FIRST CHAPEL welcomed students back for an exciting first day of school,

marked by enthusiastic arrivals, smiling faces, and a strong sense of community. The start of the new school year reflected the school's commitment to nurturing both the minds and hearts of its students, helping them grow into inquisitive, empathetic young learners so they can confidently take on whatever the world has in store for them.

Fall Fair OUR ANNUAL FALL FAIR was a

memorable day featuring exciting rides, tasty treats, laughs with friends, and most of all, great memories. Community members from Derby and surrounding areas came together to enjoy an afternoon of classic fun and meaningful connections. A heartfelt thank you to the Derby Family Connect team for making this event a smashing success year after year! Our dedicated family and student volunteers are what make it all possible. 32

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Gathering of Thanks OUR ANNUAL GATHERING OF THANKS gives faculty, sta!, students, and families

the opportunity to make Derby connections over shared gratitude ahead of the Thanksgiving holiday. During the assembly, students sat with their Pals and some took to the podium to thank faculty and sta! who keep the school running smoothly behind the scenes. Grade 2 student Charlie Giudicelli discussed the impact gratitude has on one's wellbeing, Derby alumna and member of the Derby Council Marion Brewer '67 spoke about the impact her connections to Derby have had on her journey, and students discussed current initiatives to give back to the broader community. The Gathering wrapped up with a touching performance of the song "Compass" by our Grade 7 & 8 Vocal Ensemble. The song emphasizes the importance of using our hearts as compasses to work through difficult times and reminds us that we always have the support of our family and friends.

Willy Wonka THE FALL PERFORMANCE of Willy Wonka: Kids by our Grade 6 students

brought sweet smiles to faces across our community! The production was a true collaborative e!ort, bringing together talented student actors, seventh- and eighth-grade set builders, technical crew members, and arts faculty. Through their creativity, dedication, and teamwork, they successfully brought this whimsical story to life on stage. The Grade 6 musical is a major milestone in the Derby curriculum, giving students the opportunity to audition for, rehearse, and put on a large-scale theatrical production. It's a great exercise in public speaking and teamwork as students collaborate to put on an unforgettable performance.

Grandfriends Day GRANDFRIENDS DAY is one of our favorite annual traditions. In November, we welcomed over 350 grandparents and special friends to campus for a memorable day of performances and classroom time with our students. The event serves as a meaningful reminder of the lasting relationships and shared values that unite Derby families.

Winter Music Concerts GRADES 4#8 band and strings students presented a musical celebration to families during the Winter Concerts in December. The performances highlighted students’ dedication, growth, and musicianship while bringing the school community together to enjoy an evening of music.

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Winter Term EACH DECEMBER, Winter Term transforms the Middle School experience. For

one immersive week, regular assignments pause as students step into hands-on studios focused on real-world challenges. Through this work, students explore one or more of the United Nations Sustainable Development Goals, gaining a global perspective while learning how their ideas and actions can create meaningful change close to home. Winter Term Studios are crafted to include a concentrated classroom study of a specific sustainability topic and field trips to local organizations addressing these goals. These studios culminated in a creative student-led project that addressed the issue they explored. Some of this year’s Studios and their related field trips that took place include: The Atom: UMASS Lowell's Nuclear Radiation Laboratory Reactor Call of the Wild: Walden Pond Stagecraft: North Bennet Street School Cracking the Code on the Cove: Local Wetlands

Winter Concerts BEFORE STUDENTS DEPARTED for

December break, Larson Hall was filled with festive and joyous music for the annual Winter Performances. Students celebrated the season with song and dance and brought the holiday cheer!

Pep Rally WHAT BETTER WAY to bring up the energy on a cold winter day and strengthen

our Derby connections than our annual pep rally? Decked out in Derby blue and white, all grade levels gathered in the McKelvey Gym to celebrate our community and have some serious fun. Students participated in team challenges including Hopscotch Relay, Rescue Run, Chain Train, Noodle Pass, and more!

Day of Service IN APRIL, our Day of Service brought

the whole school together to discover how small acts of kindness can make a big di!erence. During a day of learning, service activities, and some good oldfashioned kickball, Derby students supported Alex’s Lemonade Stand Foundation, The Boston House: Hope and Healing for Children with Cancer, and The Ronald McDonald House in their e!orts to increase children’s health awareness. 36

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Alice in Wonderland, Jr. IN MAY, Grade 7 and 8 students delivered a fabulous performance of Alice in Wonderland, Jr. The production was supported by sets and lighting designed by their peers, costumes crafted by our incredibly talented sewing teacher, and musical accompaniment provided by our own music teachers.

The performance focused on the importance of the ensemble: how it can serve as a storytelling vehicle, enhance the depth of a production, and punctuate key moments in meaningful and dynamic ways.

Derby Celebrates the Arts IN THE SPRING, Derby was bursting with creativity as our campus celebrated the

arts. Lower School families enjoyed Arts Morning featuring student artwork on display and crowd-favorite performances of Pre-K's Peter Rabbit, Kindergarten’s Rainbow Fish, and a special performance from Grades 1–3. The celebration continued at the Arts and Music Night where students in Grades 4–8 showcased their talents across a wide range of mediums, from sewing and visual art to woodshop creations. The evening also included the Band and Strings Concert, where student musicians showcased their talents in a memorable performance.

Field Day

FIELD DAY was once again one of

the highlights of the school year, as Grades 4–8 students enjoyed a beautiful spring day filled with competition, teamwork, and school spirit. The Derbies entered the day determined to end the Toppers' three-year winning streak, and every event was contested with tremendous e!ort and enthusiasm. New traditions were introduced, including the unveiling of the Spirit Cup trophy, adding even more excitement to the day. While athletes competed fiercely, they also demonstrated outstanding sportsmanship and respect for one another throughout the competition. After all the results were tallied, the Toppers emerged victorious, capturing the Spirit Cup and extending their winning streak to four consecutive years. The Lower School also enjoyed their own Field Day activities a few weeks prior to the main event!

Foley Prize By Eleanor Levy ’26 PLAYING SPORTS—specifically soccer,

basketball, softball, and volleyball— has been an important part of my life since I was little. Research from the Aspen Institute’s Project Play initiative shows that there are a lot of benefits associated with playing sports. Children with access to sports are more likely to have better confidence, leadership skills, mental health, and physical fitness. At the end of my seventh grade year, I was awarded the Edward R. Foley Citizenship Prize. The prize is awarded to one student who will work over their eighth grade year to educate and mobilize the school community around a charitable cause and help lead service activities throughout the year. For my Foley Prize project, I chose to educate the Derby community about the importance of sports access for all children. Students at Derby Academy have PE or team sports several days per week. However, many kids do not have the same opportunity often due to the costs of team programs and sports equipment. The Derby community worked with me this year to help change this for several areas in Massachusetts. Over the course of the year, I hosted three used sports

DERBY ACADEMY

equipment drives. Derby students brought in soccer cleats, baseball bats, lacrosse sticks, hockey skates, and much more! In fact, we gathered over 350 pieces of sports equipment to donate to a Massachusetts non-profit, Everyone’s A Player. They delivered our sports equipment to teams in the city of Lawrence. In addition, we partnered with another local sports non-profit, Good Sports. My eighth grade peers had the opportunity to volunteer with me in their warehouse. Good Sports partners with major sports brands like Nike, Under Armour, and Adidas to donate new sports equipment to kids in need. I’ve volunteered in their warehouse in the past and it’s cool to see what they receive— things like Steph Curry’s basketball sneakers and soccer balls from the FIFA Women’s World Cup. Many of the kids on the teams they support have never had brand new sports equipment. Between Derby students donating used sports equipment they have outgrown or no longer need and students volunteering at the Good Sports warehouse, we gave kids who didn’t have access to sports the opportunity to play.

From Derby to Iceland and Back

The journey to Iceland was full of laughter and anticipation—we were so excited that none of us could sleep on the plane! Touching down in Iceland, it felt otherworldly. We met our wonderful guide, Ardis, who quickly became an essential part of our adventure. My classmates and I rode Icelandic horses, toured lava tunnels, walked on a glacier covering 8% of Iceland, saw numerous waterfalls, watched the geysers of Iceland blow, and saw the site of the separation of two tectonic plates, all while absorbing knowledge about the beautiful country we were visiting. The hardest experience of the trip might have been tasting heaven on earth through fresh strawberries from Friðheimar farm only to be taken away from the delicious fruit. Being relentlessly teased by Mr. Natale and falling for the claim that he had just “one more” container

We were so excited when we found out we’d have the chance to visit Iceland with our school, and we both agree it blew our expectations out of the water. The trip was truly incredible—as we ventured through glacial beaches and waterfalls, everyone had a smile on their face. Some of our favorite parts of the trip were white-water rafting, seeing behind a waterfall, and visiting the Hvammsvík Hot Springs. We also explored a tunnel made of dried lava and went horseback riding. These experiences helped us become closer to our classmates, teachers, and the grade below us. The whole trip was so much better because of our guide, Ardis, who was an Icelander. She taught us so much about the history and culture of Iceland. The trip would not have been the same without her. —Henry and Graham McDevitt '27

of strawberries is not for the faint of heart. —Elliott Gammell '27

Our Iceland adventure was packed from dawn to dusk in the land of Midnight Sun, and yet, my favorite memories are the ones when time seemed to stop. One such memory was at a farmstay on Iceland ’s east coast, where the family’s horse As I approached Skógafoss waterfall on the first day of our trip, I noticed that there was a path to the base of the falls. I decided I wanted to see it up close. Although it was a warm day (for Iceland, anyhow), the air chilled rapidly as I approached the base of the falls along a rock wall. Very wet people were heading out, but, as I did so many times during the trip, I thought, I’m probably only going to be here once. Suddenly, I heard chattering behind me and turned to see Hannah DeCastro ’27 leading a couple of her classmates towards the falls. “Are you going right to the base?” I asked her. She gave me a delighted grin. “Yep!” When her classmates wondered about how wet they would be, she didn’t break stride or even try to cajole them into going with her. Hannah and I took a selfie about 20 feet from the base of Skógafoss, surrounded by frigid glacial mist and soaking wet. Part of the reason I wanted to go on this trip was to spend time and make connections with students I’ll be teaching next year. That moment with Hannah at Skógafoss was just one of many such experiences that made the whole trip even better than I anticipated. —Rich Andriole, Grade 8 English Teacher, Grade Level Coordinator, Middle School English Department Chair

paddock abutted sleeping quarters and a playground sat in the midst of a meadow that rolled away into the sparkling sea. After a day of nonstop excitement, the kids ate family-style under a canopy of fairy lights and played tag beneath the twilit skies until, tired out, they gave the horses and family cat, Barbara, a last pat before tumbling into bed. In Reykjavik, students made friends with a three-year-old, who led them, giggling, through his favorite exhibits. They spent Icelandic Independence day wandering through idyllic parks, bouncing on a huge trampoline, listening to organ music inside Hallgrímskirkja church, and trading versions of "Twinkle Twinkle Little Star" with local students out on a scavenger hunt. Students jumped off cliffs, explored lava tunnels, braved rapids, and crept into turquoise ice caves. They snuck extra tomatoes and strawberries, held out hands to pull each other up cliffside hikes and listened with care to their incredible guide and driver. Iceland taught them about the joy that comes with living in the moment, outside in nature, beside true friends, new and old. —Aileen Nalen, Middle School History Teacher

Athletics By Chris Travis, Assistant Athletic Director, Physical Education Teacher

Fall Highlights:

THIS YEAR marked another outstanding chapter in our

Under the leadership of first-year head coach Mr. Samora and longtime coach Mr. Graziano, the Varsity Boys Soccer team

athletic program’s history, defined by commitment, resilience, and a tremendous sense of team and school pride. With 20 interscholastic teams and four non-competitive o!erings—Fitness & Games, Yoga, Sports Training, and Drama—our student-athletes embraced countless opportunities to compete, grow, and represent our school with excellence. Across 140 athletic contests guided by 29 dedicated coaches, our teams consistently demonstrated hard work and sportsmanship. The year featured several remarkable accomplishments, including three undefeated seasons and the breaking of seven long-standing school records, a testament to the talent, dedication, and perseverance of our student-athletes. Beyond the wins and records, the year was highlighted by unforgettable moments that brought our community together. Fall and Spring Spirit Days energized our campus, creating an exciting atmosphere filled with school spirit and support from students, families, faculty, and alumni. The athletes responded to the support with a home record in Spirit Games of 5-2. These events showcased what makes our athletic program special: a community that rallies behind one another and celebrates success together. While records only tell part of the story, our student-athletes, coaches, and supporters should take great pride in what was accomplished this year. Collectively, our teams finished with an impressive record of 89 wins, 46 losses, and 5 ties, resulting in a 64% winning percentage. More importantly, they represented our school with integrity, enthusiasm, and determination, making this a year that will be remembered for both its achievements and the lasting memories created along the way. 40

DERBY ACADEMY

Record: 26-13-4

enjoyed one of its most successful seasons in recent memory, finishing with an impressive 7–2 record. Their hard work culminated in an impressive 8–1 victory over The Park School on Spirit Day in front of a massive home crowd! Another highlight of the fall season was our annual Spirit Election, during which eight students were selected by their peers to serve as Spirit Captains. Congratulations to these outstanding eighth-grade leaders who had the honor of representing their spirit teams at Field Day! Toppers: Alice O’Malley, Asher Haywood, Grace Ford, and Kendall McGuire Derbies: Kieran Carson, Elsie Weymouth, Connor Rodday, and Anna Heller

Winter Highlights: Record: 33-22-1 The Boys JV and Varsity Basketball teams enjoyed outstanding seasons, combining for an impressive 14-2-4 record. In his first year coaching at the varsity level, Mr. Connolly joined legendary coach Mr. Daly to lead the Varsity team to seven victories, including a thrilling season-ending win over Nobles and Greenough. The JV team also capped o! its season in dramatic fashion, battling Charles River School through two overtime periods. Although the game ended in a hard-fought, exhausting tie, the energy in the McKelvey Gym was electric and showcased the determination and spirit of both teams. Coach Duddy couldn’t have been more proud of both teams' e!ort!

Two beloved hockey program traditions reached new heights this year as the team hosted its annual community events at Pilgrim Skating Arena. The North Pole Game drew more than 100 fans who packed the rink to cheer on the Polar Bears as they skated to an impressive 8–2 victory over Milton Academy. The season concluded with the fourth annual Polar Bear Skate, where more than 80 families joined the team on the ice for an afternoon of fun, community, and celebration.

Spring Highlights: Record: 30-11 Our two baseball teams and softball team put together seasons that may be difficult to replicate for years to come. All three teams finished undefeated, showcasing exceptional talent, determination, and passion from the first pitch to the final out. The softball team (9–0) entered the season with unfinished business after a heartbreaking loss ended its undefeated run the previous year. The team responded in dominant fashion, establishing itself as one of the premier middle school programs in the state. The baseball program was equally impressive, as the JV and Varsity teams combined for an outstanding 11-0-1 record. Fueled by elite pitching, timely hitting, and aggressive baserunning, both teams delivered memorable seasons and earned their place among the best ever to wear Derby pinstripes. Amid all the success on the diamond, the accomplishments of our Track & Field team should not be overlooked. One of the largest teams in program history, the squad capped o! an outstanding season by breaking seven school records. New benchmarks were set in the 100-meter dash, 200-meter dash, 800-meter run, mile run, 4x100-meter relay, long jump, and turbo javelin. Congratulations to our track and field athletes on a truly remarkable season!

Last Chapel

By Bridget Conway, Social Media Manager and Communications Specialist “TO OUR 8TH GRADERS: WE ARE SO PROUD OF YOU.” Head

of School Dr. Colleen Ramsden opened Last Chapel on the evening of June 8, 2026 with these simple words that hold so much. They hold the care our faculty and sta! have for our students in the Class of 2026, and symbolize the connections they’ve made and will carry on into the future. Last Chapel is an annual celebration of our graduating eighth graders’ accomplishments, plus an acknowledgement of faculty service and accomplishments by some of our seventh graders and, for the first time this year, one of our sixth graders. Awards are presented for excellence in teaching, academics, athletics, and character—elements that each member of the Derby community makes their own. To begin, beloved Grade 1 Teacher Jenn Huber introduced this year’s Derby Lifers—students who attended Derby from Pre-Kindergarten through Grade 8—who then presented the Grade 8 Gift. This year’s gift was very special, as it marked the beginning of a new Derby tradition. Alumni Way will be a central campus walkway celebrating the Derby alumni family. The Class of 2026 will be the first to be engraved, becoming a permanent part of Derby’s campus and history. Barrett Kass ’26 shared, “We hope this gift serves as a meaningful bridge between Derby’s past and future and as a reminder that no matter where life takes us next, we will always be part of this caring community.” Faculty milestones were celebrated, and we said our warm goodbyes to departing faculty including Choral Arts Teacher Derelyn Kahler, who retired this year after 15 wonderful years at Derby. The E. Brooks Robbins Coaches Award, honoring a member of the coaching sta! for demonstrated excellence 42

DERBY ACADEMY

in coaching a team sport, was awarded to Coach and Lower School Instructional Assistant Alex Nuñez, and the Thomas J. Waters Prize, honoring an individual teacher who exemplifies the qualities of caring and concern for the welfare of Derby students, was awarded to Kindergarten Teacher Kristen Marsico. The Book Awards are given to seventh and eighth grade students who earned a year-long average of 90 or above in all five academic subjects, and the Edward R. Foley Citizenship Prize is awarded to a seventh grader who has exhibited the principles of respect, acceptance, and kindness toward others and who will lead a thoughtfully designed service project throughout their eighth grade year. Elliott Gammell ’27 earned the distinct honor of receiving this prize and will be partnering with the Backpacks for Kids Foundation to support families in need while helping improve educational opportunities for children throughout the Greater Boston area. This year, several new awards were established, including the Derby Integrity Award honoring a sixth grader who exemplifies integrity: a defining quality of character and leadership. The award was established by Diane Griswold Johnston P’95,’99, GP’25,’28 and her family in loving memory of Hayden L. Griswold Jr. and Marjorie Cushman Griswold, whose lives reflected these values. Its inaugural awardee was Taegan Gill ’28. The Derby STEM Prize and Model UN Recognition were also introduced this year, honoring, respectively, a young innovator whose passion for STEM exemplifies the spirit of discovery and inspires those around them with their resilience and creativity and the Model UN SecretaryGeneral for leadership, diplomacy, and dedication to fostering thoughtful global dialogue and collaboration within the Derby Model UN program. These were awarded to Charlie Sullivan ’26 and Ben Camuso ’26.

Following the presentation of the rest of the Grade 8 awards for excellence in academics, the arts, and athletics, the Trustees Major Banner Spirit Awards—Derby’s highest athletic awards—recognized Alice O’Malley and Kyle George for best typifying the Derby Spirit in athletics by their sportsmanlike attitude toward teammates, coaches, opponents, and officials.

Last Chapel concluded with touching faculty tributes which, for the first time since the COVID pandemic, were once again made in person on the Larson Hall stage. The eighth graders chose Executive Operations Manager Will Everett and Middle School Science Teacher Tania Person to deliver the Tribute Address, filled with poignant words about the connections our eighth graders made while at Derby.

LAST CHAPEL AWARDS

One of Derby’s most distinguished traditions, serving as a Parade Marshal in the Derby Day Procession, was awarded to Eleanor Levy and Charlotte Plecs. As the top-ranked members of their class in academic achievement, Eleanor and Charlotte earned the honor of carrying the Derby Baton, a symbol of scholarship and leadership that has been proudly passed down through generations of Derby graduates since 1869, during the procession.

Mrs. Person reminded our students of the not-so-obvious value of the very act of making connections at Derby: “What you’ve learned here is something you’ll carry with you: how to build community, how to support people around you, and how much easier challenges feel when you’re not facing them alone.” As our eighth graders move on to high school and beyond, they’ve learned the important lesson that connections are powerful, that they can help you thrive, and that, with just a little genuine e!ort, they can be everlasting.

Janet Evans Fuller Prize for Science Abby Dockter '26

E. Brooks Robbins Coaches Award Alex Nuñez Thomas J. Waters Prize Kristen Marsico The Derby Integrity Award Taegan Gill '28 Edward R. Foley Citizenship Prize Elliott Gammell '27 Elvira Butterworth Prize for History Barrett Kass '26

The Derby STEM Prize Charlie Sullivan '26 Francis Ranieri Mathematics Award Asher Haywood '26 Wheelwright Family Prize in English Anna Heller '26 Michael J. Connelly Latin Prize Kendall McGuire '26 Martignetti Prizes in Modern Languages Grace Ford '26 Charlotte Mercer '26 Model UN Recognition Ben Camuso '26 Coyle-Driscoll Art Prize Olivia Storer '26 Zildjian Music Award Eleanor Levy '26 Alice O'Malley '26 Thalia McMillion Theater Award Madyson Paul '26 Grade 8 Parade Marshals Eleanor Levy '26 Charlotte Plecs '26 Susan Feins Award Brynn Dyer '26 Head of School Pennant Kensi Braithwaite '28 Kairi Stanbrook '28 Derby Family Connect Minor Banner Hannah DeCastro '27 Nelson Driscoll '27 Trustees Major Banner Kyle George '26 Alice O'Malley '26

DERBY ACADEMY

Derby Day: Bonds That Never Break By Bridget Conway, Social Media Manager and Communications Specialist EACH YEAR, the culminating eighth grade science unit is

Atomic Theory. Our graduates who shared speeches on Derby Day all saw a tie between their own stories and the concepts they learned in this final unit: just like atomic bonds, their connections—with one another, with their teachers, with Derby as a whole—may bend, they may change, but they will never break. Derby Day began with the annual Choral Concert, giving younger students one last chance to sing for our graduates, and our graduates one last chance to sing together as a class for their families, teachers, and peers. Seventh grader Ellie Summers shared a tribute to the Class of 2026, telling them, “Your class has left a lasting impact on this community, and the students who follow you will look to the example you set…. We will try our best to fill your shoes and make you proud.” In its third year, the Rose Ceremony closed the concert, giving our graduates the opportunity to thank their families for, as Head of School Dr. Colleen Ramsden put it, “the unwavering support, gentle nudges, words of encouragement, and endless love that have shaped them into the people they are today.” 45

Despite a rather hot day, the procession to New North Church was as lively as ever. Families proudly lined the street as the entirety of the Derby student body, faculty, sta!, and Trustees made its way from campus to the graduation ceremony led by bagpipe and drum, the Parade Marshals (Eleanor Levy ’26 and Charlotte Plecs ’26), Color Bearers, and Color Guard. Dr. Ramsden opened the graduation ceremony reflecting on Derby’s impressive history as America celebrates its 250th year: “Welcome to the 235th Derby Day. This extraordinary tradition, which began in the 18th century, continues to thrive today. Few schools in this country can claim such a rich and enduring history— and even fewer can say that their mission and values have remained so beautifully constant over the centuries.”

DERBY ACADEMY

Next, Executive Operations Manager Will Everett and Middle School Science Teacher Tania Person shared heartfelt thoughts about the Class of 2026. Mrs. Person fondly recalled joyful, playful moments she shared with this class as her role at Derby evolved from Spanish Teacher to Science Teacher, and Mr. Everett unfurled a beautiful metaphor comparing our eighth graders’ experiences to that of a main character in a story. The community sang the Derby Hymn, followed by the eighth grade speeches delivered by Kate Rodgers, Elsie Weymouth, Abbott Brooks, and Kendall McGuire. The speeches followed the atomic bond metaphor as students urged their peers to place real value on not only the connections they made at Derby, but the connections they will have the opportunity to make in the future.

The Madam Sarah Derby Pin and the Academy Pin—the highest distinctions Derby Academy confers upon graduating students—were proudly presented to Alice O’Malley and Charlie Deane. Assistant Head of School for Academics Matt Magoon shared that Alice “ is a humble leader, a great mentor to younger students, gives her best e!ort in all endeavors, and strives for her own high standards from a place of gratitude…. In addition to all of these tremendous attributes and perhaps most of all, this student grounds everything she does in kindness.” About Charlie, he shared, “His maturity and wisdom extends far beyond his age, which makes him stand out as a leader among his peers. Whether it is in the classroom, in the art studio, or on the field and court, this young man carries himself with dignity, compassion, and resilience.”

This year’s Derby Day Lecture, an academy tradition dating back to 1791, was delivered by Father Edward Thornley, a Reverend of The Episcopal Parish of St. John the Evangelist who has been serving as the ninth Rector of the church for over two years. Fr. Ed shared his thoughts on what life is all about: “Being a person of integrity; a person who wants to search for something; to be a person who is able to love, even when—especially when—the world around you tells you otherwise. To be someone who is authentic, courageous…. Allowing yourself to be known, to be open to those experiences…, people, places, and things that will help you see the world anew… and that is the way you should feel every moment of your life.”

Dr. Ramsden concluded the ceremony by harkening back to the theme of connection, and the bonds our students so sincerely celebrated: “What makes this class so special is the bond you have built through shared experiences: moments of challenge, growth, joy, and triumph that have defined your time at Derby. These experiences have not only shaped who you are, they have connected you to one another in a way that will last far beyond today.” We are proud of our graduates, and are certain they will head into high school with confidence, steered by curiosity, guided by character, and supported by community—both new and old. Cheers to the Class of 2026!

“

In science, the bonds between atoms rarely stay the same forever. However, since matter cannot be created or destroyed, they won’t disappear; they just change. It’s the same with bonds between people…. Just like atoms, we will always be looking for new connections…. Just like atoms in a compound, we are a small piece of something so much bigger than us—the Derby community…. As we move on from Derby, may we never forget that the strongest bonds are not the ones that keep us together, but the ones that connect us no matter how far apart we may be.

”

—Kendall McGuire, Class of 2026

DERBY ACADEMY

Matriculation—Class of 2022 Babson College Bates College Boston College Boston University Bowdoin College Clemson University College of Charleston Colorado College Denver University Duke University Elon University

Fairfield University Lafayette College Montana State University Northeastern University Penn State University Providence College Sacred Heart University Skidmore College Southern Methodist University Texas Christian University Trinity College

Tufts University Tulane University University of North Carolina University of Connecticut University of Denver University of Oklahoma University of Richmond Wake Forest University Williams College

Matriculation—Class of 2026 Boston College High School Brewster Academy Brimmer and May Brooks School Cohasset High School Gould Academy

Hingham High School Hotchkiss School Middlesex School Milton Academy Noble and Greenough School Norwell High School

St George's School St. Paul's School Sturgis Charter School Tabor Academy Thacher School Thayer Academy 49

What's New at Derby?

Our Website has a Fresh New Look! The Office of Communications has led a comprehensive transformation of our website by reimagining its design, refining its content, and rebuilding the user experience from the ground up. Working in close partnership with our website provider Finalsite throughout the process, the team created a modern, engaging, and intuitive website designed to better serve our community. The result is a fresh new digital experience with enhanced navigation, compelling storytelling, and easier access to the information visitors need most.

www.DerbyAcademy.org

DERBY ACADEMY

Take a Look Around

Have you listened to our Podcast? The Derby Di!erence is the official podcast of Derby Academy! Hosted by Assistant Head of School for External Relations Je! Natale, each episode highlights the people, stories, and spirit that make our Pre-K to Grade 8 community unique. Episodes are available on Spotify, Apple Podcasts, and Youtube.

Give it a listen! YOUR HOST: JEFF NATALE Assistant Head of School for External Relations

New Online School Store

Start Shopping!

We're excited to announce that our online school store is now open! Show your school spirit with a variety of apparel, accessories, and more that are available to order year-round. • Shop anytime, anywhere • Perfect for students, families, faculty, sta!, alumni, and friends • Order online and have purchases shipped directly to you • Choose from multiple Derby logos for many products Don't miss your chance to represent our school in style. Start shopping today and show your Derby spirit!

www.DerbyAcademy.org/SchoolStore 51

BEYOND CAMPUS

An Update from Advancement

Golden Alumni Luncheon IN SEPTEMBER, Derby alumni celebrating their 50th Reunion and beyond

(Classes of 1976 and earlier) gathered at “Old Derby” for a special luncheon celebrating friendship, memories, and a shared connection to the school. Guests were welcomed by members of Derby’s 7th and 8th Grade Vocal Ensemble, who opened the afternoon with a moving performance of John Lennon’s “Imagine.” The gathering o!ered a wonderful opportunity for alumni to reconnect with former classmates, reminisce while paging through historic yearbooks, and reflect on their Derby experiences. Head of School Dr. Colleen Ramsden shared updates on the school and its exciting vision for the future, sparking conversation about Derby’s enduring impact and the opportunities ahead.

Derby Council Reception MEMBERS OF THE DERBY COUNCIL gathered at “Old Derby” in October for

their annual fall meeting. The Council is comprised of alumni, former faculty, parents of alumni, former trustees, and friends of the school who share a deep commitment to Derby’s mission, traditions, and future. Serving as ambassadors and champions for Derby, Council members contribute their expertise, relationships, and philanthropic leadership to help strengthen the school and support its continued growth. 52

DERBY ACADEMY

Secondary School Visits DERBY HIT THE ROAD this year to reconnect with alumni at their secondary

schools. In the fall, faculty and sta! enjoyed catching up with recent graduates over breakfast at Dexter Southfield School before visiting alumni at BC High later in the semester. The tradition continued in the spring with a visit to Tabor Academy, o!ering another opportunity to hear about students’ experiences, celebrate their successes, and strengthen the lasting bonds of the Derby community.

Turkey Day Panel/Reunion A CHERISHED DERBY TRADITION, the Turkey Day Panel gives Grade 8 students the opportunity to hear directly from alumni currently in high school about their experiences transitioning from Derby to their new schools. Last November, we were delighted to welcome back members of the Class of 2025, Isabelle Dwyer, Campbell Harrison, Nadia Paris, Max Allegrini, Grae Guenther, and Henry Stephens, who represented a variety of secondary school experiences. Alumni shared insights into academic life, extracurricular opportunities, and the transition to high school, while answering thoughtful questions from current eighth graders. Their perspectives and advice provided valuable guidance as students began to envision their own next steps beyond Derby.

Following the panel, alumni from the Classes of 2025, 2024, 2023, and 2022 returned to campus for the annual Turkey Day Reunion. The event o!ered a wonderful opportunity to reconnect with former classmates and teachers, share stories and memories, and celebrate the enduring bonds of the Derby community. It was a joy to welcome so many alumni back to campus and witness the lasting connections that make Derby such a special place. 53

Mind and Heart Society Donor Reception IN EARLY DECEMBER, Derby welcomed members of the Mind and Heart Society

to Tosca in Hingham for an evening of gratitude and celebration. The event recognized the generosity and commitment of Derby’s leadership donors while providing an opportunity to connect with fellow supporters of the school. Guests enjoyed remarks from Matt Magoon, Assistant Head of School for Academics, and Je! Natale, Assistant Head of School for External Relations, who shared insights on student leadership development at Derby. The evening also featured a video highlighting the voices and experiences of Derby student leaders. The Mind and Heart Society recognizes donors whose annual support ranges from $5,000 to $50,000 and beyond. These leadership gifts play a vital role in sustaining Derby’s tradition of excellence, supporting essential programs, and advancing the innovation and forward-thinking initiatives that distinguish the Derby experience.

Alumni and Parents of Alumni Gathering In April, alumni and parents of alumni gathered at The Beth in Hingham for an evening of connection, conversation, and celebration. Guests enjoyed the opportunity to reconnect with friends and fellow members of the Derby community while learning about the latest School news and exciting plans for the future from Head of School Dr. Colleen Ramsden. The gathering also provided a special opportunity to celebrate the birthday of Sarah Derby, whose vision and generosity laid the foundation for the school more than 235 years ago. It was a fitting occasion to reflect on Derby’s enduring legacy while celebrating the strong relationships and shared commitment that continue to sustain the school today. 54

DERBY ACADEMY

Our Deepest Gratitude THE DERBY COMMUNITY exceeded this year’s Derby Fund goal of $1 million, raising $1,074,528. This marks the most

successful Derby Fund in the school’s history. We are deeply grateful to the many alumni, parents, grandparents, faculty, sta!, and friends whose generosity made this extraordinary achievement possible. A gift to the Derby Fund provides immediate support for the people, places, and programs that define a Derby education. Support of this year’s Derby Fund helped make possible: • Engaging academic programs across every grade, along with enriching experiences such as Winter Term, field trips, leadership opportunities, and visits from inspiring authors. • A vibrant arts and athletics program that nurtures creativity, collaboration, and teamwork. • Investments in classrooms and common spaces in the Day and Gleason buildings, including refreshed finishes and furnishings, enhanced technology infrastructure, and improved connections to outdoor learning and play spaces. • Technology enhancements that equip students and teachers with innovative tools for teaching and learning, including new interactive classroom displays and MacBook computers for every student in Grades 5–8. • Tuition assistance for 20% of Derby students, ensuring access to an exceptional Derby education. • More than 40 professional development experiences for our faculty, focused on di!erentiated instruction, student wellness, learning di!erences, inclusive practices, emerging technologies, and innovative teaching strategies. The generosity of our community is a constant source of inspiration. We look forward to sharing our Annual Report on Philanthropy in the fall. The report will celebrate the impact of philanthropy across the school and recognize the many community members whose contributions support Derby’s mission and future.

A L U M N I

C L ASS N OT ES 1

1950s

during the 1958 and 1962 America's

achievements as a racer, business leader,

Cup defense trials, won an Olympic gold

and advocate for the sport, Jim Hunt has left

medal in the 5.5-Meter class at the 1960

an enduring legacy in American sailing. #1

JAMES (JIM OR SHAM& HUNT '51 has been recognized as one of America’s most accomplished sailors, boatbuilders, and sailing industry leaders. On September 25, 2025, he was inducted into the National Sailing Hall of Fame, joining his father, legendary yacht designer C. Raymond Hunt, as only the second father-son pair honored by the Hall. Upon learning of his induction, Hunt reflected: "The induction is an enormous honor after spending my entire active life sailing, boating, racing and building a!ordable sailboats for the greater population. It is just wonderful." Raised sailing on Massachusetts’ South Shore and gaining earlier experience at the Cohasset Yacht Club, Hunt developed an early passion for the sport and went on to achieve remarkable success. After graduating from Middlebury College and serving in the US Army, he embarked on a distinguished competitive sailing career. Hunt sailed aboard the 12-Meter Easterner 56

DERBY ACADEMY

Rome Olympic games, won the 1963 5.5-Meter World Championship with his

LALLY BARNES FREEMAN '55 writes: "At

father, captured the 1968 Mallory Cup,

a recent art show, a woman asked me if I

placed 2nd in the International Tempest

was from Hingham. I was happy to discover

Championships, and raced in seventeen

she was Wendy Wightman Taylor '57 and

Bermuda races.

had moved here about a year ago. We agreed to meet at a luncheon and had a great time

Beyond competition, Hunt made a lasting

reminiscing. How wonderful to see a Derby-

impact on recreational sailing through the

ite here in the southwest!" #2

marine industry as President and CEO of O’Day Yachts. Under his leadership, the company and its affiliated brands produced more than 50,000 sailboats between 1959

1960s

and 1986, helping make sailing accessible

ERNIE HAWKINS SHINEMAN '61 writes:

to tens of thousands of families. Hunt

"I have been living just outside of Blu!ton,

successfully guided the company through

SC for the past 5 years or so after 45 years

turbulent times while maintaining growth

in Annapolis, MD. This is mid-way between

and innovation.

Hilton Head Island and Interstate 95. I am almost fully retired from Commercial Real

In retirement, Hunt and his wife Nina

Estate after 40 years and figuring out how

sailed more than 30,000 miles, including

to handle the next decade! Stop in or call if

two trans-Atlantic crossings. Through his

you're in the area."

In late January, Head of School Dr. Colleen Ramsden was out in San Francisco, CA

for a Heads of Schools Conference. While out there, she had a delightful lunch with LEOTA VAN DEVEERE GONZALEZ '63 and Fred Gonzalez in Sausalito. With profound sadness, we share that Leota passed away on April 19, 2026. #3

1970s Some members of the CLASS OF 1973 got together over the winter to attend the Philadelphia Flower Show. There was lots of talk about their time and experiences at Derby and how it all led to our life long

friendships. Here they are wearing their Derby-Topper Crowns. #4 In early September of 2025, several members of the CLASS OF 1978 met at Island Creek Oysters in Duxbury. Derby friendships last a long time and a lot of laughs were had. #5

1980s

Pictured ( l-r): Elizabeth Dewire Hartford, Ellen Tolman Quirk, Margaret Gray Curtis, and in front, Gail Bleakie Middendorf.

GREG TAKOUDES '88 writes: “As a teacher and author in New York, I wanted to send a note that my new middle-grade novel, Shout at the Thunder, was published in May from Regal Press. Shout at the Thunder is

the story of 12-year-old Holly Toast, a girl with Tourette Syndrome, who must solve a mystery of the old estate where her parents have moved. In doing so, she discovers that the challenges she has faced with Tourette's are, in fact, exactly the superpower she needs to create connection and healing within herself, and for the girl who lived on this estate 80 years ago. Shout at the Thunder is a book for all young readers, but especially for neurodivergent readers and their families, to discover a positive message within the realities they have faced—and to also enjoy what I think is a fun and exciting story! The book is available from Bookshop.org, Amazon, and other major

Pictured ( l-r): Stuart Cahill, Betsey Berg Oldham, Penny Paton Cox, Cheryl Frates Maxim, Joe Whelan, Selden Wells Tearse, and Joe Kapples.

booksellers.” #6 57

Pictured ( l-r): Cousin Griffin Dean-Mayer, big sister Mariko, cousin Sienna Deane-Mayer, and Kasumi. (Zackary and Lindsay Deane-Mayer '01 are the parents of Griffin and Sienna.)

and a Group Parent Coaching Subscription.

KATE AUSTIN '98 and Trish Austin

of experience in wilderness therapy and

Krissy teaches the Parallel Process content

welcomed Everett Austin in December

adolescent treatment. She was educated

that enables parents to promote their

2025. He joins his big sister Hazel, age 5. #7

at Middlebury College, Smith College

children’s emotional growth, maturation

School for Social Work and NM Highlands

and resiliency, while di!using power-

University, and is a licensed clinical social

struggles and fostering a healthier parent-

worker. In her therapy practice, Parallel

child bond.

2026. #8

1990s

Douglas Campbell welcomed Kasumi

KRISSY POZATEK '89 has fifteen years

Process established in 2006, Krissy works

KRISTEN DEANE CAMPBELL '99 and

with parents to grow alongside their child in treatment. She lived in the West for 10 years working in adolescent programs, and now lives in Vermont with her husband and two daughters. Krissy is the author of The Parallel Process–Revised and Updated 2025 Edition (released in September 2025), and Brave Parenting and Brave Teaching. Krissy o!ers Parent Coaching, Digital Courses, 58

DERBY ACADEMY

MORGAN PIERSON '98 and Aja Munsell welcomed Miles Munsell Pierson on April 5,

Campbell on September 9, 2025. #9

BETSY GATES BRADLEY '93, a Professor in Graduate Education Programs at SUNY

Best man KEVIN OLSON '99 at brother

Empire State University, recently published

Alex Olson's '01 wedding in Texas. #10

her second book, entitled Navigating Academic Motherhood: The Possibilities of

DANIEL RIZZOTTO '99 and Sean Haleen

Effective Mentorship for Tenured Faculty

were married on June 1, 2026 in Montecito,

Mothers.

CA.

2000s ALEX OLSON '01 and Meili Rodriguez were married on May 17, 2025 in Austin, TX. #11 AMY RIZZOTTO '01 and Alex Hampton welcomed Otto Arthur Hampton on February 6, 2026. #12 JOHN!ELIOT JORDAN '01 and Carlie Mantilla welcomed Julian Jordan in the summer of 2025. Daniel and JESS BAXTER HOGAN '02 welcomed William Edward Hogan on August 29, 2025. #13

KELSEY JORDAN PERKINS '02 and

BEN RILEY '04 and Kelly Dones were

Seth Perkins welcomed Addison Mariann

married on September 4, 2025 in

Perkins in March 2026. She joins big sisters,

Monterey, CA. #15

Eloise and Emory. ANN MEYER STUART '05 and Ben Stuart Brett and LIZ KOKOT MILLER '03

welcomed Arthur Stuart on January 30,

welcomed Nora Del Miller in June of 2025.

2026. He joins big brother Peter. #16

COURTNEY OLIVER LEWIS '03 and Kellan

ROB OLIVER '05 and Amanda Randolph

Lewis welcomed Hayden Reese Lewis on

were married on September 20, 2025 in

May 7, 2026. She joins big brothers Kellan

Leavenworth, WA. #17

and Tate. #14 DRAKE DICKERSON '05 and Oanaki KATE BETTERIDGE '03 and Jason Loew

Torres were married on July 12, 2026 in

were married on on June 13, 2026 in

West Dennis, MA.

Cambridge, MA. 59

ARIELLE AND ABBOTT COWEN '06

Andrea and CHRIS SADLER '06 welcomed

WILL OLIVER '06C and Leonardo Cespedes

welcomed Emilia Paulina Cowen on March

Kevin Andrew Sadler on November 7, 2025.

La Torre were married on February 3, 2026

18, 2026.

He joins his big sister Olivia. #19

in Duxbury, MA. Will and Leo are living in Conway, NH, and are looking forward to

HALLIE ROBBIE '06 and Dane Caracino are

JOHN BROPHY '06C and Taryn

engaged. A summer wedding is planned.

spending more time in Leo's home country

Radamaker were married on May 9, 2026 in

of Peru. #22

TORY LAM '06 and Brittany Alvarnas

Paso Robles, CA. #20 Tyler and DANNY SEARS DONAHUE '07

(featuring Ozzy, their cat) were married on

Kendall and MATT MAGOON '06C

May 5, 2025 in Boston, MA. #18

welcomed August Eamon Donahue on

welcomed Anthony Magoon on August 5,

January 15, 2026. August joins big sister

2025 and he joins his older brothers Hunter

Annie. #23

and Nathaniel. #21

DERBY ACADEMY

Pictured ( l-r): Luke ’11 and Maggie Sullivan, Walter ’79, Olivia and Andy, Anita Comerford, Liam Sullivan ’13

RACHEL LISS '08 and Joshua Baker were

OLIVIA SULLIVAN '09 and Andy Kim were

HARRY GIARRUSSO '10 and Emma Boyd

married on October 4, 2025. #24

married on January 3, 2026 in Cohasset,

were married on September 6, 2025 in

MA. #26

Chatham, MA.

Margo and CAROLINE PHINNEY LUND '08 welcomed George William Lund on

Maggie and LUKE SULLIVAN '11 welcomed

December 2, 2025. #25

2010s

SARAH EVANS DECKER '08 and Michael

CHARLEY MICHALOWSKI '10 and Bridget

Decker welcomed Christian Evans Decker on March 28, 2026. Christian joins big sister

Flynn were married on August 22, 2025 in Geneva, NY.

Reagan Mary Sullivan on November 7, 2025. #27 RUSH HOGAN '11 and Olivia Anello are engaged.

Chase.

GARRETT FOWNES '11 and Annabel Grunebaum were married on September 20, 2025 in Valbonne, France. #28

GRAHAM SCHWANDT '12 and Megan Why are engaged. A summer wedding is planned. MADELYN SCHWANDT '13 and Rory McCullough are engaged. A fall wedding is planned. CECE GARVEY '16 writes: "I am currently completing a year-long Fulbright Fellowship in Paraguay after graduating from Lehigh University. Through the Fulbright Program, I collaborate with local institutions and communities while promoting cultural exchange between Paraguay and the United States. In addition to the fellowship, I am a writing intern for the Asunción Times, covering news, culture, and current events in Paraguay. These experiences have provided me with valuable opportunities to develop my skills in cross-cultural communication, journalism, and international engagement while deepening my understanding of Paraguayan society. If you find yourself in Asunción, I’m happy to connect!"

Former Faculty Former faculty member SIMON GIFFORD writes: "Way back in the old days from 1985 to 1993, I was a teacher at Derby of reading

and English, soccer coach, and various other things! I wanted to let anyone who might remember our wonderful classes and times together—students and colleagues—that, after returning to my home in England and 41 years of teaching, I have just retired. I was Head of English at Pipers Corner School in Buckinghamshire after starting my career at Derby. My very best present would be to hear from anyone who remembers our classes and times together—productions, classes, etc., as I always hold Derby and those memories dear, and can remember everyone who sat in Mr. Gi!ord's homeroom. My hope is you remember them as fondly as I do." Mr. Gi!ord can be reached at: sgi!ord@piperscorner.co.uk Former Derby faculty and acapella singers THE DERBY

Pictured ( l-r): Rob Crawford, Nat Damon and Carl Schwaber

BROTHERS catch up at Café Landwer in Boston in August 2025. #29

We'd Love to Hear from You! Send us your Class Notes! Whether its engagements, births, marriages, job news, travel adventures, and connections with classmates—we want to hear about it and so do fellow alumni! Email Derby at: alums@derbyacademy.org Or submit at: www.DerbyAcademy.org/ClassNote

DERBY ACADEMY

Math Answers from Pages 10–11. Jesse is 5 years old and Lauren is 7 years 4 years, their ages will add to 20. old. In _____ What is the value of the following expression? 1+2–3+4+5–6+7+8–9+10+11–12 A) 18

Stay Connected with Derby's Alumni Community Check Your Email for an Invitation to Derby's New Alumni Portal Whether you graduated recently or attended Derby years ago, staying connected to the Derby community has never been easier. Derby alumni with an active email address on file should have recently received an email invitation to activate their account and begin exploring Derby's new Alumni Portal. Derby has always fostered lifelong connections among its students. The Alumni Portal is the newest way for graduates and former students to stay connected with one another and with the school. Replacing our previous online directory, DerbyConnect, the Alumni Portal brings together classmates, alumni news, events, and opportunities to share your Derby story—all in one secure online space. With the Alumni Portal, you can: • Find classmates and reconnect • Share a class note • View and update your contact information • Choose your communication preferences • Read news about fellow alumni • Stay informed about life at Derby • Request a transcript • Make a gift to the Derby Fund No matter where life has taken you since Derby, we hope you'll stay connected and remain an active part of the Derby community. Didn't receive your email invitation? Visit www.DerbyAcademy.org/Update to submit your current contact information. In the Comments section, write "Alumni Portal," and we'll send you a personalized email invitation to activate your account. Questions? We'd love to hear from you. Email us at alums@derbyacademy.org or call 781-749-0746 ext. 134.

The Derby Fund The Derby Fund makes possible the exceptional experiences that inspire curiosity, foster confidence, and empower students to discover the joy of learning. Through the collective generosity of parents, alumni, grandparents, faculty, sta!, and friends, Derby continues to provide transformative opportunities that help students grow in both mind and heart. Support the 2026–2027 Derby Fund and help shape the next generation of Derby students.

DERBYACADEMY.ORG/GIVE

SCAN CODE TO GIVE TODAY!

I N M E MO R I A M

In Loving Memory ALUMNI: DIANA CRANE GLEASON '47 PETER TURPIN '48 DAVID TURNER '49 DAVID MCEACHRON '53 JACK REARDON '53 FRED STETSON '58 PETER COBURN '60 ANNE HITCHCOCK '61 LEOTA VAN DEVEERE GONZALEZ '63 LYON CARTER '64 DAVID THORP '64 JAMIE WHITTEMORE '64 MELISSA TUCKERMAN '69 CAROL “KIX” BAUGH '70 BAER DENNISTON '98

FORMER FACULTY: LINDA COHEN P'88 LINDA HENDERSON P'88, GP'20,'22,'24 RENEE RUDOLF P'88,'92

FORMER TRUSTEE: LESLIE FALLON P'94,'96

DERBY ACADEMY

MIND // HEART “IMPROVE BOTH MIND AND HEART”

is woven into every aspect of the Derby experience—from engaging in hands-on science experiments in the Middle School to hearing the joyful cheers of Lower School Pals on the sidelines at Field Day.

56 burditt ave,ue hi,gham, ma 02043 address service requested

Parents: If this issue is addressed to a child who no longer maintains a permanent address at your home, please notify the Alumni Office of the updated mailing address by contacting us at alums@derbyacademy.org