Winsor School Admission Magazine 2025 by Good Design

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INSIDE inside

COPYWRITING: Christine Foster

Kelly Davidson, Kristie Dean, Tom Kates, and Adam Richins

Good Design, LLC PRINTER: GHP Media

Day in the Life of a Lower School Student:

Time to Read, Hang Out with Friends &

Learn a Lot!

Sara Arango Ortega, a sixth grader (Class II), has a routine all her own. Whether she’s writing a multi-paragraph essay on Roman history or sculpting miniature pancakes out of clay, she is enjoying learning and time with her friends. Here’s a look at a typical day through her eyes:

6:10 a.m.

Wake Up

I live in East Boston and wake up at 6:10 to my alarm. After a quick shower, I eat breakfast—my favorite is pancakes with mozzarella. It might sound weird, but I’ve had it that way since I was little. My mom doesn’t like sweet stuff on pancakes, so she puts cheese on them instead. It’s actually really good.

7:00 a.m.

Train to School

I walk to Maverick station and take the Blue Line, then transfer to the Green Line and get off at Longwood. I’m usually about 30 minutes early to school, which I like—it gives me time to relax.

7:40 a.m.

Early Arrival

When I get to school, I go straight to my homeroom and read. I love realistic fiction— recently I read The Sea in Winter. I sit in a beanbag and just enjoy the quiet. When my friend arrives, we brainstorm new music video ideas. Our latest one was for “We Are Never Ever Getting Back Together”by Taylor Swift.

8:10 a.m.

Homeroom

Homeroom is simple— attendance, a fun question, and a quote. One time, the question was, “Which generation would you go back to?” I said the 2000s, because I love Y2K style. We have a “chosen one” each day who holds a spoon, writes the date on the board, and picks the next person.

8:20 a.m.

Science

Right now in science, we’re learning about the nervous system. My teacher makes the lessons really fun. One day, we watched a spinning dancer illusion that looked like it changed direction depending on how long you looked at it. It was so cool to see how our brains can trick us.

9:15 a.m.

History

We’re writing our first multi-paragraph essay of the year in history. I am writing about Diocletian, a Roman emperor who created the Tetrarchy and divided Rome. I think he was a really good leader. Our teacher lets us go to the Writing Lab during Community Time to get help with our paragraphs, which is super helpful.

10:10 a.m.

Snack

I don’t always eat snack—I’m usually still full from breakfast— but the options are pretty good: bagels with cream cheese, cheese sticks, oatmeal with toppings, and hot chocolate (my favorite!).

10:20 a.m.

Community Time

This time is for advisory, getting homework help, attending affinity groups, or having all-school assembly. My dance class got to perform during one assembly. We studied both African and Indian classical dances and did some of our own choreography. It was great to perform and have the whole school cheering us on!

10:45 a.m.

Visual Arts Rotation

Visual art is my favorite. I took it first semester, and we did projects like stop-motion animation and a tiny food sculpture. I made—you guessed it—pancakes with mozzarella. We also did a color-mixing painting project with shapes and shades.

11:40 a.m.

Lunch

Pizza day is the best! I always sit in the same spot—first table after the cutlery. After I eat, I go outside with my friends.

12:10 p.m.

I love PE, especially when we do competitions. This winter, we had a fitness challenge against Class III. I placed first twice! I’m good at circuit training and plyometrics like jump rope and long jumps. It’s always fun to switch it up.

1:05 p.m.

Afternoon

Community Time

This time is for club meetings and performing arts ensembles. Right now, I’m doing experiments in explosion club. Once we put vinegar with baking soda in a bag with colorful food dye, so it made a colorful explosion!

1:55 p.m.

Math

We’re reviewing algebra to get ready for the placement test. My teacher makes it fun by using a game called Buckets—it’s a study game we play every few classes. It helps me remember stuff, and it’s fun to compete.

2:45 p.m.

After-School Music Lesson

Every Tuesday after school, I take violin lessons. I started last year, but I’ve always wanted to play. I love the melodies, and recently I was learning “Shake It Off.”

4:00 p.m.

Heading Home

After music, I head back on the train to Maverick and walk home—about 10 minutes from the station.

6:00 p.m.

Dinner and Homework

When I get home, I usually eat dinner and then do homework. On Tuesdays and Fridays, I might have three hours of homework, but other days it’s closer to one or two. If I have extra time, I watch “Dance Moms” or “The Summer I Turned Pretty” with my younger sisters (they’re 9 and 7).

10:30 p.m.

Bedtime

My mom says bedtime is 10:30, but I usually sneak in some extra reading before I fall asleep. It helps me wind down after a full day of learning and creating.

A DAY IN THE LIFE

Dance, French, and Finding

Community

When Madelyn Litofsky joined Winsor as a new ninth grader, she chose the school for its academics—but it was the theater program that truly sealed the deal. Here’s a look at a typical day in her life:

6:15 a.m.

WAKE UP IN CHARLESTOWN

My alarm is set for 6:15, and I try to be out of bed by 6:30. I’m a pretty big fan of fruit—breakfast often includes a handful of strawberries. I fill my water bottle and I aim to leave by 7:10 or 7:15. I catch the Orange Line and switch after one stop to the Green Line to get to school. It usually takes about 40–50 minutes.

8:10 a.m.

DANCE

I wear something comfortable so I’m ready to move. This semester we did student-choreographed pieces in small groups, which was so much fun. I grew really close with the people in my group, and I loved seeing how different students choreographed. Sometimes we have guest artists come in, too, which adds something new to the experience.

9:15 a.m.

ENGLISH

In Class V English, we often start with grammar exercises and then move into discussions about our reading. One of my favorite things we’ve read is Romeo and Juliet. It was my first time really diving into Shakespeare, and I loved how my background in theater helped me connect with the text. We sometimes rearrange the tables to make it feel like a conversation around a dinner table—which makes it easier to really hear everyone’s ideas.

10:15 a.m.

SNACK AND EXTRA HELP

I don’t usually need a snack this early, but it’s a good time to check in with people I don’t have classes with. If I ever need extra help, I’ll schedule that during a free block.

10:40 a.m.

FREE PERIOD

You’ll usually find me back at the LOC tables—it’s one of my favorite spots. There’s a lot of light, comfy couches, and a great view of the athletic fields and the Longwood Medical area. I love people-watching from there.

11:45 a.m.

FRENCH

I’m in Accelerated Foundations of French, which was completely new to me. It was tough at first, but now I really enjoy being able to hold basic conversations. Our teacher is great at helping us build vocabulary and grammar naturally through discussions. Even if I say something in English, she’ll respond in French so I can hear how to say it correctly.

2:45 p.m.

THEATER REHEARSAL

Theater is a huge part of my life. I’ve done every after-school show this year: Failure: A Love Story, The First Chair, and The Addams Family. For musicals, we usually warm up and then break into music, dance, or blocking groups. I especially love the dance rehearsals—there’s something great about learning a piece step-by-step and finally getting to perform it as a group.

7:00 p.m.

HOMEWORK

Evenings are for homework and studying. I’ve had to learn new strategies for studying this year since the academic workload is much more than I was used to, but I’ve found what works for me. My teachers have been super supportive—especially when I wrote my first research paper. They really met me where I was and helped me feel confident.

12:45 p.m.

LUNCH

Sometimes I go to clubs, but often I sit with my friends—the same table every day. I was the only new student in my group, but they were incredibly welcoming. I usually go to Spectrum, which is a really supportive space. I also love the Theater and Film Club and Classics Club. I never had club options like this before, so I’m making the most of it.

1:20 p.m.

COMMUNITY TIME

Upper School meetings are different every time. We’ve had everything from student performances to serious talks. My favorite was when we previewed the musical with a dance number—it was our biggest audience yet, and the energy was amazing. Sometimes there are even fun surprises, like a teacher talent show.

1:50 p.m.

ALGEBRA II

This is one of my favorite classes. I have two close friends in it, and the whole group works well together. Our teacher is great at making sure we understand what we’re doing. We go over homework, take notes, and then do group classwork, which I find really helpful. Everyone thinks differently, so talking through problems really helps.

5:30 p.m.

HEADING HOME

After rehearsal, I head back to the T. A friend and I usually walk to the station together, which makes the commute nicer. Once I’m home, my family eats dinner together and we all talk about our days.

10:00 p.m.

LIGHTS OUT

I try to get to bed by 10. I usually read a little to wind down, and then turn my lights out around 10:30. Overall, it’s a good balance. I’ve found my rhythm.

What’s in Our BACKPACKS BACKPACKS

Lilac & Isabella Nguyen

A backpack is more than just a place for textbooks— it’s a glimpse into the life of

1 Musical Script

We’re both in the musical this year—The Addams Family! The script is thick, ring-bound, and full of highlights and notes. We’ve been involved in theater since Lower School, and this is our first musical at Winsor. It’s where we’ve made so many of

3 Illumina Folder

Isabella: I sing in Illumina, Winsor’s audition-based chorus. I carry around my folder with scores like the Schubert Mass, which we performed at the joint winter concert with Roxbury Latin. We’re singing more contemporary pieces now, which is really exciting.

4 Debate Packet

We’re both deeply involved in speech and debate. We do British Parliamentary style, which means we get the resolution only 10 minutes before the round starts! It’s intense, but it has taught us to think on our feet and work as a team. We’ve placed in multiple tournaments—most recently winning top spots at Winsor’s own event. A favorite recent resolution was: “This house believes that cereal is not a soup.”

5 English Daybook

Isabella: This little notebook comes with me everywhere. I use it for creative writing exercises, meeting notes from one-on-one English conferences, and just generally organizing my thoughts. It helps me get the most out of my conversations with my teacher.

6 Their Eyes Were Watching God

We’re reading this in English right now. It has sparked so many interesting conversations—about womanhood, love, and self-discovery. We’re just getting into it, but already it feels relatable and powerful.

7 Compass & Graphing Calculator

We’re both in Geometry Honors. Our compasses come in handy for constructions—drawing precise angles and shapes. Our calculators are a daily tool, too. We’ve used both on recent tests!

8 Squash Racket

We played on the squash team this winter and loved it. Our rackets still remind us of the friendships we made and the fun we had competing.

9 AirPods

Isabella: During free periods, I find a sunny table close to the Performing Arts Department and listen to music—usually something by Tate McRae or Gracie Abrams. It’s my reset button between busy classes and rehearsals.

10 Wallet & Access Card

We walk to school every day and love to grab treats off-campus— usually at Caffé Nero. The Caprese sandwich is a go-to. Our wallets hold our student ID cards, which we need to get in and out of campus buildings.

THE STUDENT EQUITY BOARD

Belonging

Winsor’s Student Equity Board is a team of changemakers working to build a community where everyone feels seen, heard, and valued. The board creates space for connection, celebration, and growth. The board has a committee structure with three committees: curriculum, student life, and student community engagement, with a secretary who serves as program coordinator. This year, the entire board worked together on a special initiative: International Night, which celebrated games, crafts, food, and fashion from around the world.

“I’m someone who’s of mixed race. For me, being on the Student Equity Board is seeing and learning that you can celebrate all aspects of who you are and provide spaces for others to do so at Winsor. One year, we made a tree of belonging, where we had everyone fill out a leaf with the prompt, ‘I am ______, and I’m also _______.’ We thought it was a great way for people to see all the different identities of our community. We saw, ‘I’m a student, and I’m also an athlete.’ ‘I am one race, and I’m also this other race.’ There was someone—I think it was one of the parents—who wrote, ‘I’m a mother, and I’m also a doctor.’ Someone wrote, ‘I am a woman, and I’m also a scientist.’ Super cool stuff.”

—KATHERINE DANIK ’25

“We conducted a school-wide survey formulated over about a year. It’s tricky stuff to ask people. We wanted to make sure we were asking the right questions and getting the right information, so we had to go through all the data, disaggregate it, and figure out what the trends were. We wanted to focus both on what the school needed to work on and what strategies were working. There are a lot of resources, and teachers are really open to changing, listening to feedback, and putting resources out there.” —KELLY YIN ’26

“In Lower School, I didn’t really know who I was. I was still finding myself. Joining the Student Equity Board helped me step up and become a leader— someone who could help make our community more welcoming for everyone. I wanted to be part of something that celebrates identity in a meaningful way. International Night really showed how diverse our community is. Families brought everything from toys to homemade dishes, and we even had a cultural dance performance. It’s the kind of event that brings everyone together—parents, teachers, students, even grandparents.”

—ZENA KHALIFA ’25

“The Equity Board used to be a place where people came to report problems. Now, what we’re seeing is a real cultural shift—students feel more empowered to go directly to a teacher or a peer to talk through a moment that didn’t sit right. That’s a sign of progress and trust.”

—AMELIA KWAK ’25

“I really think that it’s important to us as a Student Equity Board to highlight the joy that we feel in our diversity. Before I joined, the board felt more reactive, solving problems when they came up. But in the last few years, it has really shifted. We now focus on celebrating different cultures to foster a sense of belonging—like with the Belonging Tree and International Night. Those are the kinds of things that strengthen our community ties. We also hold community meetings that are open to everyone. In the past, we’ve had forums on political topics or social issues that matter to our community. It’s a space where future leaders find their voices.”

—JULIA OH ’26

“During our curriculum review, we spent a year creating a school-wide survey. We wanted to know what was working and what wasn’t—and how students were experiencing our curriculum. We found that resources exist, and teachers are open to change, but students don’t always know what’s available. We realized that communication is just as important as content. International Night was also a huge success. We had nearly 30 booths where families, faculty, and students shared food, traditions, and art. I got to try food from Pakistan for the first time—it was sweet and squishy and completely new to me. It was amazing to see so many cultures come alive in one room.”

—LIANA MIN ’26

“When I was younger, I looked up to the seniors on the Student Equity Board so much. I thought, ‘Wow, you’re creating real change in our community—and I want to do that too.’ I’m proud that we’ve helped make Winsor a space where everyone feels they can share their identity and where those diverse perspectives are truly valued. I’ve been on the Curriculum Committee since sophomore year, and one thing that kept coming up in our survey was how often stories about marginalized groups focused on trauma. Students wanted more narratives that reflected joy in their cultures, too. That made me think: What kind of stories are we choosing to tell?”

—YEMISI ADETOWUBO ’26

a Critique of Consumerism Fashioning

Millie Woods ’26 turns recycled newspaper into wearable commentary

For one student, the first glimpse of unique things that could be designed at Winsor came on her revisit day as a rising fifth grader. “I saw someone making something out of spoons,” Millie Woods ’26 recalls. “I thought that was the coolest thing I’d ever seen. It was eight years ago, but I still remember seeing that and thinking, ‘Wow! You can really make some different stuff here.’”

Today, it is Millie who is doing the creating. Art class has become the launchpad for a bold, original project using fashion as a vehicle for commentary. Her goal is to challenge the viewer’s perception of consumption and the culture surrounding it.

“I’ve always loved arts and crafts,” Millie says. “From a really young age, that’s just where I gravitated.” At Winsor, she was able to channel that interest into something more expansive. “I’ve taken every painting and drawing class I could, but the most exciting part came when I had the freedom to figure out what I wanted to make.”

That experience came through Winsor’s Advanced Portfolio course, a class where the curriculum bends around the student’s own artistic investigation. For Millie, the big question was: How can I use fashion to critique consumerism? It’s a question that took root over the summer before the course, when students were asked to begin thinking about the guiding theme they wanted to explore. At first, Millie thought she might continue an earlier portfolio that experimented with texture and food. But soon, she realized she was ready to do something entirely different.

“I was seeing all this conversation about fast fashion and mass production,” she says. “And I kept thinking about how I could express something critical through design.”

The result was a series of sculptural pieces—dresses—that blend materials like redacted newspaper and packing tape using meticulous craftsmanship. The designs are bold, the message subtle but intentional. One of the most striking works is nearly five feet tall and constructed entirely of newspaper, folded and taped with sharp precision.

It’s not just a visual feat—it’s also personal. “This project combines so many of my interests,” Millie explains. “Art, design, even the social critique part. I think of it more as using fashion as a medium for art.”

Some of the materials she used came from around the school itself. “I used pages from the Winsor newspaper in the dress,” she says. “Some of the redacted text is Sharpie over actual newsprint.”

The tools she used to create the intricate folds came from earlier experiences, like a Lower School bookmaking unit where she learned to use a bone folder to make precise creases. “There’s this throughline,” she says. “The foundation I got in earlier years really made something like this possible.”

While Millie’s work has a clear message, the class environment left space for everyone to approach art on their own terms. “What I love about the portfolio class is that it doesn’t have to be political or heavy,” she says. “It can be whatever you want it to be. But for me, this question of consumerism felt big and worth exploring.”

Winsor’s support made a big difference along the way. “The art studio is always open, and the teachers really let you pursue your own direction,” she says. “Even outside of art, I’ve had Spanish assignments where we created original artwork to accompany a presentation. There are just so many ways creativity shows up here.”

That embrace of creative freedom was especially meaningful to her during the early days of her Winsor journey. “I came to Winsor in fifth grade, and it was definitely an adjustment,” she recalls. “There were gaps in what I knew, especially in math, and I was overwhelmed at times. But art was a place where I felt confident right away. That made a big difference.”

The impact of that confidence shows. In the years since, Millie has built not only a technical skill set but also a way of thinking. “In the earlier years, it was more about how to make things,” she says. “But now, it’s also about what we’re saying through what we make. That shift happened slowly, but it has really shaped how I think.”

As for what comes next? Millie is exploring her options. “I’ve been thinking a lot about college and what I might want to do,” she says. “Maybe something in architecture or marketing—something creative for sure. I don’t know exactly what yet, but I know I want creativity to be part of it.”

No matter where she ends up, she’ll carry with her a lesson learned at Winsor—an emphasis on creating art for a greater purpose. “Even if I’m not making dresses out of newspapers for a living, I want to be doing something where I can bring ideas to life.”

“Even if I’m not making dresses out of newspapers for a living, I want to be doing something where I can bring ideas to life.”

Rising to the

In VeryHerFirst Season!

Alani Morales ’28 helped make Winsor volleyball history—before she even finished her first year. The ninth grader was part of the team that brought home Winsor’s first-ever Eastern Independent League (EIL) championship, ending the season 11–2. Alani shares how it felt to step into a varsity role, what Under the Lights is really like, and why sports might be Winsor’s best-kept secret.

What made you choose Winsor?

My brother went to Roxbury Latin (a boys’ school that collaborates with Winsor for some activities), so that’s how I first learned about Winsor. I was coming from a big public school, and it just felt overwhelming. When I looked at Winsor, I could really see the community—it felt close-knit and supportive. And obviously, the academics were a big draw, too.

Has the community lived up to what you expected?

Definitely. One of the things I noticed right away was the school spirit. There are so many traditions here—weekly assemblies, the Class I play, the faculty variety show—and they make school feel really fun. Especially when you’re juggling a lot of work, those moments help break it up and bring everyone together.

Occasion

What was Under the Lights like as a student-athlete?

UTL was wild—in the best way. I’d never experienced anything like it. The day is basically a giant pep rally for fall sports, and then everyone plays or cheers on these big games under the lights. I played in the volleyball match, and we also got to watch the JV and middle school games before ours. I remember dressing in all red and wearing a tutu and face paint. It was so much fun seeing the whole school come out to support us.

Tell us about your first season of volleyball at Winsor.

I’ve played club volleyball for a few years, so I was used to intense practices and tournaments. But school volleyball was a new kind of fun. We practiced every day, and I got to bond with teammates across all grades. That was big for me as a freshman. By the end of the season, I had friends in several grades, including sophomores and juniors, which I didn’t expect.

What position do you play?

I’m a libero, a back-row player focused on defense and receiving serves. I started the season as a defensive specialist for the first couple games, and then I moved into the starting libero position and stayed there the rest of the season.

And you had quite the season…

Yeah, we just kept winning. At first, I don’t think any of us realized how far we could go. But as the season went on, we saw that a championship was within reach—and we made it happen. Winning the EIL in my first year wasn’t something I expected, but it set a high bar I’m excited to keep aiming for.

What stands out about the team experience?

Sports put you in this very real space with people. You’re not trying to impress anyone—you’re just yourself, whether it’s a good day or a tough one. That kind of honesty brings people together quickly. I think my teammates got to know the real me, and I got to know them in a way that’s hard to replicate outside of sports.

How do you balance academics and athletics?

It’s definitely a lot, especially during the fall. But I learned to really value the fun moments—laughing with my team, hanging out during free periods. Focusing on the little things made the long days feel more manageable.

Do you play other sports?

Just volleyball! I play year-round. Club season starts right after the school season ends and goes through the summer.

Any favorite classes or activities outside sports?

I’m on The Banner and have written an article with a friend, which was a lot of fun. I also really like biology—it’s my favorite class this year. It’s one of those parts of the day I genuinely look forward to.

What do you wish you had known about being a student-athlete at Winsor?

That it’s not as overwhelming as it might seem at first. Once you get into the rhythm of things, it gets easier. And I’d say that while sports might not be the first thing people talk about when they describe Winsor, they’re such a core part of the community. Events like UTL and the friendships built through teams really shape the Winsor experience.

And what’s next for you in volleyball?

I’d love to keep building on this season. I earned All-EIL and All-NEPSAC honors this year, which was really exciting. Long-term, I’d love to win more banners for Winsor— and maybe even earn Player of the Year one day. That’s the goal I’m working toward.

Classes to Know ClassesAbout to Know About

Whether our classes are fun takes on the basics—Latin, science, math—or cool electives in music, engineering, and English, learning at Winsor is fun! Here are recommendations for some classes we love:

UPPER SCHOOL

Latin American Global Studies

The main reason I wanted to take this class was to better understand the history of my people as a Latina. Global Studies is a course every junior must take, and it always ends with a big research paper— something I was genuinely looking forward to! Throughout the year, we explored topics like the Mexican Revolution and even all about bananas. But for my research paper, I chose to dive into the world of telenovelas—specifically Betty La Fea, a global phenomenon. This project allowed me to explore the cultural impact of media not only on a single country but on the world, as Betty’s story—and the classic “ugly duckling” trope—continues to resonate across cultures today. —MIA GONZALEZ ’26

LOWER SCHOOL

Latin

Not only is the language unique and interesting, but it helps me improve both my Spanish and English! Latin class is like a history lesson, grammar lesson, and language lesson all at once, with easily digestible information and a great teacher! —ANA

BLEICHMAR ’31

UPPER SCHOOL

Engineering Design I

This semester, we took an unconventional approach to engineering by focusing on sound rather than mainly physical structures. However, we blended the two through a project focused on building our own musical instruments that played unique sounds. We learned digital design, principles of sound waves, and coding to create personalized and funky instruments using buttons, light sensors, and even joysticks (like the kind on a video game controller). —LARA

LOWER SCHOOL

Math

DO ROSARIO ’26

I love how all the teachers in the Lower School Math Department always cheer you on and encourage mistakes to promote learning. This year, in class II, I enjoyed learning about things like simple interest, variables, and proportions. In my math class, we sometimes play an online game, like Gimkit or Blooket. I really enjoy those because they are repetitive and I sometimes use them as a study tool as well. All my teachers are really understanding, and the homework is enough to keep you busy, but not too stressful, which is a great balance for me. —ALAYNA

SHAH ’31

Manifesto

What I love most about my Manifesto English elective is how it pushes us to think boldly and speak with purpose. There’s something so interesting about being in the middle of a conversation where the central question is essentially, “What do you believe so fiercely that you’re willing to shout it into the world?” One of my favorite parts of the class was the group project, where we got to write our own manifestos. My group’s was on “The Modern Wellness Delusion”—how society sells us this fake idea of health through things like overpriced health shots, influencer workouts, and wellness trends. It made me think hard about what wellness really means and how far we’ve strayed from it. This class helped me turn some of my strong opinions into pieces of writing that were powerful, and it felt good to take a real stand on something that matters. —ERIKA RUIZ ’25

Biology

One thing I really love about biology class is the experiments and labs that we do. These experiments allow us to see what we are learning about in action, which helps us understand the topic. The material is really interesting, especially when you take a moment to think about the fact that all of these processes are happening inside all of us at this very moment. All of the teachers are super helpful and supportive, which creates a perfect learning environment for all. —DANIELA ANTRAS ’28

UPPER SCHOOL

Intro to Digital Photography

Before taking this class, I had never really thought of myself as an artist. I had never been good at painting or drawing and I wanted to try out something new. This course helped me find my inner creativity and love for photography. My favorite project was our assignment on abstraction. Originally, I had really struggled with taking abstract pictures, but with the help of my teacher and progress throughout the course, I was finally able to get it! —ANGELIKI

Science

I love science because I learn about all kinds of organisms and their connection to the environment. Not only do we learn about specific organisms, but we also learn about food webs. All of this is so fun, but the best part is that in Class I, we get two pet turtles to take care of for the year. At the end of the year, we take a field trip to let them go. —STELLA XIAO ’32 LOWER SCHOOL

Rock On

In Rock On, I had the opportunity to play so many instruments, such as drum kit, guitar, and piano! I really got to bond with my friends throughout this process because we all struggled through learning the songs together. When we later overcame our challenges, it felt so much better than usual since we had done it as a group. —EVA

THAKKARAR

’29

AGAPE VOLANDES ’28

LOWER SCHOOL

finding her Voice

at Winsor—and in Print

From Nervous Ninth Grader to Aspiring Journalist, ANYA WEERAPANA ’25 Reflects on Her Path

Tell us how you found your way to Winsor.

I applied to Winsor in 2020, during a time when everything was up in the air. My family wasn’t sure about private school, and I only applied to two. Winsor felt like something totally fresh—academically rigorous, located in the city, and all girls. I had always been someone who had to seek out challenges outside the classroom, so the idea of being pushed intellectually in school was really appealing.

What surprised you about the all-girls environment?

I’d grown up familiar with it—my dad works at Wellesley College—so I felt comfortable with the idea. What I found at Winsor was this incredibly focused, supportive space. In my previous school, I’d taken a computer science class where I was the only girl. It was hard to feel like I belonged. At Winsor, I felt like I could explore anything—STEM, humanities, journalism—without worrying about whether I’d fit in.

What else attracted you to Winsor?

Being in the city is one of my favorite things. I come from the suburbs. There are a lot of opportunities that come with being in the city, such as the Winsor Summer Science Internship Program. I like going off campus. I hear all my friends who go to other schools in the area complain about their terrible lunch options. They drive off campus for 20 minutes and barely get back to class in time. For me, Starbucks is two minutes away from me. I can just walk and come back. I think we’re also so lucky to have playing fields right next to our school. That was something that was really important to me, because I’m an athlete as well. I play soccer. Knowing that I wouldn’t have to travel a bunch to play was a bonus.

Now, you’re heading to Northwestern University to study journalism. How did you discover that passion? It started kind of accidentally. I signed up for a bunch of clubs freshman year, including The Winsor Banner, and only wrote one not-very-good article about Halloween costumes. I didn’t write again that year. But the following summer, I was watching a women’s soccer tournament and got inspired by the commentary and reporting. Sophomore year, I decided to give it another try, writing about something I loved—soccer—and I was hooked.

What’s

your role on the paper now?

I’m one of the executive editors. I edit all sections, work with writers, and help teach journalistic techniques. It has helped me grow both as a writer and a leader. I’ve also branched into more challenging topics—earlier this year I wrote a 2,000-word piece on self-censorship at Winsor. I surveyed hundreds of students and interviewed dozens. It was one of the most meaningful things I’ve written.

What advice would you give to someone applying to Winsor?

Be yourself. Everyone says it, but really do it Don’t write what you think admissions wants to hear—write what’s true to you. Also, don’t overthink it. I interviewed more than 40 applicants as a head ambassador, and what stood out wasn’t perfect answers. It was passion, curiosity, honesty. It’s also okay not to have everything figured out. I came in nervous and unsure, and I found my place.

Any

final thoughts?

The best thing I did was allow myself room to grow and fail. That first Halloween article didn’t stop me from trying again—and now I’m pursuing journalism in college. Winsor gave me the space to explore widely and to find out what I truly love.

“WINSOR FELT LIKE SOMETHING TOTALLY fresh.”

SUMMERS SPENT DOING SERIOUS

Science

Winsor opens doors that are usually closed to high school students. Interested students can apply to the Winsor Summer Science Internship Program for rising juniors and seniors who are curious about careers in medicine or STEM research. Accepted students will spend part of their summer working alongside researchers in labs around the Longwood Medical Area and beyond. At the end of the internship, each student puts together a poster presentation that showcases their work. Some of last year’s participants share their experiences:

Angie FANG ’26

“Exploring the Role of PI3Kβ in Cell Growth”

DANA-FARBER CANCER INSTITUTE

I wanted to do an internship because, in a lab, you’re actually putting work into something and seeing results. It’s rewarding to work alongside professionals who have spent decades in the same field you’re interested in. I come from a small town... I never dreamed I’d be able to do scientific research to this degree—using safety hoods, viruses, real techniques. I think it’s pretty cool that Winsor offers this kind of advanced research to high schoolers. It’s honestly a really big privilege.

Karina ARTEMIEV ’25

“The CALLS Project: Decoding the Rhythm of Speech and Motor Dynamics in Autism”

GABRIELI LABORATORY, MIT DEPARTMENT OF BRAIN AND COGNITIVE SCIENCES

This made me realize a lot more that I wanted to work with individuals who have some sort of neurodevelopmental disorder...without that internship, I would have never even gotten onto that path. I wouldn’t be going to the college I’m going to if not for this opportunity.

Winsor really helped me advocate for myself. I shouldn’t be afraid to ask questions, even if they seem dumb... There were times in the lab when I knew something that college students didn’t because I’d taken stats at Winsor. That was a moment of real pride for me.

Sonia DAIZADEH ’26

“The

Comprehensive Cost of Preterm Birth”

HARVARD T.C. CHAN SCHOOL OF PUBLIC HEALTH

We compiled the full cost of caring for a preterm birth baby and compared it to the cost of fixing Boston’s lead pipes. It turned out fixing the pipes was cheaper—and it included not just medical expenses, but lost wages, transportation, and time. It was a holistic look at the issue.

Winsor gave me credibility. I was talking with my mentor, and she said she didn’t expect high schoolers to be able to do such good work. Without Winsor, I don’t think I would have ever had the opportunity to do this kind of internship.

“It’s rewarding to work alongside professionals who have spent decades in the same field you’re interested in.”

—ANGIE FANG ’26

Leela UPPALURI ’26

“Autistic Children Display Reduced Cognitive Flexibility”

LABORATORIES OF COGNITIVE NEUROSCIENCE, BOSTON CHILDREN’S HOSPITAL

I was specifically working with kids in a study on executive functioning... I got to work with both autistic and non-autistic kids, watching how they performed tasks while getting brain data at the same time. It wasn’t just science—it was people. That made it really special for me. I let the Winsor science faculty know about a lab I was interested in, but I didn’t know how to reach out... I probably would have just given up after the first email went unanswered. But with Winsor’s guidance, I was able to get that opportunity. I would never have done it on my own.”

Remy KIM ’25

“Dopaminergic Synapse Deficits Occur Before Cell Death in Parkinson’s Disease Mouse Models”

UMEMORI LABORATORY, F.M. KIRBY NEUROBIOLOGY CENTER, BOSTON CHILDREN’S HOSPITAL, HARVARD MEDICAL SCHOOL

My project has been exploring Parkinson’s through the lens of synapses... We were trying to identify a time after synapse deficits occur but before robust symptoms like cell death, to see if a molecule we’ve found can restore function. That might eventually act as a preliminary treatment. Winsor has given me a deeper sense of confidence. Winsor girls don’t walk into a room and think, ‘I don’t deserve to be here.’ Being in a professional lab, it’s easy to feel overwhelmed—but that mindset helped me feel like I belonged, and that I had something real to contribute.”

“I didn’t have to wait for the future to do research in a lab.”

—YEMISI ADETOWUBO ’26

Yemisi ADETOWUBO ’26

“Uncovering the Role of Single Nucleotide Noncoding Variation in Autism Spectrum Disorder (ASD)”

DOAN LAB - DIVISION OF GENETICS AND GENOMICS, BOSTON CHILDREN’S HOSPITAL, HARVARD MEDICAL SCHOOL

I think this definitely was really inspiring, because I didn’t have to wait for the future to do research in a lab—I could experience it now, which made the future all the more promising and more exciting. Not a lot of schools offer direct partnerships with labs. Sure, there are internships online, but they’re tricky to get into. Winsor’s connection made it easier for me to access a world of labs I wouldn’t have without it.

Romy GAUDET ’25

“Understanding the Role of Immune Complexes in Autoimmune Disease”

BRIGHAM AND WOMEN’S HOSPITAL, HARVARD MEDICAL SCHOOL

I worked in an immunology lab studying lupus... We created a model for immune complexes in mice and used cell sorting to analyze how the body reacts. It was cool to get concrete data that could help support or challenge an important scientific hypothesis. Winsor not only helped me find the internship, they stayed connected all summer. Weekly check-ins, help writing our posters, advice on how to get started—all of that made it feel less intimidating to walk into a lab with professionals and start contributing.

WATCH OUR 2025 TEDx NOW!

Winsor School Youth Ideas Worth Spreading

Finding Your Voice and Hearing Your Classmates’

Julia Bae ’25 and her older sister Caroline ’24 grew up listening to TED Talks. These tight, winsome presentations let speakers share about topics that matter to them. Some of the most watched talks, such as “Do Schools Kill Creativity?” and “The Power of Vulnerability,” have logged tens of millions of views.

“We found the ideas very engaging, very novel,” Julia says.

Why, the sisters wondered, shouldn’t Winsor students have a voice, too? So they launched TEDxWinsor. The idea was to create something uniquely reflective of Winsor’s spirit. “Everyone here has ideas worth sharing,” says Julia. “Whether it’s students, faculty, alumni, or parents, people have perspectives and stories that deserve a platform.” That idea became the spark that started it all.

The first TEDxWinsor event took place in 2024, when Julia was a junior and Caroline a senior. They applied for and received an official TEDx license—no small feat—and began organizing their program around a central theme: The Power of the Unseen. Julia continued the program after her sister graduated, helping to lead the second annual event on the theme of The Road Less Traveled in 2025.

The themes are intentionally broad, allowing speakers to approach them from

a variety of angles. Talks have ranged from deeply personal stories, such as what it means to be a twin, to professionally revealing, including a Winsor parent who shared about cutting-edge molecular technology—literally “unseen” science.

This year’s TEDxWinsor lineup included four student speakers and one parent. In a student-produced podcast about the event, the speakers shared about the experience—including their relief when it was done. “When you practice, you’re like, ‘Oh, I keep forgetting lines.’ But then when you get up there, everything just falls into place,” said Julia Oh ’26. Jaya Goud ’27 added that she loved the positive, thoughtful feedback she received after her talk. “A lot of people told me they felt that what I said had resonated with them,” she said.

Students aren’t just talking off the cuff— they spend months researching, writing, revising, memorizing, and rehearsing. All this happens while they juggle classes, extracurriculars, and everything else high school demands of them. “They’re incredibly dedicated,” Julia Bae says. “And they come up with such novel ideas. It’s really impressive.”

But for Julia, the most powerful moment isn’t just watching the speakers shine—it’s seeing the community come together. “On the day of the event,

everything just clicks,” she says. “The rug is laid out, the lights are on, the audience is there. Students are hearing from teachers in new ways. Parents are seeing students share something meaningful. It’s a moment of real connection.”

That moment stretches beyond the auditorium. Talks are published on the official TEDx platform, meaning they get eyeballs well past the school community.

Julia begins at Harvard University this fall, and she’s already thinking about TEDx there. “It’s definitely something I want to continue,” she says. “TEDx creates space for voices that might not otherwise be heard. And I think every community needs that.”

As the TEDxWinsor torch passes to the next group of Winsor students, Julia remains proud of what they’ve built. “This event isn’t just about speaking on a stage,” she reflects.

“It’s about giving people the chance to share who they are— and discovering how much we can all learn from one another.”

“The rug is laid out, the lights are on, the audience is there. Students are hearing from teachers in new ways. Parents are seeing students share something meaningful. It’s a moment of real connection.”

2025 Student Speakers

Julia Oh ’26 serves as secretary of the Student Equity Board, junior class president, and captain of the varsity cross country team for the next season. She created a charitable organization called Sweets for L Street in eighth grade, which bakes a hundred treats a month for the L Street Mission. Julia loves to read literary fiction and mystery novels, make matcha concoctions, and listen to music!

Zara Sword ’26 has been a dancer for 13 years at the Boston Ballet School and is passionate about both the arts and sciences. In her free time, Zara loves to read National Geographic magazines and race her brother around the park.

Lara do Rosario ’26 is a member of the cross country, basketball, and track teams and writes for the school newspaper. She has been doing cross country since her sophomore year and will be a captain for the 2025 fall season. In her free time, she enjoys cooking, watching Chopped, and crocheting.

Jaya Goud ’27 has a passion for science, research, and the intersection of biotechnology and global healthcare. She has conducted and published cancer research addressing global inequalities in health and has presented and been awarded for her findings at multiple national oncology conferences. In her free time, Jaya enjoys playing her favorite songs on guitar and is an avid reader.

Crossing Words Crossing Worlds

Bonjour, Hola, Nĭ Hăo! Puzzle It Out with Winsor’s Languages

Winsor makes learning languages fun. Take a look at some of these clues to help pick one you want to study.

LATIN

Have you ever wanted to time travel and experience life in another era? Latin is your portal to the past! Studying Latin offers a window into ancient Roman daily life, literature, art, history, and mythology. Although Roman life was different two thousand years ago, they explored timeless ideas—how to live well, what makes a good leader, and the meaning of love. (Fun fact: “et cetera” is Latin for “and other things.”) Latin students make meaningful connections between ancient Rome and modern life, from word roots and legal systems to pop culture phenomena like Percy Jackson and Madeline Miller’s novels. You’ll also get a taste of Roman culture through museum visits and Upper School trips to Italy. Latin is more than a language— it’s a journey into a world that still shapes our own.

SPANISH

Ready to explore vibrant cultures across time and continents? Spanish goes beyond just a language at Winsor—it’s a journey into global communities and yourself as a Spanish speaker. We dive into the history, traditions, and innovations of Latin America and Spain, while also engaging with current global issues. Explore sustainability, cultural identity, and language through creative projects and dynamic discussions. From recreating a fashion runway in sixth grade to debating climate action in high school, you will participate actively in a global conversation. Upper schoolers can even travel to Latin American countries, gaining firsthand experience of the people and cultures they study. Spanish opens doors to meaningful connections across the globe—and it all starts here.

MANDARIN CHINESE

Mandarin class at Winsor makes language learning immersive, creative, and fun! You might sculpt your own mini terracotta warrior, paint shrimp like Chinese artist Qí Báishí, or cook crispy dumplings from scratch. We craft Beijing opera masks, make shiny tánghúlu (a popular street snack), and try traditional calligraphy. Along the way, you’ll explore festivals such as Lunar New Year and build conversational Mandarin skills through songs, games, and stories. Whether you’re an artist, a foodie, or a future traveler, Chinese class brings ancient traditions and modern life together in unforgettable ways. And yes, some of those memories are sticky—in the best possible way. Ready to explore a language that’s thousands of years old and still fresh today? !

FRENCH

Did you know French is projected to be the most spoken language in the world by 2050? From Canada and the Caribbean to Europe and West Africa, French is truly global—and it’s the second most studied foreign language after English. Winsor’s French program invites you to immerse yourself in Francophone cultures through literature, cuisine, and the arts. We explore diverse traditions while developing language skills through conversation, stories, and film. Learning French opens doors to centuries of poetry and philosophy—and to the wider world. Beyond the classroom, you can travel to Montreal in eighth grade, experience a homestay in France, or explore Martinique as an upper schooler. Join us to discover not just the rich heritage of France, but the vibrant global community that speaks French today.

This volcano blew its top in 79 CE and turned Pompeii into an ancient time capsule.

If you’re parched in Paris, this one little word will save the day.

A fabulous 15th-birthday bash in Latin America, often featuring sparkly dresses and serious dancing.

This Latin phrase means “seize the day!”— a perfect motto to hang on your mirror.

passionate partner dance from Argentina might make you want to grab high heels and hit the dance floor.

dramatic Chinese art form is all about bold masks,

number is considered unlucky in Chinese culture—it sounds like the word for “death.”

frozen dessert is a favorite treat of Winsor’s Latin students who travel to Italy.

Winsor seniors dive into essays and a novel by this French philosopher who asked all the big questions.

1 This island in the Caribbean has French as an official language. Winsor students visited there in 2023.

This word means “we are” in Spanish—and it’s also the name of Winsor’s Hispanic and Latinx affinity group.

This dreamy French artist was obsessed with water lilies—and made them iconic.

This Chinese system assigns animals like the dragon, tiger, and rat to birth years. What’s your sign?

This epic clay army was buried with China’s first emperor—talk about next-level squad goals.

This Harry Potter spell used to fight off Dementors means “I await a guardian” in Latin.

This fancy French pastry is filled with cream and named after lightning—maybe because it disappears so fast!

This currency, used in many South American countries, is perfect for buying souvenirs at a street market.

Happy Places Our Winsor

Nearly every Winsor student has a comfortable corner that feels like a home away from home Whether that,s a room, a nook, or even a table, it,s their go-to place to retreat during free periods or before or after school Here are a few of our favorites.

Small Group Room in the Library

ELEANOR MUSTO ’29

Courtyard

“I love Winsor’s courtyard. It is such a nice place to spend time throughout the school year. In nice weather, I love studying or hanging out with my classmates outside. In the spring, all the flowers and trees are blooming and it becomes such a beautiful and bright area. Once in a while, we get the chance to be outside during a class, which is always fun. During my study blocks, I love studying in the courtyard with friends and getting some fresh air. The courtyard is also the home to many Winsor traditions, from fun and games on UTL to Ring Day and graduation. It is always a place where the Winsor community comes together.”

“I love this room because it is comfortable and quiet! I can get work done, curl up with a book, or just relax. It’s also a great place to unwind and hang out with some friends. The couch is super comfortable, and I love the pillows and blankets in there!”

ADRIANAH ALDOPHE ’28

ERIN HAGAN ’26

Third Floor LOC Couches

“I love this space for its calm, quiet atmosphere. It’s perfect for relaxing when you need to take a break from working. It’s where I’ve studied for countless tests and shared very funny moments with friends. Whether I have free time or it’s the end of the day, you’ll find me on the third floor of the LOC.”

EILEEN LEE ’28

Squash Courts

“One of my favorite spaces on campus is the squash courts. It’s where I held a racket for the first time—and one of the reasons I was drawn to Winsor in the first place. Listening to the balls thwacking against the walls makes me feel energetic. Whether we are playing or cheering on our teammates, the energy from the court is strong and focused. It’s a space that makes me feel excited and inspired.”

ALEENA ZIA ’32

Lower School Reading Room in the Library

“I love that you can curl up with a book at any free time, whether it’s lunch or common time. And if you don’t have a book, that’s fine, because the librarians can help you choose from hundreds of books. I love going there after I’ve finished my lunch to sit in the rocking chairs in the lower school reading room with my friends. We giggle and talk and read, and even though the library is relatively quiet, it’s not like those places where the librarians go ‘shush!’ every time you make a sound.”

SOPHIE XIA ’31

Room 309

“Room 309 is on one of the higher floors of Winsor, and it’s so peaceful in there. It’s a great learning environment, and my favorite part of it is the windows. You can see everything outside, and I find myself admiring the hawks that like to fly around campus as they perch on different buildings and trees.”

A Special Way to End Your

Senior year at Winsor ends with a unique experience—the ILE, or Independent Learning Experience, a chance to carve out time to dive deeply into one topic. The way we use our time reflects the huge range of who we are, what we love, and where we see our future taking us. Get a glimpse of what seven of us did this last year:

EmilyNow at Duke University

Project Title: Batter Late than Never: Explorations in Cake Decoration

One Surprise: For me, time management was the biggest challenge. It feels like a sample of college—having a much looser schedule and having to figure out what you need to do and when. I feel like an underrated part of ILE is how much it prepared me for what comes next.

One Major Takeaway: I’m going to major in physics. I love science. But something that Winsor encourages is the whole student. There are so many types of learning to do in the world, and I always wanted to learn more about baking, so it felt really meaningful to apply my love of learning to baking.

Casey

Now at Princeton University

Project Title: From Student to Señora: Creating a Lesson Plan for a 7th-Grade Spanish Class

How My Project Ties to My Winsor Experience: I spent my junior year abroad in Spain, and I tutored through Hyde Square Task Force, where I sometimes used Spanish because I worked with primarily Latinx students.

One Major Takeaway: I’ve learned that I actually am creative, because I feel like I’ve always thought of myself as someone who’s pretty analytical. I remember being a seventh grader and not wanting to do reading questions, so I tried to use graphics and different things outside the box to make my lesson engaging.

Bibi

Now at the University of Virginia

Project Title: Learning to Fly: Logging Hours Towards a Pilot’s License

What Led Me to My ILE: I’ve been interested in aviation for a long time. I started flying gliders when I was 13, but I don’t think I ever thought it would find its way into my school life. It has felt like a full circle moment for me.

One Major Takeaway: The plane wants to fly, and that’s comforting. When the instructor takes their hands off the wheel for a minute, it’s not like you just fall out of the air. There’s a learning curve, for sure, but you get the hang of it, and it becomes fun. I would love to turn it into a career, flying private, corporate, or commercial planes. The ILE is the first step. It has been cool to do that as a part of Winsor, as my last thing at school.

Lyanne

Now at the University of Michigan

Project Title: Paintings Inspired by the High Fashion Industry

My Mentor: A Winsor alumna from the class of 2014. She attended New York University, and now works in finance. She didn’t major in art, but she took art classes throughout her college years. That’s the same thing I expect to do.

One Major Takeaway: I gradually developed a more cohesive aesthetic. When I started, I didn’t know what I was going to be good at making and what my style was going to be. I found myself liking abstract art. There were a lot of pieces that didn’t go my way. I scrapped them and started again. As I progressed, I realized what I was good at doing.

Jemma

Now at St. Andrew’s University

Project Title: Winsor Science Wing Project Management

My Motivation for This Project: Science has always been my favorite subject at Winsor, so helping create those new classrooms for the next generation of Winsor students is special.

One Major Takeaway: We worked with the firm doing the project management for the renovation of the science wing at Winsor. This experience rounds out our time here because we’ve been taught about self-advocacy and learned independence. We’ve been progressively given more freedom and have had longer assignments. Having this opportunity to take those skills that we’ve learned and apply them is cool.

Michelle

Emily

Now at Harvard University

Project Title: “What, Like It’s Hard?”— Navigating the Launch of a Global Fund

Now at the Massachusetts Institute of Technology

Project title: Brain-Computer Interface Technologies: Mapping Brain Function 1024 Electrodes at a Time

My Mentor: Dr. Joshua Aronson from the Division of Neurosurgery and Department of Surgery at Beth Israel Deaconess Medical Center.

One Major Takeaway: I plan to continue working with Dr. Aronson in college. The ultimate goal of brain-computer interfaces is to bridge the gap, allowing patients to bypass parts of their body that are not functional, so that paralyzed patients can control wheelchairs and prosthetics. Currently, the biggest issue with brain-computer interfaces is that they’re often too invasive or the technology is not precise enough. The company that Dr. Aronson works with has developed an electrode that is a lot more precise and a lot less invasive. They’re trying to test the capabilities of the electron in human patients. The engineers had already done the mapping surgery, but when you collect data in the form of EEG signals, it’s hard to be able to decipher anything from that raw signal. My job was to analyze the data and process it, transforming it into something more visual and easier to interpret.

My Mentor: A Winsor alumna who is the global head of funds at a private equity fund in London.

One Major Takeaway: Going into ILE, I was a little bit scared because it’s a pretty large chunk of time, and it feels like it’s very, very independent. It definitely is, in that you get to take initiative and control your own project. But there’s just so much support from your ILE advisor, your Winsor advisor, and your mentors. It’s a super supportive process, and you get to learn a lot.

Pick Your Own

Start

Do you want something that keeps your brain in a more school-like place?

I’m in the mood for something different from school. Do you want to spend more time on campus or go further afield?

Take a quick quiz to figure out what you might like to do with a full month to devote to one single project. This will give you a sense of what you could do in May of your senior year at Winsor, when you complete your ILE. Answer each question and find your unique path. If you end up somewhere you don’t like, feel free to explore another branch!

Give me more academics, please! Are you picturing doing something closely tied to your future career?

I am ready to stretch my wings away from campus. Do you want to do something you know and love or learn a new skill?

Familiar sounds great! Dive deeper into a hobby you love.

I want to savor these days at Winsor, but not in a strictly academic way.

I want something completely new Challenge yourself to do something unique outside of school.

See how Bibi Noury-Ello logged hours toward her pilot’s license. Take a peek at Emily Lutzker’s cake decoration ILE.

I am game to do something in a field I like, but not necessarily exactly my future field.

Dream Ahead About What You Could Do in the Final Month of Your

Dive deeper into something you wish you had more time for at Winsor.

Senior Year

Take a look at Lyanne Luu’s ILE creating a fashion-inspired art portfolio.

I would love something potentially related to my eventual career. Check out a profession that you might find interesting.

Think about a project that gives back to the school you love.

Do an ILE connected to a favorite subject.

Take a look at how Casey Carlisle crafted a lesson plan for a middle school Spanish class.

Serious Science Internship.

Check out Emily Zhang’s project on launching a global fund.

Read about Jemma Kuriyel’s work on the

See Michelle Wang’s work on brain-computer interface technologies with a local neurosurgeon.

Winsor Science Wing Project Management.

Reflection

ON MY WINSOR CAMPUS TOUR

Date of my Winsor tour

My tour guide’s name 3 things I liked about the community

3 things I liked about the programs

3 things I liked about the campus and facilities

Questions I still have (to ask a student on PeerPal)

My Winsor Application Checklist

Overall Impression

▫ Submitted my Preliminary Application form on Ravenna

▫ Booked my group interview on Ravenna

▫ Scheduled my ISEE or SSAT exam

▫ Asked my math and English teachers to fill out the Ravenna recommendation form

▫ Completed my Student Questionnaire form

▫ Submitted my application in Ravenna by January 15