Issuu

1936

SHORE BULLETIN â€¢ FALL 2020

SOCIAL-EMOTIONAL LEARNING AT SHORE

2020–2021 Board of Trustees Rayna Lesser Hannaway President Franklin Foster Vice President Denise Marks Treasurer Blake Liggio Secretary Stephen Boyko Ian Brady Lauren Crane Dino Di Palma Khoa Do ’86 John Fawcett Hugh Foster Anthony Frye Daan Goedkoop Elizabeth Harrigan ’92 Barbara Iler Stacylee Kruuse Amy Marks Christopher McIntire George Noble ’85 Elia Perez Tessicini Santo Politi Elizabeth Skates Michele Vaccaro

Sarah Wolfgang Alex Zaldastani

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1936

CONTENTS

SHORE

BULLETIN • FALL 2020

SHORE COUNTRY DAY SCHOOL Established 1936

545 Cabot Street Beverly, Massachusetts 01915 (978) 927-1700 www.ShoreSchool.org

Social-Emotional Learning 04

From the Head of School

Everyone’s In: Social-Emotional Learning at Shore • Mindfulness in the Upper School

ADMINISTRATION Head of School Clair P. Ward Head of Upper School Gustavo Carrera Head of Lower School Sara L. Knox Director of Admissions and Enrollment Management Daphne Clark Faldi ’89 Director of Advancement Katie E. Kozin Director of Finance and Operations Ann-Marie Flynn Director of Marketing and Communications William R. Fisher MAGAZINE Editorial Brooke Booth Gustavo Carrera Daphne Faldi William Fisher Linda Grodberg Katie Kozin Nancy McNall Photography William Fisher Linda Grodberg Design Jeanne Abboud Design ON THE COVER:

17 18 20

• Yoga in the Lower School 25 Years Later: Reflecting on the Loss of Sarah Devens ’89 Dear Sarah Devens: A Letter by Sophie Ward ’16 Rewriting the Middle School Narrative

Community 26 28 30 32

Board Approves Equity & Inclusion Commitment Families Unite in Service Welcome New Trustees Shore’s Wall of Gratitude

News 34

42 45

Shore Launches Distance Learning • A Distance Learning Q&A 83rd Closing Exercises The Class of 2017 Goes to College

Inspiration 46 50 56 57

Once Upon a Mattress A Scientific Frame of Mind Portrait of a Graduate: Maris Moody ’20 Sports in Review

Past & Present 60 63 64 70

Families, Alumni, and Grandfriends, Oh My! Lauren Henderson ’02 Alumni Notes In Memoriam

Inside back cover: The Shore Fund

In first grade, yoga is part of the morning routine.

FROM THE HEAD O F SCHOOL

By Clair Ward Shore has a long tradition of linking physical health to the mind’s ability to grow intellectually. Recently, we have begun to think more deeply about all of the facets of a sound mind. We understand that developing children’s intellectual prowess also depends on their social-emotional health.

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he Latin phrase mens sana in corpore sano, attributed to the Roman poet Juvenal, is commonly translated as “a sound mind in a sound body.” Originally referenced in Greek philosophy, this concept has been adopted in a variety of fields, education included, to make the case for the link between the mind and the body and even the heart and the soul. Shore has its own long tradition of linking physical health to the mind’s ability to grow intellectually. Recently, we have begun to think more deeply about all of the facets of a sound mind. We understand that developing children’s intellectual prowess also depends on their social-emotional health. Teachers have always understood that math class is more difficult if a group of friends has returned from recess angry with each other about a game of foursquare that suddenly

went south. As educators, we have developed strategies for helping children unpack their disagreements and misunderstandings; we have helped them develop the skills to solve and repair conflict on their own. But the question we are exploring now relates to how we can begin to develop a more proactive approach to teaching these skills. Being proactive in socialemotional learning means starting young and teaching the vocabulary of feelings and a variety of strategies for both naming and managing them. It is amazing to watch a teacher cue a child using the Zones of Regulation—a color guide to feelings. The child learns to identify the difference between red feelings and green feelings. But the most powerful moment is watching a child then strategize about how to move them from red to yellow, or from blue to green. Children become empowered by their own

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ability to manage this process with the ultimate goal of doing it without teacher support. The best news is that even families are finding resolution at home by carrying the strategies into their own routines of supportive parenting. Shore is beginning to develop and use a variety of approaches toward social-emotional health for children from Pre-K to middle school. Yes, these skills are crucial in raising healthy adults, making sure that they resist the habit of thinking of certain feelings as inherently good (e.g. happiness) and others as inherently bad (e.g. anger or sadness). With a strong approach to social-emotional learning, schools are proactively building skills that will make reacting to challenges more constructive. Ultimately, this means destigmatizing the ups and downs of mental health that most people experience and even the more severe situational or chronic mental health symptoms that challenge some. This will make all of us more comfortable asking for help

when we need it and knowing when others need our help. Never have I seen a greater challenge to maintaining either a sound mind or a sound body than the spring of this year. Like most schools, Shore launched an ambitious Distance Learning Plan beginning in late March and continuing through the end of the year. During that time, teachers were delivering learning in entirely new ways, students were learning to learn in new ways, and families were attempting to balance support for education in the home with remote work responsibilities. It should be no surprise that the Shore community did this with the same level of excellence that it does everything. If I am being honest, I will tell you that in twelve weeksâ€™ time we experienced an evolution and advancement of instructional pedagogy that would have taken years to pull off without the immediacy that was thrust on us. I can safely say that education at Shore is forever changed in some amazing and even miraculous ways.

However, we are clearer than ever that the true Shore is an in-person Shore. There is no authentic virtual solution for learning Harkness discussion skills. There is no online solution for teaching social-emotional skills and assessing childrenâ€™s mental health using the subtle ways we observe them. But this experience has changed us as educators in ways that stand to deepen the in-person Shore experience. Eager to welcome the children back to campus this fall, the teachers are thinking more broadly about the ways that learning can happen using a combination of strategies that include weaving software platforms more skillfully into the on-campus experience. This was a tremendous opportunity to expand our pedagogy and we are all the better for it. The year ahead is still an uncertain one for everyone. But I am confident that it will be one more opportunity for us to be our Shore best at a time when the children and families have never needed it more.

Everyoneâ€™s In:

Social-Emotional Learning at Shore By Bill Fisher

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s pressing education issues such as sociallydistanced learning and student anxiety keep parents and educators on high alert about how well schools are caring for children, the concept known as “social-emotional learning” has become ever more central in discussions about student well-being and success. Many education researchers have come to see social-emotional learning as a key that unlocks solutions to a host of challenges. Through programs that emphasize traits such as self-awareness, relationship-building, decision-making, and resilience, social-emotional learning is proving a robust toolkit for increasing academic achievement; nurturing prosocial behaviors such as kindness, sharing, and empathy; improving student attitudes toward school; and even reducing depression and stress. In short, social-emotional learning—particularly in the formative elementary and middle school years—can shape the foundations of students’ ability to succeed in high school, college, and life. At Shore, the high stakes around this kind of learning have underscored a decades-long commitment to creating and sustaining a culture in which students feel safe and may thrive. From Pre-K to Grade 9, Shore students today find vital social and emotional support within a layered, research-based network of strategies and structures that’s broad in At scope and surprising in sophistication.

The complexities of maintaining such a culture, however, can sometimes be difficult to grasp. According to Lower School Head Sara Knox, this is at least in part because Shore’s comprehensive and very deliberate focus on social-emotional learning appears, to visitors and others, as simply the “natural” caring instincts and intuitive classroom practices of highly skilled Upper and Lower School teachers. But creating a culture in which students’ well-being is genuinely a priority, says Knox, is anything but a happy accident of a caring culture and expert teachers. In the Lower School, building such an environment starts in the homeroom, where social-emotional learning is at the center of every day’s routine, thoroughly integrated into a teaching model called “Responsive Classroom.” According to Knox, “This model gives us a division-wide set of shared practices to ensure that all our students feel safe and feel they have a voice.” In the Responsive Classroom model, students learn and practice a set of social and emotional competencies—cooperation, assertiveness, responsibility, empathy, and self control—alongside academic skills; the combination allows them to do their best work, and be their best selves.

Shore, the high stakes around social-emotional learning have underscored a decades-long commitment to creating and sustaining a culture in which students feel safe and may thrive.

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As fourth grade homeroom teacher Stacy Tell elaborates, the Responsive Classroom model formalizes a host of practices that were already innate at Shore. “One of the reasons I was drawn to Shore in the first place was because tapping into social-emotional learning was part of the culture here. While we pride ourselves on our challenging academics, we’ve also always valued the ability to nurture who the child is as a person.” Step into any given Lower School classroom, and this philosophy is immediately apparent in the Morning Meeting, says Sara Knox; the Morning Meeting—like its end-of-day corollary, Closing Circle— plays both a practical and a social-emotional role. “Morning Meeting gives our teachers the opportunity to talk about the day, and it also allows time to go through community-building activities that emphasize

“Taking care of the social and emotional health of students is something the whole faculty feels responsible for; everyone is attuned to it.”

— School Counselor Katie Hertz

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those social-emotional aptitudes.” The lightweight, non-academic exercises can include sharing weekend highlights, playing whole-group games, or reflecting on a theme, such as kindness or making mistakes. “All of these help kids find a level of comfort in the classroom and with their peers much faster than they would in a traditional school environment,” says Knox. “Teachers actively make space during these meetings and at moments throughout the day for conversations about students’ concerns, prompting them to use language such as, ‘I’m feeling frustrated because…’ or ‘I was sad when….’ Over the course of a few months, students begin to feel safe in voicing their feelings openly, and to sense that they have the support of their classmates in exploring anything that may be on their mind.” “I really give my students credit for how open they are with their classmates,” says Stacy Tell. “There’s real vulnerability there, especially in the beginning of the year, when kids find out one of the things we’re going to be working on in the classroom is our interactions with each other. That can feel daunting! But after three or four months, it feels normal and comfortable. Responsive Classroom reassures them we’re all here together, taking care of our community.”

In Shore’s model, sharing the good is just as valued as expressing a concern. Children are encouraged to praise someone for actions or words that they notice and appreciate, such as a classmate taking care of a friend, or owning responsibility for something they’ve done. “This kind of interaction is key in helping kids develop the reflex of sharing and reflecting on their experiences with the support of a peer group and their teachers,” explains Sara Knox. It is one of the primary ways Shore ensures that no one “falls through the cracks,” Knox says. “Everyone’s in, and there’s no way for a child to simply bow out of participating.” According to Stacy Tell, the regular participation in community-building clearly impacts not only classroom dynamics, but also academic performance. “We know students in third, fourth, or fifth grade, for example, are intensely invested in the social interactions they encounter throughout their day,” Tell says. “Issues around social cliques and friendships can become prevalent distractions. So it’s not surprising students can have difficulty focusing on their smallgroup math lesson when the person sitting next to them said something unkind at recess, and they’re still feeling the tension from it.” Tell explains that the work of building community in the classroom helps students develop social and emotional tools that allow them to meet these interpersonal challenges. “One of the most important skills we practice in our classrooms is self-advocacy—the idea that when something is bothering you, it’s okay to tell your friend that they’re bothering you.” While it may require a lot of coaching and practice, “In the long run,” says Tell, “being able to speak up for yourself and fix problems with peers—without needing to turn to an adult for a solution—builds independence.” At the same time, students are learning when and how to ask for help. “It’s the flip-side of self-advocacy,” Tell says. “When a child can see and express that something is beyond their experience or beyond what they can control, and that they need support from a parent or teacher, that’s just as important as tackling problems on their own. Speaking up to ask for help isn’t a weakness; it’s actually a strength.” An important part of the social-emotional toolkit in every grade is empathy. According to Tell, “While we talk a lot about Harkness discussion—how to enter a conversation, how to agree and disagree—sometimes it’s easy to miss that being a good listener is just as important.” The ability to look outside themselves, to step into someone else’s shoes, serves children in the classroom and in life. “Since the beginning of time, I’m sure teachers have wanted their students to absorb all of these incredibly important social and emotional skills— self-advocacy, asking for help, actively listening—but

“Students in third, fourth, or fifth grade are intensely invested in the social interactions they encounter throughout their day.”

— Grade 4 teacher Stacy Tell

may not have had a name or a system to do so,” Tell reflects. “I love that at Shore, we do.” Beyond the homeroom, teachers continue the conversations that begin with their students. “Much of the work that our teachers do outside the classroom is, in fact, discussing who our students are as individuals—their interests, struggles, conflicts, and gifts— and what they need from us to be at their best,” Sara Knox explains. Each week, she meets either with her Lower School homeroom faculty or with special-subject teachers, who see multiple grades for S.A.I.L. (Science and Art Integrated Learning), science, Spanish, studio art, and music. “The purpose of these meetings,” she says, “is, of course, to collaborate on topics in the curriculum, but more importantly it is to share observations about our students, identify those in whom we may see emerging strengths or new challenges, and together develop concrete tactics and next steps to support them.” According to Katie Hertz, Shore’s school counselor, “Our system is nimble. By that I mean that taking care of the social-emotional health of our students is something the whole faculty feels responsible for. Everyone is attuned to it; that’s the beauty of our culture and our community.” Meeting with grade-level teams each week, Hertz is able to work with faculty members to identify

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School Counselor Katie Hertz

where help may be needed, and to respond quickly with new areas of focus in the curriculum to support groups of kids, or even entire grades. “For example,” Hertz explains, “right now I’m working with several grades in the Lower School to provide extra support with social skills.” Hearing a need for this kind of help during weekly meetings, Hertz responded with the concept of the “lunch bunch,” a regular get-together with students whom she leads through guided conversations about specific types of interactions, such as conflicts between friends, recess issues, and problem-solving. “The lunch bunch,” says Hertz, “is a forum for modeling vital social skills, practicing good communication before problems develop in the classroom.” The nimbleness Hertz describes pays off as children “graduate” from the Lower School’s homeroom model to the Upper School advisory system. It is almost impossible to overestimate the importance of the Upper School advisory program at Shore, says Head of Upper School Gustavo Carrera. “It is probably at the center of all we offer to our Upper School students,” he explains. “It is the place where they receive most of our social-emotional curriculum. It is where they’re encouraged in conversations about their lives as students—in school and outside of school. It is the venue in which their needs as human beings are central.” In the Upper School, though students move between multiple teachers for their primary subjects, they meet numerous times each week with an advisor, who in many ways serves the same role as a homeroom teacher. Pat Coyle, Upper School history teacher, explains,

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“As advisors, one of the most important duties we are tasked with is considering students’ social-emotional connection to their learning. Likewise, it’s critical that we collaborate with families to work towards the best way to support students as they navigate the year.” Students’ access to an advisor’s support is built into the academic schedule at several points throughout the week. Each day during “Extra Help”—an open half-hour period at the end of the daily class schedule for catching up on work, meeting with a teacher, or participating in an extracurricular activity—students visit their advisor for what can be anything from a brief check-in to a longer conversation about a specific concern. Once a week, advisee groups share informal conversation over lunch with their advisor, and during a dedicated weekly advisory period, more formal sessions on specific topics are convened. It is these longer advisory periods that anchor the program, perhaps more so than ever before, according to Coyle. “While the advisory period has always been a time to address social-emotional learning,” he says, “we’ve now adopted a model known as Responsive Advisory Meeting to formalize and give structure to all the ways that we address individual students’ social and emotional needs within the advisory group.” The Responsive Advisory Meeting approach to social and emotional learning—an offshoot of the Responsive Classroom approach already in place in the Lower School and now a part of the Upper School program, as well— posits that great cognitive growth occurs through social interaction— that feeling a sense of belonging and success in a healthy community of learners is just as important as what is being taught and how. “In short,” summarizes Coyle, “Responsive Classroom and the Responsive Advisory Meeting allow us to address the whole child, touching all those parts of the curriculum that go beyond the academics in the classroom. In terms of the

“We want every student to have at least one adult they can turn to for help.”

— Katie Hertz

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advisory period, that means using discussions, group activities, and even games to proactively address areas of growth we recognize in middle schoolers—communication, goal-setting, dealing with stress, organization, and conflict resolution, to name a few—, giving them a toolbox that will allow them to adapt to different situations academically, socially, and beyond. Middle school is an age when students’ responsibility for balancing work, play, and social interactions grows significantly. So as a result, we aim to make sure our students gain not only a solid set of academic skills and areas of content knowledge, but also the ability to be a good, contributing citizen, a thoughtful friend, and a kind person.” In Shore’s program, however, the advisor is not alone in providing this kind of support; he or she is at the center of a network of adults responsible for supporting children socially and emotionally, as well as academically. As Katie Hertz explains, students are encouraged to seek out help and support from any campus adults they “click” with. “We want every student to have at least one person they can turn to, whether or not it’s their assigned advisor. This can be

an athletic coach, a teacher from a previous grade, or a member of the staff.” She continues, “But ultimately, the message we hope all our students absorb is that they’re not in it alone. Whether they’re reaching out to a specific teacher about a challenging assignment or to an advisor about a larger concern, we’d much rather have a student send an e-mail late at night, asking to talk the next day at school, than become distraught and lose sleep over something. I think our students genuinely sense this—that they’re accepted and supported by their teachers no matter what.” Just as in the Lower School, Upper School faculty members as a group form another layer of support for their students. Subject-area teachers in a given grade come together every other week to discuss matters in the curriculum and to share observations or concerns about their students. “Together, we search for patterns and identify actionable steps to support students with any issues they may be facing,” explains Pat Coyle. “If a student is not feeling balanced and solid from a social-emotional standpoint, it impedes their learning and progress. What we aim to do as teachers is identify

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“Teachers are increasingly on the ‘front lines’ in observing and responding to kids’ concerns.” — Katie Hertz those impediments, collaborate on developing and executing a plan, and then check in regularly on the student’s progress,” explains Coyle. Because numerous teachers in addition to the advisor will have experience with each student, there’s a kind of “institutional knowledge” that’s built over time to help inform understanding of a given student’s situation. As school counselor, Katie Hertz is in the unique position of serving both students and teachers. “If there’s one trend I’ve noticed over the past several years in my role, it’s that teachers are now on the ‘front lines’ with regard to kids’ concerns; they really see it as part of their job to be aware of and help address whatever those may be.” Particularly in the Upper School, Hertz notes, “Students are increasingly coming in the door very aware of what’s happening in the world, whether it’s climate change, protests against racism, or the ‘#metoo’ movement.” And while faculty members are more than willing to engage students in hard conversations about these topics, frequently they bring emerging concerns to Hertz. Recently, she heard from eighth grade teachers about significant signs of stress related to their students’ receiving secondary school admissions decisions. As Hertz recounts, “Our students were trying to absorb major news: ‘Congratulations, you’re in!’ Or,

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‘We’re sorry, not this year; and by the way, one of your friends got into the school you wanted to get into.’” Hertz put together a package of articles and videos to help guide teachers in conversations with students about managing this major moment in their life. “Neither bad news nor good news is simple to deal with,” says Hertz. “We wanted students to be equipped to handle disappointment, as well as to manage being over the moon when friends might be dealing with news they didn’t want to hear.” Still, there are times when an individual student’s needs extend beyond what the Responsive Classroom model or the advisory system can address. These are times when communication with parents becomes critical. “Keeping a channel open with parents is a constant in our program,” emphasizes Hertz. “When our teachers observe something troubling with a child in their classroom, there’s an immediate communication from the homeroom teacher or the advisor to start a dialogue with parents. When the contact from school confirms something parents have been seeing at home, the additional information can be reassuring, and can help parents feel like they have our support.” Hertz continues, “Even when the news from the classroom isn’t great—when we see a child struggling with anxiety or behavioral challenges, for

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example—parents are almost always grateful for the open communication, and the way it demonstrates the tremendous amount of care we want to give to their children. It also means that at parent-teacher conference time, they’ll never hear something concerning for the first time. They’ve already received the phone call or e-mail from us, and they already sense the partnership.” According to Lower School Head Sara Knox, student anxiety is one challenge that’s increasingly discussed among teachers, and between school and home. “While student anxiety does seem to be on the rise at every school, we’re becoming more and more adept at working together—pooling what we’ve noticed about a student, sharing any successful solutions we’ve found, and enlisting the help of our families—to build strategies for a child that directly get at their particular source of stress,” she explains. “For example, if we observe that transitions from one part of the school to another are anxiety-provoking for a Lower Schooler, we can then have a teacher hold that child’s hand during those moments, or create a way that the child can actually manage the anxiety themselves, such as holding a stuffed animal.” As school counselor, Katie Hertz encounters students struggling with a range of needs. “Individual learning styles that require intensive structure and

support are one of the emerging areas where I collaborate closely with faculty,” particularly in the Lower School, she says. “We’re simply seeing more children who need services like occupational therapy, speech therapy, and help with sensory integration, and we’re increasingly partnering with outside specialists in the community to provide that additional support.” Professionals such as occupational therapists help students perform particular tasks necessary for participation in all aspects of school life, from paying attention in class to managing their behavior. According to Hertz, “Shore works with agencies that can provide specific types of therapy to individual students right in the classroom, so they don’t have to leave the school to get the support they need.” Bringing specialists in-house also means that families of children with unique needs—who are otherwise perfectly capable of thriving in Shore’s program—can choose Shore, rather than looking to other institutions that may not be able to offer a comparable school experience. Among Upper Schoolers, Hertz deploys several strategies to help students cope with concerns that continually evolve as children mature. When a new need surfaces—in a weekly faculty meeting, through an advisory conversation, or simply through teachers’ day-to-day understanding of their students—an advisor or other trusted adult will gently encourage a

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“Shore’s commitment to deeply knowing and caring for each of our students’ social and emotional needs requires a tremendous amount of work on the part of our teachers.” — Head of Lower School Sara Knox

child to reach out to Hertz. “Of course, I know that by seventh or eighth grade students are not as eager to admit that they’re going to see the school counselor,” Hertz observes, “so I am constantly on the lookout for ways to spend time with the child, developing a level of comfort and familiarity that makes our interactions feel natural.” One favorite style of “appointment” is the walk-and-talk around Shore’s Oval; other sessions range from quick check-ins between classes to regular weekly meetings in Hertz’s office. “Regardless of the setting,” Hertz says, “I try to be proactive and solution-oriented with my students. For example, if a student is struggling with managing the academic pace, we talk about ways to prevent time crunches, or we consider whether getting extra help could alleviate feelings of being overwhelmed.” When these types of interventions don’t seem to be enough, Hertz’s conversation with the student and parents turns to recommending professional therapists outside of school who are better suited to provide intensive support and, if needed, intervention. With such an enormous range of strategies available to address a very broad spectrum of students’ needs (Hertz estimates that she personally meets with about a quarter of Shore’s student population—either individually or in small-group or classroom settings— on a regular basis) it can be difficult to imagine how, and where, multiple years’ worth of observations and

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insights about an individual child are organized and appropriately shared. For example, new teachers need a comprehensive understanding not only about their own students, but also about every child in a grade; even the most experienced grade-level teaching teams depend on the insights of their colleagues when it comes time to build Lower School classroom rosters or Upper School grade sections for an upcoming school year. “Admittedly, Shore’s commitment to deeply knowing and caring for each of our students’ social and emotional needs requires a tremendous amount of work on the part of our teachers,” says Sara Knox. “But,” she continues, “that’s the beauty of an independent school—it’s what our teachers do and what they do best.” Every year, teachers add observations and knowledge to shared social-emotional narratives— dubbed “learning profiles”—for each individual child with an area of concern. “Learning profiles are an incredible repository of insights into our students. All the evolving needs and changing strategies connected with a child stay with them from year to year, constantly being updated and improved.” Over the summer, teachers review learning profiles and other collected knowledge for all of their incoming students, so in the fall they can be prepared to help every child be successful from the first day. “The way we move students from one grade to the next is actually quite intentional,” explains Knox.

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“As we look ahead to the start of a new school year, we dedicate many hours of work to evaluating Lower School homeroom rosters and Upper School grade sections. We’re weighing academic balance, of course, but also the balance of personalities and socialemotional dynamics.” For example, faculty members strive not to overfill a class with either outspoken or reserved personalities; they want to allow both groups of students room to grow. Another critical piece of the process is considering specific relationships among children that can either help or hurt. “Sometimes that may look like an intentional separation,” says Knox. “We do give kids a break from each other when we see perhaps an unhealthy friendship, or a grouping where a strong voice hasn’t given quieter voices a chance.” The opposite is also true: “When we can identify very healthy, helpful relationships—kids who work well together and seem to need each other to be successful—we’ll very intentionally ensure those children are together.” In reflecting on Shore’s program for socialemotional learning, fourth grade teacher Stacy Tell

captures a notion that is likely common to many observers. “For adults—teachers and parents—the social and emotional lives of our students may come to the surface at only intermittent moments during the day. When we talk about supporting children socially and emotionally, it can be hard to point to specifics that don’t feel as if they’re reactions to those times when something concerning bubbles to the top.” Yet for elementary and middle school-aged children, social and emotional concerns constitute a powerful current that’s never confined to isolated moments. Rather, they’re a central piece of the learning they’re engaged in at Shore each day. As a teacher, advisor, and coach, Pat Coyle tries to empathize with their experience. “We know students need to feel safe, heard, seen, and respected,” he says. “When we are able to provide those fundamentals, then they are more likely to take good risks, advocate for themselves and others, and trust their many talents. As a school, this is at the core of our philosophy: students who are supported and cared for are students who are engaged in their learning.”

“As a school, this is at the core of our philosophy: students who are supported and cared for are students who are engaged in their learning.” — Upper School history teacher Pat Coyle 13

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Mindfulness By Gustavo Carrera

in the Upper School

n the Grade 9 Dining Room, Lily, one of Shore’s become aware of our habits of mind, train our atten“seniors,” asked us to close our eyes and tion, and understand and relate to our feelings bring our attention to our breath, and thoughts. Ensuring students become A to hear the sounds around us, to individuals who can self-regulate and accept our thoughts as they practice self-care is the surest path to student’s come and go, and to concenhelping them manage the stresses of long-term success trate on breathing. The entire school and life. ninth grade, with seriousness Long-term success is not the is the product of learned and dedication, followed product of receiving fleeting resilience, and in order to her instructions, and we all positive feedback; it results from emerged from the experience giving students the ability to be resilient, they need to be more serene and ready for the respond to negative feedback. In able to have perspective day. This is a scene that visitors other words, a student’s long-term to the Grade 9 Dining Room will success is the product of learned and self-control. see most days. Why? resilience, and in order to be resilient, One of the most important developthey need to be able to have perspective ments in education for the past two decades and self-control. The idea that happiness is is the arrival of mindfulness in schools. Mindfulness, the product of self-control is as old as philosophy meditation, and yoga all aim to encourage us to itself. Seneca wrote, “True happiness is to enjoy

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the present, without anxious dependence upon the future, not to amuse ourselves with either hopes or fears.…The greatest blessings of mankind are within us.” Mindfulness and meditation promote long-term success and well-being. Still, we live in a rapidly changing world, and many fear that old truisms will no longer hold for our children. Under the deep pressures of a global economy, many independent schools have become what the New York Times called “epicenters of competitiveness.” Fortunately, Shore has always been at the forefront of addressing the negative impacts of stress. Shore first incorporated mindfulness as part of our Grade 8 wellness curriculum; more recently the Lower School has successfully adopted the Yoga 4 Classrooms program. In order to bridge the gap between Lower School practices and our Upper School culmination, and after much consideration, we have incorporated mindful practice in our Grade 8 and 9 Morning Meetings, which take place before the start of the school day. In addition to our daily practice, we have introduced a Yoga and Relaxation Club that meets regularly. The purpose of this club is to give students interested in expanding and owning their practice a space to do so. Lastly, in the spring, Grade 8 and 9 students receive a week of stress-management and mindfulness

training through Wellness Collaborative, an educational consulting firm dedicated to promoting health and preventing addiction. The approach to substance abuse prevention embraced by Wellness Collaborative is anchored in the idea that self-regulation is critical for stress management. According to the organization, “When self-awareness, self-management, relationship skills, and mindful decision-making are taught to students, it not only helps them succeed in school, but in all areas of life. Studies show that kids who possess these skills are happier, more confident, and make better students, family members, friends, and workers. They are also less prone to substance abuse and depression.” Throughout the school year, Shore is thus offering a comprehensive and well-articulated mindfulness program for Grade 8 and 9 students. It is our hope that we will expand upon what we have learned by promoting mindfulness in Grades 6 and 7 in coming years. Experts recommend this type of gradual introduction for mindfulness in education; they urge schools to keep things small, use mindfulness as a central part of the day, keep it secular, expect longterm results rather than short-term gains, and have students share their experiences. We are very proud of the steps we have taken to help students manage stress and behavior, and we look forward to expanding our offerings in this critical area.

Yoga

in the Lower School

cross the country and throughout the nation’s educational system, from preschool to graduate school, increasing numbers of teachers and administrators are recognizing that yoga, breath awareness, and mindfulness activities are beneficial to their students’ mental health and well-being. In Shore’s Lower School, teachers have integrated the Yoga 4 Classrooms program into their comprehensive approach to social-emotional learning. Yoga 4 Classrooms is an evidence-based yoga and mindfulness program for schools that promotes social, emotional, and physical health and wellness, learning readiness, and a positive school climate. Like most yoga that is practiced in the United States, Yoga 4 Classrooms draws on thousands of years of traditions

in Asia and Africa, and represents just a small sampling of the practices and philosophy that have been passed down through yoga’s history. The program is unique in that it presents its concepts and activities in purely secular, kid-friendly language, without making reference to the spiritual traditions that gave rise to yoga. According to Head of Lower School Sara Knox, “Yoga 4 Classrooms is anchored in developmental science and research.” In elementary and middle school-age children, the brain’s center of self-regulation or “executive function,” the pre-frontal cortex, is just beginning to develop. The science shows that mindfulness and yoga can create new pathways in this region of the brain to help children better regulate emotions and behavior. “In a society where issues such as anxiety and impulsivity

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are everywhere, this is really important work for us to do,” says Knox. “The presence of self-regulatory abilities early on is one of the biggest predictors of future success and, more importantly, well-being.” As children move through elementary and middle school, mindfulness can be a powerful tool, allowing them to deal with adversity more skillfully, and also enhance their understanding of the world and themselves. Mindfulness practice can also help children academically. A recent study found that fourth and fifth graders who took a four-month meditation program demonstrated improvements in cognitive control, working memory, and math test scores. Other studies have shown that mindfulness can be especially helpful to children with attention deficit hyperactivity disorder, and also reduce children’s aggression, anxiety, and stress. Lower School faculty “The members have immephilosophy diately grasped this connection—and of yoga urges us to seen the benelet things be the way they fits. “There’s so much pressure are—we don’t want this to on children to become yet another thing kids perform,” observes Kindergarten are doing right or wrong.” teacher Keisha —Head of Lower School Myrie. “But they’re Sara Knox still kids; they’re stressed

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out. They need a way to take a step back from all that.” Without the ability to control their environment in a highly scheduled, often competitive world, says Myrie, “Children need tools that allow them to notice their own emotions, regulate them, and be able to respond in a way that’s positive and constructive.” Yoga 4 Classrooms features 67 yoga and mindfulness-based activities—detailed on color-coded, kid-friendly reference cards—which are divided into categories such as “Let’s Breathe,” “Loosen Up,” and “Imagination Vacation.” The activities were specially chosen for their suitability for classroom spaces and schedules, and include a mix of yoga postures, brainboosting movements, breath exercises, visualizations, mindfulness activities, creative movement, and community-building games. Importantly, there is no “right” or “wrong” way to do yoga in the program. “The philosophy of Yoga 4 Classrooms is ‘no fixing or correcting,’” explains Sara Knox. “It’s not about forcing children to do specific poses or activities. It’s helping them find something that works. Kids can opt out or do things their own way. The philosophy of yoga urges us to let things be the way they are—we don’t want this to become yet another thing kids are doing right or wrong.” Seen as part of the growing emphasis on socialemotional learning at Shore, Yoga 4 Classrooms perfectly meshes with a host of practices that are already innate in the culture of the school. Just like Morning Meeting and Closing Circle—core elements in Shore’s Responsive Classroom methodology—helping students create a calm, focused space of their own enables them to find a much better place to make decisions and engage with their classmates and the world.

25 Years Later

Reflecting on the Loss of Sarah Devens ’89

By Daphne Clark Faldi ’89

s I was standing in the Big Room hanging up my backpack for my first day of Kindergarten in Mrs. Hazelton’s class, I felt a tap on my shoulder. “I’ve done this before; I will take care of you.” That was my first interaction with this amazing individual whose friendship I still cherish every single day of my life. Sarah Devens was already a Shore “veteran,” and she was ready to help me begin at my new school. Sarah and I went to Shore together from Kindergarten through Grade 9. The best way to describe our friendship is that we were inseparable. Sarah was more than

a best friend; she was a sister to me and a true part of my family. Even though Sarah was diminutive in stature next to me (see picture), she was larger than life in my eyes and had more friends and admirers than anyone else I knew. One of her remarkable characteristics was her modesty. It always amazed me that she could be so good at so many things yet no one would know that when first meeting her. She never wanted individual attention and accolades; rather, she always wanted the focus to be on her team and her friends. She was always the first one to practice commanding the field while practicing her shot or a new move inspired by her loud music. She inspired those around her to work harder while making sure we had fun doing it. Sarah was just fun. Sarah was known as an outstanding athlete who dominated whatever competition she participated in. Athletically, Sarah was at a different level than her teammates. At St. Paul’s School, she won the best athlete award as a junior and a senior. In her freshman year at Dartmouth, she started on the varsity field

Faldi and Devens were as inseparable at St. Paul’s School, where they were teammates, as they had been at Shore.

SOCI A L-EMOTIO NAL LEA R NI NG

Dear Sarah Devens: A Letter by Sophie Ward ’16

This story initially appeared on “Behind the Whistle,” the official blog of the Intercollegiate Women’s Lacrosse Coaches Association, and is republished with permission. Sophie Ward is a sophomore at Cornell University.

laying a collegiate sport is a wonderful thing. It is rewarding. It stretches you and helps you grow. It teaches you painful lessons that you might otherwise never learn. It shows you who you are. You experience things that most can only dream of. Some of your best days are spent on the sports field. Yet, sports have the power to control you and your emotions. They can destroy your confidence very easily. They’re foundationally supposed to be fun, but when too much pressure is applied and you start to worry you’re just not good enough, you begin to question your self-worth. At that point, nothing about sports is very fun anymore.

Dear Sarah Devens, I never had the privilege of knowing you. Truthfully, sometimes I feel like I did know you, but regardless, I’ve always wondered about you. It is my understanding that we have some things in common. Please know, this is not me attempting to compare the two of us. From what I’ve heard, no one could ever compare to you. Here’s what I know about you: You grew up splitting time between Essex and Ipswich, Massachusetts. Well, I grew up in Ipswich, five minutes down the road from you. You attended Shore Country Day School for elementary and middle school, and I did, too. For high school you went to St. Paul’s School in New Hampshire, where you played three varsity sports: field hockey, ice hockey, and lacrosse. I am also a proud St. Paul’s alum, having graduated in June 2019 after playing three varsity sports throughout my career, as well. We both played under legendary SPS coach Heather Crutchfield. She is one of the single greatest people I have ever known, and I believe you would have agreed. You played three sports in the Ivy League at Dartmouth. I just finished up my first year in the Ivy League at Cornell, where I am lucky enough to compete on the lacrosse team. 18

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At their ninth grade graduation, Devens stood a step higher than Faldi so they’d be the same height in this photo.

hockey, ice hockey, and lacrosse teams. She was a dominant force on the field and the ice throughout her time in college. Teammates loved her and opponents feared her. Every time I think of Sarah, my face instantly lights up. Sarah had a truly special way of drawing people in and making them feel comfortable, confident, and an immediate part of her inner circle. I often think about how Sarah would arrive on her bike to join our family dinners. She would share an update on her day, as she possessed this innate ability to connect with the people around her and share her daily joy with them. While kindness is one of the words I use to describe Sarah, she never backed away from a prank or a devilish joke. Sarah lived life with passion and speed intertwined with spirit and emotion. She wore a smile on her face and possessed a crazy, unique laugh. However, what she didn’t share, what we didn’t know, was that she was fighting a battle every day. A battle that continued through high school and into college. A battle that was occurring inside of her during her all-American lacrosse honors, all-Ivy field hockey honors, and her tryouts for the U.S. Women’s Hockey Team. This battle ended on July 10, 1995, when Sarah took her life in her bedroom at her childhood home. All of her friends asked themselves, “Why didn’t she reach out, or call, or just ask for our help?” We would have flown, driven, run, sprinted, and swam to help her. But we couldn’t, as we didn’t know the depth of her depression. We didn’t realize how much pressure she put on herself to succeed in every part of her life. If only she had been able to ask for help, I would

25 Y EA RS LAT ER

still have my best friend by my side to laugh with and lean on, to share the ups and downs of parenting, and my dance partner to horse around with. I miss you, Sarah. That was 25 years ago. To this day, I still can’t believe that Sarah is gone. Although writing this article about Sarah has been incredibly difficult for me, this experience made me realize how far we have come in discussing, addressing, and learning about mental health. It has been a long and slow road, but I truly hope and believe that we all will continue to make strides every year in addressing the signs and stigma of mental health issues. We have no choice but to continue to shine a light on mental health awareness and acceptance. We owe this to Sarah.

Learn more about Sarah Devens and her story in this Sports Illustrated article from 1995: https://bit.ly/2BQtnkQ.

I know that in July of 1995, the summer before your senior year at Dartmouth, you left this world too soon. You were only 21. I’ve lost sleep over your legacy for years, never truly understanding why I thought about you so much. In middle school, I’d write your initials on my wrist before every game: “SD” in messy Sharpie. I didn’t understand how someone I had never Sophie Ward ’16 met could have such a profound impact on me. But you do, Sarah. You just do. I know that you are considered the greatest female athlete that Shore, St. Paul’s, and Dartmouth have seen to this day. You shattered records including many that you still hold. You were an All-Ivy selection, an All-American, too. You won countless awards and championships. You were the quintessential team player and competitor. Most impressively, you were a three-sport senior captain at Dartmouth. I also know that there was a side of you that perhaps people never saw, or never knew even existed. Beneath all the talent, skill, competitive drive, determination, and pure energy, you were a young woman with real emotion and feelings. I think a lot of people saw you as a superstar. You were, don’t get me wrong. But first and foremost, you were a human being. Sarah, you mentioned to some that in the midst of your college career, sometimes you wished to “slow down.” But the pressure of being perfect got to you. You were Sarah Devens. How could Sarah Devens, the greatest female athlete of her class, slow down and stop playing a sport? To me, Sarah, you are more than an athlete. You are more than your awards, your accomplishments, or your titles. You are a sister, a daughter, a friend, an inspiration, a human being floundering around in pursuit of finding yourself, just like the rest of us. I know people who have named their children after you, not because of the things you achieved, but because of who you were. As we mark the 25th anniversary of your death, we remember you dearly. We promise to hold your memory closely. We think about you often. We thank you tremendously. We love you deeply. You will never be forgotten, SD.

Sophie Ward ’16 and Daphne Faldi ’89 in Shore’s Inspiration Garden

Sincerely, Sophie Ward 19

SOCI A L-EMOTIO NAL LEA R NI NG

Rewriting The Middle School Narrative By Bill Fisher

widespread cultural narrative often paints middle school as a time of social churn and academic struggle. It’s true that research shows kids’ self-esteem, creativity, and academic engagement can all suffer during these years. But at Shore, a carefully structured middle school program aims to head off many of the most common difficulties that students can face at this age, and it’s designed to nurture thoughtful, caring, independent young people who are prepared to thrive as they move on to high school. Middle schoolers are hungry for a sense of belonging, and an emphasis on peer relationships is one of the first things students themselves identify as core to their experience at Shore. “It’s an accepting place, whoever you are,” says ninth grade graduate Eloise Goedkoop. “The first day of school, you will become friends with somebody— the kids are especially open to anyone who’s new.” Eighth grade graduate JP Charpentier, who came to Shore in sixth grade, agrees. “The community is a lot closer than any of my previous schools. I feel like I can be myself with my friends and classmates.” Parents pick up on the sense of community, too. Ethan Hugo, the father of an eighth grader in her third year at Shore, says, “For the first time, her best friends are the kids she goes to school with, which wasn’t always the case. That’s made her a happier person, which means she has a better attitude about school.” Explains history teacher Pat Coyle, “We know that students can struggle to balance work, play, and social interactions at this age, so we focus on the whole child. We want them to develop

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Sixth graders worked together in the iLab.

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Shore’s middle school curriculum is adventurous and interactive, built to put young learners at the center of their own education, not just prepare them for standardized testing.

a solid set of academic skills and knowledge, but we also want them to become engaged citizens, thoughtful friends, and helpful community members.” Shore teachers spend an extraordinary amount of time nurturing these qualities through structures such as the advisory, in which small groups of students meet regularly to bond, discuss concerns, and support each other in finding their voice. Relationships with school adults are another success factor in the middle school experience, and as School Counselor Katie Hertz makes clear, the connections with teachers fostered through the advisory system are a core element of Shore’s program. “Advisory groups provide the opportunity for us to really get to know a small group of students in a deep and meaningful way. That, in turn, allows us to Top: share insights with other school adults, so members of a sixth that we all know how individual students grade advisory group are doing socially, emotionally, and cheered during an Upper School Kahoot competition academically.” Connections between in the Dining Hall. Bottom left: students and teachers grow elsewhere students played foursquare. at Shore—from the athletic fields, Bottom right: seventh graders where teachers become coaches, observed art teacher and to the Dining Hall, where faculty Art Department Chair Ruth Bauer. members regularly sit down with students for lunch and conversations. The point, says Hertz, is simple: when students are deeply known, teachers are uniquely prepared to respond and offer support when an issue of any kind arises.

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R EW R ITIN G TH E M ID D L E SC H O O L N A RRAT I V E

In Shore classrooms, meanwhile, teaching is similarly attuned to middle schoolers’ developmental needs. The most obvious example of this, says history teacher Gwen Sneeden, is around the Harkness tables in history, English, and science classrooms. Teaching and learning through Harkness-style discussion, Sneeden explains, “interacts fluidly with the cognitive growth spurts and the need for energy release that middle schoolers are experiencing. When my students gather at the Harkness table for a discussion, each of them knows that his or her voice matters. They are part of a collaborative dynamic that uses extended conversations, which help them understand their ideas are real, valued, and meaningful.” According to Eloise Goedkoop, Harkness-style discussion encourages students to find their voice and appreciate those of others. “Around the Harkness table, everybody gets a say in the discussion. You get to hear other people’s ideas and share your own, which helps you find deeper understanding.” Shore’s middle school curriculum itself is adventurous and interactive, built to put young learners at the center of their own education, not just prepare them for standardized testing. Says Shore parent Courtney Adams, “Challenging and thorough, Shore’s curriculum gets your kids to take risks, to learn to bounce back from failure, and to think in fun ways about the world. It’s something you dream of as a parent—to see your child literally sitting down at the homework table and telling you things they learned that day. We just never got that feedback when our children were at any other school before.” JP Charpentier says it’s the faculty’s student-centered approach that makes the difference. “In a lot

“It’s an accepting place, whoever you are,” says ninth grade graduate Eloise Goedkoop. “The first day of school, you will become friends with somebody—the kids are especially open to anyone who’s new.”

SO CIAL- EMOT I ONA L LEA R NI NG

of my classes, it’s actually you who’s doing the teaching. The teachers are there more to guide you. We get more freedom—you can find your own approach to a given assignment, which allows me to choose what interests me most and helps me learn more.” School Counselor Katie Hertz explains, “At Shore we strive to find each individual student’s strength, recognizing that for some students that could be in the art room or on the stage or in a choral group. We want each student to have the space to try something that might be outside of their comfort zone and to shine.” If the learning is serious, so is the fun. Strongly backed by research showing that playtime is a critical part of helping kids build relationships and reset mentally and emotionally during the day, recess, sports, and physical education are central in Shore’s middle school program. Parent Courtney Adams admits, “One of the initial reasons we chose Shore was the strong reputation of its athletics program. And sure enough, our three daughters have had very successful athletics experiences at Shore.” Eloise Goedkoop adds, “Our coaches and everybody on the teams is incredibly dedicated to getting better at sports and having fun as a team. Recess twice a day is awesome, too. The school really does a great job of integrating time to decompress and be with each other throughout the day.” A comprehensive wellness program similarly prioritizes physical and emotional health as an essential component of academic success. As carefully composed as Shore’s overall program, the school community itself comprises families who are committed to both the school’s emphasis on rigorous academics and its insistence on the ideals of personal growth and accountability found in the Community Code. “Shore isn’t for everyone,” acknowledges parent Ethan Hugo. “It’s not just about being smart. It’s about finding the kids and families who are going to succeed here.

Top: eighth graders worked in an Upper School hallway. Middle: JP Charpentier engaged in discussion. Bottom: Shore faced an opponent in field hockey. Opposite, top: an eighth grader listened at the Harkness table. Opposite, bottom: sixth graders collaborated on a robotics project in the Makerspace.

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R EW R ITIN G TH E M ID D L E SC H O O L N A RRAT I V E

Shore really cares about that aspect of the community.” History teacher Pat Coyle elaborates, “An ideal student may come in many forms, but what we hope they all share in common is the willingness to advocate for themselves and others, to go the extra mile, to take a good risk and get involved in a cause, and to respond with kindness as often as possible.” If Shore graduates share many of these traits, it is not only because the school’s program rewrites the typical middle school narrative, but also because doing so leads to perhaps the most important element of that program: joy. “The atmosphere at Shore is amazing,” says Eloise Goedkoop, “and there is always joy in the air. Everybody is happy to be here, which is the most important thing in a school, isn’t it?”

If the learning is serious, so is the fun, strongly backed by research showing that playtime is a critical part of helping kids build relationships and reset mentally and emotionally during the day.

COM MU NITY

BOARD APPROVES

Equity & Inclusion Commitment

n May 18, the Board of Trustees approved Shore’s first formal Equity & Inclusion Commitment. In a statement about the commitment released June 2—a day when people around the country were participating in ongoing protests against the systemic and institutional racism that led to the death of George Floyd in Minneapolis— the Equity & Inclusion Committee of the Board wrote, “We know that Shore has a responsibility not only to take action ourselves, but to raise our children to recognize and address systems of oppression.” According to Committee Co-Chair Khoa Do ’86, “Working on the Equity & Inclusion Commitment has been extremely fulfilling and perhaps the pinnacle of my long relationship with Shore as a student, parent, and now trustee. As a student, I had always wanted to make a future contribution to Shore in the area of diversity and inclusion, so being a

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part of the committee working on the Commitment was the perfect opportunity toward that goal. It was such a satisfying experience to be part of a diverse group that generated and shared a wide range of ideas and then worked as one to hone them into the final product.” Co-Chair Anthony Frye said, “It has been an amazing

“We know that Shore has a responsibility not only to take action ourselves, but to raise our children to recognize and address systems of oppression.”

experience working with such dedicated and motivated committee members, board members, and members of our Shore community to craft a statement that expresses Shore’s commitment to equity, inclusion, and tolerance moving forward. I have been inspired by the meaningful collaboration of Clair Ward, the committee, our full Board, and countless other members of our Shore community past and present regarding equity and inclusion here at Shore.” “The work and conversations are difficult and need to continue,” reminded Do, “but the education and eventual understanding leading to cultural competency and community unity can be the ultimate reward. The Equity & Inclusion Commitment builds upon previous efforts by families and staff and will hopefully be an inspiration to guide Shore forward to be the best that it can be—a more equitable and inclusive Shore.”

EQ U ITY & IN C LUS IO N CO M M I T M EN T

June 2, 2020

s members of the Equity & Inclusion Committee of the Board of Trustees, we are united by our commitment to diversity, inclusion, and social justice. We reach out today to publicly condemn the horrific murder of George Floyd by Minneapolis police officers. Our hearts are breaking, as this terrible act represents a long history of devaluing the lives of Black people in our country. Defeating the systemic and institutional racism that led to the brutal death of George Floyd and countless other people of color in recent years requires the resolve, action, and commitment of each one of us. Considering the words below in light of the recent news, we know that Shore has a responsibility not only to take action ourselves, but to raise our children to recognize and address systems of oppression. Moving forward, we will use this statement to guide how we hold all members of our local and global communities to the highest possible standard of inclusion.

Equity & Inclusion Commitment Shore Country Day School

AT SHORE... n

We are a safe community that empowers the exploration and expression of our true selves. We thrive because we confront bias and honor the diverse identities of all people. We pursue individual and systemic cultural competence in order to model equity leadership in a complex world. (Approved 5/18/2020)

All of us, including our children, are witnessing racism-based violence all too frequently. Seeing videos and pictures of these violent acts can elicit a range of emotions, including fear, grief, anger, confusion, and hopelessness. The scope and complexity of racism itself can leave us feeling depleted, overwhelmed, and powerless. Fortunately, there are many resources available to strengthen our collective resolve and to care for ourselves and each other. Each one of us can begin to make positive changes toward racial justice by promoting productive dialogue with one another, taking a stance of solidarity with marginalized or oppressed members of our community, and fostering safety for all. Sincerely, Equity & Inclusion Committee of the Board of Trustees Khoa Do ’86, Co-Chair Anthony Frye, Co-Chair Gustavo Carrera Daphne Clark Faldi ’89 Leslie Hammond

Weze Shorts Harrigan ’92 Barbara Iler Blake Liggio Carolyn Liggio Amy Marks

Denise Marks Elia Perez Tessicini Clair Ward Mel Wolfgang

COM MU NITY

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U• N • I • T • E • D I N S E RV I C E

n November 8, 2019, dozens of families came together in Shore’s Dining Hall for a United in Service event to benefit local nonprofits. United in Service, a partnership with the United Way of Massachusetts Bay and Merrimack Valley, is now in its fifth year at Shore. “Students, families, faculty, and staff worked hard to create thoughtful, meaningful items that will truly make a difference to people in need in our community,” said United in Service Co-Chair Patti Murphy. Participants assembled family breakfast kits for local school backpack programs, created cheerful get-well cards for patients at Beverly Hospital, decorated dozens of reusable bags for Shore’s annual Thanksgiving food drive to benefit Beverly Bootstraps, made no-sew blankets to go to beneficiaries of Shore’s Giving Tree, created festive holiday ornaments for veterans in honor of Veterans Day, and organized bins of diapers, wipes, bottles, pacifiers, and pajamas for Fostering Care, which aids children who are entering foster care. “The Shore community’s dedication to helping others is remarkable,” said Murphy. “The generosity and commitment of Shore volunteers once again made for a successful event.” During the spring United in Service event, Shore families joined together remotely to assemble

“Shore families didn’t let the COVID-19 pandemic stop them from working together to help the community. Despite the health crisis, this year’s service project was a success.” —Co-Chair Patti Murphy breakfast kits, make blankets, and decorate cards for those in need. According to Patti Murphy, “Shore families didn’t let the COVID-19 pandemic stop them from working together to help the community. Despite the health crisis, this year’s service project was a success.” Students decorated dozens of cards thanking the staff and cheering up patients at Beverly Hospital. Others assembled breakfast kits for 100 families served by Nazarene Church and Acord Food Pantry. Shore families also made no-sew blankets for the Boxford Community Giving Tree. “Shore families have always been generous with their time and resources as part of United in Service,” said Murphy, “but this spring’s event comes at a time when the financial burden of feeding a family has hit many especially hard. A special thank-you goes to those families who put their own challenges aside to help those in the community who are struggling.”

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COM MU NITY

Welcome New Trustees ▲

Ian Brady Family: Sonia, spouse; children: Luca, Grade 5, Mirabel, Grade 2, and Lincoln, Pre-K 2. Residence: Wenham. Education: M.S., Stanford Graduate School of Business (Sloan Fellow); B.F.A., Art History, Syracuse University. Professional Background: CEO, AVA; Owner, Great Marsh Brewing Company.

John Fawcett Family: Caitlin, spouse; children: Rocco, Grade 5, Jones, Grade 2, and Jack. Education: A.B., Harvard University; Phillips Academy Andover.

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Residence: Wenham.

Professional Background: CEO and Founder, Quantopian. Community and Interests: Running, fishing, golfing, and science fiction.

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Christopher McIntire Family: Marcia, spouse; children: Amalia, Grade 7, and AJ ’22. Residence: Danvers. Education: M.B.A., Northeastern University. Professional Background: 30+ years managing analytical instrumentation companies in several markets; recent focus on private equity-backed roll-ups of multiple companies; currently oversee a platform of businesses focusing on civil engineering test equipment with offices in Milan, Paris, London, Warsaw, Madrid, and Chicago.

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Community and Interests: In addition to raising a couple of teenagers, we spend quite a bit of time on Cape Cod enjoying boating, kayaking, and the beach.

N EW T RUST EES

George Noble, Jr. ’85 Family: Melissa, spouse; children: Ryan and Milly.

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Residence: Winchester. Education: Ed.M., Boston University; M.Ed., Lesley University; B.A., Rollins College; Pomfret School. Professional Background: Director of Advancement, Middlesex School. Community and Interests: CASE/ISLG (Council for Advancement and Support of Education and its Independent School Leadership Group), PGGNE (Planned Giving Group of New England), tennis, ice hockey, travel, outdoor fun, fitness, and anything associated with the ocean.

Michele Vaccaro

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Family: Phil, spouse; children: Luke, Grade 6, and Eva, Grade 3. Residence: Lynnfield. Education: M.A. Reading Specialist, Teachers College, Columbia University; B.A. Education, St. Joseph’s College. Professional Background: Ten years as elementary school teacher (first and fourth grade), P.S. 116, New York City; School Committee Board Member, P.S. 116; mentored new teachers; modeled lessons for teachers who visited the school from around the country using the Teachers College Reading and Writing Project.

Community and Interests: Currently serving as Shore’s Parents Association Chair; volunteered for Shore’s Giving Tree for two years; enjoys crafting as well as many outdoor activities such as running, playing tennis, hiking, and gardening.

Alex Zaldastani

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Family: Children: Othar ’20 and Oliver ’21. Residence: South Hamilton. Education: G.S.A.S., Special Student, Harvard University; B.L.A. Concentration in Natural Science, Cum Laude, Harvard University; Brooks School; Dexter School. Professional Background: Fixed Income Trader (Mortgage Backed and Structured Finance), Wellington Management. Community and Interests: Kiteboarding, snowboarding, golf, and skeet shooting.

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♥

Shores’s Wall of Gratitude Shore launched a Wall of Gratitude as part of its June 2, 2020, Giving Day—a day of giving and gratitude. Via the Padlet web app, current and former families, employees, and alumni shared gratitude for the things they love most about Shore.

To view the Wall of Gratitude and add your own entry, visit padlet.com/ ShoreCountryDay/ gratitude.

NEWS

Shore Launches Distance Learning By Bill Fisher

n March 30, hundreds of Shore Country Day School families tuned in to Facebook to watch Head of School Clair Ward host a virtual all-school flag-raising in her living room via Facebook’s Live video feature. The event—the second Shore flag-raising of the year— celebrated the launch of Shore Online, the school’s distance learning program that officially commenced on March 31. “I’m excited for you to get back to ‘school’ with your teachers and classmates,” Ward told the Facebook audience. Shore Online is a comprehensive daily plan for remote teaching and learning that reaches all students in Pre-K through Grade 9. Shore launched the program in response to the worldwide COVID-19 health crisis, which prompted Massachusetts and many other states around the country to close schools in spring 2020. The distance learning program, which ran until the end of the 2019-2020 school year and will resume again in the fall in the event of further school closures, picks up where the in-school curriculum leaves off, combining asynchronous independent work with synchronous in-person sessions conducted via video-conferencing. All Shore students in Grades 1-9 are provided with Apple iPads or laptops to participate successfully in the distance learning program from home. “Moving to an online learning model essentially means building an entirely new school,” says Clair Ward. “In addition to revisiting curriculum, educators must explore new teaching pedagogy, establish new classroom cultures, and determine new ways to

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monitor student growth. The fact that Shore teachers accomplished this in a few short weeks last spring is nothing short of amazing. It is a testament to the passion and professionalism of our educators.” Even more impressive, no school time was lost in the transition to online learning; faculty members were able to make the switch during Shore’s March break. The online model includes a unique mix of components for Lower and Upper School students. In the elementary grades, according to Head of Lower School Sara Knox, “Shore Online is designed to provide structure and predictability for children while also allowing flexibility so that each family can develop a schedule that works best for them.” This means that most instruction each day is delivered asynchronously, via Google Drive documents, slides, and teacher-created videos, as well as iPad apps familiar to students from their day-to-day learning at school. Students hand in their work digitally, using photos, videos, and entries in online documents. A carefully designed, daily menu of subject areas and activities helps students and families balance screen time with independent work and play. Students and teachers come together for scheduled live interactions several times each week. The purpose of these synchronous sessions, says Knox, is “to remind children of the relationships they have with their teachers, classmates, and friends, and to keep those social connections alive even in a time of distancing.” No aspect of Shore’s program is left out of the Lower School distance learning program: time for the outdoors, physical education, art, and music is built into each day’s schedule alongside traditional subject areas such as reading, writing, math, and social studies. Teachers add humor, surprise, and a sense of wonder throughout the program by inviting “mystery readers” to share books, recording themselves doing a wacky home workout in costume, hosting a virtual dance party, and more. “In order for children to feel engaged in the work, there needs to be an element of fun,” emphasizes Knox. “It is important to us that children continue to love learning and not lose the spark that we worked so hard to nurture on campus.” During the spring, this balanced approach to remote learning seemed to be working—at least according to then third grader Harry Crane. “I have to admit, this online learning is pretty fun,” he said. Harry’s mother, Lauren, added, “The incredible amount of hard work put into this plan is readily apparent. We were able to segment our time into reading, writing, social studies, math, and P.E., with each activity taking about 30 minutes. We are so grateful to Shore teachers for the thoughtful way they structured the day.” Agreed Hugo Foster, parent of

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three Shore students then in Grades 1, 5, and 7, “This is a time in our lives that we will never forget, and one of the main things we will remember is the thoughtfulness, caring, and commitment of Shore in this time of uncertainty.” First grade teacher and parent of then third and fourth graders Mary Kinahan echoed, “It is impressive to see the high expectations that are set for the students. Equally as impressive is the amount of support provided by teachers during this unique time. Each day we are feeling more and more connected to the Shore community.” In fifth grade, students who already had plenty of digital experience thanks to the Apple iPads, laptops, and other technologies they use in the classroom when Shore’s buildings are open easily made the transition to online learning. Homeroom teacher Amanda Berg had her fifth graders sharing videos and photos of “passion projects” they were encouraged to work on at home. The students used an app called Padlet to post their updates for others to view, describing their latest baking experiment, craft project, or sports practice routine. Meanwhile, in fourth grade, teacher Stacy Tell’s students used the same app to share their feelings about online learning. While most admitted they missed seeing their friends in “real” school, many, like Reese Harrigan, found much to appreciate about online school, too: “I love to go on Google Slides and check out the schedule in the morning. It’s really fun to do each subject step by step. I can take school anywhere I want to.” Even the youngest children were able to quickly get up to speed with the new and unfamiliar school routine. When Pre-K teacher Beth White hosted her first live video call for her students, they had no problem with a virtual Morning Meeting. “One day’s agenda was a circle greeting,” says White, “and we all shared what we had for breakfast. Then we read the children a story aloud and sent them on a scavenger hunt around their houses for objects related to the theme of the book. They had a great time seeing their classmates and sharing what they found around their homes.” White says she’s grateful for all the training she’s received at Shore in social-emotional learning. “I’m quickly seeing all that professional development benefit not only students, but also us as teachers. Personally, I’ve had to quickly adapt to a world that will in some ways never be the same again, learning how to balance the demands of school and home life and to cope with the range of emotions I experience when I see my students virtually instead of in person.” Head of Upper School Gustavo Carrera acknowledges that maintaining social connections through video-conferencing and other technologies may be even more important for students in Grades 6-9.

“Throughout the spring, parents and especially children had cause for anxiety and concern, and the new reality of social distancing undermined the network of friends older students rely on to get through challenging times.” While Upper School faculty members worked to ensure that students would be able to go to the next step of their educational career unhindered by the emergency we were experiencing, says Carrera, “At the same time they were focused on delivering an education that pays attention to the whole child, emphasizing the human connections that sustain students, teachers, and families.” That attention was visible from the very first day of Shore Online, when students in Grades 6-9 came

No aspect of Shore’s program is left out of the Lower School distance learning program: time for the outdoors, physical education, art, and music is built into each day’s schedule alongside traditional subject areas such as reading, writing, math, and social studies.

together in small advisory groups to greet their teachers and peers via video-conferencing. Says science teacher and Science Department Chair Oliver Hay, “Students clearly enjoyed the social nature of chatting with each other online. At the same time, they appeared ready and willing to take on the challenges of distance learning.” Shore’s advisory system—in which small groups of students meet regularly throughout the school year with a teacher to find emotional support and seek advice—continues largely unchanged in the online school model, with advisory groups meeting frequently throughout the week. Advisors and advisees joke about their day, show off their at-home study areas, and play team-building games such as “Two Truths and a Lie.” They also discuss more serious issues such as staying organized, avoiding distractions, making room for downtime, and staying connected to peers in the virtual world. The concern for social and emotional well-being was not all that helped to make the transition to distance learning nearly seamless for Shore’s Upper Schoolers. An innovative hybrid schedule that combines both synchronous live instruction and

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asynchronous independent work certainly had something to do with the successful switch. That much was clear in the feedback Upper School Spanish teacher Pamela Torres received from her students about their online experiences. “They jumped right into this adventure,” she says. “They liked the independence and the freedom to finish work on their own.” One student told her, “I like being able to get everything done early so I can have the rest of the day to do anything I want.” Another wrote, “I love getting to do everything at my own pace. It’s actually fun.” Upper School students each receive an individualized schedule listing 40- to 60-minute work periods and live sessions for each day of the week. Notes Head of Upper School Gustavo Carrera, “We are not trying to reproduce classroom teaching or have students sit for eight hours reading and writing in front of a screen; we are trying to organize learning experiences, many if not most of which will be completed independently—that is, asynchronously.” Students and parents alike have given this approach high marks. Said Pauline Jenkins, the parent of then eighth grader Hannah, “My daughter and I particularly like the new schedule. Although Hannah has always been pretty self-directed and independent, it certainly provides an opportunity for her to further develop those skills. In addition, the schedule is significantly less time-intensive than it was when she was attending school in person, allowing opportunities for other activities that she may not have been able to do before.” Alongside independent assigned work, live instruction is a central component of Shore’s distance learning model for Upper School students, though synchronous teacher-led sessions via video-conferencing inevitably feel different than the in-person versions. Teachers use screen-sharing to illustrate concepts in math and science, and they use a gridlike view to see all class participants during discussions of topics in English and history. They can even arrange smallgroup study using the “breakout room” feature of video-conferencing. “While there was a learning curve to what worked well for each of us, including basics like muting audio and positioning the camera,” says history teacher Sarah Sklarsky, “in the best moments video-conferencing feels relatively normal.” Virtual classes even have a few benefits over traditional classroom sessions. “The ‘feedback’ feature, which allows participants to give a thumbs up or a ‘clap,’ has been a nice element of the virtual classroom—a way to show agreement or appreciation to the speaker,” Sklarsky explains. But apart from the novel look and feel, much remains familiar from Shore’s Upper School classrooms. For example, says Sklarsky, the history department is still focused on exploring ideas together and expanding critical thinking by learning collaboratively. “So,” Sklarsky says, “while video-conferencing may be the medium at the moment that allows us to hold classroom discussions,

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we still emphasize close reading, writing, and research, all of which we can continue independently and then come together to share and exchange.” Math teacher Kent Vienot agrees, explaining that for many the transition to online school was nearly seamless. “My students are so used to completing and handing in work using their iPads that it took very little for them to get up to speed with the new reality of distance learning.” And history teacher Pat Coyle says, “It’s still about connecting with students, building trust and rapport, and collaborating to learn and sharpen skills.” Grading and assessment of student work remain a big part of Shore’s Upper School distance learning plan, as well. “We continue to provide assignment-by-assignment feedback to students,” says Gustavo Carrera, “but because of the great uncertainty many are experiencing in their lives they receive ‘pass’ or ‘incomplete’ marks in their courses rather than traditional letter grades.” Academics are not all that’s on the distance learning menu for Upper Schools students. During the spring, existing clubs that allow student groups to practice knitting, cooking, American Sign Language, and more continued in online form, and choir rehearsal carried on, as well, with singers working independently on their parts on the way to a virtual concert. A lighthearted “quarantalent” show let students and teachers show off skills such as playing an instrument, making a goal on a backyard sports court, or drawing. “Levity is important in the world in which we find ourselves,” says Gustavo Carrera. “After all, this is still middle school. And for us as educators, helping students maintain connections with each other and with their teachers is as important as reaching our academic goals.” The supportive community of Shore faculty members was a key factor in making the transition to online school a success. Says Pamela Torres, “My department did a terrific job collaborating and sharing teaching and learning materials. Though we had done these things before, we were all relying on each other even more.” Oliver Hay acknowledges, “The way we all worked so well together and supported each other is not surprising, but it was essential in allowing us to pull off this new model of learning. I expect that we’ll come out of this distance learning experiment as better teachers and more connected colleagues.” In this time of distancing, Head of Lower School Sara Knox finds herself thinking about connections, as well. “It’s a bit ironic to recognize that although we may have been apart, we were actually quite connected,” says Knox. “Somehow, teaching and learning from home allowed us to share more: to see one another’s beloved pets, to hear the noise and chaos of family life in the background, to learn about specific hobbies or interests that we might not have known about or recognized before. Because of distance learning, we got to peek through the window a bit more into one another’s lives, and this revealed some really cool things about the people within our school community—things that we were just discovering for the first time.”

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A Distance Learning Q&A At the start of distance learning last spring, the Curley family—Erin, Patrick, Alan (then Grade 4), and Hannah (then Grade 1)—shared their experiences with the program. Looking back, today they acknowledge, “We respect and empathize with the many Shore families who found distance learning challenging and frustrating at times. We have the tremendous privilege of having a two-parent family in which one parent, who is not presently working outside the home, served as a public school teacher at the first grade level for 10 years. This was tremendously useful in helping Hannah and Alan navigate distance learning.”

What does distance learning look like in your home? Before our first day of distance learning, we worked with each of our children to identify a location for their dedicated workspaces, and helped them set up the spaces with the supplies they would need. We thought it was important to include them in creating their space, making it friendly and functional. We were strategic about the location of these workspaces. Our fourth grader would be working more independently, while our first grader would need more support, so having her workspace closer to ours would be helpful. We made sure that both spaces were near charging cords, offered good light, had pencils, pens, and notebooks necessary for a homey workspace. On distance learning days, both of our kids jump right into the school day on their iPads to look at their daily schedule. As the teachers are using Google Slides to help guide lessons and content through the day, the program is quite streamlined and offers rich and diverse content.

What parts of the distance learning program work well for your family? Distance learning gives our children and us the structure we all need to succeed day-to-day. From the first day of the program, our children have experienced comforting routines and clear expectations. They look forward to their morning video meetings with their teachers and classmates and embarking on their virtual school day. 40

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It has been very helpful to have the instruction provided through a mix of synchronous and asynchronous means. This model gives the kids structure, but also enough flexibility to take breaks or reorganize their day depending on what is happening throughout the day.

What parts of distance learning are challenging? It took some time at the start to master the online platform, learn how to support each of our very different learners, balance home and work responsibilities, and maintain mental health throughout. It is also highly unusual to have a parent “teaching” or guiding their child through their school day. As we all got used to the routines, expectations, dynamics, and flow of this new normal, we adjusted. At the start of distance learning, we wondered how our kids would maintain social connections with their friends and how teachers would differentiate teaching for individual student needs. At this point, all Lower School grades have daily video meetings several times a week to engage with their peers and teachers, including small breakout groups and weekly reading groups to support differentiated learning. We have been pleased with the differentiated teaching for each of our kids. Both of our kids also maintain connections through FaceTime, texting, and Messenger Kids outside of the school day. While we wish it could be in-person recess, gym, and playdates, both kids have felt very connected to their friends throughout this experience.

D ISTA N C E L E A RN I N G Q &A

What do the children most enjoy? They are happy to see their classmates and teachers through their morning Zoom meetings, and happy to have structure through their school day at home. As a parent listening in, the dynamic is similar to what I can envision if I was peering into their classrooms at Shore. Alan appreciates being able to move at his own pace and the flexibility of shifting assignments to different parts of the day depending on what works best for him. Hannah enjoys sharing her completed work with her teachers through SeeSaw and guessing who is the Mystery Reader.

What do they most miss about being in school? They both miss being around their friends and teachers at school and attending Shore events like concerts, Head’s Holiday, etc. The feel of being on Shore’s campus is so hard to replicate, but the teachers and staff have done a great job of developing a program that is representative of the Shore spirit and quality of learning, even though we cannot physically be there.

How would you review the materials, instruction, and structure provided by Shore teachers in the distance learning program? We were so pleased with how the distance learning program was launched. Such thought and preparation went into its design. Communications from the administration and teachers were clear, motivating, supportive, and appropriately spaced. Shore has continued to improve the program each week. The faculty have been really patient and nurturing with the students. Our kids do not feel burned out, so we appreciate that Shore has made sure that distance learning is not high-pressure and stressful. At the same time, the academic content is rich, engaging, diverse, and motivating. We also appreciate the additional resources and supports for parents and students offered through the distance learning program. Socialemotional and mental health offerings are available. We all recognize familiar Shore touchpoints, such as Lower School Morning Meetings and House spirit days. Shore’s Parents Association has also organized “virtual” gatherings to help maintain connection among our Shore community.

Are there any strategies or tips you think might be helpful for other families? There are times that we just have to follow the lead of our kids. That can mean taking long breaks for bicycle rides or other fun play during the school day. We treat distance learning as a journey, not a sprint, and have built in more flexibility into our own expectations for what a “school” day should look like. Also, it is easy in these unstructured days to become quite lazy, so making and following a schedule that includes time for the outdoors and physical activity has been really helpful.

Does distance learning still feel like Shore? Yes! Distance learning is Shore learning. Our kids feel very much that they are engaged in Shore each day. 41

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83rd Closing Exercises

n June 10, 2020, scores of Shore Country Day School families tuned in simultaneously to YouTube to experience the school’s first-ever virtual graduation, the culmination of a spring term marked by months of remote learning and campus closure due to COVID-19. Following the pre-recorded ceremony, many families traveled to campus to claim graduation certificates, white roses, and a congratulatory gift bag—all while following the state’s social-distancing guidelines. Head of School Clair Ward welcomed families to Shore’s 83rd Closing Exercises in the YouTube video. “If you are like me,” she said, “this is your very first virtual graduation. If you are like me, you never imagined finishing the last trimester of school in distancelearning mode.” Ward continued, “Graduates, you have amazed us throughout this entire journey. Through it all you have had a

Head of School Clair Ward addressed graduates and families via YouTube.

chance to demonstrate every bit of our Shore community code. You persevered, you made the best of things, you remained engaged with your community, and you leaned in. … This was quite a trip, and I am confident that while it is not what we imagined, you have learned independence and resilience

The Falk family marked the unique occasion by wearing face coverings.

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that you might not have thought possible.” Ward then introduced the ceremony’s featured speaker, math teacher Kent Vienot, who was departing Shore after 27 years of service. Vienot took as the theme of his remarks the popular YouTube series created by actor John Krasinski, “Some Good News.” “The show reports only good news despite difficult times,” Vienot explained, “and today is all about good news.” “Graduation is a time when we both look back and look ahead,” Vienot continued. “You are undoubtedly excited to look ahead to your new school, meeting new friends, having new experiences, and I join you in feeling excitement at heading off on new adventures and challenges. I’m confident in saying that you are all ready for whatever may come your way. … But today’s graduation is not only about looking ahead, but also about looking back at what we have gained, how we have responded to

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challenges, what we are grateful for, what is memorable, what we should cherish from our time at Shore, and what we should take with us from our time at Shore. “Your teachers and parents are so proud of you for what you have accomplished and for who you are—not just during distance learning, but through all your years at Shore. We have been so lucky to see you blossom in the classroom, excel on the sports fields, and share your artistic, musical, and theatrical talents. Not to mention playing foursquare with you at recess, eating lunch with you, going on trips with you, and basically watching you grow up. It is those moments that need to be recognized and celebrated, especially on this, your graduation day. And that is the true point and beauty of ‘Some Good News.’ Cherish these and all the other memories that you have of your Shore years, for they are truly your stories of good news.” Clair Ward then returned to the podium to read the names of 47 eighth grade graduates, offering individual tributes and words of gratitude to each, and Head of Upper School Gustavo Carrera acknowledged each of the 15 ninth grade graduates. Next, the President of the Board of Trustees, Rayna Lesser Hannaway, offered

Eighth grade graduate Gabrielle Edokpa posed for a photo.

thanks to the Hoffman family, whose four graduates, including ninth grader Meg, brought the total of their years at Shore to 42. “Thank you so much for your many years of support and commitment to Shore,” said Hannaway. It was then time for Ward to make her closing remarks. “I am fond of an ancient folk tale about the essence of character—the choices you make when nobody is watching. The story is set in the Far East and features an emperor, who

was looking among the youth of his land for a candidate to replace him. As a test of their character, he gave them each a seed and instructed them to plant the seed and bring the pot back to him.” According to the tale, recounted Ward, many of the children soon reported growing trees, flowers, and bushes, while one boy, Ling, saw nothing growing in his pot. But to his astonishment, the emperor chose him to be his replacement. As it turns out, all of the seeds had been boiled so they would not grow. The trees, flowers, and bushes that the others had grown were through deception. Only Ling had been honest enough to bring back an empty pot. “The moral of the story is that honor and reward come to those who demonstrate the finest character,” explained Ward. “We know what Ling chose in the face of challenge, but what prepared him to make that choice? I would submit to you that in order to manage that moment, Ling had been in training. He had been shaped by the people and experiences that he had in his life.

Math teacher Kent Vienot presented a Shore edition of “Some Good News.”

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“Today, your graduation day, I cannot help but consider the ways in which your muscles have been trained. For all of your time at Shore, you have been prepared for this moment—the moment in which you would launch into the next important phase of your education and development. In essence, you have been in workout mode—training and growing your character muscles along the way. And we know that you are ready— your training is not complete, but you are ready to move to the next steps. I hope you will take a moment to thank those with whom you are watching right now for their role in helping you grow.” Following Ward’s remarks, the ceremony concluded with a virtual version of a traditional benediction. Members of Shore’s a cappella groups had used phones and laptop computers to record themselves singing at home, and Shore music teacher Jenn Boyum had assembled their individual parts along with those of Shore faculty and staff members to create a stunningly complete version of the song.

Later in the day, families lined the Oval in their cars at assigned times, ready to emerge one family at a time to pose for a graduation photo. Shore administrators, all wearing face masks, assisted in distributing commemorative bags containing a graduation certificate, a white rose, a keepsake framed photo of the graduate, and, for ninth graders, a Shore water bottle. Families were delighted with the festive in-person campus visit and gifts, despite social-distancing rules that made this event so different from the traditional celebration of graduates. Surely, however, the occasion will remain memorable in its own unique way. Next fall, graduating ninth grade and eighth grade students will move on to top high schools and college preparatory schools including The Governor’s Academy, Pingree School, Phillips Academy, Phillips Exeter Academy, and St. John’s Prep, among others. Ninth grade graduates of the Class of 2020 were Arden Berg, Abigael Beucler, Raphael Clark, Ethan Driscoll, Brooke Georges,

The Clark family celebrated ninth grade graduate Raphael.

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Balloons and signs greeted graduates on campus.

Eloise Goedkoop, Margaret Hoffman, Lily Iler, Elizabeth Kemp, Benjamin Liptak, Maris Moody, Spencer Sullivan, Camila Torres, Ella Williams, and Othar Zaldastani II. Eighth grade graduates of the Class of 2021 were Wesley Card, Katherine Carroll, John Charpentier, Lauren Collins, Katherine Cullinane, Joseph DiNanno, Jr., Leonardo DiStefano, Charles Dobbins, Tallulah Doeringer, Gabrielle Edokpa, Owen Faldi, Charles Falk, Dylan Feeks, Nina Finn, Theodore Fritzinger, Marcela Hernandez, Johanna Jenkins, Annika Johnson, Rowan Jones, Aby Joyner, Luke Marinelli, Sylvia Marks, Mark McDuffee, Jr., Sophie McDuffee, Jack McVeigh, Nelson Meaney, Elise Minor, Clare O’Holleran, Dylan Olsen, Samuel Porter, Georgia Rossetti, Rachel Ruben, Esme Shields, Caroline St. John, Maillie Staff, Abigail Stephenson, Sadie Styles, William Sumner, Maya Tavares, Andrew Tollman, William Vareschi-Woelfel, Zachary Webber, Alexander Wilkinson, Charles Wilkinson, Seth Williamson, Christopher Young, and Oliver Zaldastani.

CO L L EG E ACC EPTA N C ES

The Class of 2017 Goes to College Congratulations to these Shore alumni on their college acceptances!

Pedro Arce Amherst College

Helen Langer Trinity College

Jack Tilzey College of Charleston

Elizabeth Ayer Southern Methodist University

Cage LeBlanc University of Miami

Bella Toran College of the Holy Cross

Kate Bacigalupo Hamilton College

Claudia Pollock University of Vermont

Josh Tripp Davidson College

Anoosha Barua Fordham University

Ryan Lynch College of the Holy Cross

Eleanor Waxman Wellesley College

Daniel Blundin Northeastern University

Costas Savignano Keene State College

Harrison Wilson Tufts University

Abi Borggaard Tulane University

Alex Sawhney High Point University

Kiara Wilson Suffolk University

Emma Borggaard University of Richmond

Gwen Schatz Fairfield University

Sam Winchester Georgetown University

Alba Clarke McGill University; Schulich School of Music

John Schimmel University of Colorado Boulder

Meredyth Worden Smith College

Gabe Driscoll Carleton College Jeffrey Feng Bentley University Jared Haight Nichols College TJ Hamilton Temple University Ryan Hayes University of Colorado Boulder Adin Horrocks University of South Carolina Virginia Joyce Wake Forest University Caroline Kagan Phillips Exeter for post-graduate year; University of Vermont Anders Kearney University of California, Santa Barbara

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Once Upon

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a Mattress

pper Schoolers presented their winter musical, Once Upon a Mattress, based on the Hans Christian Andersen tale The Princess and the Pea, March 5-7 in the Trustey Family Theatre. With music by Mary Rodgers, lyrics by Marshall Barer, and book by Jay Thompson, Dean Fuller, and Marshall Barer, Shoreâ€™s production was directed by theater arts teacher Sarah Carlin; musical direction was by Upper School music teacher Jenn Boyum.

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In this musical comedy set in a far-off, long-ago land, Queen Aggravain has decreed no couples may marry until her son, Prince Dauntless, finds a bride. Princesses come from far and wide to win the hand of the prince, but none can pass the impossible tests given to them by the Queen. That is, until the “shy” swamp princess, Winnifred the Woebegone, shows up and surprises everyone. According to director Sarah Carlin, “This tale takes place in a time when roles of gender and class were rigid, but Winnifred is no dainty and fair princess. A breath of fresh air, she is a princess who is strong, smart, genuine, and kind—a great role model for anyone.” Students were in charge of nearly every aspect of the production, explains Carlin, from constructing the set and providing backstage direction to running the show’s lighting. The cast, for their part, dedicated many hours to learning choreography, songs, and stage blocking, and for the first time, the majority of musicians playing in the pit orchestra were Shore students. “It was great fun to shape this production into the colorful, comedic show that it is,” says Carlin. “With so many different groups of people all working toward the same goal—from parent and teacher volunteers to the student cast and crew and their supportive peers—theater truly builds community.”

This page, top to bottom: A knight (Wesley Card ’21) holds Princess Winnifred (Meg Hoffman ’20); the Wizard (Shane Cardarelli ’22) quizzes a princess (Amanda Cooper ’22); the Minstrel (Jack McVeigh ’21) sings. Facing page, top: the queen (Marcela Hernandez ’21) allows Prince Dauntless (Henry Sumner ’22) to take a bride (Hayden Lucey ’23); Queen Aggravain (Kate Cullinane ’21) schemes; Lalwani Surpitski ’23 performs with the pit orchestra; Dauntless (Ethan Oder ’22) is eager to marry; members of the court call for silence. Previous spread: Dauntless takes the hand of an exhausted Winnifred as knights (Jack Blundin ’22 and Laird Gerdes ’22) look on.

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A SCIENT IFIC

Frame of Mind By Bill Fisher

rom Pre-K through Grade 9, the comprehensive science program at Shore excels at introducing students to basic scientific principles and concepts in ways that are ideally suited to each developmental stage. The national Next Generation Science Standards shape the curriculum as younger children discover the natural world through hands-on exploration, and as older students design experiments and discuss results around the Harkness table. But there’s more. Through lab work, Design Thinking, and inquiries into current global issues, the continuous, child-centered program nurtures a scientific frame of mind—an asset that students rely on both in and out of the science classroom. “In Shore’s Science Department,” says science teacher and Science

Department Chair Oliver Hay, “we aim to foster deep curiosity about the natural world and to cultivate scientific literacy by providing opportunities for emerging scientists to ask questions and connect their learning to real-world situations.” The key phrase, according to Hay: emerging scientists. At Shore, students do not merely “learn science.” They gain skills of inquiry and investigation that will serve them as they seek to understand the changes occurring in the world around us—from gene-editing to virus outbreaks to environmental issues such as climate change, population growth, and the use of natural resources. Says Hay, “The goal is to participate in society and be an informed citizen who is capable of asking questions, forming opinions, and making decisions based on evidence.”

“We aim to foster deep curiosity about the natural world and to cultivate scientific literacy by providing opportunities for emerging scientists to ask questions and connect their learning to real-world situations.” —Oliver Hay, Science Department Chair 51

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A pre-kindergartner explored natural materials on a light table. Below: third graders tested paper airplane designs.

Shore’s emerging scientists look different at different ages, of course. According to teacher Betsey Holland, who works with Pre-K through Grade 2 learners in Shore’s S.A.I.L. (Science and Art Integrated Learning) program, “We start by encouraging the youngest students to ask questions as they consider everyday objects and phenomena such as the weather. Much of the work, in fact, is tied to the outdoors and nature. The opportunity to see the world as your laboratory is really important for young children.” So, too, is creativity, a pillar of the S.A.I.L. program. “We use art as a way to encourage children to express their understanding of ideas in science, and to connect these concepts to their own experience,” Holland says. As creators, students come to see science as both personal and active. That awareness starts early. “The core of the Pre-K and Kindergarten science curriculum is exploring what’s around us and observing that certain basic

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principles underlie all that we see,” says Holland. In studying the weather, for example, young learners begin to make connections and even predictions—when they see ice on the ground they understand that the temperature

must be below 32 degrees. In first and second grades, as children’s writing and reading skills build, the science curriculum, too, becomes more sophisticated. “They’re able to make sense of data and use data in their scientific understanding of content,” explains Holland. One major unit involves butterflies and their lifecycle, which students witness first-hand in the classroom. “While we’re observing the stages in the butterfly’s development, we’re also working with measurement and maps to understand how and why these animals migrate.” Later, technology enters into the equation as students learn about using charts and graphs to represent different kinds of data, and they create their first lab report, paving the way for the work that will come in third through fifth grades. “Not all schools have a science curriculum that’s this full at such an early age,” acknowledges Holland—or a dedicated faculty member to teach it. “But if we’re interested in educating stewards of the world, then from the very beginning our students need to be in the habit of thinking like a

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“We use art as a way to encourage children to express their understanding of ideas in science, and to connect these concepts to their own experience.” —Betsey Holland, Pre-K–Grade 2 teacher

scientist: asking questions, developing hypotheses, and testing their assumptions. When I take children out into the garden, for instance, and they are making observations and wondering about plants or the sky, those emerging habits are preparing them to be global citizens.” Those scientific “habits of mind” are critical, according to Erik Swanson, science teacher in Grades 3-5. “I want to give every child confidence in their abilities as a scientist, so I do my best to show them that if they can observe, if they can come up with a question, then they have everything they need to ‘do’ science.” Some students may arrive in the classroom thinking they’re not “good at science,” says Swanson. “But it’s my job to show them they can be.” Swanson uses hands-on, project-based learning in his approach with young scientists. Work that involves design and engineering is an engaging and interactive way to get at basic scientific principles through first-hand discovery, rather than through rote learning. In third grade, students learn about concepts such as lift and force by creating paper airplanes and simple machines. Fourth graders study the laws of motion by constructing air-powered rockets and battery-fueled racers. In fifth grade, students learn about the

oceans by designing their own submersibles. “In every case,” Swanson says, “the content is also a vehicle for instilling confidence and teaching the skills that will be essential to them when students reach the Upper School.” Projects such as those Swanson’s students undertake underscore the connection between science and Design Thinking—a connection that’s emphasized starting in the S.A.I.L. classroom and continuing all the way to the Upper School. Design Thinking is both a way of working and a way of understanding, aimed at challenging assumptions and redefining

In other words, says Swanson, Design Thinking is “science at its best.” Observing, hypothesizing, experimenting, and analyzing findings—these steps in the Design Thinking process exactly mirror those of the scientific method. Swanson’s third through fifth graders practice Design Thinking when they study the flight of their paper airplanes and adjust the wing shape for more lift, or when they connect extra batteries to give their model racers more torque. The power in Design Thinking, observes Swanson, is that while it enhances science learning in the near term, at the same time

Fifth graders observed capillary action.

problems in an attempt to identify solutions that might not be instantly apparent. The essential phases in the Design Thinking approach are empathy (observing something about the world), definition (identifying a problem or challenge), brainstorming (considering many possible ideas), prototyping (quickly iterating potential solutions), and testing/reflection (evaluating results and seeking feedback before repeating the cycle).

it reinforces an approach that is pervasive throughout the Upper School—and not just in science classrooms. Design Thinking is as relevant for science experiments as it is for writing and revising essays in English or history, and the essential steps in the Design Thinking process are a recipe for an “outside-the-box” approach to problem-solving that teachers hope to see in every student of the Upper School.

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For there, according to Upper School science teacher Jake Ahern, faculty members do their best to “dissolve the walls of the classroom.” He explains, “We don’t want our students to learn science in isolation. We want them to make connections from what we’re teaching in the science classroom to something that they observe about the world, something they read in the news, or something that happens in their own lives. Whether it’s talking about a star that’s visible in the night sky or chromosomes and how they’re related to societal debates about sex versus gender—it’s those moments that add impact to the material you’re covering in class.” Ninth grade biology includes the study of cell energetics—photosynthesis and cellular respiration. Reaching beyond the material itself, students discuss the cells of their own bodies, and things that disrupt the actions of cells, such as poisons; this leads to talk about topics in history. Or take eighth grade, which includes a unit on materials science. Students

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Seventh graders collaborated on a design for a water pump. Below: a pre-kindergartner mixed colors. Opposite: pre-kindergartners explored the Learning Garden.

investigate the properties of ordinary objects such as plastic bottles, and they’re encouraged to think more broadly about what the properties of plastic mean for the environment.

“There are countless examples of this kind of learning,” says Ahern. “And it’s one of the benefits of teaching at a school like Shore. We’re able to adjust our curriculum very quickly depending on where students’ questions lead us.” When Shore experienced a large number of flu cases last winter, explains Ahern, “we were able to treat that as a teachable moment, talking about viruses and the action of vaccines. Connecting the work in the classroom to what’s going on in the world is a powerful impetus for learning.” Design Thinking is a potent means to underscore the connections between science and current issues, and between science and other areas of the Upper School curriculum. For example, sixth graders study pressure concepts in science class, and then they work in the iLab during their Engineering, Design & Technology class to design and perfect a pump system that can deliver water from one container to another. The unit not only incorporates Design

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Thinking—the students must experiment with various configurations of common plumbing hardware until they are able to pump water efficiently—but it also connects with what the students are studying in history class. There they read A Long Walk to Water, Linda Sue Park’s novel about two Sudanese children struggling with water shortages. The students’ experiences as they attempt to design their own water pumps inform their reading of the text and help them empathize with the plight of those without access to clean water. Labs, too, play a central role in the Upper School science program. Laboratory experiments help students to discover basic scientific principles on their own, but more importantly, says Oliver Hay, they nurture scientific literacy. “On the one hand, labs let students experience working like a scientist. Students make observations and record data from which they draw conclusions that support current understandings of science concepts.” By finding the freezing point of water, for example, eighth graders learn

“I want to give every child confidence in their abilities as a scientist, so I do my best to show them that if they can observe, if they can come up with a question, then they have everything they need to ‘do’ science.” —Erik Swanson, Grade 3-5 teacher about states of matter and properties of substances. “On the other hand,” explains Hay, “learning about the way water freezes allows us to take the next step by asking, ‘How does that affect other things?’” Knowing that freezing makes water less dense, students can then understand how fish and other organisms can survive in a frozen pond. Connecting science to environmental issues and climate change is a major goal of all Upper School science classes. In sixth grade science, the connection is easy during their study of ecology. In eighth grade physical science, explains Hay, “We spend time looking at how energy is produced, which connects to our understanding of atoms. So we can ask, what happens when we burn coal, or how are we using the wind to

generate electricity?” In seventh grade life science, students learn about species and can easily talk about how habitat change affects each; in ninth grade they talk about the environment and biology in preparation for their trip to Costa Rica. Discussion around the Harkness table is a common sight in Shore’s Upper School science classrooms. “Relying on Harkness-style discussion to drive learning underscores the importance of collaboration in science,” explains Hay. Around the table, a teacher doesn’t simply ask for an answer. “We ask students to communicate understanding,” says Hay, “to use data and observations they’ve collected to make a statement about why something makes sense.” Students lead the inquiry into the data to come to a shared understanding of the science behind the numbers. Upper School scientists, then, have come full circle from where they began in Pre-K and Kindergarten: asking questions about the world around them, and using concepts in science to formulate the answers. “I’m inspired by my students,” acknowledges Jake Ahern. Their curiosity, nurtured from their earliest years at Shore, now has a “bite” to it, Ahern says. “Now they know where they want to go—what’s missing from their understanding.” And while Shore’s emerging scientists may not know all the answers today, they graduate from the school’s science program possessing a scientific frame of mind that will inspire important new questions tomorrow.

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Portrait of a Graduate: Maris Moody ’20

hen Maris Moody arrived at Shore as a seventh grader, she admits, “I was a timid young 12-year-old. I had a hard time reaching out to my classmates.” As a ninth grade graduate, she says, everything is different. “The biggest thing Shore has taught me is how to be myself. My classmates today see me as bubbly and outgoing. When placed in a school community where you are constantly supported, cheered on, and looked up to, the possibilities are endless.” For Moody, completing the ninth grade at Shore has been much more than just an accomplishment to be proud of. “The ninth grade at Shore has made me a better student, peer, and citizen. There have been so many positives, from the relationships I’ve built with my 14 classmates to the newly found confidence I have in the classroom.” Perhaps the most transformative ninth grade experience for Moody was the fall servicelearning trip to Mississippi. “Traveling, serving, and learning with my peers were brought to life in such a beautiful way in Glendora. Service learning is something I plan to pursue in secondary school, because of the positive impact of the Mississippi trip.” Moody feels prepared in other ways for the next step in her journey. “Academically, I have enjoyed learning the art of discussion and participating in studentled classes. My teachers have provided the perfect balance between stepping in when help is needed and taking a step back when I needed only a small push in the classroom. Athletically, I have been through

two undefeated varsity spring softball seasons, and an almost undefeated varsity field hockey season.” In addition to academic and athletic experience, Moody will take with her to secondary school core skills including organization, time management, and confidence. “Before Shore, I didn’t realize how much an organized workspace can impact everyday and academic life, and while time management is still a struggle, I am getting better at it every day. But my newfound confidence is what I am most grateful for from my Shore experience. With all the assets Shore has provided me, I feel ready to conquer any challenges ahead of me.”

“Shore was the perfect landing spot and springboard for Maris. When she entered as a new seventh grader, she was asked to speak, write, and think in ways that she had not been before, she was encouraged to think critically and share her ideas, and she joined a community that offered care and challenge in equal measure. While we as her family think she’s a great kid, there is no doubt that Maris left Shore better than she entered in so many ways. Thank you to all who have been part of her journey. She will forever remain connected to Shore.”

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—Kristin and Alex Moody P ’20

Sports in Review By Nancy McNall

he Shore athletic program continues to thrive and evolve. For the first time, Shoreâ€™s sixth graders participated on interscholastic teams, which meant playing on junior varsity teams alongside their older classmates. Shore continued to field varsity teams with students from Grades 7, 8, and 9. In this new model, Shore fielded more teams than ever, while every student had the opportunity to represent Shore on the athletic field for a full season of play!

Fall

n the fall, soccer was a popular option; Shore was able to field five teams. With Mr. Brito taking the helm, Boys Varsity Soccer had a fun and competitive season. The team competed fiercely every time they stepped on the field. Their season was punctuated by solid fundamental play including crisp passing, pressure defense, and strong goalkeeping. With a focus on team dynamics and effective use of space, Boys JV Soccer enjoyed an excellent season! Players proved extremely versatile, taking on several positions on the field, which saw defenders scoring a few goals and strikers providing solid defense. A memorable game came against Covenant Christian Academy, which Shore won, on the road, in the mud, and with goals coming from all angles.

Boys JV2 Soccer finished the season undefeated at home, and these victories powered the squad to a .500 record. Over the course of the season, the boys worked to develop their skills and gel as a team, and these efforts led to wins over Pike and Tower. The future of soccer at Shore is bright! A conspicuous highlight for Girls Varsity Soccer was an undefeated season. One of the best elements was seeing the team step up against high school competition. In a game against Brooks JV, Shore was down 1-3 at the half, but a gritty second half allowed Shore to clamber back to an eventual tie. Girls JV Soccer played a challenging schedule, which ultimately helped this team to make dramatic strides over the course of the season. With a focus on defining their own success, Coaches Jennings and Sklarsky challenged the team with measurable goals for each contest. Every game may not have ended in a win, but there were many small victories along the way! The JV Field Hockey team bonded for a fun and successful season this fall. The players were thirsty for goals, fierce on defense, and quick to move to the ball. Even in their toughest games the team came together to support each other. In a season full of tightly contested games, Varsity Field Hockey benefited from strong ninth grade leadership, talent, and a commitment to giving their best in every game. Highlights of a 6-2-1 season

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S PO RTS I N REV I EW

included a last-second win versus Brookwood as well as a second-half surge in play to beat Fay in the final game of the season. The goals of Cross Country included helping each runner to discover and meet their personal running goals. To this end, Shore competed in meets, on- and off-campus runs, and a variety of other fun activities. Hosting a meet at Shore gave the runners a chance to be cheered on by the home crowd!

Winter

oys Varsity Basketball had some hard-fought wins, including an exciting overtime game against Governorâ€™s. Practices and games were filled with a healthy blend of hard work and laughs. The highlight of the season was winning back-toback games against Pingree and Tower to end the season. The Boys JV Basketball season was filled with fun practices and competitive games. Nearly all of their games came down to the last second, and most of the time they pulled away with the win. The team started the season by winning six of eight games! Girls Varsity Basketball always got hyped for their games by listening to pump-up music, whether it was on the bus or at a home game warm-up. They never let their energy fade when it was time to face their opponents on the court. The team maintained their focus and drive from start to finish, persevering until the final buzzer and finishing the season with more wins than losses. Girls JV Basketball endured a start to the season that included sickness, injury, and a few losses. However, when all the players were back on the court, the team showed vast improvement while having fun on the bus rides to away games. Squash+Paddle enjoyed daily sessions at Myopia. While the program was focused on instruction and small intra-squad competitions, the team hit the road for a match with Fay at the end of the season, which was a learning experience as well as a fun way to cap the season.

gather and talk about sports and life, play a game or two, view a movie or slideshow, and share workout suggestions. Recognizing that graduates were missing out on their last season of play, returning athletes received recognition from the coaches for their final varsity season at Shore. It is fair to wonder what the spring season might have been. With five returning players including a goalie, Girls Lacrosse was sure to have a dominant season. A dedicated, hard-working group of returning team members saw Track gearing up for a season of personal bests and school records. Baseball looked forward to a blend of returning players with an infusion of youth. Softball, under the leadership of first-year coaches Flynn and Frank, had a mighty core of returning players that projected strength at critical positions around the infield and at catcher. Boys Lacrosse had plans for a hybrid varsity/JV season that showed impressive potential with a talented crew of returning eighth graders. The camaraderie and energy that come from shared experiences on the athletic field are one of many vital elements of the Shore experience. Shore coaches eagerly look forward to getting back out on the fields with the students as soon as possible!

Spring

ith campus closed due to the COVID-19 pandemic, the sports fields were empty this spring while Shore students participated in remote learning. Still, coaches and athletes connected online with the hope of filling the void of the sports and teammates that we were all missing so much. The live video sessions provided opportunities for coaches and players to

Families, Alumni, and Grandfriends, Oh My! A year of in-person and virtual Advancement events The Advancement Office works to establish and nurture connections throughout the entire Shore community while raising critical, missiondriven resources to support the school. Annual engagement and fundraising activities strengthen the community and help advance Shore’s mission, which is the primary goal of the Office. Each year, the Advancement team looks forward to bringing members of the Shore community together— whether in person or virtually—in fun, meaningful, and creative ways. Here are some highlights!

New Family Breakfast New families gathered on October 2 to meet and chat with Head of School Clair Ward and Shore’s administrative team. During this annual event, families learn about how Shore creates a strong community for its students and families, and why The Shore Fund is critical for the school. To build community among new families, each family introduced themselves and shared thoughts about their transition into Shore. Ward also invited direct contact from families throughout the year: “If you think of it twice, it’s time for a conversation.”

Winslow Trustee Dinner

An Evening of Appreciation On October 10, Shore brought nearly 60 community members together to honor the contributions of its advancement volunteers and leadership donors who are members of the 1936 Society. This group of leadership donors ($1,500+) provides nearly 90% of Shore’s total Shore Fund each year, which directly supports Shore faculty, students, and programs. “Each of you is part of our Shore journey of success,” said Clair Ward. “As we prepare to launch this year’s Shore Fund, we are aware that your commitment helps us continue fulfilling our mission and our purpose. In addition to supporting our children, your willingness to be leadership donors and volunteers signals to our families that their own support for Shore is so valuable.”

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On November 14, former Shore trustees gathered for a “working dinner” as part of Shore’s ongoing strategic planning process. Guests heard from Rayna Lesser Hannaway, the President of Shore’s Board of Trustees, and from Clair Ward about the current climate for independent schools and Shore’s strategic planning process. Guests discussed the following questions, then shared the highlights from their discussion: If Shore were gone tomorrow, what would the local market be missing? In a challenging environment, how should Shore evolve to attract more students? What are three audacious, big-picture ideas or innovations, even if totally impractical, that the school should explore? The ideas shared conveyed a deep level of thoughtfulness and creativity. We see tremendous value in drawing upon the collective wisdom derived from generations of Shore leadership.

Young Alumni Gathering

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On November 26, Shore held a Young Alumni Gathering for high school-age alumni. This has been an annual tradition since 2007. We hosted a record number of attendees—close to 90 alumni joined us to catch up with each other and their former teachers.

Grandfriends Visiting Day On November 27, hundreds of grandparents and other special friends and relatives came to campus to celebrate Grandfriends Visiting Day, an annual tradition that is one of the most treasured of the school year. Visitors heard from Clair Ward and volunteer Grandparent Chair Sallie Lankford P ’92, GP ’25, ’27, then spent time with students in their classrooms and enjoyed music and student speeches during a Thanksgiving Assembly.

Boston Networking Event for Alumni and Friends On January 8, over 60 Shore alumni, families of alumni, and current and former faculty gathered in Boston for an evening of camaraderie and networking. The Boston Networking Event was hosted by current family Alissa and Jeff Baird P ’29, ’31, ’32, owners of the White Bull Tavern, and parents of alumni Jennifer Motley ’84 and Andrew Borggaard P ’17, ’17, ’19. Shore is grateful to our generous hosts, and to our featured alumni speakers Rufus Clark ’79, Amanda Filoso Schreyer ’93, Sydney Atkins ’98, Porter Grieve ’08, and Taylor Chin ’11 for their willingness to partner with Shore to promote networking. Many guests were attending a Shore event for the first time, or the first time in many years. One guest wrote to say, “There was an energetic vibe that was palpable and spirited. I loved every minute of it, and I’m so glad I went!”

If you are a Shore alum who wants to get more involved, we’d love to hear from you! Please write to alumni@shoreschool.org.

PAST & PRESENT

Virtual Conversation with Members of the Class of 2006 In May, a group of friends in the Class of 2006 contacted Shore and asked if they could set up a time to virtually meet Clair Ward and hear about Shore today. Each alum spent some time introducing herself, and a lively (and even hilarious!) discussion followed that touched on Shore’s current initiatives, especially around equity and inclusion, and included a fun trip down memory lane.

If you’d like to get a group together to organize a virtual chat with Clair Ward, please e-mail alumni@shoreschool.org. We’d love to hear from you!

Former Trustee Special Briefing Shore brought the former trustee community together once again at a virtual special briefing on May 13. Over 30 former trustees heard about Shore’s pivot in operations to implement distance learning beginning in March, and asked questions that reflected their nuanced understanding and past experience helping Shore successfully navigate crises like 9/11 and the 2008 recession.

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Giving Day: A Day of Giving and Gratitude On June 2, Shore hosted its second annual Giving Day, a 24-hour initiative which was dedicated to giving, gratitude, and community. The community united to support our school through gifts to The Shore Fund and in sharing Shore gratitude: over 270 donors contributed more than $180,000 to The Shore Fund, and 38 messages were posted to Shore’s “Wall of Gratitude” (see pages 32-33). We’re so grateful for our Shore superheroes, especially Betsy and Will Shields ’84, P ’14, ’18, ’21, the Shore Fund Chairs who provided leadership for this important initiative. The impact of this day rippled across the community and lives on. After reaching our goal of 100 donors, ten generous Shore families gave a challenge gift of $100,000! During Giving Day, we shared the following message: “Our strength as a community is most important, and apparent, in the face of challenge. Amidst the uncertainty and hardship that COVID-19 has posed, Shore continues to fulfill its mission. Shore’s vibrant and thoughtful approach to remote learning has ensured that Shore students have found new ways to love learning, embrace challenge, and cultivate creativity. The Shore Fund provides flexible, unrestricted funding that is critical to meet Shore’s most pressing needs such as tuition and financial assistance, technology infrastructure, and faculty and staff support.”

PHOTOS BY COLE WILSON

Lauren Henderson ’02 Adds Executive MBA to Her Music Credentials

nternationally-renowned jazz musician and record label owner Lauren Henderson ’02 was profiled in the Financial Times in November 2019 after earning her executive MBA from Brown University and the IE Business School. On choosing to pursue a business degree, the full-time jazz singer, with five albums and tours of Europe, South Africa, Mexico, and Russia under her belt, said, “I wanted to be taken seriously and to effectively ask for what I wanted and needed as an artist. I wanted to feel equipped to handle various aspects of my music business. I didn’t want to rely on other people.” The founder of her own record label, Brontosaurus Records, Henderson knew she needed insight into how business worked if she wanted to retain control over her music and career. The IE Brown executive MBA program in Providence, RI, gave her the experience she needed to be in control of how she is represented as an artist and how much money she makes. Learning the fundamentals of economics, marketing, communications, and business strategy was empowering. “Really going

deep into why things appeal to different audiences or having goals and deadlines—looking at things in an organized manner—was very helpful to me,” she said. From analyzing the market and adapting different marketing strategies for different regions, to how she communicates with venues, “I’m already doing things more efficiently. I have a better understanding of what I’m putting out there,” she explained. Perhaps one of the biggest benefits for Henderson of earning an executive MBA has been more personal: she’s now more comfortable balancing business needs and personal relationships. “Before,” she said, “I wanted everyone in my band to make a certain amount of money and stay in a really comfortable hotel, but now, I know that if I can’t provide that I need to come up with another solution, to make sure I’m making money and not losing it.” She is also more confident working with her accountant, expressing what her financial goals and expectations are for the fiscal year. Through Brontosaurus Records, Henderson hopes to give other artists the confidence to develop their business acumen, too. “I do whatever I can to prepare my artists to be entrepreneurs, as well as to own and develop their intellectual content,” she said. “Some artists are taken advantage of when they can’t express what they need and what their limitations are, but I want them to realize that when you sign a contract you need to be sure you are reading the fine print and what is happening with your work.” Still, Henderson intends to run her label while performing as much as she can herself, which means balancing her time and focusing on realistic goals. “While I’m still young I think about my retirement, and what I want to do later—I hope to be wheeled out on stage still singing.”

PAST & PRESENT

ALUMNI NOTES Gail and Bruce Michaud ’65 report that they have now been living in Marblehead for over four decades, enjoying boating and classic cars. Bruce continues as the CEO of the Salem Witch Museum and their son, Faxon, operates Titan Guide Services (titanguideservices.com), a fishing charter company with an average of 175 charters per year. Christopher Abbott ’72, P ’07, ’11, Ben Sprague ’71, and Chris Kauders ’71 caught up at the Red Sox vs. San Francisco Giants game on September 17, 2019. All three graduated from Shore and Brooks School. Laurie Patton ’76 continues as Middlebury College’s 17th and first woman president. She recently re-connected with many members of the Class of 1976 on Facebook. Amanda Smith ’77 is a gifted horsewoman who has mentored her niece, Hope (Eliza Smith Cushman’s ’80 daughter). Multiple generations travel to equestrian events together!

Christopher Abbott ’72, P ’07, ’11, Ben Sprague ’71, and Chris Kauders ’71

Christopher Clark ’55 writes that he and his Shore friends still care deeply for each other and get together often as they approach their 80s—a true group of lifelong friends!

Edith Iler-Wiedemann ’80, Wendy Morgan Richardson ’75, Amanda Smith ’77, Posie Morgan ’80, and Eliza Smith Cushman ’80

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Rufus Clark ’79 was a featured alumni speaker at Shore’s January 2020 networking event in Boston, and talked to the crowd about his experience as Co-Founder and Managing Partner of Bunker Hill Capital. He also spoke about how he still applies what he learned at Shore and what was instilled in him from an early age by his parents. Rufus and his wife, Deirdre, enjoyed having kids Brett ’11 and Charlotte ’15 home as a result of the quarantine but are hopeful Brett will be able to return to his job at Barclays in New York and Charlotte to Harvard in the fall.

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Class of 1980 Reunion - Edith Iler-Wiedemann, Hope Williams, Natalie Perkins Bartlett, Ginny Vogel Yonce, Cali Almy Boogaerts, Laura Sloan, Eliza Smith Cushman, and Natalie Dohrmann

In early July, several members of the Class of 1980 gathered at Eliza Smith Cushman ’80 and Amanda Smith’s ’77 family farm to celebrate the 40th anniversary of their Shore graduation. At the gathering, the alumnae reflected on their ninth grade year and their historic athletic season, in which they achieved a combined 36-0-1 record in girls varsity field hockey, basketball, and lacrosse. Edith Iler-Wiedemann ’80 remembers that the one tie was against Pingree School’s junior varsity field hockey team ... and that this group of classmates, teammates, and lifelong friends isn’t competitive at all! Natalie Perkins Bartlett ’80 is teaching yoga and tennis and works as a teacher from September through June. She is living in Concord, MA, and reports that her three sons are currently in college: Sam (Parsons School of Design), Nate (Union College), and Nick (Tufts University). Cali Almy Boogaerts ’80, who taught art for 22 years in RI, recently moved to Westport, MA, full-time with her husband, Whitmore Boogaerts. She has taken a new position as an Artist-in-Residence at the Worcester Craft Center. Her daughters, Anna and Lucy, live in Brooklyn, NY, and are navigating the challenges of employment and furloughs in COVID-19 times. Becca Lapham Calandra ’80 has worked for many years as a registered nurse and recently moved to Maryland to be closer to her daughter, who was recently honored with a full-ride scholarship for field hockey at the University of Maryland.

Eliza Smith Cushman ’80 and her husband, Russell, along with their daughter, Cecily, and son, Gibson, run the Charles River Boat Company. Eliza’s daughter, Hope, takes after her grandmother and aunt, and has competed jumping at high levels. She worked in MI and VA this summer as a trainer for a professional rider, learning and doing what she loves. Natalie Dohrmann ’80 is a Professor of Legal History of the Roman Empire at the University of Pennsylvania, where her husband, Peter Struck, also teaches and their son, Adam, is a sophomore. Every few years the family is able to get together with her brother, Ross Dohrmann ’82, in Portland, ME. Edith Iler-Wiedemann ’80 drove from Sun Valley, Idaho, to New England in July with her 1.5-year-old lab to visit family and friends. She taught French in Sun Valley for 24 years, with a year off getting a Master’s degree at Teachers College University. She is now focusing on tutoring students with learning disabilities and offering executive function workshops. Her sons, Oliver and Alec, will be attending Holderness School in September with Daphne Clark Faldi’s ’89, P ’19, ’21, ’24 son Owen Faldi ’21! Posie Morgan ’80, her mom, Rosie Morgan, and her sister, Wendy Morgan Richardson ’75, report that they are well. Posie lives in Redding, CT, with husband Dave Daignault, and their lab-pitbull mix. Their two children, Max and Casey, are in college. Wendy’s daughter, Liza, married her high school sweetheart in the summer of 2019 and her twin sons, Andrew and Christopher, are living in the Boston area.

PAST & PRESENT

George Noble ’85 joined Shore’s Board of Trustees in May 2020. Back in December, friends and family hosted a surprise party for George, and Shore alumni attendees included Charles Howard ’85, Lindsey Buck Lynch ’85, Lisa Noble Kaneb ’83, Chris Lorenz ’86, and Alec Noble ’95; with a cancelled flight to blame, John Wigglesworth ’85 was also there “in spirit.” Shore alumnae Kate Davenport Krehbiel ’88 and Maddy Marron ’21 met up on the slopes while ski racing in Squaw Valley, California. Needless to say, there was a lot of Shore talk between them!

George Noble ’85, Chris Lorenz ’86, and Charles Howard ’85

Laura Sloan Ongaro ’80 has been working on the front lines since March; she works as a nurse in a skilled nursing facility in Boston, MA, and lives in Newton, MA. Her daughters, Zoe and Marina, both 2020 graduates, had a disappointing end of year without formal graduations. Hope Williams ’80 lives in Boston, MA, and has been teaching English as a second language. She enjoys teaching and the connections she has with students who are such eager and motivated learners. Ginny Vogel Yonce ’80, P ’12, ’16, ’16 reports that her daughters, Caroline ’16 and Isabelle ’16, just completed freshman year at Trinity College. Her son, Sam ’12, just graduated from Harvard University.

Maddy Marron ’21 and Kate Davenport Krehbiel ’88

Lindsey Buck Lynch ’85 and Chris Lorenz ’86

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Shore Trustee Weze Shorts Harrigan ’92 has been keeping busy these past several quarantine months by assisting her daughters with virtual education during the spring and creating virtual Barre and HIIT classes for the Beverly Athletic Club. In May, Weze offered a free Zoom class to Shore faculty as part of National Teacher Appreciation Week. Find her on YouTube under the name “Elizabeth Harrigan” to access her exercise videos for free! Weze and her husband Dan have two girls, a fifth grader at Shore and a third grader who attends Landmark.

A LU M N I N OT ES

Amanda Filoso Schreyer ’93 was a featured alumni speaker at Shore’s January 2020 networking event in Boston, and talked fondly of the organizational study skills she learned as a Shore student with the help of Shore’s famous ASN notebook. Amanda is a media and technology attorney with Morse P.C. in Waltham, MA, and lives in Salem, MA, with her husband, Stan, a professional sailor and coach, and her daughter, Arden (Shore Class of 2026). The Schreyers were elated that Arden was in Mr. Hamlin’s third grade class last year, as Amanda had been many years ago. Michael Newton ’93 lives in Beverly with his wife, Laura, and two sons, Michael (8) and Tate (4). He works for the Alpha Pension Group, a Boston-based Registered Investment Advisor, as a client relationship manager and retirement plan consultant. He’s in regular contact with fellow classmates Robert Huss ’93 and Chandler Cooper ’93. He’s slowly chipping away at the NH 4,000 Footers, having summited 34 of the 48 peaks—a goal which began after completing the Presidential Traverse in 2006.

Mark Attia ’95 serves as the Assistant Secretary for Finance & Performance Management in the BakerPolito Administration. Katie Attia is a Pediatric Nurse Practitioner and is thrilled to join the Shore family along with Sebastian (K) and Lou (Pre-K) this year. Katie Alexander ’98 recently became engaged! Her fiancé, Sam Appleton, pulled off a perfect COVID-19 proposal at a park near their house in Cambridge. She says, “Quarantining has only made us more sure that we want to spend the rest of our lives together, and we’re now beginning to imagine a (hopefully) post-COVID-19 wedding.” In other news, after 11 years of teaching kindergarten at Brookwood School, Katie will be moving on in the fall to teach first grade at Belmont Day School. She hopes everyone is staying safe and healthy! Ben Kilham ’01 taught fourth grade at the Korean International School for the past two years, and spent every break traveling and scuba diving all over Southeast Asia. He will be moving to Hanoi, Vietnam, to teach second grade at the Hanoi International School. Omar Longus ’01 is a local educator at Salem High School. He teaches English to speakers of other languages and biology. He has also been involved in various community organizing efforts including registering people to vote, providing English classes and citizenship support for adults, mentoring young males of color, and organizing anti-racism trainings and initiatives.

Lauren Henderson ’02

Katie Alexander ’98

Omar Longus ’01

PAST & PRESENT

Alex Yen ’08 is living in Medford, MA, and is a Customer Events & Experience Specialist at HubSpot in Cambridge, MA. She is looking forward to her month-long sabbatical, a perk of being at HubSpot for five years, once travel restrictions have lightened, and hopes her fellow Shore alum teammate, Andrew Smeallie ’05, will have some destination recommendations. Taylor Chin ’11 was a featured alumni speaker at Shore’s January 2020 networking event in Boston, and talked to the crowd about his experience as a recent graduate in the professional world. Taylor is a Research Analyst with The Brattle Group in Boston, MA. Ted Izzo ’13 graduated in May from Boston College with a Bachelor of Science degree in Finance and Business Analytics. Kyle Kingston ’13 graduated in May from Brown University and moved to South Boston with Eleanor Herring ’13 and Pennie Herring ’12. Lauren Henderson ’02

Vocalist, arranger, and musical impresario Lauren Henderson ’02 released her latest album (on her own record label, Brontosaurus Records) and sixth musical alliance with pianist Sullivan Fortner on April 24th. “The Songbook Session” is a collection of jazz and Latin jazz standards, and features tracks in English, Spanish, and Portuguese—this self-produced record paints a story that reflects Lauren’s vast cultural influences. She also earned her executive MBA from Brown University and the IE Business School in November 2019. Towards the end of 2019, Sarah Kern ’03 moved from Los Angeles to settle in Rhode Island with her family. She is greatly enjoying her work as Associate Director of Development at the Learning Community, a nationally recognized charter school in Central Falls that uses literacy as an act of social justice. Francesca Falzone ’06 reports that she is doing well and is currently in New York City working as a Design Associate at Carpenters Workshop Gallery. Liza Rollins ’06 and James Barker were married on August 24, 2019, in Darien, CT. Haillie Crockett ’08 graduated from Tufts University with her DVM and MPH in May. After taking some much needed time off in Vermont, she moved to Guilford, CT, with her fiancé to start a postdoc studying infectious animal diseases.

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Curtis Oliver ’13 graduated in May from Syracuse University with a computer science degree. Annabelle Ayer ’15 is one of 20 students recently named All-American Crew for sailing. She is on the Georgetown University Division 1 varsity sailing team in the A boat and sails on the coed Dinghy Team as well as the Match Racing Team. Annabelle is a rising Junior at Georgetown and studies physics and economics. She is also a summer sailing coach at Pleon Yacht Club in Marblehead, MA.

A LUM N I N OT ES

Nicholas Anastas ’16 (2nd from left) and members of the St. John’s Prep Varsity Academic Bowl Team

In June 2019, St. John’s Prep Varsity Academic Bowl Team, including Nicholas Anastas ’16, earned a berth in the 37th Annual Academic Championships in Chicago on the strength of their first place, undefeated 15-0 season in the North Shore Trivia League. The five-man squad faced off against high schools from across the country and earned the No. 3 seed in a 9-team playoff, advancing all the way to the semi-finals. Brendan Callahan ’16 is set to make his Broadway debut in Sing Street at the Lyceum Theatre once Broadway reopens its doors! His New England performance credits include North Shore Music Theatre’s A Christmas Carol (2016), Arpad Lazslo in She Loves Me at Greater Boston Stage Company (IRNE Nomination), and Seacoast Repertory Theatre’s productions of Spamalot, Spring Awakening, and The Who’s Tommy. When not on stage, Brendan works as a director, music director, and vocal instructor at Acting Out! Theater Company in Lawrence, MA. In his first year at Amherst College, Xander Schwartz ’16 revitalized the college’s Sports Business and Analytics Club. Also a member of Amherst’s squash team, Schwartz arrived at Amherst with a real interest in learning what makes professional sports work and getting behind the numbers. The club’s purpose is to help students develop the necessary analytical skills for careers in sports analytics and to educate students about general opportunities to work in sports.

Brendan Callahan ’16 (second from right)

CALLING ALL ALUMNI! We want to keep in touch with you. To update your contact information and/or to share your news, please visit www.shoreschool.org/alumni.

PAST & PRESENT

In Memoriam

John Bakos P ’11 Parent of Alumni December 24, 2019 Lucy Donovan ’52 September 7, 2019 Edward Friedlander P ’27 Current Parent June 19, 2020 Sean Healey P ’08, ’10 Parent of Alumni May 26, 2020 Madeline Lund ’05 October 6, 2019 George “Bud” Page, Jr. P ’79, ’81 Parent of Alumni, Former Trustee August 5, 2020 Joshua Pressman ’97 August 19, 2020 Hope Noyes Smith P ’70, ’75, ’75, ’77, ’80 Parent of Alumni March 23, 2020 Carol Stewart Former Faculty January 22, 2020

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IN M EM O RI A M

Russell B. Clark M.F.H. ’53, P ’80, ’83, GP ’20, ’22, ’22 Alumnus, Parent of Alumni, Grandparent NOVEMBER 2, 2019

orn December 3, 1937, in Boston, MA, Russell was raised by his parents Forrester A. Clark and Katharine Burrage Clark, along with five sisters (Nina, Kathy, Beth, Lysa, and Leslie) and three brothers (Tim, Chris, and Bobby). During formative years during the War, the entire family followed Forrester from Army post to Army post, which ingrained into Russell and his siblings a strong sense to appreciate and conserve any scarce resource. This played an important part in Russell’s later conservation and preservation efforts. After the War, the family moved to Bridge St. in South Hamilton, MA, which is where he passed away peacefully in his sleep on November 2, 2019. After several months of battling kidney and heart conditions, his one final goal was to return home to Bridge St. and be with his wife, grandchildren, children, and their spouses, which he accomplished. Russell always said the best decision he ever made was to say “Yes” to the minister when he was wed to Romalda Whiton, who was steadfastly by his side for 55+ years. Together they raised three children: Russell B. Jr. (married Monique Holler), Romalda (married Peter Blanchard), and Laura (married Matthew Heard). Russell loved spending time with his wife and children, but his favorite activity was spending time with the next generation: Paxton and Grayson Blanchard, Raphael, Angus, and Luka Clark, and Cameron Heard. Russell attended Shore Country Day School in Beverly, MA, then went on to boarding school at St. Paul’s School in Concord, NH, and finally finished his formal education at Harvard University. Russell’s favorite learning happened outside of the classroom, and he never stopped pursuing his passions. Whether searching for a new species of orchids, a different approach to training a horse, or trying to figure out how to make today’s technology work, he was always looking forward. Professionally, Russell worked for the family research investment advisory firm of H.C. Wainright, becoming a Managing Director and

Executive Committee Member. Russell had the pleasure and excitement for a dozen years of opening Japan, Hong Kong, and Thailand trade before taking charge of European ventures for the next twenty years. While Russell’s activities certainly characterized him, what actually defined him was his huge heart. A day spent with a friend, making a friend, or helping a friend was a day worth living. He went out of his way to welcome anyone into his fold and challenged them to try to keep up with him. Many tried; few succeeded. He made friends wherever he went and was often found spreading good cheer and an ample serving of his world-renowned “Lighthouse” cocktail. Russell was deeply involved with multiple charities including board seats at Beverly Hospital, Pingree School, Mass. Audubon Society, Essex County Greenbelt, Essex County Trail Association, Hamilton Conservation Commission, Boys Club of Boston, and Boys Camps Inc. Passions for Russell were endless but mainly focused on the 3 H’s: horses, hounds, and horticulture. One of his proudest accomplishments was being awarded the Hunnewell Medal for a perfectly realized landscape, which he and his wife created at their home. He served as President of the Massachusetts Horticulture Society, was on the board of the American Horticulture Society, as well as the American Orchid Society. He was the Master of Foxhounds as N.E. District Representative, Board Member, and President of the Foxhound Club of America, Honorary Life Trustee of the United States Equestrian Team, American Ambassador to the European Council of Hunting with Hounds, and Chairman of the U.S. Chapter of the British Field Sport Society and their Countryside Alliance. He hunted with over one hundred packs around the world, was Master of Foxhounds and Amateur Huntsman of The Myopia Hunt for twenty years, and was made lifetime Honorary M.F.H. for the sport and fun that he provided to those who were lucky enough to follow him.

“Shore’s education extends far beyond the classroom, and I am forever grateful for having had the opportunity to attend. Shore taught me and others invaluable lessons and skills (reading, writing, math, science, history, touch-typing, athletics, singing, acting—the list goes on and on), and gave me immeasurable gifts (confidence, passion, drive, lifelong best friends, and more).” — Elizabeth Pruett ’06

The Shore Fund provides flexible, unrestricted funding that is critical to meet Shore’s most pressing needs such as tuition and financial assistance, technology infrastructure, and faculty and staff support. The impact of annual support from families, alumni, grandparents, families of alumni, faculty, and staff is critical and represents the community’s collective gift to the school. 72

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“We are grateful to the teachers who taught our children with consistent kindness, compassion, and grace. For the skills and talents our children continued to develop. For the friendships that sustain us and lift our spirits. And for the community that inspires us.” — The Wolfgang Family P ’23, ’25

Katie Kozin Director of Advancement kkozin@shoreschoool.org (978) 402-3816

For more information, contact the Advancement Office or visit www.shoreschool.org/give/the-shore-fund.

Brooke Booth P ’24, ’26, ’29 Director of Annual Giving bbooth@shoreschool.org (978) 402-3818

Sara Tollerud P ’29 Advancement Services Manager stollerud@shoreschool.org (978) 402-3817

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