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GAYNOR STEPHEN GAYNOR SCHOOL

SUMMER 2016

Gazette

GRATITUDE

SUMMER 2016 THE GAYNOR GAZETTE IS PUBLISHED TWICE A YEAR BY: STEPHEN GAYNOR SCHOOL 148 WEST 90TH STREET, NEW YORK, NY 10024 T 212.787.7070 F 212.797.3312 WWW.STEPHENGAYNOR.ORG

GRATITUDE

TABLE OF CONTENTS

WHAT’S INSIDE?

2015-2016 BOARD OF TRUSTEES

Henrietta Jones Pellegrini President

Scott Mager Vice President

Jillian Neubauer Secretary

Jay Kramer, Esq. Treasurer

OP-ED FROM HEAD OF SCHOOL

Kristine Baxter Susan Wine Bender*

President of Parents’ Association

Patterson Chiweshe

2016 GAYNOR GALA

ADMINISTRATION UPDATE

Carol Feinberg Dr. Mary Fitzpatrick Dr. Scott Gaynor* Head of School

Kass Lazerow Ericka Leslie Horan Dr. Miriam Michael* Co-Founder

Elizabeth Mily

PROGRAM UPDATES: ART, PHOTOGRAPHY, DRAMA, MUSIC, ATHLETICS

Jennifer Rich Yvette Siegel–Herzog* Co-Founder and Director of Education

WRITING TO COMMUNICATE

GAYNOR’S NEW WEATHER STATION

GRADUATION

ORTON-GILLINGHAM NEWS

MEET OUR NEW TEACHERS

Hamburg Tang Megan Young Wiese TRUSTEES EMERITUS

Jo Ann Gaynor Dr. Gordon Gaynor *Ex officio members

Editor: Deanna Ferrante Assistant Editor: Kristen Browning Contributing Writers: Dr. Clare Cosentino, Emily Jupiter, Maggie Keith, Dr. Rachel Matoto, Sloan Shapiro, and Lindsey Schostak Design: Di Vision Creative Group, New York Photography: Adam Gaynor, Brett Deutsch, Kristen Browning, and Deanna Ferrante Printing: Western Commercial Printing

If you are receiving duplicate copies of the Gaynor Gazette or would like additional copies, please contact the Development Office at 212.787.7070, x1118 The Gaynor Gazette is printed on recycled stock using soy inks

DIVERSITY INITIATIVES

BLUE CLUSTER IN D.C.

SPRING MUSICAL: WIZARD OF OZ

CLASS OF 2012: COLLEGE BOUND

SCHOOL EVENTS

O P I N I O N E D I TO R I A L F R O M H E A D O F S C H O O L

As our 2016 graduating class prepares to

We continue to evaluate our program to

leave Gaynor, I am once again impressed

ensure that our students are ready for

by the range of schools they will be

their next school.

attending in the fall.

Each family has

from alumni parents and students, as

found the “just right” school at this time

well as communicating directly with the

in their child’s educational journey — a

schools, helps inform how we design our

school that not only picks up where we

program. As a result, this fall our middle

Gathering feedback

left off, but has the ability to challenge the student, and

school students will receive more instruction in writing and

continue to build on his or her achievements.

science.

A recent survey of our alumni parents confirms that finding the right match leads to success. The vast majority of the parents noted that their child was well prepared for their new school. One parent stated, “Gaynor truly gave [my child] a lot of tools with which to take on this challenge.” Another parent wrote that her daughter is at the “top of her class in many of her subjects and her study and organizational skills are awesome.”

And finally, a parent felt that her child’s

“confidence around school continues to improve.”

The new middle school model will ensure that

writing instruction is embedded into each student’s daily schedule. We have also increased middle school science to four days per week, enabling our students to further improve writing, note taking, and test preparation skills in addition to building a deeper understanding of key scientific principles. Dedicating more time and resources to writing and science will help establish a strong academic foundation. Additionally, through our new advisory program and

Overall,

Placement Office, students will receive support ranging from

the parents who responded to the survey attributed their child’s

time management to interviewing skills. Both initiatives help

accomplishments to the foundation they received at Gaynor.

guide students in becoming more independent learners. At

These comments were endorsed by the alumni at our firstever spring Placement Fair, an event that allowed current middle school parents to connect with Gaynor alumni currently enrolled in high school.

Gaynor we believe that remaining focused on our students’ current needs with an eye to future expectations is the key to unlocking each student’s potential.

The alumni shared their

Of course, our amazing teachers, specialists, and staff are

experiences transitioning from Gaynor to their new school.

the engine that drives all of these initiatives, and I am so

“I was well prepared for my school,” could be heard echoing

grateful for all they do for Gaynor students.

throughout the gym that evening. As you read through the Gazette, please take note of the colleges that our graduates will be attending this fall (see page 31). An impressive range of top colleges confirms the importance of finding the “just right” school after Gaynor.

DR. SCOTT GAYNOR Head of School

Gaynor Gazette I SUMMER 2016

GALA UPDATE

Dinosaurs Walked the Red Carpet at Gaynor Gala 2016

SUMMER 2016 I Gaynor Gazette

GALA UPDATE

inosaurs walked the red carpet along with the Gaynor community at the 2016 Gaynor Gala on March 16. This year saw a record of over 1,000 attendees come out in support of Stephen Gaynor School. The audience filled the Hall of Ocean Life (better known as the “Whale Room”) to capacity, enjoying an evening of delicious food and spectacular entertainment. The museum was filled with stars. Not the ones you would find in the Hayden Planetarium. As Head of School Dr. Scott Gaynor said, “The true stars are the teachers, specialists, therapists, and staff who every day give their heart and soul to the students who walk through the doors of Stephen Gaynor School.” The Gala was a great way to honor all that they do for Gaynor’s students and to celebrate the evening’s award winners. This year’s honorees were Gaynor parents Kass and Mike Lazerow, co-founders of Buddy Media and currently among New York City’s most active startup investors. Kass and Mike are longtime supporters of the school, and Kass is a current member of Stephen Gaynor School’s board of trustees. The evening began with a silent auction and reception that wound through the main rotunda and the Hall of African Mammals, offering dozens of items from fine art and

jewelry, to memorabilia and student art. The entertainment continued with the live auction, dinner, and entertainment in the Whale Room, where the attendees continued to show their boisterous support of Stephen Gaynor School. The evening’s emcee was Seth Meyers, Emmy Award-winning writer and current host of “Late Night with Seth Meyers.” Meyers, who is a longtime friend of the Lazerow family, took to the stage to introduce Myles Lazerow, who honored his parents with a thoughtful and heartfelt speech. The awards ceremony was followed by a very special and intimate performance by Gaynor parent Jon Bon Jovi. Bon Jovi wowed the crowd with a special medley arrangement of some of his biggest hits, including “Who Says You Can’t Go Home” and “Livin’ on a Prayer.” The theme of the evening was Gratitude, and the Gaynor community showed their gratitude in force by funding professional development opportunities for faculty and staff. The attendees raised a total of $1.3 million for professional development and other key Gaynor initiatives. The event would not have been possible without months of preparation by Gaynor parent volunteers, led by this year’s co-chairs Adina Haller and Aly Organek. Gaynor Gazette I SUMMER 2016

GALA UPDATE

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GRATITUDE AT GAYNOR

Gratitude Runs Deep:

Reflections

from Faculty and Staff Gaynor is often described as a “tight knit community,” “a place where children blossom,” or “a haven for students to explore and excel.” Some would even call it a “home away from home.” On the heels of this year’s Gala celebrating gratitude, we were overcome by the sentiments of alumni, students, parents, and community partners that reinforced Head of School Dr. Scott Gaynor’s sentiments when he noted, “the school culture is defined by so much joy and laughter.” We asked some of our faculty and staff, both veterans who have been at Gaynor for years and more recent additions, including first year teachers, to tell us what they are grateful for. Their responses fortify what Yvette Siegel-Herzog, Co-Founder and Director of Education, eloquently shared when she said that being a part of Gaynor is “the greatest journey all of us will ever take.”

Alex Bermel Head Teacher I am grateful for my amazing, intelligent and supportive colleagues. I am also grateful for being able to support students as they persevere and reach success they may not have felt was possible! Ruth Rachlin Art Teacher I am very grateful, that each day I am surrounded by unfettered creativity and profound ingenuity. I am grateful for my students. Mindy Stern Director of Educational Evaluations for Admissions I am grateful to work with the most dedicated, supportive and intelligent group of people who carry out Stephen Gaynor School’s mission and make a difference in the lives of children each and every day. Randi Sandler Head Teacher I am grateful to have a job that enables me to come home every day and feel that I have made a difference in the lives of my students. Donna Logue Co-Director of Lower School I am grateful to be a part of the educational journey of so many bright, eager and hardworking children.

Sue Sortino Director of Student Life and After School Programs I am grateful for being at a school with a clear mission and am very proud to be part of a community of exceptional educators devoted to that mission. In addition, I am extremely grateful to be able to call the members of the Gaynor community my new family of friends and colleagues. Elizabeth Python Director of Placement I am grateful to be a member of the supportive and welcoming Gaynor Community. Morgan Belgrave Assistant Teacher I am grateful for the many small moments that make up my day. Sarah Lewis Assistant Teacher I am grateful for being a part of such a supportive community. I am grateful for my wonderful students, who continue to amaze me each and every day. Jay Keenan Assistant Teacher I am grateful to be part of such a hardworking team and to have students who inspire me to be a better educator.

Gaynor Gazette I SUMMER 2016

ADMINISTRATION UPDATE

Get to Know Gaynor’s New

Assistant Head of School After an extensive search, we are excited to welcome our first Assistant Head of School to Gaynor — Jill Thompson. Ms. Thompson has broad educational experience, having served as a child development specialist, teacher, and assistant principal. For the past six years, she was head of school at the Auburn School in Maryland, a private K-8 school for children with learning differences. Prior to her tenure at Auburn School, Ms. Thompson served as assistant principal for The Vanguard School, an established private school in the Philadelphia area serving children with ASD. She has also served as director of education for The Cogwheels School, a private school in Los Angeles serving students with autism and Asperger’s Syndrome. In addition, Ms. Thompson has taught classes for Eastern

University’s Graduate School of Education and was an educational consultant for schools and families. Her experience in education ranges from early intervention through middle school. She started her career at an early child development center, working with home-based and center-based programs providing early intervention services for children with developmental delays and multi-diagnosis. Ms. Thompson holds a M.Ed. in early childhood education from Bank Street College in Manhattan, as well as Kindergarten through 12th grade principal certification. She is one of only three people in the State of Maryland certified to teach the evidencedbased PEERS social-skills program. We look forward to welcoming her to Gaynor this summer.

Welcome Back, Ms. Sullivan: New Co-Director of Lower School

New Head of School

Kate Adlin, Co-Director of Lower School, welcomed her first child in June of this year and plans to remain at home with her newly expanded family. Ms. Adlin wanted her Gaynor family to know that this is not a goodbye, just a ‘see you later.’ In May, she said, “Gaynor is more than just a school; it is a magical place that truly transforms the lives of children and their families. While my husband and I are ecstatic about the expansion of our family, when I leave Gaynor a piece of my heart will be left behind. It has been an honor to be part of such a special community for the last 12 years.” Kate Sullivan will be returning to Stephen Gaynor School in July to assume the position of Co-Director of Lower School. Ms. Sullivan was a teacher in the Middle School from 2008-2011, and faculty and administrators are very happy for her to be back. She comes to Gaynor most recently from Packer Collegiate Institute. Prior to Packer, Ms. Sullivan was the department chair in reading and writing, a learning specialist, and a history teacher at York Preparatory School. Ms. Sullivan’s familiarity with the Gaynor program and her leadership experience in independent school administration will further enhance the school’s service to our students. 6

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Zachary Canavan from the Pink Cluster was Head of School for the day on May 2. He started the morning welcoming students with Clyde, and made sure the school ran smoothly that day.

DEVELOPMENT UPDATE

Development Update By Maggie Keith, Development Associate This spring has been one of many milestones for Development at Gaynor. We move toward the end of this fiscal year reflecting on our most robust annual fund to date (and growing!), a blossoming alumni program, and our most well-attended Gala yet, with the utmost gratitude to our wonderful community. We held our first annual “Placement Fair” in April; an evening when Gaynor alumni who are now in high school and their parents returned to the Gaynor gymnasium to speak to current middle school parents about what to expect when transitioning from Gaynor, and how each found the right fit for high school. Middle School families had the opportunity to ask questions and glean knowledge from these families who had recently transitioned and are thriving in their new schools. The highlight of the evening was hearing the success stories of our returning alumni and how incredibly well-adjusted they are in their new schools; each a true testament to the invaluable nature of a Gaynor education. Thank you, to our incredible community, for your continued support of our mission that results in success stories such as these. We are so grateful for your meaningful and ongoing generosity!

EASY WAYS TO PREVENT “SUMMER BRAIN DRAIN”

Ms. Jupiter, speech-language pathologist at Gaynor, has some tips for parents who are concerned that their children might lose hard-earned language skills over the summer months. In addition to reading, exploring museums, and just playing at the park, check out three easy activities to help prevent summertime brain drain. Alphabet game: Start by looking for a word on a sign or billboard that starts with “A”… Once you find a word that starts with “A,” look for one that starts with “B”— go through the entire alphabet! Why it works: It’s not an overwhelming amount to read and it still targets articulation sounds and letter identification. It really is so much fun! I spy: Players describe an item they see, and have everyone else guess what they are describing. Why it works: Through this game you can work on describing, word-retrieval strategies and listening skills while still having a stress-free, enjoyable time! Heads up: In this game, a player has a word on his or her head, and other players describe it. The players continue to describe the word until it is guessed correctly. Why it works: This game targets describing, which helps children express their ideas in a specific, clear and effective way. Additionally, this is a great game for listening skills and gathering information!

Suggested Summer Reading … for Parents! Acclaimed as a revolutionary feat of journalism, Far From the Tree: Parents, Children & the Search for Identity, is an examination of the means by which families accommodate children with physical, mental and social disabilities and how these unusual situations can be invested with love. The author, Andrew Solomon, will speak at Stephen Gaynor School on September 15. More information to come later this summer. Mark your calendars, and start reading!

Gaynor Gazette I SUMMER 2016

ART UPDATE

Creativity Abounds in Lower School Art Lower School students in Ms. Hochman’s art class were busy this semester creating a variety of masterpieces. The sheer abundance of ingenuity and artistry in the work of the students ranging from the Pink Cluster to the Silver Cluster was impressive. The youngest students in the Pink Cluster created flower pots that were donated to a nursing home, while Red Cluster students, in conjunction with the end of a science unit, crafted spectacular massive insect sculptures. Orange Cluster students participated in a cross-disciplinary project, combining art with technology, to build “kindness machines.” Students utilized the SMART Lab to film themselves providing kindness tips which were then uploaded to an iPad, inserted into the “machines,” and placed around school where other students had the opportunity to touch the screens to view a message. Yellow Cluster students constructed art using invisible ink pens, so all the details were not visible without holding the art up to a black light, and Silver Cluster students made emotional self-portraits. Ms. Hochman reflected on the year and said, “I am so proud of the effort each student put forth and loved watching their creativity come to life!”

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RED CLUSTER

MS. PATERSON/JANCZYCK’S CLASS JULIAN LOMBARDO

LEXI KLEIN

HARPER HAYNE

MS. GELLER/LEWIS’ CLASS

LUCIA DAMMERT DUENAS

GRAHAM LINDSAY

ART UPDATE

Surrealism in Middle School Art History Ms. Rachlin and Ms. Barnwell’s Art History students spent the spring studying Surrealism, the cultural movement that began in 1924 and continued through World War II. This movement is best known for visual artworks and writings, as Surrealists sought to tap into the subconscious mind as a means to unlock the power of the imagination. Students studied and analyzed the work of Salvador Dali and René Magritte, in addition to contemporary artists. They delved into the meaning of symbols, trying to decipher imagery that stemmed from the unconscious before creating their own montage that captured the style and intent of the Surrealist genre. Ms. Rachlin said, “I am extremely proud of how the students took the information and developed their own Surrealist imagery.”

TOBIAS MARWELL

BEN WARSHAVSKY

ELIOT MOSER

ARI SIMMONS

TOMMASO DE DONATO

ALEX RICH

Gaynor Gazette I SUMMER 2016

PHOTOGRAPHY UPDATE

Tintypes: Recreating Nineteenth Century Photography

JACK SWIGER

PHOEBE LANGAN

ALY FERDINAND

MADELINE BENDER

ALEXA KLIPPEL

CHARLIE RINGEWALD

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Introduced in 1856, the tintype was the most popular photographic medium used to document individual soldiers, horrific battle scenes, and the political upheaval in the aftermath of the Civil War. Earlier this spring, students across clusters in Mr. Gaynorâ€™s photography class were intrigued by the method after viewing original tintypes from the Civil War era. Images like the heavybearded confederate soldier (see below), haunting in its own right, inspired students to recreate the tintype by taking beautiful, soul-capturing portraits of one another. To create the appearance of a tintype, students used Photoshop and then sanded and stained a piece of Northern White Pine to create the frame. Once complete, students hammered their portraits onto the wood using copper tacks, and a display was mounted on the bridge connecting the north and south buildings.

DRAMA UPDATE

SCENE 2

Play Writing in Lower School Lower School students in Ms. Plylar-Moore’s drama class honed their skills as playwrights this past semester. Yellow Cluster students studied The Arrival by Shaun Tan, a fictional story about immigration that explores various reasons people might choose to immigrate, as well as their experiences in a new country, and collaborated to create an original play based on their new knowledge. Similarly, each class in the Silver Cluster created an original play based on the lives of modern day immigrants. To conclude the semester, each class performed their play in front of their peers.

Middle School Students Write, Direct, and Perform Ms. Plylar-Moore’s Middle School drama students were busy this spring! Green Cluster students had the opportunity to work in pairs to develop a story line for a play, write a script, and perform for their peers at the end of the semester. Blue Cluster students worked on two projects. Some delved into the world of Shakespeare and studied monologues, while others collaborated to create a few short plays around the theme of moderation, which they came up with on their own after lengthy discussions on a variety of issues deemed important in their lives.

Scene: PEDRO, STEVE (PEDRO enters and jumps in front of STEVE) PEDRO: Stop! STEVE: Who are you? PEDRO: My name is Pedro and it’s my job to stop you. STEVE: You’re just a tree hugger and now get out of my way. PEDRO: No! Do you not see that this is a forest, a home for animals. This is where living animals just like you and me live. STEVE: In this forest I see an opportunity for a profit and second of all I am not an animal. PEDRO: But the thing is we are the same. STEVE: Oh I hate these mosquitoes, they keep biting me. PEDRO: Are you even listening to me? STEVE: No Written by Ben Banchik

Gaynor Gazette I SUMMER 2016

MUSIC UPDATE

Lower School Turns the Beat Around and Learns Orchestral Maneuvers Lower School students in Ms. Shuppy’s classes spent the spring semester playing rhythms and beating on percussion instruments, playing melodies on xylophones, and learning to read notes on the music staff. They continued gaining exposure to genres of music including classical, jazz, blues, and rock. Students also explored movement to music through games. Ms. Patti’s classes in the Pink and Red Clusters learned all about the instruments of the orchestra this spring. They constructed [instrument] family trees, and went on an instrument scavenger hunt around the school using clues to discover an instrument in the school lobby. Students even made their own percussion instruments — egg shakers! The classes also read stories that corresponded with classical pieces of music and identified which instrument played each of the characters. They did this activity for Carnival of the Animals by Camille Saint-Saëns and Peter and the Wolf by Sergei Prokofiev.

Theory and Practice in Middle School Music Ms. Shuppy’s students in the Green Cluster focused on building their musical skills while working in an ensemble. Students learned melodies on pianos and xylophones, tailoring instruction to their appropriate level. Students built a basic understanding of music theory (rhythm, reading notes, musical terminology)

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while learning instruments and participating in group activities. The class performed a musical selection for their cluster at the end their 8-week music cycle. Students in the Blue Cluster had music for one semester, and focused on building on

skills previously learned and performing as an ensemble. Blue Cluster students had a choice as to which instrument or instruments they wished to focus on. The class developed a deeper understanding of music theory by reading notes on the treble clef and bass clef, playing chords on the piano and guitars, performing rhythms on drums, bucket drums, and playing melodies on boomwackers. At the end of the semester, students performed in front of the entire cluster.

SPORTS UPDATE

GAYNOR BASKETBALL: BUILT ON TEAMWORK Improvement, teamwork and toughness describe this year’s basketball season. Each of the three squads got off to a slow start in early November, but continued to work hard and developed into a special group of players who competed each and every minute they were on the court. Coach Melillo (a.k.a. Coach James) reflected on the season and said, “The proudest moments for me as a coach were immediately following games, when fans and coaches from other teams would praise our players’ work ethic, determination, and unselfish style of play. Throughout each game, our students were perfect examples of what it truly means to be a Gaynor Gator.”

Boys’ Green Squad

Boys’ White Squad

Girls’ Basketball

After a tough loss to Winston Prep early in the season, the Boys’ Green Squad hit a turning point. Composed of veteran and new players, the squad’s attitude and confidence grew. The defense tremendously improved, and the ball movement on offense made the Green Squad difficult to guard. As the momentum continued to build along with a nice winning streak, the squad earned the second overall seed in the playoff tournament and reached the championship game. While they suffered a difficult loss to a tall and talented team from Manhattan Country, the boys fought hard and played together until the final buzzer. They had a great season!

The Boys’ White Squad was young and full of players new to the Gaynor Athletic Program this year. Consistently working hard and always excited to play, the group showed dramatic improvement over the course of the season and were clearly playing their best basketball during the final few games. Coaches were optimistic that the boys’ basketball squad will continue to make playoff runs over the next few years. “I am extremely excited about the development of our younger student athletes, as our teams are poised for playoff runs with more banners to be hung in the Gymnasium,” said Coach James.

After many members of the girls’ basketball squad graduated last year, coaches assumed the team would take some time to develop as new players joined younger players who were matched with older competition for the first time. All of the coaches were pleasantly surprised as the girls quickly progressed into a very competitive team, playing tough defense and fighting for each possession. While the season was a successful one, it ended after a tough loss to Avenues School during the quarterfinals of the AIPSL playoffs. Coaches have no doubt that the girls will rebound and come back stronger than ever next season!

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WRITING UPDATE

Writing to Communicate:

The Gaynor Writing Program By Lindsey Schostak, Coordinator of Social Studies and Writing Departments Writing is first and foremost, a method of communication. Since the ancient Sumerians revolutionized language through the invention of cuneiform, humankind has used the written word to communicate with others. Today, people of all ages write constantly. Whether it is through essays assigned by teachers, personal emails, to-do lists, or text messages, we all access the written word throughout the day. Yet this seemingly simple process is comprised of many challenging layers. Therefore, it is imperative that students with learning differences receive structured and systematic writing instruction during their academic career. With this in mind, Stephen Gaynor School created the Gaynor Writing Program. At its core, the Gaynor Writing Program is an expository, or non-fiction, writing program based off of Teaching Basic Writing Skills by Dr. Judith Hochman. It includes systematic instruction from the sentence level to the multi-paragraph level, with an emphasis on how oral language connects to writing. For example, students in the lower school first learn that a complete sentence is comprised of a “Who” and a “did What,” a subject and a verb. They practice this by speaking simple sentences about their experiences, before matching images, and ultimately writing down their sentences. Imbedded in these sentence structure lessons are grammar rules, from parts of speech through written mechanics. Specific colors and symbols are used to

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create a more multi-sensory approach to grammar instruction, helping to build each student’s understanding of the rules of the English language. As students advance through the Gaynor Writing Program, they begin to write single and multiple paragraphs, while simultaneously solidifying sentence skills. Ms. Maylath, Middle School Head Teacher, explains, “Sentence level skills, such as expansion of detail, are taught explicitly and practiced during lessons and on independent assignments. Students can then draw from this practice to incorporate sentence expansion into their writing of paragraphs.” Notably, authentic writing emerges when lessons connect to content in other subject areas. For example, students in the Green Cluster write

research reports based on an aspect of life during ancient Mesopotamia, the civilization they are studying in social studies. Similarly, students in the Orange Cluster write creative legends based on their Native American studies in literacy. Ms. Watson, Lower School Head Teacher explains, “The stronger a student’s understanding of the content, the stronger the actual writing and output.” It is this crosscurricular approach that really brings the Gaynor Writing Program to life. Writing is an individual process. Teachers analyze student work and writing assessments to tailor the Gaynor Writing Program to meet the individual student’s needs. Our ultimate goal is to teach the foundational skills necessary to become great writers and lifelong communicators.

PHOTO BY DAN WATSON

WEATHERBUG UPDATE

WeatherBug

Weather Station Brings Students Real-World Meteorological Experience

Stephen Gaynor School’s dedication to a multi-sensory approach to learning has resulted in a very exciting development for our students and for any weather enthusiasts. In December 2015, members of the science faculty oversaw the installation of a WeatherBug weather station on the roof of the North Building. The weather station is a state-of-the-art, scientific-grade weather monitoring system that is built to withstand all kinds of environmental conditions. Securely installed on the school roof, it records 27 different real-time weather measurements. According to the WeatherBug Schools Program, “Its live weather data is fed into our online educational program, WeatherBug Achieve, as well as WeatherBug’s mobile and web properties and the 100+ broadcast partners across the country.” The WeatherBug weather station includes a wind sensor and rain gauge, as well as an array that records information on temperature, relative humidity, heat index, wind chill, barometric pressure, dew point, wet bulb and more. Blue Cluster students in Ms. Smith’s science class collected live weather data from the weather station and practiced graphing and analyzing the data they collected over time during their weather unit. The students were responsible for tracking information on rainfall, wind speeds, air pressure, humidity and dew point. According to Ms. Smith, “The WeatherBug classroom login gave us a terrific advantage now that we have our very own weather station. The WeatherBug site even provided activities for using the data that the students gathered.” She pointed out an additional advantage, “The weather station brought the experiments students did in physics and chemistry out of the abstract and made them much more real-world.” If you would like to bookmark the weather for Stephen Gaynor School’s weather station, visit WeatherBug.com and search for zip code 10024. Then click on the name of the weather station shown to change it to Stephen Gaynor School.

Gaynor Gazette I SUMMER 2016

GRADUATION

Class of 2016 The 24 members of Gaynor’s Class of 2016 can lay claim to a host of accomplishments and to significant academic and personal growth during their time at the school. But the overriding sentiment in graduation speeches was one of gratitude for all that Stephen Gaynor School, and especially its teachers, does for students. Armen Simmons, in a touching and heartfelt speech, said with a smile, “I’ve been incredibly lucky to have such great teachers. I feel so lucky to have been able to attend a school designed precisely for people like me. Bright, creative, divergent thinkers who need an environment that is both supportive and challenging.” Classmate Christian Grandelli, echoed those sentiments when he said, “My years at Stephen Gaynor School were better than I could have ever imagined. I’ve become more confident with myself both academically and socially. Stephen Gaynor School has taught me that there is no limit to what I can achieve.” Rebecca Simmons, mother of Armen Simmons, expressed her appreciation. “Stephen Gaynor School is an amazing place, and we are so grateful. I have been happy to watch my son grow from a really great kid who struggled to read, into a really great kid whose abilities have really blossomed thanks to this school.” Alumni speaker Lex Zee is a member of the Gaynor Class of 2008, and currently attends Syracuse University’s School of Design. He emphasized to the graduates that, “having a

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learning difference is an absolute blessing and it allows you to see things in a unique way.” He continued, “My advice to you all, as you move to high school is to utilize your difference, create your own process, and do so while expressing yourself through a unique lens.” Dr. Gaynor, Head of School, summed up the general sentiment when he said, “Sometimes, you have to dig down deep to find that extra effort to succeed. Remember the challenges you faced at Gaynor and how you persevered. Know that everyone faces challenges throughout their lives. You proved at an early age that no obstacle is too high.” Congratulations to all of the graduates!

Several Gaynor graduates were presented with awards highlighting their special contributions to the school. This year’s award winners were: President’s Education Award: Eliza Gilpin New York City Comptroller’s Award: Timur Sumer Helen Rosenthal City Council Award: Lương Thị Mỹ Mannucci Gordon Gaynor Award: Sasharina Hoffman and Eliot Moser

GRADUATION

Gaynor Gazette I SUMMER 2016

OG UPDATE

Orton-Gillingham

Not just for kids! By Sloan Shapiro, Chair of the Reading Department Gaynor staff and students have whole-heartedly embraced the power of OG instruction and now the Stephen Gaynor School Orton-Gillingham initiative continues with our upcoming OG Parent Program.

After a recent Parents’

Association meeting, Ann Edwards, our Master Fellow from the Academy of Orton-Gillingham Practitioners and Educators, kicked off this phase of our initiative with her presentation “What is OG Anyway?” which outlined the impact this instructional approach has on the dyslexic brain by strengthening the neuro-pathways essential for reading. Student volunteers then showed their extensive knowledge of the rules that govern our language with a live demonstration of two key components from a typical reading class, the visual and auditory drills. Parents were suitably impressed and inspired to learn more.

This fall Stephen Gaynor School will offer a three-part OG class for our parent body. Under the supervision of Ann Edwards and members of our Reading Department, parents will gain a greater understanding of both the philosophy that guides this approach and the actual instruction their children receive on a daily basis. Because OG is a structured and sequenced approach to instruction, participants will be required to commit to attending all three sessions. Keep an eye out for the upcoming dates. We look forward to seeing you there!

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COMMUNITY SERVICE

Community Service Bins of Books for Project Cicero Gaynor partnered with Project Cicero this spring for their annual Book Drive. Project Cicero is a nonprofit organization that collects new and gently used books to donate to underserved NYC schools. Since its inception in 2001, Project Cicero has added nearly 2,500,000 books to New York City public school classrooms and libraries. Last year, Project Cicero collected and distributed more than 150,000 books. From this effort, more than 1,200 teachers from under-resourced NYC schools selected books for their classroom and school libraries. This year, Gaynor was proud to have donated our largest collection ever, 19 bins of books, to under-resourced NYC schools.

Gators Give to Ronald McDonald House Pantry Drive In late April, the Gaynor community came together to provide for those in need by supporting the Ronald McDonald House Pantry Drive. A variety of nonperishable items needed to stock the Parents’ Pantry filled 19 large bags in the North Lobby and were graciously accepted by Ronald McDonald House staff upon pick-up. The Community Service Club was excited to have the support of many Gaynor families for this worthy cause, providing help to nourish those who are in need of an extended stay while their child receives treatment in the hospital. We’re proud of our community for helping out!

Cycling For Success: Gaynor Supports the CLC Each spring, the Community Learning Center (CLC), a free after-school reading program for children in New York City public schools, hosts a cycling fundraiser to continue to support the wonderful work that they do. This year, Gaynor community members flocked to Fly Wheel in Lincoln Center on April 30 to get their spin on while supporting a great cause. Co-Directors of the CLC, Ms. Adlin and Ms. Evans, were thrilled with the continued commitment of many community members who have been involved in ensuring the CLC continues to grow and provide services to children in need. Thank you to all who participated and helped the CLC raise over $5,500. Ms. Adlin said, “Once again, we are indebted to our Gaynor community for their steadfast support of the CLC. We are in our ninth year of helping children learn to read and events like Cycling for Success make a large impact on the number of students we can reach. We are looking forward to topping this off for our decade anniversary next year!”

Gaynor Gazette I SUMMER 2016

TEACHER FEATURE

T R I C I A F I N N , A N D R E A PAT T I , A N N A G E R H A R D

Our New Teachers TRICIA FINN

IF YOU COULD LIVE IN A BOOK, TV SHOW, OR MOVIE, WHAT WOULD IT BE? WHY?

By Sloan Shapiro, Reading Department Chair

I would definitely live in Alice in Wonderland. It’s such a topsy-turvy world with so many unique characters.

Middle School Assistant Teacher WHAT LED YOU TO BECOME A SPECIAL EDUCATION TEACHER?

I have always wanted to be a teacher and came to special education after I realized the importance of building basic skills in bright students in order for them to succeed.

WHAT SCHOOL DID YOU GRADUATE FROM? I received my Bachelors degree at West Chester University of Pennsylvania and just finished my Masters Degree as a Reading Specialist at Teachers College, Columbia University.

WHAT IS YOUR FAVORITE THING ABOUT BEING A TEACHER? I love watching students realize what they are capable of when they thought they were not capable of it before. I also love learning, so it is always fun to learn new concepts and ideas through teaching and to watch students become excited about learning them too.

SUMMER 2016 I Gaynor Gazette

WHAT IS YOUR FAVORITE TYPE OF MUSIC? I love both classic rock and hip-hop equally.

DO YOU PREFER COFFEE OR TEA? ICE CREAM OR FROZEN YOGURT? I don’t think I could survive without coffee. And mint chocolate chip ice cream is one of my go-to desserts.

IF YOU COULD TIME TRAVEL, WHERE WOULD YOU GO? I would go back to the 1920s so that I could dance the Charleston.

WHAT’S YOUR FAVORITE SEASON AND WHY? My favorite season is autumn when it is perfect sweatshirt weather and the trees in the park begin to turn colors.

DO YOU HAVE A FAVORITE QUOTE OR MANTRA YOU LIVE BY? “To laugh often and much; To win the respect of intelligent people and the affection of children; To earn the appreciation of honest critics and endure the betrayal of false friends; To appreciate beauty, to find the best in others; To leave the world a bit better, whether by a healthy child, a garden patch, or a redeemed social condition; To know even one life has breathed easier because you have lived. This is to have succeeded.” Ralph Waldo Emerson

TELL US ONE FUN FACT ABOUT YOURSELF. I’m from the mushroom capital of the world in Kennett Square, Pennsylvania, and only buy mushrooms that come from this small town.

TEACHER FEATURE

ANDREA PATTI Music Teacher / Floater

WHAT LED YOU TO BECOME A SPECIAL EDUCATION TEACHER? During my undergraduate program, I did an internship at a school that was designed for students with different learning abilities. I learned so much from those students about the different ways there are to connect to music. Since then, I have been focused on teaching music in special education.

WHAT SCHOOL DID YOU GRADUATE FROM? I completed my degree in Music Education from The Fredonia School of Music, and am pursuing my master’s degree in Childhood Special Education from CUNY Staten Island.

WHAT IS YOUR FAVORITE THING ABOUT BEING A TEACHER? I enjoy sharing my love and knowledge of music with students. It is magical to work on a piece of music and watch it come to life.

IF YOU COULD LIVE IN A BOOK, TV SHOW, OR MOVIE, WHAT WOULD IT BE? WHY? I would live in the movie Willy Wonka and the Chocolate Factory because it would be so much fun to live in a world made of chocolate and candy!

WHAT IS YOUR FAVORITE TYPE OF MUSIC? That is a trick question for a music teacher! I love all types of music, but jazz is one of my favorites.

DO YOU PREFER COFFEE OR TEA? ICE CREAM OR FROZEN YOGURT? Coffee. Ice Cream.

IF YOU COULD TIME TRAVEL, WHERE WOULD YOU GO? I would go back to the 1920s. I think it would be amazing to experience the culture and music of New York City at that time.

WHAT’S YOUR FAVORITE SEASON AND WHY? My favorite season is fall because I love pumpkin spice everything! I also love cooking and preparing for the holidays with my mom.

DO YOU HAVE A FAVORITE QUOTE OR MANTRA YOU LIVE BY?

WHAT IS YOUR FAVORITE TYPE OF MUSIC?

My favorite quote is, “Don’t tell me the sky’s the limit when there are footprints on the moon.” I love this quote because it reminds me that anything is possible.

I like most music, but I really love singer songwriter, folky, tunes. I especially like when they add a little electronic sound to these types of songs. I used to absolutely hate country music, but my road trip Down South last summer changed my tune.

TELL US ONE FUN FACT ABOUT YOURSELF. When I was 12 years old, I got to play clarinet with the New York Pops Orchestra. I performed at their annual gala at Carnegie Hall with famous musicians such as, Kid Rock, Liza Minnelli, and the cast of Jersey Boys.

ANNA GERHARD EC Assistant Teacher

WHAT LED YOU TO BECOME A SPECIAL EDUCATION TEACHER? I believe being trained as a special educator should be a requirement for all teachers. I find it incredibly important and necessary to know how to modify and adapt your teaching style, method, and materials to fit the needs of all learners. I wanted to be a teacher because I love working with children, but my interest in special education came from my desire to help as many children as I could to the best of my ability, regardless of the setting.

WHAT SCHOOL DID YOU GRADUATE FROM? I graduated from Smith College with a B.A. in Education and Child Study in 2012. In May, I graduated from the Graduate School of Education at Fordham University with a Master of Science Degree in Teaching. I earned a dual degree in Early Childhood Education and Early Childhood Special Education.

WHAT IS YOUR FAVORITE THING ABOUT BEING A TEACHER? My absolute favorite thing about being a teacher is all of the wonderful conversations I get to have and the connections I get to make with my students. I love watching them light up when they are sharing something they are excited about, something that makes them laugh, and especially something that they are proud of.

IF YOU COULD LIVE IN A BOOK, TV SHOW, OR MOVIE, WHAT WOULD IT BE? WHY? I think I would choose to live in pretty much any Hayao Miyazaki film because he creates the most beautiful and fantastical scenery I have ever seen. Howl’s Moving Castle and Spirited Away are my personal favorites.

DO YOU PREFER COFFEE OR TEA? ICE CREAM OR FROZEN YOGURT? I definitely prefer coffee. I need (too) many cups a day. However, I really only enjoy iced coffee with nothing added. I am sadly not an ice cream or frozen yogurt fan - but I absolutely love sorbet and dairy free frozen “yogurt,” especially with fruit toppings.

IF YOU COULD TIME TRAVEL, WHERE WOULD YOU GO? I used to spend summers with my grandparents in central Oregon. They have since moved to Colorado, which is just as beautiful, but I miss the time I spent with my cousins and grandparents running around there. We would bike, canoe, swim, and camp. It may seem like, what? Of all the times and places? But this would have to be first on my list for all the sentimental and personal value it has to me. I suppose after that, the sky’s the limit.

WHAT’S YOUR FAVORITE SEASON AND WHY? My favorite season would have to be either fall or spring. I think I enjoy both so much because of the cooler weather and the beautiful array of colors that they each bring.

DO YOU HAVE A FAVORITE QUOTE OR MANTRA YOU LIVE BY? I do not have any specific set of words that I live by, but I do try and make the most of all situations or circumstances I find myself in. I try to see the positive, or the silver lining, so that I can have the best experiences possible. There is always something to learn or reflect on.

TELL US ONE FUN FACT ABOUT YOURSELF. I taught (and continue to teach) myself the ukulele! I have been working on it for the past two years now, purely for fun. I love music and love being able to play and sing along to some of my favorite songs. Coming together with friends to make and play music is one of my favorite things to do.

Gaynor Gazette I SUMMER 2016

CLASS PROJECTS

Therapeutic Art: EC Students Learn to Express Themselves Once a week, Early Childhood students participated in Therapeutic Art to foster their social development, explore emotions, and expand their understanding of emotions without language. Led by Ms. Saad, ATRBC, LCAT, and EC Head Teacher, the curriculum helped students garner a better emotional understanding of themselves, one another, and their learning challenges. Through various forms of art, students enhanced their social-emotional and problem solving skills. For example, students created trade cards to support development of empathy and self-regulation. Each trade card had a strategy on it that could help in a variety of situations, whether someone was upset, anxious, excited, or feeling tired to name a few. Students thought about their own tools for self-regulation and shared those tools with another friend. Through round-robin drawing, students learned about shared space, patience, and flexibility as a drawing was passed from student-to-student, returning vastly different from what each student may have envisioned at the start. Puppetry arts assisted with building imagination; students constructed scenery for puppet shows and different scenarios that were subsequently acted out. Ms. Saad said, “Therapeutic Art provided each student with constructive means of nonverbal selfexpression, no matter the situation, which enhanced their abilities to communicate with and better understand their relationships with peers, teachers, and parents.”

A Northeast Native American Exhibition As a part of their Social Studies curriculum, Ms. Buckles/Fung’s class worked for a month to create renditions of artifacts, foods, and models of Northeast Native American life from hundreds of years ago. Students worked individually or with a partner to research, write, plan, and create representations of their topic of interest such as wampum belts, weapons and tools, cornhusk dolls, lacrosse sticks, and a mask of “Old Broken Nose,” the original Native American spiritual healer of the False Face Society. A few students studied more social and cultural aspects, such as the Longhouse Village and Native American Festivals, and created a replica and mural of each. Finally, students composed a cookbook and prepared succotash for their guests to taste at the exhibit. The Northeast Native Americans would have been proud of the effort shown by these students.

Silver Cluster Creates Sensory Settlers

Ancient Mesopotamia Meets Social Media

In Social Studies, Silver Cluster students learned about different settlements that came to North America as a result of European exploration. Specifically, they focused on three settlements: Roanoke, Jamestown, and Plymouth. The classes of Ms. Sandler/ Hoffman, Ms. Kalter/Mr. Keenan, and Ms. Bermel/Peng joined together for a project in which students were split into three groups to create “sensory settlers” for each settlement. Students put themselves in the shoes of the settlers and thought about what the settlers would have seen, heard, felt, eaten, etc. After much collaboration, life-size settlers were created by tracing a team member and coloring the settler based on what they thought their settler would be wearing. To finish the project, all three classes participated in a museum walk to view the “sensory settlers” from the other groups.

Green Cluster students in Ms. Maylath/Simonson’s class combined their study of Ancient Mesopotamian social classes with social media in a unique class project: Sumerian Selfie Profile Pages. The class studied the people of Sumer, one of the earliest civilizations of Ancient Mesopotamia, and was tasked with creating a “Facebook” page (a.k.a. Selfie Profile Page) as if they were a Sumerian. Each student wrote a factual biography for their Sumerian based on their social class, along with profile details like age, home city-state, occupation, and social class. They also constructed a small newsfeed of recent posts, which illustrated some of the real-life experiences the Sumerian may have faced during the time period.

DIVERSITY INITIATIVES

We are all “Allies”

Respect. Honesty. Courage. These three words are the cornerstone of Gaynor’s Community Values Committee (CVC), a wide-ranging initiative intended to foster an inclusive environment that supports and celebrates each individual in our school community. One of the outcomes of the CVC’s efforts this year has been the installation of “I Am an Ally/Safe Zone” signs outside classrooms and offices. Dr. Matoto, school psychologist, spearheaded the Ally/Safe Zone initiative. According to the Human Rights Campaign, an ally is “a person who is a member of the dominant or majority group who works to end oppression in their personal and professional life through support of, and as an advocate for, the oppressed population.” At Gaynor, everyone can act as an ally to support diversity, and now can show their support through the display of these signs. A unique project that required the participation of the entire student body was the creation of an Activist Quilt for the North Building lobby. The Activist Quilt was the brainchild of members on the Community Values Committee who wanted to find an activity that would be both meaningful and visually appealing. Ms. PlylarMoore, drama teacher, led this effort to create squares for a wall-sized paper “quilt” featuring one activist per class. The students’ efforts were supported by their classroom teachers, Ms. Sortino, Ms. Rachlin, and Mr. Gaynor.

PA Diversity Committee Hosts Community Events The Parents’ Association’s Diversity Committee brought vibrant programming to the Gaynor community this spring. On February 9, parents and faculty members gathered to listen to Dr. Eliza Byard, Executive Director of GLSEN, the Gay, Lesbian & Straight Education Network. GLSEN is a national organization focused on ensuring safe schools for all students, regardless of their sexual orientation, gender identity or gender expression. Dr. Byard shared her thoughts and perspectives on what schools and educators need to know about gender identity and sexual orientation. She then shared strategies for creating and ensuring an inclusive school environment. For a bit of off-campus fun, Gaynor families of color met up for a “party in the park” at Jackie

Robinson Park in Harlem on April 10. The parents shared stories over muffins and coffee while the kids kept warm in the chilly weather by playing soccer, creating chalk drawing masterpieces, and wheeling around the park on their scooters. In May, the Gaynor community warmly welcomed the esteemed writer of children and adolescent books, Jacqueline Woodson, who was named The Young People’s Poet Laureate by the Poetry Foundation of America. Ms. Woodson joined parents, students, and faculty to share stories about her passion for writing, and to discuss how important diversity is in the shaping of her themes. She met with families afterward for a book signing. Gaynor Gazette I SUMMER 2016

SCHOOL TRIP

Blue Cluster Explores Our Nationâ€™s Capital

WINTER 2016 SUMMER 2016 I I Gaynor GaynorGazette Gazette

WINTER ARTS SCHOOL FESTIVAL TRIP

This May, Blue Cluster students explored iconic monuments and museums and experienced a once-in-a-lifetime visit to the White House on a three-day trip to Washington, D.C. The annual trip allowed students to bring their history lessons to life while enjoying our nation’s capital with their classmates. Ms. Bentsen, Blue Cluster Head Teacher, explained, “One of my favorite aspects of the Washington, D.C., trip is that it takes what we learn about American history in the classroom out into the field. Students can view Abraham Lincoln’s famous hat, the famed Woolworth lunch counter that was the symbolic beginning of the Greensboro sit-ins, and the Star Spangled Banner flag that inspired Francis Scott Key to write our National Anthem.” She continued, “The trip gives students a chance to spend some quality time with our founding fathers, to read their famous words, and to take in the magnificent details of each war and presidential monument.” On the first day, the classes of Mr. Meyer/ Ocasio, Ms. Felt/Book, Ms. Barnwell/Greer, Ms. Bentsen/Nielsen, and Ms. Kasindorf/

Ngau headed by bus from Gaynor directly to the International Spy Museum, a museum exploring the craft, practice, history, and contemporary role of espionage. After dinner, American History I students went to the Washington Monument and to the Lincoln Memorial, and American History II students went to the FDR Memorial and the WWII Memorial. Day two featured visits to the Smithsonian museums and a boat tour of the Potomac River (with dancing!). Blue Cluster student Izzy Veyssi said, “We enjoyed seeing many sights that represent American History.” Her classmate Navah Goldblum added, “The Museum of Natural History had a wonderful exhibit about photography. The pictures were very detailed and captivating.” On their final day, students visited the Dwight D. Eisenhower Executive Office building in the White House for a truly unique experience. Associate Director of the White House Office of Public Engagement, Maria Town, arranged the visit with Alexis Perlmutter, Confidential Assistant of the U.S. Department of Education Office of Special Education and Rehabilitative Services; DJ Patil, Chief Data Scientist of the United States;

Julie Rodriguez, Deputy Director of the White House Office of Public Engagement; and Seth Andrew, Senior Advisor of the White House Office of Science and Technology. Patil spoke to the students about his personal experience with dyslexia, and Andrew spoke of his experience with dysgraphia. Blue Cluster student Ming Robinson said of the experience, “We got to apply what we have learned about ourselves in Student Advocacy while speaking to policy makers at the White House. They had very inspirational life stories about how each one of them succeeded and we were able to relate to them.” Ms. Kasindorf, Blue Cluster Head Teacher, added, “D.C. is always a memorable trip for the students and the teachers. This year we had a wonderful opportunity to visit the White House and speak to important policy makers. It was inspirational to hear these stories, but it was more powerful to watch our students’ engagement and motivation throughout the experience.” What an amazing opportunity for our students!

Gaynor Gazette I SUMMER 2016

FIELD TRIPS

Willow Room Finds a Rainbow of Color in Community Garden

Yellow Cluster Learns About Lower East Side Tenements

Willow Room students took a trip down the block to the West Side Community Garden during the annual Tulip Festival for a “color hunt.” In class, they had studied life cycles, including those of plants and butterflies. They learned that a flower starts as a seed, grows into a seedling, then a plant, and finally a flower. They planted their own flower seeds in the classroom, but knew they wouldn’t bloom before they end of the year, so they visited the West Side Community Garden to see the flowers there. Prior to their visit, they read the book Planting a Rainbow by Lois Ehlert, and during their visit to the Community Garden they searched for all the colors they could find. Students found red, orange, yellow, green, blue, purple, lavender, magenta, pink, and white. To culminate the trip, they made a photo garden of pictures from the trip and hung it outside their classroom door.

Yellow Cluster students traveled back in time to the Lower East Side Tenements where they were greeted by immigrants who welcomed the students into their home. Immigrants from Ireland and Greece told the students about life back in their homeland, their voyage to America, and life in the tenements once they arrived. It was eye-opening for students to see how small the tenements were. Afterwards, they toured the Tenement Museum and had lunch at the famous Lombardi’s Pizza.

Silver Cluster Visits The Science Barge

A Breath of Fresh Air: Green Cluster Visits Queens County Farm

To celebrate Earth Day, the Science Department planned a funfilled field trip for the Silver Cluster. On Friday, April 15, the entire Silver Cluster boarded school buses and headed to The Science Barge in Yonkers. The sun was shining over the Hudson River and they were able to spend the day outside in the beautiful weather. The Science Barge is a sustainable urban farm floating on the Hudson River. Students learned about composting, reusable energy sources, and greenhouse gardens. Some students were able to pedal on a bicycle to try to make light bulbs light up, while other students held worms and placed them in the composting bins. The cluster toured the greenhouse and learned about gardening efficiently. After the tour of The Science Barge, they went on an interactive scavenger hunt around the town. Students learned about the various plant and animal life living in the surrounding park and rivers.

WINTER 2016 I Gaynor Gazette

Not too far from Gaynor, but what feels like a world away is the Queens County Farm, where Green Cluster students were able to take in some fresh air and some not-so-fresh scents during their field trip this spring. Students learned about the history of the farm and the animals that call it home, including sheep, goats, pigs, alpaca, and chickens. They went on a hayride, visited various types of greenhouses, observed compost piles (from a distance), and picked up trash. Hand feeding the goats was a highlight of the trip!

CLARE AND RACHEL’S CORNER

Clare and Rachel’s Corner

Raising a Socially Resilient Child By Rachel Matoto, Psy.D. and Clare Cosentino, Ph.D. One of the most vital tasks of childhood is forming and maintaining friendships. It is in the context of friendships that children learn to understand and express emotions and ideas, resolve conflicts and tolerate frustration, learn healthy assertion, increase their appreciation for diversity, and acquire leadership and cooperative skills. To succeed, the child must not only develop solid social skills, but also demonstrate resiliency. A socially resilient child can size up a challenging friend situation, think about his/her options, and choose a strategy whose outcome has been carefully considered. Many of these skills need to be learned and practiced, particularly when children exhibit learning

differences.

Misinterpretation,

miscommunication, impulsivity, and difficulties shifting can all impact a child’s ability to navigate a successful social life. How can

1. Learn and practice emotional intelligence. When children can identify and articulate their emotions, they are better able to regulate their behavior and can be more understanding of others. 2. Empathy and active listening are what children want most when talking to their parents. It allows children to feel heard and validated. It is an opportunity to brainstorm ways to navigate social situations. 3. Foster open and ongoing communication about friendships. Share your own experiences, share different emotions, share your mistakes, ask guided questions. Admitting to mistakes, taking responsibility for them and saying “I’m sorry” can build trust in relationships. 4. Help your child understand that a conflict is an opportunity for change. Conflicts don’t necessarily mean the end of a relationship, but rather an opportunity to express your child’s needs in a relationship, to learn to affirm his/her values, to help define his/her standards in friendships and relationships, and problem solve. 5. Help problem solve and provide scaffolding. It is best to avoid solving the situation for your child. Develop and role play a problem-solving scenario, which can teach your child to express and communicate with self-confidence. 6. Value authentic friendships over popularity, and focus on character strengths, such as leadership, creativity, kindness, and honesty. 7. Help your child build his/her self-esteem based on interests and islands of competence, not external characteristics and status.

parents help support a socially resilient child? For a longer, more detailed presentation on this topic, particularly as it relates to friendships among girls, please go to the Parent Resources section of the Parent Portal at stephengaynor.org. The coffee talk “Raising Resilient Girls: Navigating Friendship Issues” presentation with resources is uploaded for your review.

Gaynor Gazette I SUMMER 2016

SPRING MUSICAL

Middle School Thespians

Follow the Yellow Brick Road We’re off to see the Wizard, the wonderful Wizard of Oz! Middle School thespians led the audience down the Yellow Brick Road during two phenomenal evening performances of the spring musical, The Wizard of Oz. The talented cast told the classic story of Dorothy and her dog, Toto, as they are whisked away to the magical Land of Oz after a tornado rips through Kansas. They follow the Yellow Brick Road toward Emerald City to meet the Wizard, and encounter several characters along the way. The show debuted for a full house on May 12, followed by an all-school assembly and closing evening performance on May 13. Co-directed by Ms. Shuppy and Brendan Stackhouse (a.k.a. Mr. Brendan), with the help of brilliant Stage Manager, Ms. Patti, the cast and crew diligently rehearsed twice a week from October until May to improve as actors, singers, and dancers. Each student’s confidence grew as they worked through challenges and overcame obstacles while working with one another as actors. “Theatre is always a collaborative process that requires many different skills from the cast and crew,” said Ms. Shuppy. “We are so proud of our students for sharing their talents and hearts while working together to create the wonderful Land of Oz.”

SUMMER 2016 I Gaynor Gazette

SPRING MUSICAL

CAST LIST AUNT EM

Mina Karsevar

UNCLE HENRY DOROTHY 1 DOROTHY 2 DOROTHY 3 HUNK (SCARECROW) ZEKE (LION) HICKORY (TIN MAN) MS. GULCH (WICKED WITCH) TOTO PROFESSOR MARVEL (WIZARD, OZâ€™S VOICE) GLINDA THE GOOD WITCH MAYOR OF MUNCHKIN CITY/ OZZIE BARRISTER/ OZZIE

Ben Banchik Remy Goued Zia Uehling Aly Ferdinand Ava Kimmel Anna Rogoff Zach Eisenman Philip Winter Bella Ruffalo Avery Meer Elena Giddins Jason Maggio Remi Ingerman

CORONER/ OZZIE Tyler Tang OZZIES Sophie Bohrer Eliza Bromberger Madeline Clark Stella Hirsch Francis Jarvela Jasper Maharam Morgan Reichberg Olivia Schofield Kaiden Staskowski STAGE MANAGER Ming Robinson

Gaynor Gazette I SUMMER 2016

SHOUT OUTS AND SPOTLIGHTS

Alumni Spotlight: Musical Talent from the Class of 2015 Recent alumna Sirena Beard-Galati (’15) is a glowing example of Gaynor’s ability to turn challenge into opportunity and find the “right fit” for future success. Sirena thrived during her first year of high school at Kaufman’s Special Music School, where her passion and talent for music netted her the first place award at her school’s Battle of the Bands. Additionally, she won the Singer-Songwriter Award from the Grammy Organization during Grammy Career Day at Pace University this past spring, where her performance caught the attention of Warner Music Group. Her success has not come without hard work, and she is thankful to Gaynor for helping her find her way. When she first arrived at Gaynor, Sirena was worried that the school would not be able to help her with her dyslexia, but her fears were unfounded. “On my first day at Gaynor six years ago, I remember feeling a sense of

SIRENA BEARD-GALATI

relief, freedom, and comfort,” she said. “My teachers saw the real me and searched for ways to connect to my learning needs. Gaynor gave me possibilities and taught me to see my learning difference in a positive light,” she explained. As a composer, the ability to express feelings through music is important to Sirena. At Gaynor, she gained the necessary tools to increase her academic skills and confidence, and her writing improved tremendously. “Her teachers at Kaufman marvel at her ability to self-advocate and not to be shy to ask for help. Sirena has turned what could have been a major glitch into gift,” shared her mother, Meghan Beard. “Gaynor has given her a reason to look at her learning difference in a different way. A way that makes her unique, with confidence that allows her to shine.” We are so proud of Sirena and look forward to what the future has in store for her!

The individualized education recent alumnus John Diaz (’15) received at Gaynor provided him with the tools and confidence to pursue his passion for music this past year. He successfully completed the Future Music Moguls workshop at NYU’s Tisch School of the Arts, an extremely competitive 12-week program that receives thousands of applicants for 16 available spots. The application process included a series of short essays, an example of musical talent, and a group interview. John knew he could do it because his teachers at Gaynor helped him learn to manage his dyslexia and ADHD. He is thankful for their guidance and dedication. “My teachers helped me realize that my ‘disability’ should never be an excuse to not fulfill my potential,” he explained.

SHOUT OUTS! Congratulations to Philip Winter, Blue Cluster student, for winning the top three awards from the Scholastic Art and Writing Awards for his work, A Revolutionary War Hessian Jaeger Uniform. He received the New York City Region 2016 Gold Key Award, American Visions Nominee, and The National Medal for his work. This year, the Awards reached a new milestone with more than 330,000 submissions nationwide and more than 11,000 submissions in the NYC Region. Only the top works were recognized with Gold Key, Silver Key, or Honorable Mention. We are so proud of his accomplishment! Shout out to Michael Kolodny and Charlie Keimweiss, Green Cluster students, who came in first and second place, at the Top Level Chess Tournament hosted in May at All Souls Church. Way to go! Kudos to Harper Hayne, Yellow Cluster student, who submitted his poem to the 30th Annual Water Resources Art and Poetry Contest hosted by New York City Department of Environmental Protection (DEP). With the help of Ms. De Lancy, librarian, and Ms. Hochman, art teacher, the entire Yellow Cluster submitted poems and artwork, but Harper’s poem, I Am Water, received an award. The Deputy Commissioner of the DEP presented Harper with a certificate on stage during an awards ceremony at the BMCC Tribeca Performing Arts Center in May. MICHAEL KOLODNY & CHARLIE KEIMWEISS

We are thrilled for John and look forward to his continued success in his pursuit of musical knowledge.

PHILIP WINTER

JOHN DIAZ

PLACEMENT OFFICE SCIENCE UPDATE FAIR

COLLEGE BOUND: GAYNOR CLASS OF 2012 AMHERST COLLEGE

UNIVERSITY OF CHICAGO THE ART INSTITUTE OF CHICAGO

HARVARD UNIVERSITY HAMILTON COLLEGE

ITHACA COLLEGE

BROWN UNIVERSITY SACRED HEART COLLEGE

WHEATON COLLEGE

MARIST COLLEGE

KENYON COLLEGE We congratulate the students from Gaynor’s class of 20 12 who graduated from high schoo l this year. After graduating from Gaynor, students enrolled in either 8th grade or 9th grade at public, private, an d boarding schools near and far. They were well prepared for their high schoo l career and excelle d by building upon the foundation Gaynor provided. Their eff orts paid off, and we are thrilled to share some of the wonderful colleges these students will be attending come fall.

MCDANIEL COLLEGE SKIDMORE COLLEGE

Placement Office Update By Elizabeth Python, Director of Placement

Over this past year, we have worked diligently to establish a comprehensive Placement program and central Placement Office to best support the Gaynor community as students move forward in their academic careers. Gaynor focuses on providing each student with an individualized curriculum, and we carry that same approach to Placement. As a small community, Gaynor has a unique perspective on the world beyond our walls. While each student will have his/her own personal experience at any school, the Gaynor perspective provides an outlook that can help guide and support our transitioning families when considering any school. One of the Placement Office’s main objectives is to continue to expand the scope of schools that we send students to in an effort to create as many options for our students as possible. While some schools will be a good fit for a given child, others will not. It is our goal to have each individual student placed in the best fit school for them upon their graduation or transition from Gaynor. During the Placement process, we work together with parents to identify appropriate school options, establish and maintain expectations, and create a support system that will follow the family and student through each Placement step. Gaynor Gazette I SUMMER 2016

SCHOOL EVENTS

Book Fair Literacy came to life during the Parents’ Association’s Annual Book Fair in May. Students were thrilled to welcome special guest authors Beth Ain, Nina Crews, and Tommy Greenwald who spent time reading to each class. The gym was transformed into a book store where students had the opportunity to shop for books to take home. Thank you to the PA’s Book Fair Co-Chairs, Jen Braunmiller, Jen Hanlon, and Wendy Clapp-Shapiro for a wonderful day!

Sports Nights

Reading Challenge

Gaynor Gym was filled with the sounds of friendly competition during Sports Nights over multiple days this past January. Students and parents participated in a variety of activities and games with their clusters, which showcased their athletic talents. Thank you to the Parents’ Association, Coach James, Coach Pat, Coach Yellin and Ms. Gross for planning these memorable events!

In early March, “poetry graffiti” appeared around campus on windows, doorways, stairwells, and even in the elevators to kick-off this year’s poetry-themed Reading Challenge. This challenge is a Gaynor tradition that builds our students’ love for literacy. To celebrate the completion of the Reading Challenge, students, faculty, and staff received a surprise visit from the ice-cream truck on behalf of the Reading Department!

Reading Challenge

Book Fair

Sports Nights

Author Tommy Greenwald signed my book!

Fun! Fun! Fun!

SUMMER 2016 I Gaynor Gazette

Visitors to Gaynor may have noticed the “Poetree” (i.e. Poetry Tree) in the North Lobby adorned with personalized leaves. Students across all clusters either wrote a poem on a leaf, or wrote the title to a poem they had read during their study of poetry.

SCHOOL EVENTS

Field Day Relatives’ and Special Friends’ Days

Spirit Week Students and faculty adorned in green and white filled Gaynor Gym in early February for the Spirit Week Kick-Off Assembly. School pride was ever present, and Clyde Gaynor even made a special appearance. A funfilled week followed with Team Day Tuesday, Mismatch Wednesday, Crazy Hat and Hair Day Thursday, and Red, White and Pink Day on Friday. Thank you to Ms. Felt, Ms. Nielsen, and Ms. Sortino for planning this special week to celebrate our school!

In late April, Gaynor opened its doors to the family and friends of current students for a special visit to learn all about what makes Gaynor great. Visitors were welcomed with opening remarks in the gym from Dr. Gaynor, Head of School, followed by a sneak peek short performance from the Spring Musical, The Wizard of Oz (more on pages 28-29). Guests then headed up to the classrooms where insightful presentations had been prepared to showcase a typical school day and lesson at Gaynor. Students were delighted to show their loved ones all about their school!

Green and white was on full display at Randall’s Island during Gaynor’s annual Field Day! Friendly competition, sportsmanship, and joyous laughter could be seen and heard throughout the day as the Green Team battled the White Team in a variety of activities including silly relays, track and field relays, soccer, kickball, Ultimate Frisbee, football, and more! A big thank you to Coach Fitzgerald (a.k.a. Coach Pat), Coach Melillo (a.k.a. Coach James), and Ms. Sortino for organizing the event, in addition to Coach Yellin and Ms. Gross for making sure the day ran smoothly. In the end, all Gaynor Gators were victorious and we’re already looking forward to next year!

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Relatives’ and Special Friends’ Days Colonial America presentation. Thumbs up!

Go Green! Go White!

Gaynor Gazette I SUMMER 2016

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