Issuu

GAYNOR GAZETTE SUMMER 2026

STEPHEN GAYNOR SCHOOL

THE

SERVICE ISSUE

16 Helping the Helpers How a culture of service has shaped the way Gaynor cares for students, families, and one another for generations.

20 Serving Families Expanding Access Why serving children means advocating for educational access across New York City.

GAYNOR GAZETTE STEPHEN GAYNOR SCHOOL

SUMMER 2026 Head of School Dr. Scott Gaynor Editor, Director of Communications Hervé Ernest Executive Editor, Communications Coordinator Megan Bostaph Graphic Design Office of Communications Stephen Gaynor School We Can Design That

ON THE COVER

Photography Stephen Gaynor School Staff Da Ping Luo Brett Deutsch Photography

From classrooms to communities, service is

Send alumni news to: Tia Murkison Stephen Gaynor School 148 West 90th Street | New York, NY 10024 or email alumni@stephengaynor.org

woven throughout the Gaynor experience every day.

A collection of stories celebrating service,

Comments? We’d love to hear from you. Please write to Hervé Ernest, Editor Stephen Gaynor School 148 West 90th Street | New York, NY 10024 or email communications@stephengaynor.org

community, and purpose begins on page 12.

FEATURES

14 Founded in 1962, Stephen Gaynor School is a pioneering independent, Pre-K–Middle School empowering bright students with learning differences through highly individualized education.

Mission

At Stephen Gaynor School, students with learning differences develop essential academic and critical thinking skills through individualized and evidencebased approaches, empowering them to reach their full potential. Students learn to advocate for themselves and others while actively building an inclusive community, a sense of belonging, and a belief in their own possibilities.

STEPHEN GAYNOR SCHOOL

Building Beloved Community

Preparing For What’s Next

Helping The Helpers

Serving Families, Expanding Access

Table of Contents

SECTIONS 4 Gaynor On Gaynor

36 Spring Musical

6 Coming Up At Gaynor

38 Graduation

8 Board Update

42 Relatives and Special Friends Day

10 Five Questions With... 22 Academic Divisions 30 Athletics 32 More Than a Running Club 33 Breakfast My Way 34 Gaynor Gala

44 Class Notes 46 Alumni Spotlight 48 College Bound 49 Student Shoutouts 50 Voices of Gaynor

SUMMER 2026

GAYNOR ON GAYNOR

ONE MINDSET, MANY STORIES At Stephen Gaynor School, our mission is more than a statement on a page; it is a call to action that permeates and informs every aspect of our work. Central to this mission is the charge to help students learn to advocate for themselves and others. While self-advocacy helps our students unlock their own full potential, learning to advocate for others is where the powerful connection to service truly comes alive. Service at Gaynor is not a standalone program or initiative; it is a mindset. It is woven into the very fabric of our school DNA, showing up in how we teach, how we support our families, how we share our expertise, and how we actively build an inclusive community, a sense of belonging, and a belief in our students’ own possibilities. Much of this profound work happens quietly through the everyday choices our faculty and staff make to put our students and families first.

Throughout the pages of this issue, you will see how service and advocating for others are approached from many unique angles: We explore service through the lens of belonging in Building Beloved Community, which highlights our efforts to create an environment where every individual feels deeply seen, valued, and connected. This foundational instinct to support and advocate for others is further examined in Helping the Helpers. Donna Logue, Director of the Lower School, shares moving reflections on the days following September 11, 2001, demonstrating that our immediate response as a community has always been to simply ask, How can we help? Our mission is also lived through how we open our doors to the world, extending our advocacy beyond our school walls. In Serving Families, Expanding Access, written by our Director of Enrollment Management, Amy Warden, we view the admissions process as a vital form of service. This piece illustrates how we guide families through what can be an overwhelming journey while actively advocating for greater access to specialized education.

“SERVICE AT GAYNOR IS NOT A STANDALONE PROGRAM OR INITIATIVE; IT IS A MINDSET.” —DR. SCOTT GAYNOR, HEAD OF SCHOOL

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We look at how our divisions intentionally support students during pivotal moments in The Next Big Step, which showcases how the Intermediate Division navigates one of the biggest developmental shifts in our students’ lives, preparing them to take on greater independence. Service and community also come alive outside the classroom, as seen in More Than a Running Club, which explores teamwork, encouragement, and the power of showing up and advocating for one another. Finally, our stories bring us full circle by showing how the commitment to serving others extends far beyond graduation. In In Service to Future Learners: How Charlotte Brown ’15 Found Her Calling in Education, you will read about an alumna who chose a career in education because of the profound example set by the teachers who supported and advocated for her here. Whether through an admissions conversation, a running club, or a graduate returning to the classroom, service at Gaynor is ultimately about preparing our students to go out, stand up for others, and make a positive difference in the world. The stories that fill the following pages are a testament to a community that cares deeply about our mission and lives it every day through quiet, purposeful actions. We are so proud of our students, faculty, and alumni, and we hope you enjoy reading their stories.

STEPHEN GAYNOR SCHOOL BOARD OF TRUSTEES 2025-2026 Benjamin Shapiro – Chair Jillian Marcus – Vice Chair Kathy Sutherland – Treasurer Benjamin Hamilton – Secretary Kristine Baxter Josh Bronstein Lorie Broser Cara Chambers Grant Duers *Sheri Farber - Parents’ Association Co-President Adey Fisseha *Dr. Scott Gaynor - Head of School Dr. Ángel Gonzalez Jennifer Hartmann Megan Hogan EB Kelly Katherine Leitch Kristofer Mastronardi Jonathan Neave Samantha Regan Keech Combe Shetty Katy Williamson *Ex officio member

TRUSTEES EMERITI Dr. Mary Fitzpatrick Jo Ann Gaynor Gordon Gaynor

Dr. Scott Gaynor Head of School

ADVISORY COUNCIL Linda Hsu Gianni Lopez Elise Mordos ’04 Beth Pristaw Josh Wiener

SUMMER 2026

COMING UP AT GAYNOR

Family Orientation for Classrooms welcomes parents and caregivers into the new school year, offering an opportunity to meet classroom teams, learn about daily routines, and begin building strong home-school partnerships.

New Parent Cocktail brings together families who are new to the Gaynor community for an evening of conversation, connection, and the opportunity to meet fellow parents, faculty, and school leaders.

Apple Picking returns as one of Gaynor’s favorite fall traditions. Students head to Demarest Farms for a day of apple picking, hayrides, fresh cider donuts, and time outdoors with classmates and teachers.

Join us as we celebrate the 20th Anniversary of the Community Learning Center, honoring the educators, partners, and community leaders whose collaboration has expanded Gaynor’s impact across New York City.

Breakfast My Way continues its tradition of celebrating the many cultures, traditions, and identities that make up the Gaynor community through food, storytelling, and connection.

F The annual Book Fair returns with an exciting selection of books, opportunities to discover new authors, and plenty of school spirit for readers of every age. G

Winter Concerts showcase the creativity, confidence, and growth of Gaynor students as they take the stage to celebrate the season through music and performance.

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SEPTEMBER | Apple Picking One of Gaynor’s most beloved traditions returns as students travel to Demarest Farms for a day of fall fun. From hayrides through the orchard to picking apples alongside classmates and teachers, the trip celebrates community, friendship, and the changing seasons. Students also enjoy farm animals, fresh cider donuts, and opportunities to bring their harvest home or use it in classroom activities. More than a field trip, Apple Picking is an early school-year tradition that helps build connections, create lasting memories, and welcome fall together as a community. Friday, September 25.

E F

16 21

OCTOBER | Celebrate the Community Learning Center’s 20th Anniversary! For two decades, the CLC has extended Gaynor’s expertise beyond our classrooms, partnering with educators, families, and public schools across New York City. Join us as we celebrate this milestone by honoring CLC founder Donna Logue, Community Champion Award recipient Gale Brewer, school partners, and community supporters who have helped strengthen educational opportunities for countless students. Friday, October 16.

OCTOBER | Breakfast My Way continues one of Gaynor’s favorite community traditions, bringing families together to celebrate the diverse cultures, holidays, and traditions represented throughout our school. Hosted by members of the Gaynor community, each breakfast offers delicious food, meaningful conversation, and opportunities to learn from one another while strengthening the connections that make our community so special. Wednesday, October 21.

OCTOBER | The annual Book Fair transforms Gaynor into a celebration of reading, curiosity, and discovery. Students browse hundreds of books, meet visiting authors, and leave with exciting new stories to enjoy at home and in the classroom. Organized with the support of dedicated parent volunteers, the Book Fair has become a favorite tradition that encourages a lifelong love of reading while bringing the community together. Wednesday, October 28.

DECEMBER | Our Winter Concerts celebrate the confidence, creativity, and musical growth of Gaynor students. Pink, Red, and Yellow Clusters perform on December 9, followed by Orange and Silver Clusters on December 10. Family and friends are invited to enjoy these joyful performances that highlight students’ hard work, collaboration, and the many talents that shine throughout the Gaynor community. Wednesday and Thursday, December 9 and 10.

SUMMER 2026

BOARD UPDATES

A NEW CHAPTER FOR GAYNOR’S BOARD OF TRUSTEES:

Honoring Legacy, Welcoming New Leadership

trong schools are built by dedicated educators, engaged families, and thoughtful governance. At Stephen Gaynor School, the Board of Trustees has played a vital role in shaping the school’s growth, strengthening its mission, and ensuring that generations of students receive the support they need to thrive.

Incoming Board Chair, Ben Shapiro

As the 2025–2026 school year draws to a close, Gaynor pauses to honor the trustees whose vision, commitment, and leadership have helped shape the school we know today, while welcoming those who will carry that important work forward. No departure this year is more deeply felt than that of Grant Duers. Dr. Scott Gaynor, Head of School, reflected, “Grant’s leadership as a Board Member and Chair has fundamentally shaped who we are today. He leaves a lasting legacy at Stephen Gaynor School, and while he will be sorely missed, his impact will be felt for years to come.” When Grant joined the Board of Trustees in 2016, Gaynor was already a school of distinction. What followed over the next decade was something rarer: sustained, purposeful growth that never once came at the expense of the children it was meant to serve. That is not an accident. It is the result of leadership that understood, with uncommon clarity, that excellence and expansion are not natural allies; they must be carefully negotiated, year after year, in every budget meeting, strategic conversation, and governance decision. Grant is the father of two Gaynor graduates, —PJ, Class of 2019, and Anna, Class of 8

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Board member EB Kelly, Board Chair Megan Hogan

2025— and that family connection was never incidental to his service. It informed everything. He knew what this school meant because he had seen it change lives firsthand, and that knowledge gave his leadership an informed sense of purpose. As Board Chair and a steady presence across nearly every committee, Grant did something that boards rarely do well: he built for succession. He identified, recruited, and mentored the trustees who now sit alongside him, ensuring that the institution’s strength would not depend on any single person, including himself. The board Gaynor has today is, in no small measure, Grant’s creation. He leaves behind not a gap, but a foundation built on success.

Jane Gundell and Grant Duers

Grant Duers is, and will always remain, part of this school. We are grateful beyond what these pages can adequately express. This year also marks the conclusion of Megan Hogan’s tenure as Board Chair. Since joining the Board in 2021 and assuming the role of Chair that same year, Megan has guided Gaynor through the full arc of its strategic plan, from conception to implementation, with a steadiness that the school community came to rely upon. Under her leadership, Gaynor deepened its reach across New York City and expanded the experiences available to its students. Her ability to balance strategic vision with genuine care for the people who make this school special earned

PA UPDATES

her the trust and respect of colleagues throughout the organization. Gaynor now looks ahead with confidence as Ben Shapiro assumes the role of Board Chair. A dedicated trustee and thoughtful leader, Ben brings a deep commitment to the school’s mission and a clear understanding of the opportunities that lie ahead. Building upon the strong foundation established by his predecessors, Ben will help guide Gaynor through its next chapter of growth and impact. His leadership comes at an exciting time for the school, as Gaynor continues to expand opportunities for students, strengthen its programs, and advance its long-term vision. The school is pleased to announce Kathy Sutherland as incoming Chair of the Finance Committee and Jen Hartmann as incoming Chair of the Investment Committee. Jillian Marcus, who continues to serve the Board with distinction, steps into her new role as Vice Chair. Together, they bring the kind of expertise and commitment that help institutions thrive. Gaynor is equally proud to recognize EB Kelly and Dr. Ángel R. Gonzalez, who joined the Board in September 2025 and have distinguished themselves through their engaged and substantive contributions to the work of the Board. We are also delighted to welcome Kate Leitch and Josh Bronstein to the Board of Trustees and look forward to the insight, experience, and leadership they will bring to the Gaynor community in the years ahead. We are grateful to our past and current board leadership, whose expertise and commitment to our mission have helped Gaynor unlock the potential in each child.

PA Roundup for 2025-2026 The Parents’ Association has concluded another phenomenal year, marked by vibrant community engagement and successful initiatives that furthered Gaynor's mission. Leading the charge this year were Co-Presidents Seth Rosen and Sheri Farber, whose leadership was at the forefront of every milestone achieved. We kicked off our event calendar with a highly successful "Breakfast My Way," a tradition that allows our community to share and celebrate diverse heritages through food and conversation. Building on that initial success, we held three additional breakfasts throughout the year, ensuring that our commitment to diversity and inclusion remained a consistent theme. One of the most joyous highlights of the year was our Skate Night at Chelsea Piers. This event hosted our entire Gaynor community, bringing together nearly 500 friends and family members for an evening of festive activity and connection. The annual Book Fair proved to be an incredible hit once again. Parents enjoyed the opportunity to shop for their favorite titles alongside their favorite people, resulting in significant sales that directly benefit our school programs. In February, one of our most beloved traditions returned: the Valentine’s Day Bake Sale. Students and staff were delighted by a wide array of tasty

treats, creating a festive atmosphere throughout the building. While many of our successes are visible at large-scale events, much of the vital work happened behind the scenes. Our Class Representatives worked tirelessly to keep classroom parents informed and connected. By planning off-site playdates and fostering activities for both individual classrooms and entire clusters, they played a crucial role in strengthening the fabric of our parent community. As the year moved swiftly toward its conclusion, we celebrated Faculty and Staff Appreciation Week. This week was dedicated to pampering and thanking the dedicated professionals who support our students every day. The week’s highlights included: • Professional massages and an espresso bar. • A personalized candy bar for a mid-day treat. • Lunch gift certificates. • A beautiful flower bouquet for every faculty and staff member to end the week. We are incredibly fortunate to have such an active and dedicated parent community. None of these wonderful events would be possible without your volunteerism, enthusiasm, and unwavering support for Stephen Gaynor School.

SUMMER 2026

FIVE QUESTIONS WITH...

John Greco John Greco has been part of the Gaynor community for nearly 10 years as a Physical Education Specialist and Director of the After School Program. A lifelong athlete, Coach Greco brings his passion for movement, health, and wellness to his work, helping students build confidence and experience a sense of belonging. For this edition of “Five Questions With...,” we sat down with Coach Greco to learn about his journey into education, what he enjoys most about teaching P.E., and the student moments that have made the greatest impact on him.

A & B Coach Greco pictured with his family.

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1 2 3 What was your journey into teaching, and how did you find yourself at Gaynor?

My teaching journey and how I found my way to Gaynor really stem from a lifelong love of sports. Growing up, my world revolved around athletics. I was a dedicated three-sport athlete in football, ice hockey, and baseball from youth leagues through high school. That passion shaped my early career path and led me to earn my Bachelor’s degree in Athletic Training.

I then spent several years as a personal trainer, group exercise instructor, and strength and conditioning coach. During that time, I had a major realization: a true, lifelong commitment to health and wellness almost always starts at a young age, just like it did for me. If I wanted to make a lasting impact, I needed to reach kids early, and that pointed me straight toward education. After earning my Master’s in Teaching for Physical Education, I spent four fantastic years at another school. When I saw an opening for a P.E. Specialist at Gaynor, it felt like the perfect match. I came in for a demo lesson, fell in love with the school’s energy, and have

been here ever since. It is hard to believe it has been almost 10 years.

where they feel a profound sense of belonging.

What do you enjoy most about teaching P.E.?

Last school year, I focused on supporting a new student who was apprehensive about starting at Gaynor. From the first class, they showed an eager desire to learn and trust their coaches, building meaningful connections through Physical Education and the After School Program.

Do you have a favorite student story?

What I enjoy most is the incredible energy our students bring to the gymnasium and field house each day. Children possess an innate desire to move, explore, and collaborate. Rather than simply participating, they immerse themselves in lessons, constantly problem-solving, communicating, and integrating new skills. Teaching across all divisions has taught me to adapt my approach to the needs of each age group. Whether helping our youngest learners discover fundamental motor skills or guiding older students through complex team dynamics, building that daily rapport helps every child feel seen, valued, and understood. The gym and field house are also wonderful arenas for character development, where students demonstrate honesty, respect, teamwork, and sportsmanship. The true reward is seeing students happy and active in a space

In the gym and field house, I focus on athletic skill development and gameplay, but the After School Program reveals students’ full personalities. I enjoy seeing them pursue interests like chess, art, or STEM, which adds cherished depth to our relationships. The role also helps bridge the gap between school and home. Parents trust that their children are in a safe, enriching extension of the Gaynor day.

During our first Parent-Teacher Conference, their parents shared that when asked if they had made any friends, the student enthusiastically listed several classmates and concluded with, “and Coach Greco!”

My leadership is rooted in the mentorship of a previous Director who taught me to run the program with empathy and care. I aim to honor that legacy by ensuring it remains a place of joy and belonging for every student.

As an educator who routinely refers to his students as “friends,” I have never found the weight of that term more profoundly impactful.

What do you do when you’re not at Gaynor?

5 4 You’re also the Director of the After School Program. What part of that role is most fulfilling?

Serving as After School Director allows me to connect with students and families beyond the school day.

When I am not at Gaynor, my time is primarily dedicated to my family. We stay active by playing sports, attending sporting events, taking walks around town, spending time at the pool, and vacationing with friends. We also enjoy unwinding at home with video games or movies.

SUMMER 2026

THE SERVICE ISSUE

THE SPIRIT OF SERVICE SERVICE IS NOT SIMPLY SOMETHING WE DO—IT IS PART OF WHO WE ARE.

t Stephen Gaynor School, service is how community comes to life. Rooted in empathy, purpose, and the belief that every child can make a meaningful difference, it shapes the way we learn, lead, and care for one another. Sometimes

service is found in everyday moments—a helping hand, a handwritten note, a classmate’s encouragement. Other times, it calls a community to come together in extraordinary ways. The stories that follow reflect a spirit that has been part of Gaynor for generations, reminding us that service is not simply something we do—it is part of who we are.

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SUMMER 2026

THE SERVICE ISSUE

Building Beloved Community “OUR STUDENTS ANSWER THIS ESSENTIAL QUESTION EVERY DAY, IN BIG AND SMALL WAYS, GUIDED BY FACULTY AND STAFF WHO BELIEVE IN THE VALUE OF SERVICE AND MODEL IT INTENTIONALLY FOR THEM.”

hen I envision the community we are striving for here at Gaynor, one where the dignity and value of every member is affirmed, and a sense of belonging is attainable for all, Dr. Martin Luther King Jr.’s vision of The Beloved Community comes to mind as a source of inspiration. Dr. King envisioned a world where people could live together, committed to nonviolence, inclusion, and brotherhood. In 14

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The Beloved Community, respect for human dignity would eliminate homelessness, poverty, racism, discrimination and bigotry, and an acceptance of conflict as a natural part of life would eliminate the need for violence and war. Dr. King once said, “Our goal is to create the beloved community… and this will require a qualitative change in our souls as well as a quantitative change in our lives.” While he may not have had Stephen Gaynor School in mind when he made that statement, I think all communities, especially schools, that strive to be culturally stronger and more inclusive can take meaning from Dr. King’s words. There is inner work we all can do to open our hearts a little more each day, and outer work, like acting on our values, that is necessary to move us closer to Dr. King’s dream. When pondering the steps to achieving Gaynor’s DEI mission, I ask myself what values we readily act on as a school to be more inclusive, equitable, and restorative, for those values are our own unique foundation for growth. Since joining the Gaynor community three years ago, I have noticed one Gaynor value consistently demonstrated by students, employees, and families: service.

This fall, there was considerable concern about SNAP benefits being revoked for New Yorkers and the rise of food insecurity in our city. Dr. Gaynor and many other members of our community felt immediate urgency to join in the effort to gather and distribute as much food as possible to our neighbors in need. In response, we extended our annual food drive and reached out to additional local pantries to explore ways we could support their efforts. Students, faculty, staff, and families joined in a robust effort to gather more food than we ever had before, and through our additional partnership with the NY Common Pantry, we donated over 800 pounds of food to New Yorkers in need. What heartened me most about the food drive experience this fall was not the amount of food donated, but the swift response of the Gaynor community when the need presented itself. We had never collected food for two pantries at once before. This effort required increased coordination among Administrators, staff, faculty, and students. From the Yellow Cluster Community Service Club members who made additional signs, to the Blue Cluster students who researched and presented on the importance of SNAP benefits at Town Halls and assemblies, to the faculty who coordinated sorting food for both food drives and the facilities staff who kept everything organized, there was a collective energy and understanding that this was a moment where our community needed to pull together and be of service to others. There was a shared desire to do what was right and to make a difference. Moments like these inch a community closer to realizing its mission, for it is in practicing our values actionably and with intention that we come to embody those values as a collective. There are many more examples from this past school year of students and faculty working together to express the value of selfless service. One such example, like our food drive, grew from our community’s concern about food insecurity: the Lasagna

BUILDING BELOVED COMMUNITY

“THE SIMPLE ACT OF LISTENING IS TRULY A GIFT.”

Love initiative, done in collaboration with Pink and Blue Cluster students. Lasagna Love is a global nonprofit that connects volunteer chefs with neighbors in need, delivering homemade meals directly to their doorsteps. Founded to alleviate food insecurity and reduce the stigma around asking for help, the organization operates entirely on the compassion of others, “offering a warm meal—and a moment of relief—without judgment.” With the support of Music Teacher Michael Piedmont and Upper Division Director Christine Karamanaglou, Pink and Blue Cluster students worked together to assemble and bake lasagnas. Faculty remarked at how enthusiastically the students engaged in the project, knowing that their efforts would make a small difference in someone’s life. This moment of collaboration and inter-divisional servicelearning has grown into a new tradition for Gaynor, one that Mr. Piedmont will continue to spearhead next year, with the intention of bringing more warm meals to our neighbors and more opportunities for our students to experience the joy of serving others.

Finally, there are ways our students learn to be giving to each other and themselves in daily situations that enhance the strength of the Gaynor community. I have sat in many restorative circles this year where Gaynor students and employees are learning to listen deeply to each other without interruption. I often remark that the simple act of listening is truly a gift. When we slow down to hear each other’s stories with our full attention and respect, we affirm each other’s value, deepen our sense of belonging, and strengthen our connections. Restorative circles promote the lifelong skill of deep listening that will serve our students well beyond their years at Gaynor. Dr. King famously said, “Life’s most persistent and urgent question is, ‘What are you doing for others?’” He understood that a life of service was a life of purpose, and that achieving The Beloved Community hinged on each individual’s willingness to give of themselves for the collective thriving of humanity. Our students answer this essential question every day, in big and small ways, guided by faculty and staff who believe in the value of service and model it intentionally for them.

As we look ahead to the next school year, I welcome new, bold ideas for how Gaynor community members can serve one another and our neighborhood. Let’s build on our foundational value of service to find deeper and more meaningful ways to connect with each other in the spirit of kindness, giving, and generosity. In doing so, just like Dr. King prescribed, we can open our hearts a little more while taking intentional steps towards the community we want to see.

Stella Heyliger-Mulatu is Stephen Gaynor School’s Director of Diversity, Equity and Inclusion and Chair of the Arts. She works closely with students, faculty, staff, and families to strengthen a culture of belonging where community, empathy, and service are lived values every day.

SUMMER 2026

THE SERVICE ISSUE

HELPING THE HELPERS

TWENTY-FIVE YEARS AFTER SEPTEMBER 11, A LOOK BACK AT THE VALUES THAT CONTINUE TO DEFINE THE GAYNOR COMMUNITY.

think one reason I have stayed at Gaynor for so long is because of how aligned Scott and I are in our views on service and the need to put children first when there is a crisis.” Donna Logue, Stephen Gaynor School’s Lower Division Director, doesn’t hesitate when asked why, after nearly three decades at Stephen Gaynor School, she has never felt the desire to leave. She doesn’t begin by talking about curriculum, professional growth, or even the remarkable colleagues she’s worked alongside for so many years. She talks about service. More specifically, she talks about a shared belief that has shaped Gaynor for decades: when children are facing uncertainty, the adults around them have a responsibility not only to keep them safe, but to help them find purpose. That philosophy has guided the school through countless moments, from citywide blackouts to a global pandemic. But perhaps no moment revealed it more clearly than the days following September 11, 2001. Looking back twenty-five years later, Gaynor’s response to September 11 reveals something much larger than a single act of kindness. It reveals a philosophy that 16

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has shaped Stephen Gaynor School for generations: service is not simply something we encourage, but something we live. September 11 was only the fourth day of school. Ms. Logue had just begun the year with a new class when a physical education teacher quietly moved from room to room informing faculty that a plane had struck the World Trade Center. Soon after came word of the second plane. Outside, New York City was changing by the minute. Inside Gaynor, another challenge was unfolding.

“IN DIFFICULT TIMES, IT’S VERY GROUNDING FOR CHILDREN TO BE HELPFUL. THERE ARE THINGS YOU CAN DO. YOU CAN HELP THE HELPERS.” —DONNA LOGUE, LOWER DIVISION DIRECTOR Teachers didn’t know which students had parents working downtown. Cell phone service had collapsed. Families were arriving unexpectedly to pick up their children. Some

students lived only blocks from the World Trade Center. Others would soon learn they couldn’t return home for weeks because their neighborhoods had become part of the disaster zone. Meanwhile, Ms. Logue had two children of her own across the city. “I had to stay here,” she recalled simply. “I’m a teacher.” Looking back, she remembers Head of School Dr. Scott Gaynor as remarkably calm. “He was really rock steady,” she said. “Very focused on making decisions and doing what’s best for children.” That focus would define everything that followed. Rather than allowing fear to define the experience for students, the school searched for a way to transform helplessness into hope. Families brought bread, peanut butter, medical supplies, blankets and batteries. Students assembled sandwiches. Just as importantly, they wrote handwritten notes thanking firefighters, police officers, and rescue workers who had rushed toward danger while everyone else was running away. The effort was captured by the television network Oxygen, which visited Gaynor as students packed sandwiches destined for

Ground Zero. Watching the footage today is striking because it reveals a philosophy that continues to define the school today.

Watch the Story Scan to watch the original 2001 Oxygen broadcast featuring Gaynor students helping first responders in the days following September 11.

“It was all part of the healing process,” Dr. Gaynor explained. The project wasn’t simply about delivering sandwiches to first responders. It was about giving children a sense of purpose at a moment when the world around them felt uncertain. By helping others, they discovered that they, too, could make a difference. For Ms. Logue, that sentence explains far more than a sandwich-making project. It explains a philosophy of education. “In difficult times, it’s very grounding for children to be helpful,” she said. “Instead of sitting home and worrying or feeling like things are helpless, there are things you can do. You can help the helpers.” That idea—that service is something children need as much as the people they are serving—has become one of the defining threads of Gaynor’s culture. It can be seen in the notes students include with meals

for God’s Love We Deliver, in community service projects, in everyday acts of kindness between classmates, and in the many opportunities students have to contribute to something larger than themselves. Ms. Logue sees that same philosophy reflected throughout Gaynor’s history. During the 2003 blackout that left much of New York City without power, Gaynor opened its doors so students and families would have a safe place to gather, even if regular classes could not proceed as usual. Nearly two decades later, during the pandemic, the school worked just as intentionally to preserve community alongside instruction. The circumstances were different, but the guiding belief remained the same. In moments of uncertainty, children need connection, purpose, and a place where they feel safe.

today’s students would almost certainly be making something other than peanut butter sandwiches. Yet the values are instantly recognizable. It is the same spirit of service that continues to shape the Gaynor community today. Service is not simply an activity at Gaynor. It is how the community responds when others are hurting and how children discover that, even in moments of uncertainty, they are never powerless. That is one of the reasons Ms. Logue has devoted so much of her career to the school. As she reflected nearly twenty-five years after September 11, she found a place where service was never treated as an occasional act of generosity. It was, and continues to be, part of Gaynor’s DNA.

“IT WAS ALL PART OF THE HEALING PROCESS.” —DR. SCOTT GAYNOR That response has remained remarkably consistent over the years. Keep children connected. Keep them grounded. Help them discover that they can make a difference. Perhaps that is what makes the Oxygen footage feel so relevant, even twenty-five years later. The hairstyles and classrooms belong to another era, and

A & B Then-classroom teacher Donna Logue and Head of School Dr. Scott Gaynor work alongside students during Gaynor’s response to September 11. Together, they helped transform a moment of uncertainty into one of purpose, demonstrating a philosophy that continues to define the school today: children heal by helping others, and service begins with community. SUMMER 2026

THE SERVICE ISSUE

PREPARING FOR WHAT’S NEXT HOW STEPHEN GAYNOR SCHOOL’S INTERMEDIATE DIVISION SERVES STUDENTS DURING ONE OF THE MOST IMPORTANT TRANSITIONS OF CHILDHOOD

very parent reaches a moment when they realize their child is changing. Maybe it's the first time they insist on doing something by themselves. Maybe they begin asking bigger questions, navigating more complicated friendships, or taking ownership of responsibilities that once required constant reminders. The changes aren't always dramatic, but they're unmistakable. Childhood begins giving way to something new. For many Stephen Gaynor School families, that moment coincides with the transition into Intermediate Division. At first glance, it can seem like simply the next step from one division to another. In reality, it marks one of the most significant developmental shifts in a child's life. Academic expectations

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evolve, friendships become more complex, executive functioning demands increase, and students begin seeking greater independence, often before they fully have the skills to manage it on their own. That is exactly why the Intermediate Division exists as it does. One of the most meaningful forms of education happens quietly. It is found in anticipating what children will need before they know they need it themselves and thoughtfully preparing them for the challenges and opportunities that lie ahead. "When I became Director of the Intermediate Division, I could clearly see how intentionally our program is built to prepare Gaynor graduates for their next steps," says Rebecca Felt, Director of Intermediate Division. "Our teachers are

experts at taking increasingly complex material and breaking it down to meet students where they are. Intermediate Division students are ready to engage in higher-level academic content, and I love that we have these two years to strengthen their skills while continuing to cultivate a love of learning." That intentionality shapes every aspect of the Intermediate Division experience. Students are no longer focused solely on learning foundational skills. They begin applying those skills in increasingly sophisticated ways. They think more deeply about their own learning, developing the self-awareness to understand not only their strengths and challenges but also which strategies help them succeed. As lessons become more complex, teachers continue reinforcing foundational skills while helping

PREPARING FOR WHAT’S NEXT

“THE TRANSITION IS NOT ABOUT EXPECTING STUDENTS TO SUDDENLY BECOME INDEPENDENT. IT IS ABOUT INTENTIONALLY TEACHING THEM HOW TO BECOME INDEPENDENT.” —JILL THOMPSON, ASSISTANT HEAD OF SCHOOL

students transfer those skills across subjects and into new situations. The same thoughtful progression happens beyond academics. "The transition is not about expecting students to suddenly become independent," says Assistant Head of School Jill Thompson. "It is about intentionally teaching them how to become independent." That philosophy shapes everything from classroom instruction to the experiences students have throughout the school day. Teachers gradually shift from directing students toward coaching them. Executive functioning strategies become opportunities for students to plan, organize, reflect, and advocate for themselves. Through guided practice and individualized support, students begin taking greater ownership of both their learning and their decisionmaking while always knowing trusted adults remain close by. Growth happens outside the classroom as well. An overnight trip becomes more than time away from home. Students learn resilience as they navigate new experiences, strengthen friendships, solve problems together, and discover they are capable of more than they imagined. Athletics become opportunities to develop leadership, teamwork, perseverance, and confidence. Collaborative projects encourage flexibility, communication, and shared responsibility while helping students learn from one another. Growth extends beyond academics as well. Through daily opportunities for reflection, executive functioning instruction, restorative

practices, and social-emotional learning, students develop the self-awareness to understand their emotions, repair relationships, advocate for themselves, and make thoughtful decisions. These experiences help students build the confidence and resilience that will serve them well beyond Gaynor. "The Intermediate Division is a critical bridge between childhood and adolescence because developmental demands accelerate, often more quickly than a child's executive functioning, language, and selfregulation skills," Ms. Thompson explains. "Students want greater independence while still needing thoughtful coaching, structure, and support." For students with language-based learning differences or ADHD, that developmental gap can be even more pronounced. Rather than waiting for students to struggle, Gaynor anticipates what is coming. Faculty intentionally adjust support over time, gradually releasing responsibility while continuing to provide individualized coaching and encouragement. Students aren't simply asked to become more independent—they are shown how. Parents often notice another important shift during these years: relationships begin to change. "Children crave opportunities to feel independent and connected," Ms. Felt says. "Small opportunities for responsibility and autonomy positively impact a child's sense of self-efficacy and self-esteem." Friendships become less defined by classrooms and more by shared interests. Students begin exploring who they are while learning to navigate increasingly

complex social situations. Even as peers become more influential, trusted adults remain an essential source of reassurance, guidance, and perspective. That balance— encouraging independence while remaining deeply supportive—is what makes these years so transformative. By the time students leave the Intermediate Division, they haven't simply completed another stage of school. They have begun to understand themselves as learners, advocates, teammates, ensemble members, and increasingly confident young people. They carry with them not only stronger academic skills, but also the strategies, resilience, and self-awareness to navigate whatever comes next. Service can take many forms. Sometimes it is a meal prepared for a family in need, a community coming together after a crisis, or an alumnus returning to mentor the next generation. Sometimes it is found in expanding access to children who deserve a specialized education or creating spaces where every member of a community feels they belong. And sometimes service is quieter than that. Sometimes it is found in a teacher who knows when to step in, when to step back, and how to prepare a child for challenges they have not yet encountered. It is found in a school that understands not only where its students are today, but where they are headed tomorrow. That is the work of the Intermediate Division. It is not simply preparing students for the Upper Division. It is preparing them for life beyond Gaynor.

SUMMER 2026

THE SERVICE ISSUE

THE RESEARCH BEHIND THE NEED In an empirical study examining parental knowledge of due process rights in New York City, Jessica Pace, a doctoral candidate and a valued member of Gaynor's staff, identified a parent's educational attainment as the single strongest predictor of whether they can navigate their procedural rights.

SERVING FAMILIES, EXPANDING ACCESS

Parents with higher levels of formal education were significantly more likely to understand and effectively exercise their procedural rights, even when accounting for other family factors. This finding underscores how specialized, plain-language guidance can help level the playing field for families who may not have the same institutional familiarity.

By Amy Warden | Director of Enrollment Management & Audrey’s Mom

very day, I walk through the hallways of Stephen Gaynor School and am deeply moved by the transformations taking place in our classrooms. I see children who arrived feeling misunderstood or defeated by traditional school environments suddenly thrive, reclaiming their confidence and uncovering a profound love of learning. At Stephen Gaynor School, we have a long, proud history of unlocking the limitless potential of children with language-based learning differences.

How can we serve not only the families who find their way to Gaynor, but also help expand educational access for children across New York City?

As a community rooted in the spirit of service, however, we cannot view our mission in isolation from the city around us. Our commitment to specialized education compels us to look beyond our own walls and ask an important question:

To understand why our role as a specialized resource remains so important, we must recognize the journey many families travel before discovering a school like Gaynor.

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Admissions is often thought of as helping families navigate an application process. In reality, it is an opportunity to serve. Every family arrives with a different story, but many share common experiences, years of uncertainty, unanswered questions, and the hope that someone will finally understand how their child learns best.

WHAT SERVICE LOOKS LIKE IN ADMISSIONS Service begins before enrollment. For the Admissions team, that means: • Listening first. • Helping families understand their options. • Connecting parents with trusted resources. • Making specialized education more accessible. • Working toward a future where every child has the opportunity to thrive.

SERVING FAMILIES, EXPANDING ACCESS

"ADMISSIONS IS OFTEN THOUGHT OF AS HELPING FAMILIES NAVIGATE AN APPLICATION PROCESS. IN REALITY, IT IS AN OPPORTUNITY TO SERVE." — AMY WARDEN, DIRECTOR OF ENROLLMENT MANAGEMENT

Families often describe hearing that they should simply "give it more time" when their child is already showing clear indicators of language-based learning differences, such as dyslexia. This "wait to fail" approach can leave students academically behind and take a profound emotional toll on their confidence and sense of self. By the time many families begin searching for specialized schools, they have already spent years navigating an educational system that can be difficult to understand and even harder to access. Those experiences remind us that service begins long before a student enrolls at Gaynor. Sometimes that service means helping parents better understand evaluations or explaining educational pathways they may not have known existed. Sometimes it means connecting families with resources, answering difficult questions, or simply listening during what can be an overwhelming and emotional process. Whether a family ultimately enrolls at Gaynor or finds another educational setting that better meets their needs, our responsibility remains the same: to help families move one step closer to finding the support their child deserves. These realities also remind us that our mission extends beyond providing an exceptional education for the students already in our classrooms. True service requires us to work intentionally and creatively to reduce barriers to access so that specialized instruction is available to more children and families, regardless of their background or circumstances.

That commitment takes many forms. It means helping demystify the special education process by providing clear, accessible information and partnering with community organizations, advocacy groups, and legal aid organizations so families know where to turn when they suspect their child has a learning difference. It means sharing Gaynor's expertise with the broader educational community through professional development opportunities, literacy resources, and collaboration with educators across New York City, strengthening early intervention efforts before students reach a point of crisis. It also means continuing to strengthen our financial aid program and exploring thoughtful ways to reduce the financial barriers that too often prevent families from accessing specialized education. Ultimately, the heart of Stephen Gaynor School is, and always will be, service. We celebrate the remarkable breakthroughs our students experience every day, but we also remain mindful of the children who are still waiting for those same opportunities. By grounding our admissions work in a deep commitment to access, we honor Gaynor's mission not only by serving the families who join our community today, but by helping build a future in which more children receive the specialized instruction, support, and opportunity they deserve.

UNDERSTANDING THE CHALLENGE While federal law guarantees every child with a disability the right to a Free Appropriate Public Education (FAPE), many families experience significant delays before receiving specialized services. Among the challenges facing New York City families are: • Children encouraged to "wait and see" despite early indicators of language-based learning differences. • Ongoing shortages of specialized educators, paraprofessionals, and therapy providers. • Many preschool and school-aged students with Individualized Education Programs (IEPs) not receiving all of their mandated services. • Due process procedures that often require significant financial resources, time, and familiarity with the educational system to navigate successfully. These systemic barriers reinforce the importance of early intervention, accessible information, and partnerships that help families find the support their children need.

Amy Warden serves as Director of Enrollment Management and brings parent perspective. She guides families through admissions and into a community where children thrive. For more information, please visit stephengaynor.org/admissions.

SUMMER 2026

PRIMARY DIVISION PURPLE CLUSTER

Cooking Up Community Opening the door to the South Building's second floor, visitors are greeted by something unexpected: a fully equipped kitchen complete with an oven, sink, and refrigerator. This year, that space became home to one of the Primary Division's newest learning experiences. Music Specialist Michael Piedmont worked with Primary Division Director Rebecca Jurow to introduce a cooking program designed specifically for Purple Cluster students. The program began as a class for summer camp students, but Mr. Piedmont quickly realized it could become something much bigger. Together, he and Ms. Jurow expanded the idea into a yearlong experience that builds fine motor skills, social-emotional growth, and confidence while connecting to Gaynor's DEI curriculum through recipes inspired by heritage celebrations throughout the school year. "The goal was to give the kids a confident experience they could be proud of, and give them opportunities to try new foods that they made themselves," said Mr. Piedmont. Students measured, mixed, folded, chopped, and counted their way through each recipe, with every child playing an active role in the cooking process. Along the way, they practiced taking turns, following directions, and working together to create something they could all be proud of. Many of the recipes also became opportunities to learn about different cultures. Faculty and staff members visited

STEPHEN GAYNOR SCHOOL

the kitchen to prepare dishes connected to their own family backgrounds, sharing stories, traditions, and memories while students learned new techniques and explored foods they may never have tried before. While the recipes changed from week to week, the greatest growth came in the students themselves. They gained confidence using real kitchen tools, took pride in sharing their finished dishes with classmates and faculty members, and discovered the joy of creating something

together. Next year, the program will continue with new recipes while expanding to include Pink Cluster students and their families, bringing even more opportunities to learn, connect, and build community around the table. As Mr. Piedmont reflected, "It's the act of creating something together and taking pride in your work."

A The Willow Room works with Director of Human Resources Patrick Da Silva to create cranachan, a traditional Scottish dessert with cream, oats, and raspberries.

PINK CLUSTER

BLUE CLUSTER

Lasagna Love In February, Pink Cluster students worked alongside Blue Cluster students to make lasagnas for Lasagna Love, an organization that connects volunteer chefs with individuals and families in need by providing home-cooked meals. Throughout the year, Pink Cluster students learn about community helpers and what it means to serve others. Music Specialist Michael Piedmont brought the idea to Primary Division Director Rebecca Jurow and Upper Division Director Christine Karamanoglou as a way for students to take that learning beyond Gaynor's walls and make a meaningful difference in their community. Over the course of three days, each Pink Cluster class joined Blue Cluster students

in the Primary Division kitchen to prepare lasagnas that would be frozen and delivered to families in need. The project created a special bridge between Gaynor's oldest and second-youngest students. Blue Cluster students stepped naturally into mentoring roles, while Pink Cluster students enjoyed working alongside older buddies who encouraged them throughout the process. Perhaps the most rewarding part of the experience was seeing those connections continue after the cooking was finished. In the hallways, Pink Cluster students eagerly recognized their Blue Cluster partners, greeting them with smiles, waves, and even the occasional hug. The experience of cooking for Lasagna Love had an impact both inside and

outside of the Gaynor community. Students knew they were helping neighbors they had never met, while also building new friendships within the school. And, perhaps most importantly, they discovered that every good cooking project comes with a little fun... especially if you can sneak a bit of shredded cheese when Mr. Piedmont isn't looking.

Blue Cluster students pair up with Pink Cluster students to create the lasagnas that will be delivered to people in need. The buddies worked on mixing the cheeses, dishing out sauce, and layering the noodles together for a delicious final dish. SUMMER 2026

LOWER DIVISION

ORANGE CLUSTER

New Victory Teaching Artists In March, the Orange Cluster was visited by the Teaching Artists from New Victory Theatre, for a pre-show workshop in anticipation of their visit to the theatre to see “No Excuses, No Limits.” No Excuses, No Limits was an inclusive dance performance from the b-boys of ILL-Abilities™. Throughout the show, the performers use dance to express themselves, and tell their personal stories. The New Victory Teaching Artists came to Gaynor to teach our students how they can express themselves through dance too! These workshops are designed to bridge the gap between

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being an audience member and an active arts participant, deepen understanding of the show’s themes through handson activities, and enhance engagement so students know exactly what to look for when they arrive at the theater. As they went through the workshop, students completed activities with the goal of a final, original performance. They practiced “proud poses,” explored dance styles, and worked with their classmates to interact with each other and improvise their moves. It was a workshop full of creativity, confidence, and lots of laughs!

RED CLUSTER

Red Cluster Goes to the Top of the Rock! For their final New York City exploration field trip, the Red Cluster visited Rockefeller Center. In a special visit coordinated by Anna O.’s mom, students were treated to a historical tour of the building, and experienced the “Top of the Rock” with stunning views of New York City. There, they noted other landmarks in the city, spotted all the boroughs they visited throughout the year, and sent the Knicks some good luck for their next game. It was a great way for the students to see just how much of the city they covered while exploring the boroughs, and where else they could go on their next adventure.

YELLOW CLUSTER

Food Tour in the Lower East Side In April, the Yellow Cluster went on a selfguided food tour of the Lower East Side, trying some historic restaurants and small businesses of New York City! The purpose of the trip was to try new foods and experience the cultures of the different immigrant groups they learned about in social studies— Italians, Russians, and Irish. The first stop was Katz's Delicatessen, championed as “New York’s oldest deli,” established in 1888. While there, students ate pastrami sandwiches, pickles, and potato knishes. Next up was Kossar’s Bagels and Bialys where the group shared bialys before moving on to The Pickle Guys to snack on some pickles. Students sampled the bread and butter pickles, while checking out all the other types The Pickle Guys have in their giant pickle barrels. The last stop was Grand Street Pizza for a classic NYC slice. This field trip is a favorite of the Yellow Cluster, and also the tastiest! SUMMER 2026

INTERMEDIATE DIVISION

SILVER CLUSTER

LIVING TRADITIONS: A STUDENT MUSEUM OF INDIGENOUS CULTURE Throughout the year, Silver Cluster students explored the histories and cultures of Indigenous peoples across the Western Hemisphere in their social studies classes. To culminate their learning, each student designed a visual model representing a meaningful cultural practice, innovation, or artifact they had studied. The student-created museum featured architectural structures, counting systems, agricultural practices, monuments, and other examples that reflected the ingenuity, adaptability, and resilience of Indigenous communities. On June 4, visitors gathered in the Yvette Siegel-Herzog Performing Arts Center, where students presented their models alongside short presentations

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explaining the significance of their chosen topics and what they had learned through their research. In addition to developing their historical knowledge, students showcased their artistic talents by carefully constructing accurate and detailed models that brought their learning to life. Taking on the role of historians, researchers, and artists, they confidently shared their work with classmates, faculty, and families. The museum served as an impressive demonstration of a year's worth of learning and a meaningful celebration of the rich histories, innovations, and enduring cultures of Indigenous peoples.

SILVER CLUSTER

GREEN CLUSTER

One-of-a-Kind Blind Boxes Closing out the school year in Art Specialist Anya Cropper's class, Silver and Green Cluster students put their creativity on full display by designing their own blind boxes inspired by one of today's biggest collectibles. Blind boxes have become increasingly popular in recent years, with buyers never knowing which surprise item they'll receive until they open the package. Students embraced the concept by creating their own original versions, designing both the packaging and the collectible hidden inside. Each student began by decorating a custom box using paint, collage materials, lettering, and illustrations that reflected their

personal style. They then sculpted a clay creation to place inside, with designs ranging from shoes and original characters to the everpopular Labubu-inspired figures. The project challenged students to think like both artists and designers, considering how packaging, color, and presentation could capture someone's attention before revealing the surprise inside. More importantly, it encouraged students to express their own interests and creativity while experimenting with multiple artistic mediums. The result was a collection of imaginative, one-of-a-kind blind boxes that demonstrated not only artistic skill, but the joy of creating something entirely their own.

GREEN CLUSTER

Ten Years of Trail’s End Another year meant another memorable overnight trip to Trail's End Retreats for Green Cluster students. This year's adventure was especially meaningful as it marked the tenth anniversary of Gaynor's partnership with Trail's End, a milestone celebrated with matching commemorative T-shirts. Throughout the trip, students challenged themselves on the zipline, competed in

volleyball and basketball games, raced across the fields, and gathered around the fire to enjoy s'mores together after dinner. Of course, no Green Cluster overnight would be complete without the annual pillow fight that left everyone happily exhausted by bedtime. Beyond the activities, the overnight trip continues to be an important tradition for Green Cluster students. Spending time

together away from campus strengthens friendships, encourages teamwork, and creates lasting memories as students prepare for the next chapter of their Gaynor journey. For ten years, Trail's End has given students opportunities to step outside their comfort zones, celebrate one another, and finish the school year with experiences they will remember long after they leave Green Cluster.

SUMMER 2026

UPPER DIVISION

BLUE CLUSTER

Blue Cluster Takes on Boston For this year’s annual overnight trip, Blue Cluster students traveled to Boston for two days of “wicked” fun, continuing one of the Upper Division’s most beloved traditions.

cheering on the Yankees at one of baseball’s most iconic stadiums and joining thousands of fans in singing Sweet Caroline became an unforgettable highlight of the trip.

After arriving in the city, students enjoyed lunch at Quincy Market before exploring the historic Faneuil Hall area. They then met their incharacter guides for a walking tour along the Freedom Trail, where Revolutionary-era Boston came to life through stories of the people, places, and events that helped shape the nation’s history.

The annual Boston trip has long been one of Blue Cluster students’ favorite Gaynor traditions. Beyond exploring a new city, the overnight experience gives students the chance to strengthen friendships, build independence, and create lasting memories together before graduation. The trip has become such a meaningful part of the Blue Cluster experience even Cole P. gave it a special shout-out in his graduation speech, recalling the unforgettable Sweet Caroline singalong at Fenway as one of his favorite Gaynor memories.

The second day was just as full, with more sightseeing before the group headed to Fenway Park to watch the Boston Red Sox take on the New York Yankees. For many students,

STEPHEN GAYNOR SCHOOL

Students went to Fenway Park to watch the Yankees vs. Red Sox game.

Blue Cluster poses with their in-character guide after an educational walking tour.

BLUE CLUSTER

Never Again What began as a new in-house documentary program became one of Blue Cluster’s most meaningful learning experiences this year. Over the course of several months, students researched the Holocaust, met with survivors, descendants of survivors, historians, and educators, and learned the skills needed to conduct thoughtful interviews and produce a documentary entirely on their own. Working alongside Speech and Language Pathologist Debra Adams, Admissions Associate and Educational Evaluator Erika Bentsen, Head Teacher Victoria Laviano, Speech and Language Pathologist Carly Dash, Technology Manager William Speedling, and Director of Information Technology and Operations Matthew LeWinter, students took increasing ownership of every stage of the filmmaking process, from interviewing and operating cameras to recording audio and editing footage. Along the way, students developed far more than technical skills. They learned the importance of active listening, asking meaningful questions, and preserving personal stories that might otherwise be lost. Through conversations with survivors and their families, they also came to understand the

lasting impact of hatred and the responsibility each genera-tion has to stand against it. As Ms. Adams often reminded students throughout the year, “The goal is to see the impact that hate has on society... we need to condemn hate because we can’t accept it anywhere.” The completed documentary reflects not only months of research and collaboration, but also the program’s enduring message: Never Again is a promise to remember the past while working toward a future where hatred has no place.

CONTINUE THE STORY The documentary is the culmination of a year's worth of research, interviews, and filmmaking by Blue Cluster students.  Scan to watch Never Again.

SUMMER 2026

ATHLETICS

Winter and Spring Athletics at Gaynor This Winter interscholastic athletic season consisting of Girls Basketball and Boys Basketball was a season where the Gaynor Gator spirit shined bright and brought the community together.

passing, shooting, and defensive teamwork. The growth of our student-athletes was truly remarkable, and they developed key techniques that they will carry and build upon for years to come.

Coaches Scott Rodriguez, Vaughn Williams, Jakob Shonbrun-Siege, Kathleen Nower, and Jenny Burkinshaw took charge of Gaynor Girls Basketball. The team showed incredible growth and resilience this season. Through their unwavering sportsmanship, joy, and mutual support, they didn’t just play hard, they lifted each other up every step of the way. Watching their hard work translate into game-day success was a true highlight of the season.

Shortly after the conclusion of the winter season, the spring season started with Co-Ed Softball, Boys Volleyball, and Co-Ed Track and Field.

This year, the Gaynor Boys Basketball program experienced an amazing turnout, allowing coaches David Muchnick, Stef Sainato, Scott Rodriguez, Andrew Prasarn, and Brittany Rosenberg to field three incredible teams. A major highlight of the season was our Blue team bringing home a championship victory! The cheers and support from our parents, staff, and students created an unforgettable experience that is now a proud part of Gaynor’s history. Beyond the scoreboard, this season was defined by incredible skill development; day after day at practice, our players put in the work to refine their

STEPHEN GAYNOR SCHOOL

The Gaynor softball team had an incredible season under the guidance of coaches David Muchnick, Stef Sainato, Brittany Rosenberg, and Jenny Burkinshaw. This was a team where every single member’s contributions truly mattered. The players supported each other day in and day out, fighting all the way to the playoff semifinals where they played their hearts out down to the final inning. The coaches are deeply impressed by the growth of each student-athlete and their dedication to playing together, staying positive, and having fun! Led by Andrew Prasarn and Jack Levy, the Boys Volleyball team had a fantastic second season! This team truly laid the groundwork for the future of Gaynor volleyball, bringing incredible energy to every set and capturing some fantastic victories along the way.

Traveling for away games was a major highlight, giving our athletes a wonderful chance to compete both at home and in other schools’ gyms. Thanks to our coaches’ incredible dedication to building up the sport here and leading our team through practices consisting of skills and communication development, the future of Gaynor volleyball looks brighter than ever! Led by Scott Rodriguez, Vaughn Williams, Jakob Shonbrun-Siege, and KB Ball, the Co-Ed Track and Field team brought tremendous excitement and energy to the spring season. Our student-athletes had a fantastic time competing at Soundview Park, racing hard against schools from all five boroughs. Throughout the season, Gaynor athletes consistently secured top finishes and improved their personal records week after week. We are incredibly proud of every athlete on this team for representing Gaynor so beautifully, and we congratulate everyone on their hard work and dedication! Each of our athletic teams comes away from their season with special memories, new skills, and friendships that will last a lifetime. Beyond sports, our coaches teach valuable life lessons that our athletes will carry far beyond the court and the field. Seeing our students grow each week is an amazing privilege. Together, our team members have built a wonderful, supportive community here at Gaynor, and we can’t wait to see what’s to come next year! Noah Jefferson Interscholastic Athletics Coordinator

NDER V

“This season meant so much to me because of what we had as a group. Through all the ups and downs we all had each other’s back. We all were already familiar with each other off the court and after a few games it was easy to build chemistry on the court as well. Being a part of the Gaynor Basketball team has been a privilege as I have been lucky enough to be on it both years I was eligible to play for a sports team at Gaynor. This team is a culture, a privilege, and a responsibility.”

CH DA V OA

“This championship season meant so much because of how we grew together. We had a tough start, but our teamwork and trust in each other turned it into something special by the end. Gaynor Basketball means brotherhood, pride, and representing our school the right way, on and off the court.”

E COL P.

This season, Gaynor’s own Blue Cluster boys basketball team won the AIPSL Division Championship! This was a truly special moment for the student-athletes, coaches, teachers, and the Gaynor community as a whole to celebrate the team and Gaynor’s interscholastic athletics program. Coaches and team members shared what made this win so special to them, and the importance of athletics for students at Gaynor.

“To see the togetherness, camaraderie, and Gaynor spirit in the gym that afternoon was truly a special moment for our entire coaching staff. Thank you to Dr. Gaynor, our Athletics Coordinator Noah Jefferson, our supportive faculty and staff, families, fans, alumni and most importantly, our student-athletes, on a championship 2025-26 basketball season! These Gators gave us their very best all season and earned this division title with tremendous unselfishness, a dedication to doing the little things the right way, and the word we use to break almost every huddle... ‘Attitude!’”

SUMMER 2026

More Than a Running Club On any given afternoon after school, you’ll find students sprinting across the field, laughing through relay games, encouraging classmates to keep going, and celebrating personal milestones. At first glance, it looks like an after-school running club. But look a little closer, and something else begins to emerge. Students are learning to encourage one another. To lead. To persevere. To put someone else’s success alongside their own. In other words, they’re discovering that service often begins with the small choices we make for one another every day. For Physical Education Specialist Scott Rodriguez, that’s what the Gaynor Run Club has always been about. The club began before Mr. Rodriguez arrived at Stephen Gaynor School, after a parent recognized that while students had opportunities to participate in traditional sports, there wasn’t an after-school experience centered on running. Traditional team sports can demand significant executive functioning, coordination, and strategy, while many students simply need an outlet to move, release energy, and build confidence through physical activity. 32

STEPHEN GAYNOR SCHOOL

THE RUN CLUB HAS NEVER REALLY BEEN ABOUT RUNNING. IT’S ABOUT CREATING AN ENVIRONMENT WHERE STUDENTS LEARN TO CHALLENGE THEMSELVES WHILE LIFTING UP THE PEOPLE AROUND THEM.”

When Mr. Rodriguez took over the program two years ago, he expanded that vision by blending the inclusiveness of physical education with the structure of an athletic program. He also partnered with New York Road Runners, giving students another way to stay active and celebrate their commitment. But, as he explains, the Run Club has never really been about running. It’s about creating an environment where students learn to challenge themselves while lifting up the people around them. Through games, relays, and shared goals, students develop “physical literacy, independence, and the ability to feel comfortable in uncomfortable situations.” Every practice asks them to step outside their comfort zones—and to help classmates do the same. Every student arrives with different strengths and comfort levels. Rodriguez intentionally creates an environment where everyone can thrive. As the season progresses, students help choose games, suggest new

rules, and shape the experience alongside their coaches because, as he says, “I want the class to be as much theirs as it is mine.” The Run Club also reminds students that service doesn’t always happen through organized volunteer projects or community drives. Sometimes it looks like encouraging a classmate who’s struggling, celebrating someone else’s success, or reminding a teammate not to give up. Mr. Rodriguez teaches that every student has a responsibility to one another. He often asks what it means to be a good teammate. His answer is simple: “Be there for your teammate when they’re in need. Extend a hand to help them up.” Those lessons extend well beyond athletics. Students begin to understand they are, in Mr. Rodriguez’s words, “acting in service of each other.” For him, that’s what community really means. “If you have a sense of community,” he says,

“it’s going to provide for a way better experience.” When students recognize they’re part of something bigger than themselves, supporting one another becomes second nature. For Mr. Rodriguez, perhaps the greatest lesson isn’t about finishing first. It’s about having the courage to begin. He encourages students to erase the word can’t from their vocabulary because growth comes through effort, discipline, and the willingness to embrace challenges. “Running has taught our students perseverance,” he said. Long after students leave the Run Club, he hopes they’ll remember what it felt like to be encouraged—and offer that same encouragement to someone else. Because that’s what teammates do. That’s what communities do. And at Gaynor, students discover that being in service to others often begins by simply running beside them.

BREAKFAST MY WAY

Celebrating History with Breakfast My Way B

uring the spring semester, the Parents’ Association DEI Committee held two Breakfast My Ways, with each event celebrating a month when a historically marginalized group is recognized. Together, the Gaynor community honored Black History Month and Pride Month, showcasing the importance of each month and how much it means to members of the community to see these groups be celebrated in a truly meaningful way. The February breakfast in honor of Black History Month was hosted by LaTanya Phelps, mother of Ridwan in the Yellow Cluster, with soul food provided by Melba’s Restaurant. Stella Mulatu, Director of Diversity, Equity, and Inclusion at Gaynor, began the breakfast by introducing the origin of Black History Month as “Negro History Week,” founded by Carter G. Woodson to promote the teaching of Black history, before being expanded into a full month. 2026 marks the 100th anniversary of Negro History Week. “What’s incredible to me about that legacy is that it opened the door for all of the other cultural months, heritage months, history months that followed,” she said. LaTanya then introduced herself and Ridwan, and their special guests, Ridwan’s

grandmother and sister. It was a wonderful moment to hear from three generations of the Haynes-Phelps family about what Black History Month means to them. Ridwan’s grandmother, Dr. Ruth Anne Haynes, spoke about their family’s heritage. “Whenever we had Negro History Week, that was a part of our culture. But now it’s different because we have so many different nationalities in our family; we have Spanish, we have Black, we have Caucasian, and we’re very proud of all of them,” she said. “We’ve learned to appreciate all [the different] parts of our family.” This breakfast was full of warmth and community, as attendees snacked on fried chicken, waffles, and sweet potatoes for a filling and comforting meal. Before the school year ended in June, the EC Garden was covered in rainbows as community members gathered for a Breakfast My Way to celebrate Pride. This Pride breakfast was held not only to celebrate Pride in the Gaynor community, but also to pay tribute to the Gaynor faculty who facilitate the student and employee LGBTQIA+ affinity group spaces. This year marks the third year of Gaynor’s affinity group program. The faculty being honored during the event were Blue Cluster Head Teacher Catherine

Thomas and Art Specialist Anya Cropper, co-facilitators of the Blue Cluster Rainbow Alliance; Green Cluster Head Teacher Brendan Stackhouse and Science Specialist Brittany Rosenberg, co-facilitators of the Green and Silver Cluster Rainbow Alliances; and Orange Cluster Assistant Teacher KB Ball, co-facilitator of the employee Rainbow Coalition with Ms. Cropper. Each facilitator received a token of appreciation in the form of a Gaynor-branded rainbow plush for their hard work creating these safe and supportive spaces for both students and employees and for taking on leadership roles that foster a more welcoming school community. The facilitators offered some words of reflection, with Mr. Ball saying, “There’s something particularly special about being able to celebrate Pride and being LGBTQ in a school, where so much of the history of the queer rights campaign was stemming from the belief that queer people don’t belong in education, and they don’t belong around children as teachers, mentors, and role models. I just wanted to take a moment to appreciate how special it is to celebrate Pride not only in June, not only along with these incredible people, but also to be able to celebrate Pride in a school, as a teacher, with other educators who are doing this work, and with the students who are showing up as their authentic selves at school.” Maz R., representing the Blue Cluster Rainbow Alliance, also spoke to attendees about the importance of ensuring that students at Gaynor feel supported, safe, and proud of who they are. In particular, he thanked Teacher Thomas and Ms. Cropper for being “pillars of support” for both the group and for himself. This Breakfast My Way once again demonstrated how the Gaynor community works together to create spaces where everyone feels they belong.

KB Ball speaks to those gathered in the EC Garden for the Pride breakfast.

Teacher Thomas is delightfully surprised by the adorable rainbow plush.

Host LaTanya Phelps invites her son Ridwan to speak to the crowd. SUMMER 2026

GALA

One Night, Many Stories

n March 16, the Stephen Gaynor School community gathered at Pier Sixty for Gaynor Gala 2026, an evening that celebrated the people, partnerships, and shared purpose that make Gaynor such a remarkable place. Returning to the iconic waterfront venue overlooking the Hudson River made this year's Gala especially meaningful. As guests arrived, the room quickly filled with conversation, laughter, and the unmistakable energy of a community coming together—not only to celebrate the school, but to invest in its future. Throughout the evening, one message became clear: every member of the Gaynor community has a story. Some begin with families searching for the right school. Others begin with students discovering confidence they never imagined possible. Together, those stories reveal the lasting impact of a Gaynor education.

STEPHEN GAYNOR SCHOOL

STORIES THAT DEFINE GAYNOR Head of School Dr. Scott Gaynor opened the formal program by reflecting on the school's enduring mission and the educators who bring it to life every day. He reminded guests that every child deserves to be "truly seen, understood, and empowered," a message that echoed throughout the evening in both the Gala film and the personal stories shared from the stage. Host Adam Pally brought warmth and humor to the evening as he spoke about his family's Gaynor journey through the experiences of his son, Cole. His remarks balanced laughter with heartfelt gratitude and set the tone for a program centered on resilience, belonging, and community. Alumnus Nick Kenner '90 followed with a deeply personal reflection on growing up with dyslexia and ADHD before founding and leading one of the nation's most successful restaurant technology

companies —Just Salad. His message served as a powerful reminder that the very qualities students often struggle with can become some of their greatest strengths. "The tools that your kids are building right now," Nick told guests, "the resilience, the grit, the ability to work harder than anyone else in the room—these aren't consolation prizes. These are superpowers." Entrepreneur and Gaynor parent Steve Madden offered another perspective, reflecting on his own experiences growing up with learning differences long before schools like Gaynor existed. His remarks underscored just how transformative an individualized education can be and how fortunate today's students are to learn in an environment designed around their strengths. Board Chair Megan Hogan closed the speaker program by sharing her family's own Gaynor story through the experiences of her son, Jackson. Speaking about the friendships, confidence, and sense of belonging he has found at Gaynor, she reminded guests that every investment in

the school is ultimately an investment in children and the futures they are building. "When we invest in this school," she said, "we invest in every child who walks through its doors, so they never feel alone."

INVESTING IN THE FUTURE The spirit of generosity carried throughout the evening as guests enthusiastically supported Stephen Gaynor School's Endowment during the live auction and paddle raise. Their contributions help ensure that future generations of students will continue to benefit from the exceptional teachers, individualized instruction, and innovative programs that define a Gaynor education. The evening also recognized Blue Cluster, Gaynor's graduating class, whose own stories of perseverance, confidence, and growth reflected the very mission supporters had gathered to advance.

ONE COMMUNITY, MANY STORIES Although each speaker approached the evening from a different perspective— as a school leader, parent, alumnus, entrepreneur, or trustee—their messages shared a common thread. Every story illustrated what happens when children are understood, supported, and encouraged to embrace the ways they learn best. That idea was reflected throughout the room. Alumni reconnected with former teachers. Families celebrated milestones together. Faculty, trustees, parents, and friends of the school gathered with a shared commitment to ensuring that future Gaynor students will have the same opportunities to discover their strengths and realize their potential. As the evening came to a close, it was clear that One Night, Many Stories was more than the Gala's theme—it was a reflection of the Stephen Gaynor School community itself. Every student, family,

educator, alumnus, and supporter contributes another chapter to the school's story, and together those stories continue to shape Gaynor's future. Stephen Gaynor School extends its heartfelt thanks to Gala Co-Chairs Mindy Price and Allie Shapiro, the Gala Leadership Committee, our speakers and host, volunteers, sponsors, and every member of the Gaynor community whose generosity made the evening possible. Because of their support, the next generation of Gaynor stories is already being written.

Host Adam Pally.

Board Chair Megan Hogan.

Head of School Dr. Scott Gaynor.

Nick Kenner ‘90.

Steve Madden with alum parent Nicole Mesard (left), and friend of Gaynor Lauren Kucerak (right). SUMMER 2026

Shrek the Musical Jr. 36

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"What makes us different makes us strong" was the message at the heart of this year's spring musical, Shrek the Musical Jr., as Green and Blue Cluster students brought the beloved fairy tale to life on the Gaynor stage. Directed by Meredith Akins, Jackie Glazer, Lauren Keffler, and Abby Shuppy, the production featured more than 40 student performers supported by a dedicated crew of stage managers, set designers, technicians, and musicians. After months of rehearsals throughout the school year, the cast delivered performances on May 7 and 8 that showcased creativity, collaboration, and confidence.

Based on the DreamWorks animated film and Broadway musical, Shrek the Musical Jr. follows the unlikely hero Shrek as he sets out to reclaim his swamp, rescue Princess Fiona, and discovers along the way that true friendship, acceptance, and belonging come from embracing what makes each of us unique. Filled with familiar fairy tale characters, memorable songs, and plenty of humor, the show celebrated the idea that beauty is truly in the eye of the ogre. Beyond the performances, the production reflected the many benefits of theater that students developed throughout the process. The

directors emphasized that participation in the arts builds self-confidence, imagination, empathy, collaboration, critical thinking, communication, public speaking, and social awareness while giving students meaningful opportunities to grow both on and off the stage. Students also worked alongside faculty and staff in every aspect of the production, from choreography, music, lighting, sound, costumes, and set design to backstage management, creating an experience that truly embodied the collaborative spirit of Gaynor.

SPRING MUSICAL

CAST LIST Alec Wolfeld Peter Pan

Marcus Black Big Bad Wolf

Annabel Burguieres Mama Ogre, Knight

Margaret Bowker Ugly Duckling

Avalon Rubenstein Princess Fiona

Maz Rubin Pinocchio

Brianna Borbon Mama Bear, Dragon, Citizen of Duloc

Mia Alcantara Lopez Citizen of Duloc, Dancing Mouse

Celeste Downend Storyteller 1, Pied Piper

Mina Young Wicked Witch

Chaia Schechter Little Pig 3

Ollie Wang Captain of the Guard

Cole Pally Shrek

Paul Murray Papa Ogre, Knight

Devon Coatney Knight

Penelope Tsibiridis Little Pig 1

Ellie Landau Bishop, Dragonette

Sasha Singh Young Fiona, Dragonette, Citizen of Duloc

Elizabeth Lee Citizen of Duloc, Dragonette Henry Aron Baby Bear Henry Rossi Knight Jorel Marmur Little Ogre, Knight Juliana Beltrame Citizen of Duloc, Dancing Mouse Kaipo Jaros-Ho Papa Bear Kathryn Lundy Little Pig 2 Kevin Velazquez Donkey Liora Radicella Citizen of Duloc, Dragonette

Simone Williams Storyteller 3 Summer Greenfield Teen Fiona, Dragonette Tate Holden Gingy Teddy Rossi Dwarf, Citizen of Duloc Tobey Winn Lord Farquaad Violet Wonnacott Storyteller 2, Dancing Mouse Vivian Leitao Citizen of Duloc, Dragonette Winston Spink Citizen of Duloc

SUMMER 2026

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n June 12, students, families, faculty, staff, trustees, alumni, and friends of Stephen Gaynor School gathered at the W83 Center on Manhattan’s Upper West Side to celebrate the graduation of the Class of 2026.

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The ceremony honored 52 graduates as they marked the culmination of their Gaynor journeys and prepared to begin the next chapter of their educational careers. Together, they leave Gaynor with a stronger sense of who they are and confidence in what comes next.

GRADUATION

"MY UNIQUE WAY OF LEARNING AND SEEING THE WORLD IS NOT ONLY A GIFT—BUT A SUPERPOWER." — SARAH BRAVERMAN '09

CELEBRATING THE CLASS OF 2026 The afternoon offered an opportunity to reflect on the experiences that shaped the Class of 2026 and the community that helped make it possible. Throughout the ceremony, a common theme emerged: success is not measured by following the same path as everyone else, but by embracing your strengths, overcoming challenges, and becoming the person you are meant to be. Board Chair Megan Hogan welcomed graduates and guests by reflecting on the many accomplishments of the Class of 2026. Beyond their academic achievements, members of the class participated in athletics, affinity groups, learning difference awareness initiatives, community service projects, performances, student leadership opportunities, and countless other experiences that enriched the life of the school. She noted that the class participated in more than 100 community service events and activities during their time at Gaynor. “Your learning differences have not defined you,” Megan told the graduates.

“They have shaped you into resourceful, determined, and deeply capable individuals.” She also recognized the parents, caregivers, teachers, and staff members whose support helped students reach this milestone, reminding those gathered that graduation is a celebration shared by an entire community. The ceremony also featured remarks from student speakers Paul Murray and Cole Pally, whose speeches reflected the growth, perseverance, and sense of belonging that characterize so many Gaynor journeys. Drawing on his experiences as a sailor, Paul used a lesson learned on the water to illustrate the value of confronting challenges directly. The phrase “tiller towards danger” became the central metaphor of his speech as he reflected on his early struggles with reading and writing before arriving at Gaynor. “When I was younger, reading and writing felt like my own versions of danger,” Paul said. “But then I came to Gaynor. Gaynor taught me to slow down, that reading

and writing wasn’t a race, that everyone moves at their own pace.” He concluded by encouraging his classmates, “One day, when you find yourself in rough oceans, remember what sailing taught me: tiller towards danger.” Cole offered a deeply personal reflection on his seven years at Gaynor and the transformation that occurred during that time. “Seven years ago, I walked into this place afraid of who I was,” he said. “Today, I walk out proud of who I am becoming.” He also reflected on the tendency many students have to compare themselves to others. “For years, many of us carried the weight of comparison,” he said. “Growth does not look the same for everyone.” His words resonated with classmates and families as a reminder of how far the Class of 2026 had come. SUMMER 2026

“THE WARMTH OF THE GAYNOR COMMUNITY HAS NO BOUNDARIES."

GRADUATION

— BETH PRISTAW

concluding with a message that captured the spirit of the day: “The world needs you. Go show them what a Gaynor grad can accomplish.” In his commencement address, Head of School Dr. Scott Gaynor reflected on one of the most enduring aspects of the school experience: friendship. Sharing stories from his own childhood, he recalled gathering with friends around a middle school bike rack in the spring of 1980. Nearly 50 years later, he explained, those same friendships continue to shape his life. Drawing a parallel to the groups of students he regularly sees gathered outside Gaynor at the end of the school day, he reflected on the important role friendships play in helping young people discover who they are.

Parent speaker Beth Pristaw reflected on her family’s decadelong connection to Gaynor, which began when her son Charles joined the Willow Room in 2016. Looking back on those early years, she described the uncertainty many families experience while searching for the right school and the sense of relief they felt after finding Gaynor. She spoke about the partnership between families and educators and reflected on the many experiences that shaped her family’s years at the school. “The warmth of the Gaynor community has no boundaries,” she said. Addressing the graduates directly, she encouraged them to continue pushing beyond the limitations they may place on themselves and to approach future opportunities with confidence and curiosity. 40

STEPHEN GAYNOR SCHOOL

The alumni address was delivered by Sarah Braverman ‘09, who returned to Gaynor nearly 17 years after graduating. Today, Sarah serves as a leader at Carbon Direct, helping organizations develop strategies to address climate and sustainability challenges. Her journey from Gaynor graduate to environmental policy leader offered students a powerful example of how the skills developed at Gaynor can lead to meaningful and impactful careers. Reflecting on her own journey, Sarah described how Gaynor prepared her not only for high school and college, but also for a career dedicated to solving complex problems through self-advocacy, confidence, and embracing the strengths that come with thinking differently. “Stephen Gaynor School taught me that my unique way of learning and seeing the world is not only a gift but a superpower,” she said. She reminded graduates that the world increasingly needs creative thinkers, problem-solvers, and empathetic leaders,

Referencing what former NBA player Jalen Rose calls the “math of friendship,” Dr. Gaynor described the different kinds of people who enter our lives. Some divide, some subtract, and some add. The most meaningful friendships, however, are the ones that multiply our strengths and help us become better versions of ourselves. When he meets with students for mock interviews, he often asks them how their friends would describe them. The answers, he noted, frequently include words such as caring, reliable, inclusive, and funny— qualities that speak to the character of the graduating class. “When you are inclusive, you multiply the size of the circle so no one is left out,” he told graduates. As he reflected on the years they had spent together, Dr. Gaynor reminded students that while Gaynor had given them the academic tools necessary for future success, the relationships they had built may ultimately prove just as valuable. “Gaynor has given you lots of tools to learn,” he said, “but these moments on the sidewalks have given you something just as valuable: your friends.”

AWARDS AND RECOGNITION President’s Education Award Cole Pally, Shalev Smokler Yvette Siegel-Herzog Community Service Award Avalon Rubenstein E

Dr. Miriam Michael Award for Math and Science Britt Pearson Attorney General Triple C Award Marcus Black Gordon Gaynor Award Chaia Schechter, Margaret Bowker

THE CLASS OF 2026 WILL BE MATRICULATING AT THE FOLLOWING SCHOOLS THIS FALL The High School of Art and Design BASIS Independent Manhattan School Bay Ridge Prep The Birch Wathen Lenox School The Browning School Churchill School and Center Dawson School Dwight School Eagle Hill School Forman School New York Harbor School The Hewitt School LREI Rockport School A

Introducing the Class of 2026!

School of the Future

Student speaker Paul Murray.

The Smith School

Parent speaker Beth Pristaw.

D Student speaker Cole Pally. E

L eft to right: Alum speaker Sarah Braverman, Board Chair Megan Hogan, Head of School Dr. Scott Gaynor, and parent speaker Beth Pristaw.

Trevor Day School Winston Preparatory School (NY) Winston Preparatory School (CT) Woodstock Day School York Prep School SUMMER 2026

RELATIVES AND SPECIAL FRIENDS DAY

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On May 1, 2026, nearly Taking Visitors 600 guests streamed the doors at “Behind the Curtain” through Stephen Gaynor School’s 89th Street entrance, at Gaynor for ready to see the magic of firsthand during Relatives and Special Gaynor Relatives and Special Friends Day. Friends Day 2026 42

STEPHEN GAYNOR SCHOOL

elatives and Special Friends Day is a Gaynor tradition where students’ loved ones are invited into the school to learn about Gaynor’s mission, see the work done every day in the classroom, and hear about what makes the Gaynor community so special. The day was split into two sessions, one for Purple, Pink, Red, and Silver Clusters, and another for Orange and Yellow Clusters. Each session began with a panel of alumni, with graduation years ranging from 2009 to 2022. The morning session’s panel featured Sarah Braverman ’09, Charlotte Brown ’15, Jonah Lichtman ’21, James O’Hare ’22, Meg Rauenhorst ’22, and Madeline York ’22. Facilitated by Assistant Head of School Jill Thompson, the alumni were asked questions about their time at Gaynor, the tools they learned here, and reflections on their experiences as elementary school students with learning differences. Many of the alumni championed the school’s approach to self-advocacy for students, with Meg saying, “Gaynor helped foster an environment that made you understand that it’s okay to be different… with skills like student advocacy you can reach those pathways to be successful and I think without Gaynor I was never going to be able to do that. I’m eternally grateful to Gaynor for that.” After the panel, guests were treated to two special performances: the Yellow Cluster Chorus performed a moving rendition of “If I Can Dream” before Blue Cluster student Avalon R. took the stage to perform her solo song as Princess Fiona in the upcoming spring musical, Shrek the Musical, Jr. The PAC roared with applause after both performances. Once the formal program concluded, it was time for attendees to explore the school by either visiting their student’s classroom, or joining their student’s cluster on a trip to the SMART Faire in the North Building gym. The SMART Faire was a hubbub of oohs and ahs as Gaynor students exhibited the projects

they had spent nearly a year working on. These interdisciplinary projects blended technology, social studies, arts, and math, to create demonstrations ranging from a rocket launch, to how an electric guitar works, to the science of slime, and more. Students were beaming with pride as they showed visitors their projects. When not at the SMART Faire, guests were in classrooms, completing activities with their student. Gaynor teachers created various engaging ways to show what their students have been learning so far this year; some rooms played games of trivia and Jeopardy!, while others completed collages and conducted surveys. Opening the door to any classroom led to a scene with plenty of laughter, applause, and heads hunched together over desks debating answers. The afternoon session’s formal program repeated the morning session’s, but with different alumni on the panel. During the afternoon, Ms. Thompson was joined by Sarah Braverman ’09, Jacqui Lerner ’14, Charlotte Brown ’15, Jonah Lichtman ’21, and Thailandi Tanis ’22. When asked

what made Gaynor so special to them, the panelists praised their teachers for guiding them through some of the hardest school years of their lives. Donna Logue, Christina Fabricant, Ruth Rachlin, and Chris Meyer were named as teachers who made a great impact on the alumni panelists, and they were so glad to know these teachers were still at Gaynor, continuing to mentor current students. Sarah closed the panel by saying, “The teachers here are absolutely brilliant, and the most dedicated, patient teachers that your kids will ever have. I felt while here as a student that [the teachers] cared so, so much about my education and how I grew, so I thank all of them, every single one.”

Silver Cluster students in Ms. Hatem and Ms. Weiss’s class pose for a photo with their guests.

Left to Right: Sarah Braverman ’09, Charlotte Brown ’15, Jill Thompson, Thailandi Tanis ’22, Jonah Lichtman ’21, Jacqui Lerner ’14.

Meg Rauenhorst ’22 addresses the crowd.

SUMMER 2026

CLASS NOTES

class notes Every Gaynor graduate carries the lessons, friendships, and confidence built here into the wider world in their own unique way. In these Class Notes, alumni share milestones big and small — new schools, careers, passions, and adventures — reflecting journeys that are still unfolding. We are proud to celebrate where they are now and all the places they are yet to go.

I’m a proud mom to the sweetest and cutest furbaby around! In 2025, I earned my Licensed Clinical Social Worker (LCSW) credential, a milestone that reflects my passion for helping others. Although I currently live in Connecticut, I’ll always be a New Yorker at heart. Professionally, I serve as the Program Manager for an Extended Day Treatment (EDT) program, where we support children and adolescents ages 5-18 who are facing a variety of emotional, behavioral, and mental health challenges. Our team works closely with both youth and their families, focusing on areas such as social skills, self-esteem, communication, emotional identification, coping strategies, and overall well-being. Most recently, I fulfilled a longtime goal by opening my own private practice, Vineyard Coastal Counseling. There, I provide therapy for older teens and adults navigating a wide range of mental health and behavioral concerns. I am passionate about creating a supportive, compassionate space where clients can heal, grow, and thrive. Stephen Gaynor always challenged me to live up to my full potential.

STEPHEN GAYNOR SCHOOL

Pilar Muhammad, LCSW and her furbaby, Vineyard Coco in Mystic, CT.

CLASS NOTES

I just finished my first year at Wake Forest University, where I’ve been involved in work that connects to learning differences, support, and mentorship. On campus, I am an ambassador for the CLASS Office, which stands for the Center for Learning, Access, and Student Success. I am also part of Deacs Like Me, a mentoring program for middle school students in the Winston-Salem area who have learning differences. This summer, I will continue to expand my knowledge as an intern at the Child Mind Institute ADHD Summer Program, which I am really excited about because it will give me hands-on experience working with children and deepen my understanding of how to support students with learning differences.

Since graduating from Gaynor, I have carried with me the many lessons in selfadvocacy, community, and empathy that the school so deeply instills in its students. After Gaynor, I attended Birch Wathen Lenox, where my high school years, while in part shaped by COVID, were coupled with a growing interest in social causes and civic engagement. During that time, I became involved in local political causes, including helping to organize the 2019 Global Climate Strike in New York City as part of a coalition of youth-led environmental organizations, as well as volunteering and working on local and national political campaigns.

2021

2017

I then went on to Bard College, where I spent four years studying Sociology. At Bard, I directed communications for a number of campus and local initiatives in the Hudson Valley, and in my semester abroad at Bard in Berlin, including WXBC, Bard’s studentrun radio station, which earned an award from the College Radio Foundation for its coverage of the 2024 elections, and two editions of Bard’s annual TEDx conference. In May, I graduated with honors and received an award for excellence in the social sciences for an interview-based research project on youth-led political organizing, intergenerational structures of social movement organization, and the contemporary employment of generational identity framings in political messaging. I am now back in New York City, working as a Junior Account Executive at BerlinRosen, a PR & Marketing agency, where I work on the production of direct mail campaigns for Democratic candidates across the United States ahead of this year’s midterm elections. I am so deeply grateful to the teachers, staff, and administrators at Gaynor from over the years! Thank you for instilling in me the values of community, care, self-advocacy, and mutual respect that define Gaynor’s unique mission.

During my time at Stephen Gaynor School I developed the confidence and skills to advocate for myself throughout every stage of my education so that I receive the help I need.

Jay Siegal ‘17 returned to New York City after graduating from Bard College and now works in strategic communications at BerlinRosen.

Ella Black ‘21 at her graduation from The Masters School in 2025 before beginning her next chapter at Wake Forest University.

SUMMER 2026

ALUMNI SPOTLIGHT

In Service to Future Learners: How Charlotte Brown ’15 Found Her Calling in Education

hen Charlotte Brown ’15 talks about Stephen Gaynor School, she talks about community. In fact, the night before participating in a recent Gaynor alumni panel, Charlotte was having dinner with several close friends she first met at Gaynor years ago. As they reminisced about their time together, the conversation naturally turned to favorite teachers, memorable moments, and the support they received as students. “It’s basically every single time we get together,” Charlotte said. “We’re always talking about Gaynor and the support they gave us.” Today, Charlotte is preparing to provide that same support to a new generation of students. After graduating from Birch Wathen Lenox School and earning her degree from Franklin & Marshall College in 2024, she is now applying to graduate programs in early childhood education. Her decision to pursue teaching was shaped not only by her own experience as a student with dyslexia, but also by the educators who helped her understand that learning differently was never something to overcome. “Stephen Gaynor proved to me that there was nothing wrong with the way I learned,” Charlotte said. “When

STEPHEN GAYNOR SCHOOL

choosing a career path, I thought of a younger version of myself and how special it would have been to see an educator who was dyslexic. I want to be that person for my students one day.” For Charlotte, that desire to serve future learners began during her years at Gaynor.

lifelong love of reading and learning. “I can confidently say that without her guidance, I would have never majored in English Literature,” Charlotte said. “She helped me foster my love of books by encouraging me to keep reading at my own pace and find stories I enjoyed.”

One of her most formative experiences came in Erica Kasindorf’s classroom. During a project focused on learning differences, students researched how their own brains processed information and explored the experiences of successful individuals who shared similar learning profiles. “It was the first time anyone had really sat me down and actually showed me how my brain works,” Charlotte recalled.

The experience was transformative. A student who once struggled with reading eventually graduated from college with a degree in English Literature, something her younger self might never have imagined.

The project helped her understand dyslexia in a new way. Rather than viewing it as an obstacle, she began to see it as one part of who she was. Just as importantly, she realized she was not alone. “Everyone had a project. Everyone had a learning difference,” she said. “We were all special and also different because of them.”

Charlotte also remembers the creativity and dedication that teachers brought to the classroom every day. One memory that remains especially vivid is a lesson on immigration in Julia Borders’ class. Rather than simply reading about Ellis Island, students were assigned the identities of immigrants and given documents to role-play their journeys through the immigration process. Ms. Borders fully embraced the experience, acting as both the doctor and immigration inspector as students navigated the process. “The experience was much more impactful than walking around reading plaques,” Charlotte said. “While taking on the scenarios, we not only understood the lesson, we felt it.”

Ms. Kasindorf’s influence extended far beyond that assignment. As Charlotte’s homeroom and reading teacher, she became a mentor who helped foster a

Looking back, Charlotte sees experiences like these as examples of what made Gaynor so special. Teachers consistently found ways to make

CLASS NOTES

learning meaningful, memorable, and accessible to every student. The lessons she learned extended well beyond academics. Charlotte credits Gaynor with teaching her one of the most important skills she would carry into high school and college: self-advocacy. By the time she arrived at Franklin & Marshall, she felt comfortable communicating her learning needs and accommodations to professors. “People always want to see you succeed,” she said. “You just have to use your words and say what you need.” As she prepares for a career in education, Charlotte hopes to create the same kind of classroom experience that shaped her own life. “My hope for my future students is that they feel welcome and accepted in my classroom,” she said. “I want to provide students with the tools to feel confident in their skills and themselves.” She hopes her students will understand a lesson she learned at Gaynor years ago: everyone learns at their own pace, and no learning difference should define what a person is capable of achieving. When asked what advice she would offer a current Gaynor student struggling with confidence, Charlotte’s response reflects the mindset she now hopes to instill in others. “Give yourself time and patience,” she said. “You are the only person you should judge yourself against, so big or small, celebrate every win.” For Charlotte, service is not simply something you do. It is something you pass forward. The support she received from teachers who believed in her, challenged her, and helped her understand herself shaped the course of her life. Now, as she prepares to enter the classroom herself, she hopes to offer that same gift to future students.

Second year working as a junior analyst and assignment for a managing director of a fund-offunds. Recently graduated high school and am going on to be a Leeds Scholar at CU Boulder.

2022

The Stephen Gaynor School was the turning point in my educational career. English class and reading as a whole was my weakness even before being diagnosed with dyslexia, but after my 5 years at the Stephen Gaynor School I was able to turn it into my strength. Since my time at SGS, I have become a published author in my schools literary work Scintilla, taken IB HL Language and Literature, and have grown to love reading. During my time at SGS, I was able to find my learning style, learn and prioritize self-advocacy, and the necessary skills to thrive and succeed even with my learning difference.

Olivia Olesen ‘22, a Leeds Scholar at the University of Colorado Boulder.

It is a legacy of service she first experienced at Gaynor and one she is eager to continue for the next generation.

SUMMER 2026

COLLEGE BOUND

College Bound Members of our Gaynor alumni will be matriculating to the following colleges and universities in Fall 2026 (as of June 30, 2026). These alumni are from Gaynor’s Class of 2020, Class of 2021, and Class of 2022. We are so proud of all of our alumni, and wish them luck in this next chapter.

STEPHEN GAYNOR SCHOOL

Student Shoutouts Lucas Welch’s dedication, effort, and leadership to his hockey team earned him the Tom Hynes Award in the North Park League. This award is presented annually to the player on each team whose leadership, sportsmanship, and dedication to their team has best exemplified the high standards that Tom Hynes brought to the North Park family. It is the only individual achievement award that North Park gives out each year.

Have a student accomplishment to share? Email a photo and brief description to communications@stephengaynor.org for a chance to be featured in the next issue of The Gazette.

Noam Raucher recently launched his music career under the artist name Super Rapper. He is writing and recording original rap songs and has already released 3 tracks through his Spotify account.

Langleigh Sloan shined on stage in a lead role, Mayzie La Bird, in the Children’s Acting Academy’s production of Seussical Jr. which performed at The American Theatre of Actors in midtown Manhattan from Jan 30-Feb 2, 2026.

In June, Amelia Kelly qualified for track Regionals in the 4x100 relay; in the fall she qualified for cross-country Regionals and Nationals in the 3K. Jackson Shapiro won his first PGA Junior league golf match representing Old Oaks Country Club!

Anderson Farkas won the U2000 May Open at Westchester Table Tennis Center, making him one of the overall top 5 players under age 15 in the state.

Yuan Sheng was awarded the Coach’s Award at his KidStrong class for his independence and perseverance.

Ridwan Sako is a Knickerbocker Grey for the first year ever. He moved up the ranks from Private to Private 1st Class, and has received several accommodations, medals, and a promotion to Corporal at the 145th Spring Review. As a Knickerbocker Grey, he has learned much about discipline. Ridwan marched in several parades and represented the Greys in many inaugural events throughout New York City.

Vivienne Antal spent spring break in Ukraine with Task Force Antal (TFA), a veteran-led non-profit, delivering humanitarian aid to communities affected by the ongoing war. This was Vivienne’s 3rd trip volunteering with Front Line Emergency Medical trainings. Vivienne visited with Ukrainian school children, and alongside her father, a retired Special Operations Soldier, she met with members of Parliament and Special Operations Soldiers and families. The Ukrainians embraced an American middle schooler choosing to visit with their schools and meet with other students her age. TFA brings children with these unique circumstances together, across the ocean, so together they build rapport and resiliency navigating tricky “Spec Ops” life. Vivienne will make her 4th trip to Ukraine this summer to visit her friends and provide more first aid training in schools.

SUMMER 2026

VOICES OF GAYNOR

NEW WEBSITE

Do you know we have a new website? Take a look today! stephengaynor.org

Same mission. Fresh look. Easier to explore. Our new website is designed to help families, educators, and visitors discover what makes Gaynor extraordinary.

EXPLORE WHAT’S NEW

Our Divisions

STEPHEN GAYNOR SCHOOL

Academics & Approach

Student Life

News & Events

Ways to Give

Scan to visit our new website!

VOICES OF GAYNOR

2026–2027 Academic Calendar SEPTEMBER 10 Opening Day of School 21 Yom Kippur: School Closed OCTOBER 12 Indigenous Peoples Day: School Closed 22 Early Dismissal 23 Conference Day: No School for Students NOVEMBER 25-27 Thanksgiving Recess: School Closed DECEMBER 4 Silver, Green, Blue Cluster Administrative Day

FROM THE ARCHIVES

Were you one of the students captured in the original Oxygen television broadcast 25 years ago following 9-11? Scan the QR code to watch the story, and if you recognize yourself or a fellow classmate, we’d love to hear what you remember from that day and what the experience meant to you. Email us at alumni@stephengaynor.org

11 Primary & Lower Division Administrative Day 21-1/1 Winter Break: School Closed JANUARY 2027 4 School Resumes Session 18 Martin Luther King Jr. Day: School Closed FEBRUARY 4 Early Dismissal 5 Conference Day: No School for Students 15 Presidents’ Day: School Closed

SOCIAL

Connect with us online:

MARCH 10 Eid al-fitr: School Closed 15-26 Spring Recess: School Closed APRIL 22-23 Passover: School Closed

stephengaynor.org facebook.com/GaynorSchool

MAY 14 Conference Day

instagram.com/sgaynorschool

21 Administrative Day

linkedin.com/company/stephen-gaynor-school

31 Memorial Day: School Closed JUNE 18 Last Day / Graduation

SUMMER 2026

Nonprofit Org U.S. Postage PAID Mankato, MN Permit 609

October is LD AWARENESS MONTH, a time to celebrate the strengths, talents, and unique ways students learn. Throughout the month, Gaynor will share stories, insights, and resources that highlight the power of specialized education and help build greater understanding of learning differences. Join the conversation as we celebrate our students, support families, and continue advancing our mission to unlock every child’s potential.

Alumnae Brianna Borbon ‘26 and Stephanie Brown ‘13, Communications Coordinator and Community Liaison for Assemblymember Jo Anne Simon, at Stephen Gaynor School’s LD Advocacy Fair October 2025.