Nashoba Brooks School Bulletin Spring/Summer 2014

A PH.D. CANDIDATE IN GENETICS AT YALE

UNIVERSITY, Emily researches

small transmembrane proteins which could

be pivotal to finding a cure for the world’s deadliest, as-of-now

incurable diseases.

EMILY COHEN 9́8

SPRING/SUMMER 2014

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NASHOBA BROOKS BULLETIN | SPRING/SUMMER 2014

The Bulletin is published by the Marketing & Communications Office of Nashoba Brooks School

Head of SchoolDanielle Heard

Contributing PhotographersCarly Gillis, Rachelle LeBlanc, Kate Drew Miller

Managing EditorDanielle Beale

Contributing EditorKatherine Mechling

Graphic DesignerKristen Villalongo

3SPRING/SUMMER 2014

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CONTENTS

EMILY COHEN ’98

5 From the Head of School

6 Community Bookshelf

12 Reading, Writing & Arithmetic for the 21st CenturyWe go beyond the three R’s and fuse 21st century skills with everything we do.

14 Gumball EngineeringSeeking to increase the percentage of women engineers through purposeful projects.

18 Strategic Directions

20 Board Update

22 Letter from Jason Robart, Next Board President

24 Campus Update

27 Calendar

28 Class Notes

31 Grandparents’ and Special Friends’ Day

A Ph.D. candidate in genetics at Yale University, Emily researches small transmembrane proteins which could be pivotal to finding a cure for the world’s deadliest, as-of-now incurable diseases.

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Students spent Sunday, February 2, helping a recently homeless family

move into a new apartment with the Heading Home organization.

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5SPRING/SUMMER 2014

As each school year winds down, the concept of rest starts to elude us. The Nashoba Brooks community is full of parents, students, and teachers who routinely go the extra mile; come June, that mile seems to stretch into a full marathon. It’s easy to get swept up in the exuberant whirlwind that is the end of the school year, bouncing from recitals to class breakfasts to end-of-the-year field trips at a near-superhero pace.

Yet I hope that each one of us can find a moment to pause, breathe, and reflect. In what can feel like a race to the finish line, we don’t want to lose sight of the road we have taken to get here.

This year at Nashoba Brooks has been nothing short of momentous. With the launch of our Strategic Directions and the election of Jason Robart as the new President of the Board of Trustees, we are entering into an exciting new era. Most important of all, whether building a Rube Goldberg machine, learning to code, or enjoying a visit from an alum who is earning a Ph.D. in genetics, Nashoba Brooks students are arriving at school more engaged, inquisitive, and excited about learning than ever.

So as we celebrate the year’s successes, I encourage us all to look back with equal jubilation on the smaller victories, from a capella performances to hard-fought soccer games and newfound friendships forged on the playground. For it is in those daily triumphs that our students’ creativity and compassion truly shines.

Danielle Heard, Head of School

MAKE AN IMPACT!

FROM THE HEAD OF SCHOOL

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As a community of educators, we live the life of continuous learning by example! Want to know what we’ve been reading lately?

BOOKSHELFCommunity

Raising Resilient Children: Fostering Strength, Hope and Optimism in Your Child by Dr. Robert Brooks (Heather Budd)

A Reporter’s Life by Walter Cronkite (Joel Lubin)

Covering: The Hidden Assault on our Civil Rights by Kenji Yoshino (D’Lynn Jacobs)

One Summer by Bill Bryson (Caroline Waters)

Classroom Reading Instruction & Phonics They Use by Patricia Cunningham (Reenie King)

Mo’ Meta Blues by Ahmir-Khalib Thompson and Ben Greenman(Lauren Funk)

11/22/62 by Stephen King (Jake Davey)

Inferno by Dan Brown (Polly Vanasse)

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Pillars of the Earth by Ken Follett (Emily Smith)

Drive: The Truth about What Motivates Us by Daniel Pink (Danielle Beale)

1493 by Charles Mann (Amy Riddle)

This year’s reading focuses on the theme of resilience. Here is a sample of the books our students, faculty, and staff will be reading this summer to prepare for 2014-2015. We encourage you to read along!

READINGSummer

PRESCHOOL 1 Cleversticks by Bernard Ashley

PRESCHOOL 2Albertine’s Got Talent by Shena Power

KINDERGARTENChrysanthemum by Kevin Henkes

GRADE 1Leo the Late Bloomer by Robert Kraus

GRADE 2Thank you, Mr. Falkner by Patricia Polacco

GRADE 3Matilda by Roald Dahl

GRADE 4 Blackout by John Rocco

GRADE 5 Seven Wonders of Sassafras Springs by Betty G. Birney

GRADE 6 The Mighty Miss Malone by Christopher Paul Curtis

GRADES 7 & 8 Golden Boy by Tara Sullivan

FACULTY AND STAFF How Children Succeed: Grit, Curiosity, and the Hidden Power of Character by Paul Tough

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EMILY C HEN8 NASHOBABROOKS.ORG

9SPRING/SUMMER 2014

Emily Cohen ’98 insists that her day-to-day life is “just not that exciting.” Like many an office worker, she arrives to her desk by 9 a.m., gets to work on her computer, checks in on her ongoing projects, and sometimes catches a seminar in the afternoon before heading home. Unlike the typical office worker, her projects involve cloning DNA and manipulating and scrutinizing mil-lions of tiny cells in the name of disease treatment. A Ph.D. candidate in genetics at Yale University, Emily spends much of her day in a room lined with incubators, each one culturing millions of mammalian cells that have been genetically manipulated in various iterations. She investigates the effects of each mutation within the protein in question through analyzing the resulting activity of these cells expressing mutant genes. While admittedly not all that glamorous, these highly specific, technical experiments shed much needed light on the characteristics of small transmembrane proteins. And more extensive information about small trans-membrane proteins could be pivotal to finding a cure for the world’s deadliest, as-of-now incurable diseases. Take HIV. In order for the human immunodeficiency virus to enter a cell, it must first interact with a certain protein on the cell’s surface. One of the focuses of the DiMaio Laboratory — in which Emily works — is the creation of libraries of “artificial proteins.” When intro-duced into cells, the artificial proteins interact with the cell-surface protein in a way that causes the protein

THOUGH EMILY’S INTEREST LEANED HEAVILY TOWARDS

THE SCIENCES THROUGHOUT HER TEN YEARS AT NASHOBA

BROOKS, MATH WAS HER REAL FOCUS, SCIENCE A

LOGICAL AFTERTHOUGHT.

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to be internalized and, therefore, removed from the cell surface. When a virus comes along, it cannot find the surface protein that grants its entry, and thus cannot enter the cell. The possible implications here are profound: remove the protein from the cell surface, hide HIV’s point of entry, and finally eliminate HIV.

“That’s the ultimate goal,” Emily confirms. “We are definitely a ways off from that, but that’s where the science is heading.” Now at the tail end of her Ph.D. program, Emily has focused her research on a particular small, artificial transmembrane protein essential to the production of red blood cells. When cancer patients undergo chemotherapy, they often become anemic, producing a deficiency of red blood cells. The common treatment for this condition involves injection of erythropoietin (EPO) into the bloodstream, which activates the human erythropoietin receptor (hEPOR) to stimulate the production of red blood cells. While this method is effective, EPO has been known to induce tumor formation in other tissues that express the hEPOR as it circulates the body via the bloodstream. Emily is searching for ways to activate the hEPOR without having to introduce EPO to the system. Her lab has engineered proteins that serve the same function as EPO but do not circulate the body, therefore providing the same benefit at far lesser risk to cancer patients suffering from anemia. Emily has spent the past seven years of her life focused on disease-based research, a fact that would likely have shocked her middle school self. Though Emily’s interest leaned heavily towards the sciences throughout her ten years at Nashoba Brooks, math was her real focus, science a logical afterthought. She arrived at

Connecticut College in the fall of 2002 intent on pursuing mathematics. But during Emily’s freshman year, her mother was diagnosed with breast cancer. She passed away the following summer. And that changed everything. Emily faced her loss with the resilience and focus of a woman beyond her 19 years.

“Looking back, it actually blows my mind a bit sometimes that I held it all together,” Emily recalls. “In a fortuitous, unfortunate way, I was able to take the summer to do what I needed to do and return in the fall.” When she did return, throwing herself wholeheartedly back into her studies, she noticed her preferences shifting. She enrolled in a few chemistry courses. She started to read more about cancer research. She signed up for the Avon Walk for Breast Cancer. And when she graduated in 2006 with a B.A. in Biochemistry, she officially had her sights set on a career in disease-based research. Before experiencing cancer’s vicious impact on her own family, Emily never pictured herself as a scientist. In fact, during her time at Nashoba, Emily could barely picture her future career at all. “I think that when we’re 14 years old, we see these older people in their twenties and say, ‘That’s so far away! We’ll never get there.’” Though Nashoba cannot credit itself for sparking Emily’s scientific drive, Emily asserts that the experiences she had and friendships she forged here made a profound impact. Nashoba Brooks’ small classes, supportive teachers, and single-sex environment created a comfortable space for Emily, who describes herself as a very shy person, to come into her own.

“You make these really great friends and

“I think that when we’re

14 years old, we see these older people

in their twenties and

say, ‘That’s so far away!

We’ll never get there.’”

11SPRING/SUMMER 2014

connections and it fosters an environment where you can do anything you set your mind to. You can take risks.” There is no doubt that Emily — focused, analytical, and thoroughly charming — has carried that ethos beyond Nashoba’s walls. Emily is a woman who truly can do anything she sets her mind to, even in the face of tremendous obstacles. In her first year of graduate school, her father — a key pillar in her support system — also passed away. A few years later, her cousin lost her battle with breast cancer at the age of 40. Yet Emily has not been deterred by these tragedies; if anything, they have strengthened her commitment to making an impact in the world of disease-based research. After receiving her Ph.D. this May, Emily will be leaving New Haven, Connecticut — her

home for the past eight years — to pursue the next goal on her list: completing a post-doctorate program. She has her sights set on Boston. She wants to be closer to her family and friends from her Nashoba days, though she admits there are other factors influencing the decision. “I’m a huge Red Sox fan,” she laughs. “I want to get back to my roots a bit.” Emily cannot say for certain what the next few years will bring. Though the current plan is to move into the biotechnology industry when she finishes her 29 years of education, she knows from experience that plans can change. But if her time since Nashoba Brooks has been any indication, it’s safe to say that no matter the struggle, Emily will continue to keep her eye on the extraordinary implications of those “not so exciting” days.

THE MEMORY OF EMILY’S MOTHER AND FATHER KEEP HER PUSHING FORWARD.


Our students have plenty of opportunity to learn coding languages, but we don’t limit ourselves to one hour, one week, or one year. We emphasize the importance of going beyond the three R’s and fusing 21st century skills with everything we do.

READING, WRITING, & ARITHMETIC

for the 21st Century


Regina has big plans for technology and transliteracy at Nashoba Brooks School, informed and driven by our Strategic Directions.

Innovation: We want to go beyond full integration of technology, so that it’s a seamless part of our innovative instruction. We’ve gone from computer labs to mobile technology available in every classroom, and will continue to discover new ways to enhance curriculum through technology.

Inclusivity: We want technology to be inclusive of all members of our community, so that faculty, staff, students, and parents are all working together to learn and lead. Our Digital Citizenship curriculum instructs and guides our community members on how to use these tools safely and effectively.

Impact: We want to provide the tools of tomorrow to our students today. Our preschool students will enter the workforce in 2032, and will need to have skills to excel in jobs that don’t exist yet. Through our innovative use of technology as enhancement to curriculum, they will leave Nashoba Brooks with the tools to drive the next big thing.

REGINA NIXONDirector of Educational Technology and Innovation

“There is a perception that skills in technology are replacing the traditional framework for learning,” Regina Nixon, Director of Educational Technology and Innovation, said. “The truth is that creativity, critical thinking, communication, and collaboration build on the foundation of traditional learning. When all of these

“Four C’s” unite, we create an environment that’s ideal for preparing our students for a dynamic world.”

The “Four C’s” were established by the National Education Association to prepare students for increasingly complex life and work environments in today’s world. To achieve and master these skills, Nashoba Brooks School uses many programs and tools. For example:

SCRATCH: Coding program created by MIT Media LabStudents in grades three through eight at Nashoba Brooks School participated in the Hour of Code using SCRATCH, a student-friendly program created by MIT to promote coding, throughout the week of December 9. They joined over ten million students throughout the world writing over a quarter of a billion lines of code.

While the students are having fun learning to code using SCRATCH, they recognize that this skill isn’t just for fun. When the third grade were asked if they wanted to have a job in technology, a student replied that “practically all jobs use technology. And even if you don’t, what if you need to help a friend?”

Tynker: Coding Program for younger studentsTynker is designed to take kids from zero programming experience to mainstream languages, such as Javascript, completely within the Tynker learning environment. Kids quickly make ideas a reality, without having to understand programming syntax.



GUMBALL ENGINEERING

While the project is simple, its implications are not. In 2012, only 14 percent of engineers were women, according to the Congressional Joint Economic Committee. In Stephanie Spurlock’s class, all 16 girls agreed that they are capable of becoming engineers if they decide they want to.

Confidently, the teams dive into their projects. They head to the pile of supplies and get to work stacking boxes, taping tubes, and positioning cups. The murmurs grow to a dull roar.

The task is simple: design something that will deliver a

gumball into a paper cup. Like the GoldieBlox commercial

without the soundtrack, the fifth grade girls set to work

in teams of three to engineer simple machines using

boxes, bubblewrap, cups, masking tape, bottles, and

foam pipe insulation.


“Wait we don’t need a box, we found a way to do it!”

“We just need two pieces of tape, ok?”

“This bottle is really hard to cut, maybe I’ll try cutting it from the top.”

“Get your gloves on.”

“Ding! ding! ding! ding! I’m brilliant!”

As their first attempts fizzle, they keep tinkering and adding elements, making observations and then alter-ing their designs. They divvy out added responsibilities, and one team names their gumball “Tiffany” for good luck. After twenty minutes, a team screams and jumps as their gumball moves through a tunnel to a funnel,

and falls through a tube into their cup. They continue to test it, but they’re thrilled.

From the science of this experimental engineering, the math begins. Tonight they’ll calculate the speed of their gumball, where it had the greatest potential and kinetic energy, and how much work it did.

The National Coalition of Girls’ Schools reports that only 37 percent of female co-ed school alumni thought they were “great at math.” When surveyed, 11 out of 16 students in Spurlock’s science class said they thought they were great at math.

“This activity makes everything more exciting!” Stephanie says. “It forces the students to use so many skills at

IN 2012, ONLY 14 PERCENT OF ENGINEERS WERE WOMEN, ACCORDING TO THE CONGRESSIONAL JOINT ECONOMIC COMMITTEE. IN STEPHANIE SPURLOCK’S CLASS, ALL 16 GIRLS AGREED THAT THEY ARE CAPABLE OF BECOMING ENGINEERS IF THEY DECIDE THEY WANT TO.


ACADEMIC:GUMBALL

“You can see how much fun they’re having, and that’s valuable because it comes through in their written work. They’ve been breezing through the quizzes on these topics because

they’ve applied it so successfully.”16 NASHOBABROOKS.ORG


In eighth grade, students study chemistry and physics, and are given the opportunity to design mini-units themselves. This year, they chose anatomy, forensic science, and marine science.

Stephanie Spurlock spent a great deal of time this year visiting sec-ondary schools, reviewing curriculum maps, and evaluating science programs to develop a purposeful curriculum that prepares students to excel in their high school sciences. She collected data about homework assignments, reviewed the national Next Generation Science Standards, and sent surveys to recent Nashoba Brooks School graduates to find out how prepared they felt in ninth grade science classes.

But, she says, we would be failing the students if all they received was secondary school preparation. That preparation is a given. What we must do is inspire our students to love science and let their curiosity drive them to mastery.

These mini-units give students ownership over their curriculum and provide an outlet for their explo-ration. Every day, she says, students bound into class, ready to drive.

CREATING A PURPOSEFUL CURRICULUM

the same time. They have to consider math and measuring, art, creative engineering, and physics, and apply them at the same time. They can communicate their knowledge so much better when working on something tangible rather than something they see in a textbook, or on a screen.”

Based on their dedication to this project, it’s evident that they are capable of anything. Routinely, the entire fifth grade skips recess to work on their gumball machines.

“I’ve been playing music while they work. You can see how much fun they’re having, and that’s valuable because it comes through in their written work. They’ve been breezing through the quizzes on these topics because they’ve applied it so successfully.”

“My expectation of students has greatly increased since coming to Nashoba Brooks. I have to keep reminding myself that these students are ten years old,” Stephanie says. Previously, she had been a high school biology and physical science teacher in Kentucky. “I’m going to be a better teacher for the rest of my career now that I’ve realized that my students can do anything with the right tools. They can rely on each other as a team and I can be a resource.”

After completing their gumball machines, they’ll begin to create concepts and build Rube Goldberg machines. They’ll use the engineering skills from this exercise and increase the complexity using levers, pulleys, and wedges, to build machines with five steps and three separate simple machines.

The excitement from this exercise translates throughout their curriculum. In math, they analyzed the performance of the athletes at the Winter Olympics from the skills they used to measure their gumballs. They measured athletes competing in the ice luge, downhill skiing, ice skating, curling, and more.

“There’s nothing more valuable than taking a theoretical concept and putting it into action, whether that’s Olympic competitions or delivering a gumball in an interesting way. Anything to get them excited about science!”

STEPHANIE SPURLOCKMiddle School Science Faculty


The community celebrated our Strategic Directions at a launch party on February 19, 2014, after more than a year of development. Our strategic directions define an aspira-tional future for Nashoba Brooks School. As a living document, it will undergo annual review and revision as needs, priorities, and opportunities emerge.

The ProcessThe Strategic Planning Steering Committee was formed with the goal of creating a core group of knowledgeable participants invested in the future of Nashoba Brooks School. It includes members of the Board of Trustees, Administrative Leadership Team, current and past parents, and faculty.

One-on-one discussions, focus groups, and anonymous online surveys engaged all constituent groups in authentic discussions about difficult issues. Feedback was gathered on their views and hopes for the school.

Cambridge Hill Partners aided in analyzing this data and producing an 83-page briefing book, which summarized comparative data, feedback collected, and strategic priorities identified throughout the process.

A panel of experts and thought leaders inspired creative thinking about the future of Nashoba Brooks at an Innovation Session. It challenged the committee to consider theoretical and applied issues, from core values and vision to right-sizing, financial models, and programs.

Utilizing the extensive qualitative and quantitative data, the committee created Strategic Directions with focus on vision, core values, and strategic directions for the next five years. These directions were evaluated by focus groups of parents and faculty, and edited to reflect their feedback.

Strategic DirectionsThis high-level plan outlines the goals of Nashoba Brooks School for the next ten years and does not dictate initiatives, which will allow Nashoba Brooks School be nimble and responsive to emerging trends and needs guided by clear strategic direction. We will track and regularly evaluate initiatives driven by our Strategic Directions, which are publicly available on our website. We invite you to learn more!

LAUNCH

To read our Strategic Directions, visit the website at nashobabrooks.org/strategic

Strategic Directions

INITIATIVES ARE ALREADY

UNDERWAY. CONTINUE TO

CHECK OUR WEBSITE FOR

INFORMATION AND PROGRESS.


INTEGRITYWe act with honesty, sound judgment, and strong character to build a culture of trust.

COLLABORATIONWe build partnerships, foster teamwork, and encourage camaraderie.

INCLUSIVITYWe celebrate and affirm all aspects of individual identity and global diversity.

EMPATHYWe seek to understand the feelings of others, value multiple perspectives, build meaningful connections, and inspire ethical action.

RESILIENCEWe value persistence and pursue excellence through continuous learning and growth.

At our core, Nashoba Brooks School represents:


We are excited to announce, along with President of the Board of Trustees John McClellan, that Jason Robart was elected as president and will begin this fall. John answers questions about his role, his accomplishments, and his hopes for the future.

As you reflect on your three years as President of the Board of Trustees, what stands out? What achievements are you most proud of?

There are so many things that stand out! It was a great honor to work closely with Head of School Kay Cowan during her final year. She did so much for Nashoba Brooks for 20 years, and I view myself as another one of her pupils, albeit a little older than most! The opening of the new Lower School facilities, named in Kay’s honor, stands out as a wonderful moment in Nashoba Brooks’ evolution, but I received the baton with only 10 meters left in the race.

UPDATEBoard

LEFT TO RIGHT: HILARY STEINERT,

BOB KRAMER, JOHN MCCLELLAN, DANIELLE HEARD


Credit goes to the board presidents who preceded me, Judy Kaye and Paul Parisi, to the Expanding Boundaries Campaign Committee, and to John Moriarty and Josh Solomon for their leadership of the Building and Grounds Committee. I am very proud to have been a member of the Search Committee, led by Alice Flint, that hired Danielle Heard as our new head of school. I have previously paraphrased Dorothy Gale from the Wizard of Oz, in that after a comprehensive national search with over 100 applicants, we found our next outstanding head of school in our own backyard. Danielle has launched many new initiatives that, building on the outstanding platform she inherited, position Nashoba Brooks to reach even greater heights.

On that theme, I’m also very proud to have been part of the Strategic Directions team, led by Anne Elton and Greg Pappas. They led the community through a very inclusive and thorough process that has mapped an exciting future vision for the program. We have so much talent on the board, and that made serving as the chair intellectually rewarding while simultaneously fun and exhilarating.

Nashoba Brooks is entering an exciting new phase with the launch of the Strategic Directions. What are some of your hopes for the future of the school? How do you plan to stay involved?

Every day brings new challenges and new opportunities for Nashoba Brooks. The Strategic Directions provide us with a strong set of principles, anchored in the values that define the core and soul of Nashoba Brooks, to guide our decisions as we exploit opportunities and address challenges.

As I look forward, we will remain a school that is rooted in excellence in academics and character development, a school that prepares our daughters and sons to be responsible citizens and compassionate leaders in an increasingly interrelated world. I see the curriculum continuing to marry the traditional elements of education with fresh new ideas, content and methods so that our students are prepared for whatever the future will bring. While I’ve enjoyed leading the board for the last three years, that’s just one role on the team and every role is important. I’m very excited to take on a different role and continuing to help in the implementation of the new Strategic Directions.

What qualities does your successor, Jason Robart, bring to this position that will help to propel Nashoba Brooks forward?

I’ve really enjoyed working with Jason on the board. He is very thoughtful, and sees things that other people — especially me — might have missed! In board discussions, he invariably offers a perspective that is fresh and challenging, and I often find myself thinking,

“Why didn’t I think of that?” Jason has a very strong background in both strategy and in human resources, so he is able to integrate economic and behavioral issues. Jason’s career has been built on his singular talent for counseling and coaching senior executives, and I’m sure that he and Danielle will have an outstanding collaboration. I feel very good about Nashoba Brooks’ future.

“Every day brings new challenges and new opportunities for Nashoba Brooks.”


I’M HONORED AND HUMBLED to serve as president of the Board of an organization that means so much to so many of us. We have great students, great teachers, a fantastic head of school and a group of parents who are passionate about the school and committed to its ongoing success. We have a great Board of Trustees! Their commitment to and love of Nashoba Brooks is beyond compare, and the school is that much better for it. I’m thrilled to take on this role.

I’ve been connected to Nashoba Brooks since 2004 when our daughter Sophie enrolled in grade 4. My wife and I immediately recognized that there was something special about this place: the energy in the school; the thirst for knowledge among students; the very visible commitment of the faculty and staff to creating a first-rate learning environment; and the overarching vision of the school really resonated with us. Since then, I’ve had the opportunity to help with a number of special projects, to serve on the communications committee — both as a non-trustee parent and as a Board member — and ultimately joined the Board in 2009.

A Letter From Jason Robart, Next Board President

JASON ROBART WITH HIS DAUGHTER, SOPHIE ‘08


It has been really valuable to draw on my experiences as a parent, past parent, and board member thus far, and I hope to continue to leverage those different vantage points as president of the Board.

During my time on the Board I’ve learned a great deal about Nashoba Brooks, about independent schools, and about what makes for an exceptional and differentiated educational experience for our students. I’ve learned that it’s not just about what happens in the classroom or on the athletic fields; nor is it just about our parent-teacher communication, the school administration, or stewardship of the Board of Trustees. Rather, I’ve come to see that what makes our school such a special and successful place is the way in which all members of the community coalesce behind the common objective of preparing our boys and girls for a lifelong love of learning in whatever direction life takes them.

I am so inspired by the fact that the school has evolved and strengthened its curriculum and messaging throughout its history while maintaining the special essence of our school. I am excited to see the new heights we will reach through the school’s recently adopted Strategic Directions. Inspired Education is at the core of our school and will continue to drive us for many, many years to come.

My career has given me the opportunity to work in a variety of strategic, operational, sales, and human resources roles, as well as the chance to serve on the Boards of other non-profit organizations, and to serve as a Selectman in my home town of Stow. While these roles have given me a particular set of skills and experiences, I think that the most important one as it relates to serving as president of the Board will be the ability to understand the needs of our various groups within the school community and use that understanding to help guide the school going forward.

Our community is so passionate about Nashoba Brooks and its continued success. One of our challenges is how to effectively leverage that passion so that we get the most out of everyone’s skills and talents. To that end, one of the things that we’ve already done has been to modify the Board of Trustees committee structure in a way that not only will allow the Board to be more efficient, but will also foster more effective and streamlined communication between the Board and the broader school community and enable non-trustees to work on an increased number of issue specific and time sensitive sub committees and task forces.

I am looking forward to building on the great foundation that our faculty and staff, students, and parents have built over the years as we embark on the continued development and growth of Nashoba Brooks School.

“Inspired Education is at the core of our school and will continue to drive us for many many years to come.”

Jason Robart, Board President


Snaps All Around for Grade 2 Poetry Night

MAY 2014A wonderful tradition continued through another generation at Nashoba Brooks School on May 13, 2014. Students in grade 2 performed original poems, and those of their favorite authors, in a classroom that had been transformed into a coffee house. Parents were encouraged to snap their fingers in encouragement, and cool jazz played in the background during intermissions.

http://nashobabrooks.org/news/2014/05/14/snaps-all-around-for-grade-2-poetry-night/

Two Honorable Mentions from C-SPAN

MARCH 2014Six students in two teams received two Honorable Mentions in the C-SPAN’s StudentCam documentary competition for their documentaries considering food accessibility and solitary confinement. Only 150 documentaries were chosen for prizes out of 2,355 entries nationwide. Congratulations to Caroline Hughes, Chandlee Gustafson, Eva Elton, Sofie Brown, Alexandra Loumidis, and Grace Capofreddi!

http://nashobabrooks.org/news/2014/03/06/students-win-two- honorable-mentions-from-c-span/

Strategic Directions Launched

FEBRUARY 2014On February 19, we launched our Strategic Directions. Over the next ten years, Nashoba Brooks School will advance its innovative, inclusive education and will demonstrate the impact its students, alumni, and employees have locally and globally.

Students Talk With Supreme Court Chief Justice John Roberts

FEBRUARY 2014On a recent trip to Washington, D.C., grade 8 students had a candid conversation with Chief Justice Roberts about his personal beliefs, past experiences in the courts, his most interesting cases, and his life outside law for an unbelievable thirty minutes.

Students Focus on Homelessness

FEBRUARY 2014Seventh grade students partnered with Heading Home and spent Sunday, February 2, helping a recently homeless family move into a new apartment. The students and their families have been collecting furniture and home items throughout the winter.

http://nashobabrooks.org/news/2014/02/04/boston-health-care-for-the-homeless-visit-grade-7/

UPDATECampus

MASSACHUSETTS INSTITUTE OF TECHNOLOGY HELD THEIR ANNUAL CAMBRIDGE SCIENCE FESTI-VAL’S CURIOSITY CHALLENGE FOR STUDENTS AGES 5 TO 14. ON APRIL 27, 2014, AMY SHARMA AND EDEN LEWIS, GRADE 3, WERE EACH AWARDED A CURIOSITY AWARD FOR THEIR WORK ON ROCKS, MINERALS AND CRYSTALS.


Quarter Billion Lines of Code Created

DECEMBER 2013Students in grades 3-8 at Nashoba Brooks School participated in the Hour of Code using SCRATCH, a student-friendly program created by MIT to promote coding, throughout the week of December 9. They joined over ten million students throughout the world writing over a quarter of a billion lines of code.

http://nashobabrooks.org/news/2013/12/18/students-use-mit-created-scratch-in-hour-of-code/

Disabilities Understood: Exploring a World of Same and Different

DECEMBER 2013At the Disabilities Understood assembly at Nashoba Brooks School on December 4, 2013, John Sharon shared his reflections on living with a physical disability in the

“world of same.” Students were encouraged to confront their assumptions and under-standing of those living with disabilities and see how all people are interconnected and interdependent.

http://nashobabrooks.org/news/2013/12/04/disabilities-understood/

Shinnecock and Kiowa Tribe Member Visits

NOVEMBER 2013To celebrate Native American Heritage Month, Lacina Onco, a member of the Shinnecock and Kiowa tribes, visited Nashoba Brooks on November 20, 2013, to share her identity and cultural practices. She grew up with her mother’s family on the

Shinnecock Indian Reservation on Long Island, New York, where she learned the culture and traditions of the Shinnecock people.

http://nashobabrooks.org/news/ 2013/11/21/nashoba-brooks-celebrates- native-american-heritage-month/

Visiting Educators From Armenia Meet With Students

OCTOBER 2013Students on the Diversity Committee and the Service Learning Coordinator, Polly Vanasse, enjoyed a casual lunch with Sona Miskaryan, a principal from a K-8 school in Armenia, and her translator, Anna Ohanyan, and discussed the differences and commonalities in their respective education systems.

http://nashobabrooks.org/news/ 2013/10/29/visiting-educators-from- armenia-meet-with-students/

Another Generation of Kindergarten Students Enjoy Night Magic

OCTOBER 2013In what has become one of the most beloved traditions at Nashoba Brooks School, our kindergartners expe-rienced “Night Magic” on October 29, 2013. Students mapped out the constellations with their science teacher utilizing the StarGazer iPad app, sung campfire songs with music teacher Paul Benzaquin, played sun and moon tag with PE teacher Jenn Young, and enjoyed s’mores and hot chocolate with Head of School Danielle Heard and Assistant Head of the Lower School Jane O’Connor.

http://nashobabrooks.org/news/2013/ 11/08/another-generation-of-kindergarten- students-enjoy-night-magic/

BELOW:CHRISTEL

KENDZIA DIRECTS MUSICIANS AT

OUR WINTER CONCERT.

ABOVE:KINDERGARTEN

STUDENTS EXPERIENCE

NIGHT MAGIC.

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September

October

November

December

January

February

March

April

May

June

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Thursday

Monday Friday

Monday Tuesday Wednesday

Monday Friday

Monday Monday

Monday Tuesday

Friday

Monday

Monday Tuesday

Monday

Monday

Tuesday WednesdayThursday

School opens – full day

Columbus Day – No schoolParents’ Conference Day – No school

Veterans’ Day – No school Professional Day – No school Thanksgiving Break – half day – follow Tuesday dismissal procedures

School resumes Winter vacation begins – half day – follow Tuesday dismissal procedures

School resumes Martin Luther King Day – No school

Presidents’ Day – No schoolProfessional Day – No school

Spring vacation begins – half day – follow Tuesday dismissal procedures School resumes

Patriot’s Day – No schoolProfessional Day – No school

Memorial Day – No school

Last day of classes for Grades PS through 3 – half day – follow Tuesday dismissal proceduresThird Grade GraduationClosing DayEighth Grade Graduation

SCHOOL YEAR

2014-2015

CALENDAR



Sarah DiMare Atwood ’89 and Pete Atwood welcomed a daughter, Caroline Mary Atwood, who was born on January 14, 2013. Big brother, Peter, is enjoying having a little sister.

Robin Wedlock ’91 is attending UNH Man-chester and will be com-pleting her Master’s in Social Work in the Spring of 2014. Robin is also co-managing a program at an adult learning center called ‘Get Ready for College.’ She says

“My boyfriend and I are planning to return to Greece this summer to visit his family and celebrate the completion of my degree.”

Olivia C. M. Achtmeyer ’95 [1] and Andrew Crawford Boger were married on October 19, 2013 in Woodstock, VT. NBS alumnae Michelle Kaplan Usitalo ’95, Tysie Sawyer ’95, Ginger Pearson ’95 were in the bridal party.

Lesley Cook Jakobsen ’97 is living in Newton with her husband James and young son, Peter. She splits her time between consulting and being a stay at home mom.

Liz Seibert ’98 married Gabe Turow on October 26, 2013.

Sarah Ganz ’00 [2] married Steve Fessler on August 24, 2013 in Newport, RI. NBS alumnae Kath Ganz ’03, Mad Ganz ’06, Sarah Borden ’00, and Skelly Kern ’00 were among the bridal party.

E.B. Bartels ’02 had her personal essay “Russian Face” published in a new anthology of travel writing

— The Places We’ve Been:

CLASSNotes

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Field Reports from Travelers Under 35. You can find it on Amazon and Barnes & Noble — Check out page 341!

Jevan Jammal ’02, Hannah Gallo ’02, and Liza Cowan ’03 [3] visited our eighth grade Learning and Leading class to offer their advice on life after Nashoba Brooks.

Elizabeth Hoffman ’05 was recently honored by Dartmouth College with a student research grant in her name. The Student and Presidential Committee on Sexual Assault’s (SPCSA) Eliza-beth A. Hoffman grants will provide each recipient with $750 per term for up to two terms of research.

The project aims to encourage the investigation of topics that currently lack adequate research. The grants were inspired by the work of recent graduates who were committed to fighting sexual assault, as well as the desire to produce more information about the issue. The grant is named in honor of the 2013 SPCSA chair, Elizabeth Hoffman, who

“worked tirelessly” to make a difference.

Logan Troppito ’05 is currently completing her Masters in Bioengi-neering at University of Pennsylvania, and will be graduating this May and starting work as a Management Consultant

in New York in the fall. Logan’s undergraduate degree is in Bioengi-neering and Engineering Entrepreneurship. She says that “My final year of school has certainly been flying by quickly. I am looking forward to many new adventures ahead.”

Buggy Valhouli-Farb ’05, a self-proclaimed lover of fashion, food, travel and all things monogrammed, Buggy has created an online retail site called Buggy Designs with a wide array of personalized accessories, stationery, clothing, and home décor items for infants through adults. This venture started back in 2004 when

she was in the eighth grade here at NBS.

Will Packwood TG’02, is a professional soccer player with Birmingham City F.C. He received his first call up for the US Men’s National Team for their international friendly against Ukraine on March 5, 2014.

Michael Hoffman TG’03 and Sarah Nelson ’08 [4] both received athletic prizes at St. Mark’s in May 2012. Sarah now

Alex Haghighat ’03 embarked on a 3+ month backpacking trip through Southeast Asia, starting mid-September. Her goal is to navigate through Vietnam, Laos, Cambodia, Thailand and possibly Malaysia and Indonesia, while living on about $40 per day, interacting with locals and living a modest lifestyle with just a backpack. Alex discovered her love for geography, foreign cultures and travel in 4th and 5th grade during Geography class with Mrs. (Sylvia) Griggs. Alex says “I will carry a lot of the missions and values I gained at Nashoba, such as integrity, compassion, responsibility, helping others, volunteering and open mindedness. I will be updating a blog with useful information about traveling through the region, our daily activities, cool stories and of course many many photos.”

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attends Bowdoin College and Michael is at the US Naval Academy.

Members of the Class of 2009 [5] came back to celebrate their fifth reunion at a luncheon at Paparazzi in Concord.

Breezy Thomas ’10 [6], signed her official letter of intent to play lacrosse for Duke University.

Olivia Cleary ’11 [7] had a dress she designed modeled at The Emerging Trends 2013 show of the Boston Fashion Show. The Emerging Trends is a unique fashion event committed to advancing the fashion industry’s exceptional emerging designers, was held in Boston, MA on Oct 4-5, 2013. This event is a dedicated effort to aid the Boston fashion community in developing

its reputation known for innovation and creativity.

The Class of 2013 [8] came back to campus on November 27, 2013 for their first reunion. They spent the morning meeting with faculty, their now grade 5 little sisters, and the current grade 8 class.

The Shorts came to watch Meggie Corcoran

’14 [9] and her team, Star Mates, skate at the 2014 National Synchronized Skating Championships in Colorado Springs where the team earned a silver medal.

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Danielle Girdwood ’07 is producing and directing a documentary about a disease called Tungiasis in Nairobi, Kenya. Learn more about the project at: http://tungiasisdoc. tumblr.com/


Grandparents and special friends were welcomed to campus on May 12 for a chance to visit with students. From the Jazz Band and chorus performances to golf in gym class, guests joined in the fun with the students for the morning.

Save the date for next year’s Grandparents’ and Special Friends’ Day: Monday, May 11, 2015!

[1] Arthur Langlais and Marc [2] Rene Russo, Olivia, Chris Perez [3] Maura, Eric Shapiro, Lisa [4] Lindsay, Sarah Davis, Hillary [5] Oliver and Audrey Glassman [6] Chakravarthy Narasimhan and Mira [7] Corye Reiter and Owen [8] Catha Hesse and Amelia

GRANDPARENTSSPECIAL FRIENDSand

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TRUE COLORS AUCTIONMay 3, 2014

THANK YOU to our community for your generous support!

[1] Cory Little, Paul O’Connell, Elaine O’Connell, Robert Drapeau, Pam Smith, Annie Drapeau [2] Danielle Heard, Head of School [3] The crowd bids on a custom four square court at their home, created by our own maintenance team [4] Auction Committee Members Melissa McCray, Dianne Brown, Nancy Solomon, Liza Carey, Kristy Beauvais, Holly Bernene, Cheryl Kirkman, Kiki Shilling, Hilary Steinert

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Documents

Nashoba Brooks School Bulletin Spring/Summer 2014