volume 47 number 6

a publication

of the park

school parents’

association

JUNE 2015

in this issue:

GraDuation

speaker // 2

self-stuDY Year

concluDes // 3

facultY

fareWells // 4

neXt schools for

GraDe iX // 4

Great DiVersitY

reaDs // 6

neXt schools for

GraDe Viii // 9

pa Year in

reVieW // 10

ask Dr. “o” // 13

parkinG space // 15

The Park Parent

continued on page 10

Parents’ Association Year in ReviewBY SHANNON FALKSON, PA President and LISA DiADAMO, PA Vice President

It’s been a great year for the PA at Park! We’re

always touched by the commitment of the Park

community and what that involvement brings

to the culture of the school we all know and love.

The breadth and depth of the work done by the

PA affects every student, faculty and staff member,

and parent at Park. A huge thanks to all the com-

mittee chairs who organize, execute, and ask, ask,

ask! Some highlights of this year include:

Great Diversity Reads and Park’s Diversity CurriculumBY SUNNY SCHWARTZ, Park Parent Writer

Children learn a lot about life through books—both books they read and books that are

read to them. In books, they see the way that parents treat children, friends interact,

and nature unfolds. They also learn about areas of life that we sometimes refer to as

“diversity”—race, ability, class, religion, family configuration, gender expression, and culture.

The books we choose to read to our children or for them to read can have a great impact on

how they see the world.

Developing a comprehensive list of books on diversity topics to use in the classroom is one of the projects that resulted from the Peter Amershadian Faculty Leadership Grant that Kat Callard, Grade II teacher, and Alan Rivera, Head of the Modern Language Department, were awarded in 2012-13 from The Park School. The grant allowed Kat and Alan time to research best practices in diversity in education and bring them back to Park. They delved deep into understanding diversity and inclusion in education including surveying the Park faculty and staff and visiting several schools nationwide that are leaders in diversity work.

In their visits with other schools, Kat and Alan noted four components that were present in schools that

continued on page 7

JUNE 2015 // PAGE 3The Park Parent // PAGE 2

When I think of Cary Williams I picture her on stage in The Three Musketeers as D’Artagnan, the “fourth musketeer.” She holds her sword high as the lights

fall dramatically. Another image: she is mincing across the baker’s kitchen, confident and sassy, the witch in Into the Woods. Another: she is Titania, with a branch headdress, petal skirt, and fairies danc-ing to her beguiling voice. I could keep going; these are only three of the characters Cary played in drama. A remarkable thespian, stu-dent, friend, and community member, Cary is this year’s graduation speaker. It gives me great joy to think of her returning to address the community and visit with her old teachers.

Drama is only one of the many things Cary has taken delight in exploring. She has been this way from the moment she came to Park in 1999. She says, “Ms. (Raine) Miller’s class was where my intellectual curiosity was born.” I wouldn’t be surprised if Ms. Miller recollects the same thing. Teachers remember a student like Cary; she is the kind that one dreams of having. Being both her Upper Division English teacher and theater director, I was most impressed by her ability to be in the moment. She steels her focus and gives her all to the task before her. She is open-minded in her pursuits and committed to absorbing all she can. While in the Upper Division, she participated in numerous clubs, includ-ing Student Council, Improv, and One World in addition to doing drama and academics. In Grade IX, she took on leadership roles in all three. When she graduated, Cary received the Head’s Award for Academic Excellence. When giving the award, Mr. Katz remarked, “[You] truly appear to love everything about learning! Throughout your years here, your powerful intellect has been matched by your insatiable thirst for knowledge.”

Cary graduated from Park and attended Milton Academy for high school. There she expanded her performance skills by join-ing Speech Team, where she participated in competitions in the

“original oratory” category. She co-founded the Student Gender Committee, which considered issues of equality. She continued to thrive academically. Two classes she took shaped her path, though she didn’t know how influential they were at the time. The first was a two-year history class called “United States in the Modern World” which shifted how she viewed history. The second was a writing class—taken simply because she had to have an arts elective during senior year—which opened her eyes to the world of fiction. Her first story, a memoir about her grandfather’s struggle with Alzheimer’s called “Writing on Glass Wings,” won a Scholastic Arts and Writing Award. About her writing, Cary says “[it] always deals with traumatic moments in my life or in others’. Fiction is therapeutic for me.”

During high school, Cary’s summers were spent in all kinds of ways: traveling, acting, con-necting. One was spent at the LEAD Summer Business Institute with other ambitious students of color. She planned to declare Economics as her major when she arrived at Harvard University and envisioned herself joining the corporate world after college. However, she couldn’t help but enroll in a fiction class to feed her passions. She was surprised when the professor told her that she should point herself toward History and Literature Department instead. This professor, one of the few tenured woman of color at Harvard, told Cary that she believed this was her calling. And Cary followed her advice happily.

The past three years have been exciting ones. She’s loved her classes, been an active member and president of the Association of Black Harvard Women, and been part of the Harvard Foundation. She has an exciting final year ahead of her working on her thesis.

“My working title is ‘Mothers of a Complicated Freedom: Free and Freed Women of Color and their Communities of Prosper-ity Centered Around New Orleans, 1800-1850,’” she tells me. “In it, I focus communities and families of slave owning free women of color in Louisiana in the first half of the nineteenth century. I am interested in the ways that these women’s narratives reveal the power derived at the intersection of class, gender, race, and owner-ship status.” If this isn’t proof of self-propelled, curiosity based learning, I don’t know what is!

Luckily for Park, Cary’s mother, Lyn Williams, has worked at the front desk since before Cary graduated. Lyn’s calm, patient, friendly personality keeps Park going after school. Best of all, she always makes time to give an update on her daughter which has made it almost feel as if Cary’s been in the building all these years. Cary has returned to Park on several occasions to visit with former teachers, lead an acting exercise for a Shakespeare play and speak about writing to the Upper Division during Morning Meeting. I know I’m not alone in looking forward to hearing her words to the Class of 2015!

2015 Graduation Speaker: Cary Williams ‘09BY KYRA FRIES, Drama Department Head and English Teacher

MILESTONES

JUNE 2015 // PAGE 3The Park Parent // PAGE 2

A Year of Self-Study: 2015 and 1972 BY KIMBERLY FORMISANO AND MARIA ALVAREZ, AISNE Self Study Co-Chairs

ACCREDITATION

Last August, Park’s faculty and staff embarked on a process of self-evaluation known as the Self Study. Every school belonging to the National Association for Independent

Schools (NAIS) agrees to engage in this process on a ten-year cycle in order to gain accreditation. More specifically, Park belongs to the chapter of NAIS known as the Association of Independent Schools of New England (AISNE), and this governing body is currently overseeing Park’s reaccreditation process. Forty different commit-tees were created over the summer in order to review and reflect on different aspects of the School, from the academic program to the facilities. Every member of the faculty and staff has contributed to the work of at least one of these committees, meeting on several Tuesday afternoons and on a full day in November. Most of the work of the committees is nearing completion in preparation for next October when a Visiting Team will come to campus. This group of six to eight educators from other AISNE member schools will read the Self Study document, observe and interview members of the Park School community, and then write a report with recom-mendations toward Park’s reaccreditation for the next ten years.

While this process represents a tremendous effort on the part of many people, it is an exciting endeavor, particularly at a school like Park, which has a rich history that informs its current practices. In fact, Park’s historical record includes documents from several previous Self Studies. In 1972, just one year after moving to its new location at 171 Goddard Avenue, Park embarked on a Self Study under the auspices of the then Commission of Independent Secondary Schools. It must have been hugely taxing to undergo a Self Study so soon after the move to the new building! But in typi-cal Park fashion, everyone chipped in, and the resulting document offers a rich view of the School at a pivotal point in its history.

The Park School of 1972 was reassuringly consistent with The Park School of 2015. The School’s motto (Simplicity and Sincerity) and its colors (Green and White) were the same as today. Teachers and students engaged eagerly in the daily life of a vibrant educa-tional community. Students studied many of the same subjects as today: math, English, science, social studies, and, in the “Upper School”, a second language. Students in Grade IX were the leaders of Student Council and Helping Hand (now called Service Coun-cil). After-school athletics were popular as was the drama program. Students ate lunch in the Dining Room at the same wooden tables that fill the room today, although they sat in matching wooden chairs in those days. Most importantly, the feel of the School was much the same as it is today.

Park was known as a “family school,” meaning that parents

were invited to partner with teachers in educating their children, and they were encouraged to become involved in the life of the School. Teachers and parents worried about “excellence in educa-tion” and what that should mean for students at Park. And every-one strove to create a welcoming atmosphere for all.

However, not everything has remained the same. In looking at the Self Study report from 1972, the most evident difference is the telltale blue tint to the mimeographed pages of typed text. Com-puters and the Internet, Google Docs, and Xerox machines were far off in the future. Look below at the painstakingly drawn graphs from 1972 as compared to the snazzy pie charts created with the help of Google Docs for the 2015 Self Study.

Top: Hand-drawn graph from 1972. Bottom: Pie chart created with the help of Google Docs for the 2015 Self Study.

continued on page 8

JUNE 2015 // PAGE 5The Park Parent // PAGE 4

Faculty and Staff Farewells 2014-2015

Faculty & StaFF Departing at the enD oF 2014-15:

Andrew Segar Lower Division Head 36 years of service

Anita Brush MD Language Arts Specialist 22 years of service

Cathy Boskey Grade I Teaching Assistant 15 years of service

Maria Alvarez Spanish Teacher 14 years of service Secondary School Counselor, Co-Chair AISNE Self-Study

Emily Cause Grade V Teacher 13 years of service

Kristin Hoins UD Science Teacher 3 years of service

Ellen Desmond UD English Teacher 2 years of service

Holly Mawn Grade V Teaching Assistant 2 years of service

Andrew Bauld Grade V Teacher 1 year of service

Jessica Burnham Teaching Apprentice 1 year of service

George Duryea Teaching Apprentice 1 year of service

Abigail Gray Teaching Apprentice 1 year of service

Alex Jones Teaching Apprentice 1 year of service

Scott Mulloy Teaching Apprentice 1 year of service

Ben Wilsker ’07 Teaching Apprentice 1 year of service

Faculty on Sabbatical/leave-oF-abSence in 2015-16:

Karen Manning Science Deptartment Head

Mary Russell Director of External Programs

Kat Callard Grade II Teacher (full year maternal leave)

Katie Carr Grade I Teacher (fall 2015 maternal leave)

Kara Fonseca PE Teacher (fall 2015 maternal leave)

Jeannie Hahn Grade I Teacher (fall 2015 maternal leave)

Adam Young UD Social Studies Teacher (fall 2015 paternal leave)

Faculty & StaFF returning From leave anD/or taking on new roleS in September 2015:

Edith Adams will be a Secondary School Counselor in addition to Academic Support.

Melody Bartlett will be an Art Teacher and After-School Program Teacher (previously Art sabbatical coverage).

Kimbely Boyd will return from maternal leave as the the Assistant Head for Finance & Operations.

Giovanni Bradley-Campbell will be an After-School Program Teacher (previously Teaching Apprentice).

Brian Cassie will return from sabbatical to teach Grade I-III Science.

Kathy Coen will be the Director of Teaching Apprentices in addition to teaching Upper Division English, (previously English Deptartment Head).

Kathleen Earley will be a Grade II Teacher (maternal leave coverage).

Jennifer Lindstrom will become the MD Literarcy Specialist (previously Grade IV Teacher).

Meg McLean will teach Grade IV/V Science (previously Grade I-III Science sabbatical coverage).

Heather Offen will teach UD Science (previously Grade IV/V Science).

Alli Raabe will return from maternal leave to teach Grade I.

Andrea Sparks will return from sabbatical to teach Art.

Alli Smith will return from maternal leave to teach Grade III.

Sally Snickenberger will be a Grade I Teaching Assistant (previously Teaching Apprentice).

E. Thomas will be a Grade IV Teacher (previously Grade IV maternal leave coverage).

Jean Wilmerding will be a Grade V Teacher (previously Grade III maternal leave coverage).

Mu’izza Barnett Cambridge School of Weston

Daniel Baumel Newton North High School

Caroline Beecher Newton North High School

Wesley Carty Cambridge School of Weston

Cameron Cook Boston University Academy

Orlando Cruz Wilbraham & Monson Academy

Jonathan DeJesus Brimmer & May School

Max Haigney Buckingham Browne & Nichols School

Emmett Hoins Governor’s Academy

Julia Holton Rivers School

Kate Kelly St. Paul’s School

Duncan Lamont Commonwealth School

Kym Morris Winsor School

Rick Ono Philips Academy, Andover

Chloe Page Beaver Country Day School

Jurnee Peltier Dana Hall School

Simone Sparrow Beaver Country Day School

Zack Taylor Beaver Country Day School

Sewina Yu Concord Academy

NEXT SCHOOLS FOR THE CLASS OF 2015

JUNE 2015 // PAGE 5The Park Parent // PAGE 4

FACULTY FAREWELLS

Anita Brush may not be a household name among the greater Park School

community, but for those who know her, Anita is a treasure. A teacher’s teacher, Anita Brush has worked “backstage” at Park for two decades, deftly serving as an invaluable resource to her colleagues. “She has been a wise guide, teacher, and friend to all of us in the Middle Division,” Grade IV Teacher Jen Lindstrom declares. “It’s hard to imagine Park School without her.”

Initially, Anita came to know the Park community as a parent to her chil-dren, Jacob Brush (Park Class of 1994) and Dora Brush (Park Class of 1998). Anita joined the Park faculty as a member of the Academic Support Services Department in 1993. She spent 7 years as a tutor, working one-on-one with students from Grades K–IX.

In 2000, while still tutoring halftime,

Anita transitioned to a learning specialist role, primarily focused on Grade III. “That was when I became more of a consultant to teachers,” Anita recalls. “I worked directly with kids in Grade III, but I was consulting with teachers in Grades III–VI about kids in their classrooms, in all subjects.”

Some of us may know Anita as Park’s resident expert in ERBs – the standard-ized test given to students in independent schools. Anita explains, “I got interested in the ERBs when I started working with Grade III. We give these standardized tests each year as one way of assessing students’ growth relative to a wider educational com-munity, but also to examine trends within and across grade levels. I wanted to under-stand what the scores meant and I became the official record-keeper in Grades III–V.”

When the School split into three divisions in 2008, Anita moved into the

position she holds today: Language Arts Specialist for the Middle Division. In this role, Anita has been instrumental in shaping the curriculum for students in Grades III–V.

“When I first came to Park, we had talented, creative teachers who developed their own personal curriculum to some extent. Over

Anita BrushLanguage Arts Specialist (1993-2015)

Andrew Segar’s corner office is loaded with wind-up toys, models of sailboats,

and a giant basket of lollipops, to be dis-tributed on birthdays to children in Grades Pre-K – V. Since 2001, Andrew has served as the administrator for Park’s youngest students.

In a recent edition of The 511 (The Fifth Grade Newspaper), two cub report-ers revealed Mr. Segar’s big news: “Sadly, as many of you know, Mr. Segar is retiring after 36 long years at The Park School. We will miss him dearly. If you seem him in the halls, please wish him health and happiness in the future.”

Andrew first joined the Park School faculty in the fall of 1979, with a freshly-minted master’s degree from Lesley

University. Although he had never been to Park before, he certainly knew its reputa-tion because Andrew had attended Shady Hill School in Cambridge, where his father was director from 1963 – 1989. In fact, four of Joe Segar’s sons followed him into the “family business” of education. Andrew had worked with young children during graduate school and in the summers, and was hoping to teach them as well. His first job at Park was teaching four-year-olds in Pre-K.

During those first two years at Park, Andrew noticed a pretty Grade I teacher, Susan Mahoney. “I picked two four year-olds and I asked them to take a note to Ms. Mahoney. The notes said things like, ‘Want to get together for a drink after work?’ And when the kids got back to my room, I’d ask them, ‘Well, did she send a note back?’ and they’d say, ‘No.’ So I’d try again in a few

Andrew SegarLower Division Head (1979–2015)

continued on page14

continued on page 12

JUNE 2015 // PAGE 7The Park Parent // PAGE 6

• • Great • • Diversity • • • • Reads • •

Gender expressionMy Princess Boy by Cheryl Kilodavis

I Am Jazz by Jessica Herthel & Jazz Jennings

Fire Engine for Ruthie by Leslea newman

Pug Dog by Andrea U’ren

Of Course They Do!: Boys and Girls Can Do Anything by Marie-sabine roger and Anne so

Amazing Grace by Mary Hoffman

Sam Johnson and the Blue Ribbon Quilt by Lisa Campbell ernst

CULtUre Take Me Out To The Yakyu by Aaron Meshon

Ugly Vegetables by Grace Lin

Big Red Lollipop by rukhsana Khan

Layla’s Head Scarf by Miriam Cohen

Henry and the Kite Dragon by Bruce edward Hall and William Low

Yoko by rosemary Wells

Quinito’s Neighborhood by ina Cumpiano

rACe Marisol McDonald Doesn’t Match by Monica Brown

Shades of People by shelly rotner & sheila Kelly

Colors of Us by Karen Katz

Let’s Talk About Race by Julius Lester

Hairs/Pelitos by sandra Cisneros

I Like Myself! by Karen Beaumont and david Catrow

Firebird by Misty Copeland and Christopher Myers

All the Colors We Are by Katie Kissinger

Across the Alley by richard Michelson and e. B. Lewis

The Other Side by Jacqueline Woodson

ABiLity Back to Front and Upside Down! by Claire Alexander

The Pirate of Kindergarten by George ella Lyon

Susan Laughs by Jeanne Willis

Kami and the Yaks by Andrea stenn stryer

My Brother Charlie by Holly r. peete & ryan e. peete

Moses Goes to a Concert by isaac Millman

FAMiLy ConFiGUrAtion

Pecan Pie Baby by Jacqueline Woodson

A Tale of Two Daddies by Vanita oelschlager

Monday, Wednesday, and Every Other Weekend by Karen stanton

For any age, books are a great way to begin a conversation about identity, diversity and inclusion. Need some good summer reading? Here is a selection of recommended book titles from Park’s Identity and Inclusivity Curriculum Design Group. Families can find all these books in the Park library, and students and parents are both encouraged to check them out.

JUNE 2015 // PAGE 7The Park Parent // PAGE 6

Diversity, continued from page 1

have a clear program and practice around diversity and made these recommendations to the Park School leadership in the spring of 2013:

1. Create a senior leadership position dedicated to inclusion work2. Define a clear scope and sequence for social studies curriculum so

that students develop an understanding of diversity related topics3. Increase ongoing service learning commitments4. Continue to foster opportunities to make global connections The Park administration approved their first recommendation

and has hired its first Director of Diversity, Equity, and Inclusion who will start in the fall. As reported in previous issues of the Park Parent, the Park School has also made terrific strides on the third and fourth recommendations–extending its service learning initiatives and increasing opportunities to make global connections.

The second proposal—defining a clear scope and sequence for curriculum related to diversity—is the focus of this article and an area where really interesting work is taking place. An Identity and Inclusivity Curriculum Design Group comprised of teachers from the Lower and Middle Divisions was established to develop a social studies identity program, under the leadership of Kat Callard. Since books are a great way to facilitate discussions about identity, the group researched and created of a list of anchor texts for grades Pre-K to Grade V on many topics related to diversity along with targeted discussion questions for teachers to elicit conversations among students after reading the books. The goals of utilizing the anchor texts is to educate students; empower, inform, and energize teachers; have parents feel more informed; and establish consistency and clarity around diversity education. In 2013-14, teachers borrowed the anchor books from the Park library. With a Parents’ Association grant, this year the Diversity Committee was able to purchase some of the books: 35 books, a set of 5 for each grade level.

A group of faculty have also been working on an outline of the identity curriculum, which establishes benchmarks and vocabulary related to diversity to be taught in each grade level. The curriculum will include the goals for what students will understand about each topic and be able to achieve. The committee will present the draft of this curriculum to the faculty in the fall, and the new Director of Diversity, Equity, and Inclusion will take the lead on completing the curriculum and integrating it into the grade levels.

Finally, the Park School re-established an educational experience for teachers, Seeking Educational Equity & Diversity (SEED). Thirty-four faculty have participated in SEED, a year long seminar to deepen school curricula and make communities more inclusive around areas of gender, race, systems of oppression, class, sexual orientation, and ally-ship.

One goal of the diversity curriculum project is to “grow more empathetic and knowledgeable citizens through exposing children to a variety of lived identities and experiences,” according to Kat Callard. Given all the curriculum changes taking place, Park is well on its way to achieving its goals.

• • Great • • Diversity • • • • Reads • •

The Pirate of Kindergarten by George Ella Lyon

Susan Laughs by Jeanne Willis

Kami and the Yaks by Andrea Stenn Stryer

My Brother Charlie by Holly R. Peete & Ryan E. Peete

Moses Goes to a Concert by Isaac Millman

FAMILy ConFIGuRAtIon

Pecan Pie Baby by Jacqueline Woodson

A Tale of Two Daddies by Vanita oelschlager

Monday, Wednesday, and Every Other Weekend by Karen Stanton

Donovan’s Big Day by Leslea newman

Megan’s Birthday Tree by Laurie Lears

The Black Book of Colors by Menena Cottin

My Family is Forever by nancy Carlson

Fred Stays With Me! by nancy Coffelt & tricia tusa

SoCIo EConoMIC

Those Shoes by Marybeth Boelts

The Table Where Rich People Sit by Byrd Baylor

Armando and the Blue Tarp School by Edith Hope Fine and Judith Pinkerton Josephson

The Can Man by Laura E. Williams

Happy Like Soccer by Maribeth Boelts and Lauren Castillo

Amelia’s Road by Linda Jacobs Altman & Enrique o. Sanchez

RELIGIonFaith by Maya Ajmera, et al.

The Shortest Day: Celebrating Winter Solstice by Wendy Pfeffer

Night of the Moon: A Muslim Holiday Story by Hena Khan

New Year at the Pier: A Rosh Hashanah Story by April Halprin Wayland

A Sweet Passover by Lesléa newman and David Slonim

JUNE 2015 // PAGE 9The Park Parent // PAGE 8

Self-Study, continued from page 3

Park was a much smaller school in those days, both in its student body and in its footprint. As compared to the current 560 students, only 350 boys and girls attended Park in 1972. The Faulkner family still lived in Faulkner House, and the West Build-ing and the North Wing had yet to be added. In fact, the original building seemed enormous to students at the time, full of wonder-fully modern features. Classrooms were separated by “accordion walls” that could be pushed back to allow for an open floor plan or open classrooms.

Students looked different in 1972, too, and not just because of the fashion of short skirts and long hair. The dress code prohib-ited students from wearing “dungarees” to school. Students were involved in the daily chores around the school, including Flag

Duty and Kitchen Duty. These duties were considered a privilege, and students enjoyed the responsibility of honoring the American flag and setting the tables in the Dining Room or serving the daily hot lunches.

As the Self Study 2015 reaches its conclusion, many themes from the early days shine through recent innovations, such as Atlas Curriculum Mapping and Community Service (or Service Learning). Park teachers have always enjoyed collaborating around their subject areas, comparing notes and strategies to infuse their classes with a sense of excitement. Now, thanks to the online resource, Atlas Curriculum Mapping, teachers can document their efforts, opening new venues for rich discussions around curriculum.

1. There is a high degree of congruence between the school’s stated mission and philosophy and its operations and culture

2. Faculty, administrators, and support staff are well suited to their specific responsibilities by training, education, and/or experience

3. Faculty, administrators, and support staff participate in a clearly defined program for professional growth

4. The school has a clearly defined and implemented program for the regular supervision and evaluation of faculty, administration, and support staff performance

5. The school’s curriculum and teaching methods are congruent with its stated mission and philosophy

6. The faculty and administration have a consistent process by

which they regularly document, review, evaluate, and revise the educational program

7. The governing board recognizes its role as a strategic, policy-setting body and delegates to the head the task of managing the operations of the school, while also providing appropriate support

8. The governing board is appropriately organized to carry out its fiduciary responsibilities and to ensure the stability of the school

9. The school has policies and procedures for the effective oversight of its financial resources

10. The school has policies and procedures to foster the physical and emotional safety and well-being of its students

AISNE TEN MAJOR STANDARDS FOR ACCREDITATIONOf the total number of AISNE Standards for Accreditation, 10 Major Standards are defined as critical to a school’s well being, and therefore every school is required

to pass these standards in order to be accredited or reaccredited.

Top: In the 70s, students participated in daily chores around the school including “Kitchen Duty.” Left: in 1972, classrooms were sepa-rated by “accordion walls” that could be pushed back to allow for an open floor plan. Right: The Dining Room featured wooden Winsor chairs and students set the tables.

JUNE 2015 // PAGE 9The Park Parent // PAGE 8

sophie collins arroyo Buckingham Browne & Nichols School

rishi banerjee Belmont Hill School

alyse bierly Buckingham Browne & Nichols School

kira bierly Buckingham Browne & Nichols School

caroline bonnevie Winsor School

alexey boycko Commonwealth School

susanna cabot Noble and Greenough School

Manciana cardichon Milton Academy

Gabriella casagrande Dana Hall School

isabelle charles Concord Academy

caleb coleman Groton School

rishi Dhir Milton Academy

annie Diadamo Concord Academy

ian emery Beaver Country Day School

leyla ewald Buckingham Browne & Nichols School

noa fay Noble and Greenough School

thacher formisano Belmont Hill School

charlotte Gifford Buckingham Browne & Nichols School

charlotte Grossman Concord Academy

asa hamot Concord Academy

Zachary herman Beaver Country Day School

Jonah Johnson Philips Exeter Academy

kate Jones Milton Academy

chloe lelon Noble and Greenough School

sadie lestage Milton Academy

eliza lord Groton School

Macey Mannion Philips Academy, Andover

lauren Marandett Tabor Academy

annie Muggia Beaver Country Day School

sadie Murray Milton Academy

olayeni oladipo Milton Academy

eva o’Marah Milton Academy

Jack pierce Brookline High School

Molly potter Newton North High School

Maya principe Noble and Greenough School

Myles riehl Noble and Greenough School

talia smith Concord-Carlisle High School

Jack sullivan Dexter School

alex tesson Concord Academy

ben tyszka Brookline High School

katherine Wilcox Milton Academy

ben Wilmerding Beaver Country Day School

Jack Wilmerding Groton School

NEXT SCHOOLS FOR THE DEPARTING MEMBERS OF THE CLASS OF 2016

Similarly, service has always been an important piece of the fabric of the Park community. Now that theme is evident across the three divisions in a coordinated series of projects both in the classroom and in partnerships with local groups and even across the world.

Then and now, Park students are engaged in their learning and in their school community. In a parent survey for the 1972 Self Study, parents reported that their children were happy to head off to school each morning. The same is true today. Studying and working and parenting at Park is a privilege, and that sentiment shines through in each section of the Self Study, in 1972 and today.

TesT Your Park school Trivia!

See how well you know your school! Try to answer the

following questions. You may find some answers in the

article; for others, you might have to ask for help!

1. Name a current Park faculty member who worked on

the 1972 Park School Self Evaluation.

2. Name two current members of the faculty who were

students at the time of the 1972 Park School Self

Evaluation.

3. Where can you still find an accordion wall separating

two classrooms?

4. How many students attended Park School in 1972?

and in 2015?

5. Who lived in Mr. Robinson’s house in 1972?

Answers: 1) Margo Smith 2) Alice (Perera) Lucey ’77 & Maria (Fleming) Alvarez ’81

3) Pre-Kindergarten rooms 4) 350 and 560 respectively 5) Kim and Nancy Faulkner

JUNE 2015 // PAGE 11The Park Parent // PAGE 10

The Craft Fair was a fun, festive, family-friendly day showcasing many amazing artisans selling their wares, a kid-friendly raffle, and delicious food baked by Park parents in the bake sale and the highly popular food trucks! The Craft Fair is the second largest PA fundraiser. Thank you Susanne Chiang and Nancy Pinchera! Thank you also to former Park parents Lynne Bradbury, Francine Koris, and Carolyn Kraft!

The Community Service Committee involved our children in giving back to the community with the Chop-A-Thon, the Halloween candy and costume drive, pumpkin bread baking, snowpants drive, Birthday Wishes, and a book drive. In addition, the Allston-Brighton Supper Program prepared monthly dinners with the assistance of Grade VI and VIII students. Thank you to committee chairs Shoshana Farb, Laurie Glassman, and Sarah Strand! Thank you to Susan Cabot, Sarah Keating, and Bobi Lelon for chairing the Allston-Brighton Supper Program!

The Diversity & Inclusion Committee created slides designed to inform parents and spark conversation during the Winter Warmup Dinners. In May, they hosted the screening of Girl Rising, a documentary following the quest of nine girls overcoming obstacles to receive an education and change their fates. Thank you Heeten Kalan, Bob Park, and Russ Porter!

The Faculty Grants and Curriculum Support Committee supported many grants and curriculum enrichment activities ranging from larger grants such as the Math Revolution talk with Jo Boaler and the revamp of the Grade VIII Project Week to smaller grants such as funding digital microscopes, and a field trip to the MFA with Liga Aldins’ French students. Thank you Sarah Alvord, Steven Goldman, Vicky Joshi, Melissa Madden, Katie McWeeny, Hannah Riley Bowles, and Shade Solomon!

The Faculty Staff & Appreciation Annual Luncheon showered the amazing Park School faculty and staff with appreciation with a Cinco de Mayo themed lunch! The margaritas flowed, the mariachi band performed, the dining room was transformed, and a great time was had by all. The raffle team collected many unique and fun items for the raffle. Thank you to the generosity of the parents donating items and those who volunteered at the lunch! Thank you to luncheon chairs Teresa Chope, Julie Hayes, and Sandra Taylor! Thank you to raffle chairs Julie Saltzman, Carol Batchelder, and Christina Vest! Thank you, Bob Park, for MC-ing the raffle!

The Faculty and Staff Appreciation Monthly Breakfasts & Birthday Cake team delivered breakfast and a birthday cake every month. Thank you Beth Holzman for the breakfasts and Jen Herman for organizing the cakes!

Parents’ Association 2014-2015 Year in ReviewFa

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JUNE 2015 // PAGE 11The Park Parent // PAGE 10

The Green Committee supported our Park community garden with new raised beds and an improved watering system. They also helped recycle old costumes, sports equipment, and blue blazers. In addition, they started an initiative in partnership with Grade V students and teachers to gather lost and found items, return clothes with labels to their owners, and display the rest to help students and parents find their missing items. Note to all parents: items with labels do get returned! Thank you Kelly Lawrence, Rebecca Mayne, and Ted Wells!

The Hospitality Committee helped Park roll out the welcome mat for families and friends at Grandparents’ and Special Friends’ Day, Yule Festival, and May Day. Park parents graciously donated delicious baked items that were offered to all who attended these wonderful community events. Thank you Jen Dolins, Jess Lutzger, and Jaye Smith!

The Library Volunteers work with Park’s librarians to help manage the School’s fabulous book collection. Thank you Tricia Claudy and Nancy Hagens!

The Park Apparel team found a new home in the beautiful, new Betsy Ball lobby and kept us outfitted in our old favorites and exciting new Park wares! Thanks Jen Eielson, Alison Horne, and Kim Tesson!

The Park Parent Editorial Board kept us informed of everything going on at Park with informative, educational and fun (did you read Bob Little’s article?) articles! Thank you TC Haldi, Kate LaPine, and Stan Shaw!

The Park School Community Cookbook is a new classic you’ll keep forever! Thank you Julie Saltzman, Christina Vest, and Carol Batchelder!

The Parent Roundtable and All School Evening Committee hosted psychologist Catherine Steiner-Adair, Ph.D., for an evening in March. She spoke to us about anxiety in our kids in a lecture titled “Stomach Aches, Sleepless Nights, and Stressed for Success: The Spectrum of Stress and Anxiety in Children.” Thank you Martina Albright, Benna Kushlefsky, Hajar Logan, Peter Rempelakis, and Beth Whittaker!

The Parents Independent Network (PIN) Reps kept up on the latest on information through the PIN’s webinars, live events. Thank you Darius McCroey, Kimberly Ramsey, and Val Young.

Springfest is filled with new and old favorites! Once again, the Park community came together to donate items to the auction and raffle and volunteered to make “Springfest: The Community Day of Play” we all look forward to and the single biggest fundraiser for the Parents’ Association. Thank you Springfest chairs Brooke Laughlin, Diana Vogel, and Elizabeth Woods! Thank you Springfest Auction chairs Lawson Albright, Sue Jeppson, and Lori Whelan! Thank you Springfest Raffle chairs Elizabeth Brennan, Jen Dolins, and Demetra Taleghani!

The Student Picture Day Coordinators kept everything flowing smoothly and organized all day, organized all the needed volunteers and updated the pictures in the lobby. Thank you Jackie Fantuzzi, Jennifer Fulton, and Shamiso Hart!

This listing captures a mere fraction of all the wonderful activities and contributions that have taken place this year. It has been a pleasure serving as the PA President and Vice President this year and we wish everyone a wonderful, relaxing summer and look forward to seeing you in September!

Shannon Falkson Lisa DiAdamoPA President PA Vice President

Parents’ Association 2014-2015 Year in ReviewPa

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JUNE 2015 // PAGE 13The Park Parent // PAGE 12

days. And then finally a note came back.” The rest, as they say, is history: Andrew and Susan were married in 1980!

In 1981, Andrew moved into an opening in Grade II, where he remained for 17 years. Mr. Segar is one of few men who’ve made a career of working with young children. He explains, “I’ve always resisted the hierarchical assumption that says males working in schools need to aspire to move higher, or that men are not as well suited to work with young students. For many years I felt strongly about it. There are precious few males working with elementary aged kids and it’s impor-tant to show young kids that men can be nurturing, warm, and sensitive.”

When the School decided to create a science specialist for Grades I-III, Andrew was happy to step into that role. Then, a few years later, he became Head of the Lower School, which at that time was Pre-K – Grade V. “What I’ve really enjoyed is watching kids grow and develop over their time here at Park. Especially when I first became the Lower School head, the children spanned 7 years. You were watching kids grow up in front of your eyes.”

Andrew has had a huge impact on many teachers through the years. Kimberly Formisano, Self-Study Co-Chair, Director of Interns, and Park21 Coordinator, reflects, “Andrew has been a friend since the moment I entered Park as a 26 year old! I will never forget touring the School and seeing his big pencil hanging above his desk in his second grade classroom. I knew right away he was someone important to get to know! He immedi-ately made me feel welcome in the hallway and supported every step as I developed my teaching skills and now leadership skills. He models the importance of bringing humor and warmth to the job of a division head. I will miss our daily interac-tions that have been an integral part of my time at Park.”

Andrew has also spent his career developing trusting relationships with families over the years.

“That’s an important part of my job satisfaction,” he says. Many of Andrew’s signature posts–distrib-uting lollipops, welcoming young students at the back door, and standing out at carpool every after-noon no matter the weather–have fostered those personal relationships. “I think that being able to

recognize every parent and to know every child makes this a community where individuals and families feel welcomed and appreciated. Ultimately, it helps kids feel known to a depth that they might not otherwise feel in a place as big as Park.”

The next few weeks are going to be incred-ibly busy for the Segar family. On June 6, Andrew and Susan’s oldest daughter, Lindsay (Park Class of 1999) will be married in Narragansett, Rhode Island. “It is so exciting that our first born is get-ting married. She’s a clinical psychologist who works at Human Relations Service (HRC) in Wellesley, and is the assistant director of coun-seling at Babson College, and is also building a private practice.” The Segars’ youngest daughter, Hilary (Park Class of 2003), worked in public health for three years after college, and is currently pursuing a master’s degree in pediatric nursing at Northeastern.

When he retires from Park at the end of June, Andrew will take some time to figure out what his next step will be. “I definitely want to do something else,” he says. “Working in education with an underserved population is very appealing.” Undoubtedly, Andrew will spend more time on his sailboat at the Segars’ summer house in Barnstable, and playing with his best pal, Mosely, their gold-endoodle. Susan Segar continues to enjoy her role as the Lower Division Reading Specialist. “I look forward to staying connected to Park, and I’m sure Susan will keep me posted on a daily basis!”

In summing up his time at Park, Andrew says: “What a gift it’s been for me personally and professionally to work with such a terrific group of kids and colleagues in a place that has its bow pointed in the right direction. I feel very fortunate. I am so grateful for having spent my career at this school, and I want to thank each child, family, and colleague for helping to make these 36 years so rewarding.”

Andrew Segar, continued from page 5

JUNE 2015 // PAGE 13The Park Parent // PAGE 12

Can you suggest ways to make bedtime a more peaceful

time? In our house, there’s lots of pleading to stay up later

and later. Sometimes it’s just easier to give in, but I know

that this likely means that my child is not getting enough

sleep. Help!

You’re right to be concerned about how much sleep your child is

getting each night. It’s quite common to underestimate the impor-

tance of getting adequate sleep and this is true for adults as well

as children. Importantly, a lack of sleep can diminish your child’s

capacity to stay focused in school and to be emotionally resilient

when faced with the normal, challenging moments that s/he might

encounter during an average school day when interacting with

peers and adults. You might also notice the effects of accumulated

sleep debt as the week progresses.

Your child(ren) will greatly benefit from having a consistent

bedtime routine during the school year. Putting this into place

actually increases the likelihood of “peace” as the expectations

are clear and consistent. Information from sources such as the

National Sleep Foundation suggests that children ages 4-14 require

on average 9-11 hours of sleep each night. Make your bedtime

routine both cozy and predictable. Include your child in the plan-

ning for what bedtime in your family will include, e.g., bath or

shower, reading or listening to a story. One way to tell if your child

is getting adequate sleep is to note whether s/he wakes up on her/

his own or if you or an alarm clock is necessary to awaken them.

It’s helpful to limit television viewing and engagement with other

screens within two hours of bedtime as the light emitted from

screens can interfere with the ability to fall asleep and may also

contribute to bedtime resistance.

Think carefully about your family’s schedule during the school

week. Is there time for any scheduled activity or sport, homework,

some down time as well as time for dinner and a reasonable bed-

time? If not, be open to making some hard choices that may just

create the space you are seeking. It’s not uncommon for routines

to be different during the summer months and for there to be

more latitude for kids to stay up later and to sleep in later. Ulti-

mately, you will do what works best for your family, but keep the

end goal of having a well-rested child who is ready for learning

and play in mind. To read more about the importance of sleep for

children, check out NurtureShock: New Thinking About Children

by Po Bronson and Ashley Merryman.

This month’s column addresses two “frequent flier” questions that

have come to me from parents across the Park community throughout

the school year.

I’ve overheard some concerning comments from my 11-year-

old child about food and being concerned about being fat.

I worry when I hear that she may not be eating lunch at

school.

Use the comments that you are hearing as opportunities to

engage in conversations about the importance of a healthy diet.

Skipping lunch forgoes an opportunity to refuel her body for the

afternoon ahead. Remind your daughter that her health and well-

being depend upon good nutritional choices. Fortunately, there is

a range of healthy options available for the morning snack as well

as during lunch.

Stress the importance of healthy eating habits that emphasize

moderation, balanced food choices, nutrition, and an overall sense

of enjoyment of food. A cardiologist friend recently noted that he

recommends “eating to live rather than living to eat.” That said,

know that your daughter is also observing your food choices and

listening to your commentary around food and its contribution

to health and well being. Encourage the enjoyment of food, and

balance this with engaging in regular physical activities that you

enjoy as well.

It is quite normal for “tween” age girls to become more aware of

body image and some of them may develop unhealthy relation-

ships with food as they attempt to achieve what they perceive

to be the ideal body type. Be sure that your daughter is see-

ing a range of body types so that she can see herself as within

the spectrum of “normal.” It’s also important to encourage her

involvement in physical activity, yet another good lifelong habit

for healthy living.

When we think of children and adolescents with anxiety or self-

image issues related to weight and food, we usually think of girls.

Boys, however, are subject to similar stresses. Although eating

disorders and body image anxiety are less common among boys

and men, they do occur, so parents should be conscious of model-

ing healthy behavior and attitudes for their sons as well as their

daughters.

Know that the media and peers are providing a steady flow of

images and opinions about all of this, so do not hesitate to offer

your own guidance about establishing a healthy lifestyle. Be ready

to point out examples of people in your life and in the media who

are modeling healthy life choices. Girls and boys this age are ready

for some active and critical discussion around what they are seeing

in both print and electronic media. Keep the discussion going!

What Do You Want To Know?

Ask Dr. O!By Olivia Moorehead-Slaughter, Psychologist

JUNE 2015 // PAGE 15The Park Parent // PAGE 14

Each year, The Park School relies on the time and talent of our parent and alumni communities in so many ways. Not least

of which is raising the over $2 million needed to sustain Park’s operating budget through the Annual Fund–ensuring that

Park can remain the School we all love. Please join us as we thank the 65 individuals who have so tirelessly volunteered as

Annual Fund solicitors this year.

Rory Altman, Bhaskar Banerjee, Laura Barkan, John Barkan ‘85, Kathrene Tiffany Bell ‘96, Jennifer Berylson Block ‘94, Bob Bray ‘53,

Seth Brennan, Emily Potts Callejas ‘89, Nina Cammarata, Vinny Chiang, Nancy Cohen, Greg Cohen, Greg Cope ‘71, Lilla Curran ‘95,

Melissa Deland ‘95, Rob DiAdamo, Emmanuel Doe, Mark Dolins, LaToya Downing-Peltier, Lee Englert, Sara Leventhal Fleiss ‘95, Rebecca

Forkner, Jim Formisano, David Glynn ‘91, Carolyn Greenspon, Alison King Haley, Pierce Haley, Julie Hayes, Paul Hayre, Beth Holzman,

Jim Holzman, Julia Lloyd Johannsen ‘93, Joan Amick Kelly ‘83, Abbott Lawrence ‘85, Blyth Lord, Nia Lutch ‘97, Amy Lloyd McCarthy ‘86,

Katie McWeeny, Harry Nudelman, Nikki Nudelman, Wendy Pierce, Rick Pinchera, Russ Porter, Pete Riehl, Will Rowe, Suzanne Samuels,

Katharine Burrage Schmitt ‘95, Alyssa Burrage Scott ’92, Rebecca Lewin Scott ‘89, Heidi Shaff, Stan Shaw, Abeera Sheikh, Kerry Swords,

Arnaud Tesson, Christina Vest, Diana Walcott ‘85, EJ Whelan, Chris Wilmerding, Laura Church Wilmerding ‘84, Rebecca Wilsker ‘00,

Robert Wood, and David Zug.

We welcome all parents and alumni who would like to join our team next year. It’s fun and rewarding, and critically

important to our School. To volunteer, contact Jessica Conaway, Associate Director of Development, at 617-274-6019 or

conawayj@parkschool.org.

park’s 2014-15 annual fund “It Takes a Village”

Anita Brush, continued from page 5

time, I think we’ve developed a more coordinated curriculum that is consistent across grades and grows in a step-wise fashion from one grade to the next.” Anita has helped to create and implement an approach to teaching literature and writing which has led to ensuring that grade-level teams are teaching similar content. “We now have a clear and coordinated approach across grade levels,” she says.

Anita, along with Sue Segar, was also a primary force in having Park adopt the Lucy Calkins Units of Study in Reading and Writing (www.unitsofstudy.com) that is now in use throughout Grades K–V. “I’m proud of the way we adopted the Lucy Calkins curriculum,” Anita says. “The program is impressive because it helps students learn not only about different genres of reading and writing, but also teaches students strategies for how to write more effectively and read more deeply. For example, the reading curriculum teaches

students a number of ways to approach nonfiction reading that will get them ready to read with more understanding. The writing curriculum teaches students effec-tive techniques for making their persuasive writing stronger.”

In leaving Park at the end of this year, Anita admits that she will miss the intellec-tual excitement of exploring curriculum and seeing it implemented by skilled teachers with real children. “I’ll miss the thrill of seeing kids skills grow in front of my eyes influenced by an exciting curriculum taught in dynamic ways by talented teachers. And I will definitely miss my colleagues. I have been lucky to establish warm relationships with many colleagues at Park. My work in the Middle Division has been a wonderful way for me to end my career in education.”

What’s next for Anita? “I’m purposely trying not to make too many plans,” Anita says. “I want to experience retirement with-out attaching too much to it first.” Anita’s

husband, Jon, a clinical psychologist, is retiring at the same time, so they will be able to enter into this new phase together. After helping students and teachers with lit-eracy and writing for so many years, it may come as no surprise that Anita is hoping to find time for her own writing. Her genre of choice: memoir. “I’m particularly inter-ested in writing about my parents who had very interesting lives,” she explains. Anita’s parents, Holocaust survivors, emigrated to the United States during World War II. Anita and Jon are hoping to combine a trip to Europe with research for the memoir.

“My mother hid in the Pyrenees in south-ern France, and Jon has always wanted to go hiking in the mountains of Europe.” In addition, they are planning to spend more time at their house on Shelter Island, New York. “It’s lovely to be there in the fall, prob-ably the prettiest season,” Anita says. “And now we don’t have to rush back for the first day of school!”

JUNE 2015 // PAGE 15The Park Parent // PAGE 14

Reading & Math in the Summer

Summer is a time for relaxation and a change of pace, but it is also a great time to do some reading and math.

Summer reading at Park is designed to keep students reading all year; to encourage them to take pleasure in a habit of reading as part of their busy lives; and to get them thinking about important ideas and themes for the coming school year. In the same way, summer provides a wonderful opportunity for students to make connections between the math they have studied and the world outside the classroom.

The go-to spot for summer reading help is the Park School Library web page. Look for the heading “Summer Reading,” or go directly to http://www.parkschoolcommunity.net/summer_reading. This year, while closed for the summer, the library is delighted to offer the loan of ebooks, which can be read in a web browser or downloaded to any device. Students entering Grades V and up can log into the OverDrive e-book library from the Library web page with a Park email address. For instructions, follow the “Learn more about our e-book library” link on the Library web page, or ask a librarian for help.

Park encourages all students to engage in math over the summer and provides great resources to help them do it. Lower and Middle Division students are sent home with math calendars to provide daily practice. For students in Grades II – IX, the Summer Math Problem Solver Club delivers four interesting problems electronically over the summer. Registration is required so, sign up today on the Summer Math Resources Page, which also provides extensive lists of games, apps, workbooks, and activity ideas.

With so many great choices, students will return from summer vacation ready for school in September!

To place your free ad, contact

Kate LaPine (617-274-6009), or

(communications@parkschool.org).

The deadline for the August issue is

Wednesday, July 1.

Summer Art Program for Children (5 minutes from Park School in Jamaica Plain) Fun hands-on learning for ages 6-14. Woodworking, sewing, Legos, photography, art. June 15-July 31. Schedule, registration: eliotschool.org.

Babysitter AvailablePark graduate (Class of 2015) and current Brookline High School student, available for evening and weekend babysitting or pet-sitting through June. CPR certified. References available upon request. Please contact (508) 745 -3262 or annabelreay@gmail.com.

Summer Babysitting Available with Current Park InternGeorge Duryea (Mr. D) will be available for sporadic or regular babysitting for Park families from June through August. He has experience cooking, driving to/from commitments, caring for pets, and tutoring in science. Please call (617) 365-3101 or email grduryea@gmail.com for more information and references.

Summer Babysitter AvailableFun, creative, and reliable Park alumna is available June – August for summer babysitting. Contact Ellie Richardson (Park School Class of 2012) at (617) 960-6687 or ellie.rabbit@gmail.com.

Experienced Nanny AvailableLooking for household management/nanny position in the Brookline/Newton area. 25 years experience working with 2 wonderful Park School families; stellar reference. Hours desired 7AM- 5:30PM. Contact Sandra at (617) 962-8301 or sandraehackett@aol.com.

Park Alumna Available for BabysittingPark graduate (Class of 2008) and Hobart and William Smith Colleges graduate with sociology major and minors in child advocacy and public service. Has been babysitting for family friends, including Park parents, since age 16. Please contact (617) 959-1853 or Olivia.cinquegrana@gmail.com.

Park Alumna Available for BabysittingPark graduate (Class of 2013) and current junior at Noble and Greenough School, available for evening and weekend babysitting and/or pet sitting. Experienced babysitter, references available upon request. Please contact srabins@gmail.com or (617) 838-8522.

Seeking Used CarPark graduate looking for a used car to bring back to college. Please contact rabinsms@gmail.com.

The Park School

PARKING SPACE

The Park School

Community Cookbook

includes amazing recipes

from fellow Park parents and

faculty. This cookbook will

be a keeper on your shelf for

years. Copies are available

at the Front Desk for $25.

Questions over the summer?

Contact Carole Batchelder

(cbbatchelder@gmail.com),

Christina Vest (christinavest@

gmail.com) or Julie Saltzman

(juliesaltzman@msn.com).

UPCOMING DATES OF NOTE

June 9 tuesday VI-VIII Noon dismissal

June 10 Wednesday VIII Charter Oak Closing Ceremony, 1 p.m. VII-IX Last Dance, 7 p.m.

June 11 thursday VI-IX No School; Pre-K – V Last Day III – V Dress Day Final Assembly, 10:30 a.m. Noon dismissal; No ASP

June 12 friday VI-IX Dress Day Graduation, 10 a.m. VI-IX End of School Year

DATES FOR FALL 2015

sept. 7 Monday Labor Day – NO SCHOOL

sept. 8 tuesday New students visit school

sept. 9 Wednesday Opening day of school K-IX half of Pre-K

sept. 10 thursday half of Pre-K

oct. 12 Monday Columbus Day – NO SCHOOL

nov. 11 Wednesday Veterans’ Day – NO SCHOOL

nov. 25 Wednesday Grandparents’ & Special Friends’ Day, 11 a.m. dismissal

nov. 26 thursday Thanksgiving – NO SCHOOL

nov. 27 friday – NO SCHOOL

Dec. 18 friday Yule Festival 9:30 a.m., Noon dismissal Winter Vacation begins

The Park School171 Goddard AvenueBrookline, MA 02445617-277-2456

June 2015

The Park Parent

The Park Parent is a newsletter that highlights academic, extracurricular, social, and fundraising activities at The Park School. It is currently published six times a year, and its readership includes parents, grandparents, faculty, alumni, and other friends.

Read The Park Parent online at www.parkschool.org

The Park Parent

We Want to hear from you!

If you have a story idea or issue you’d like to see covered or thoughts about something you’ve read, please let us know.

communications@parkschool.org

editor:

TC HALDI

editorial board chair:

STANLEY SHAW

Director of communcations:

KATE LaPINE

editorial board:

HARLYN AIZLEY, LAURA BARKAN, CAROL BATCHELDER, CAROLINE BICKS, ANNE HARVEY KILBURN, TODD IDSON, HAJAR LOGAN, EMILY RAVIOLA, SARAH SMITH, NICKY TOLLIDAY SYKEN, SARAH HALL WEIGEL

president, parents’ association:

SHANNON FALKSON

chair, board of trustees:

VINNY CHIANG

head of school:

MICHAEL ROBINSON