the quill magazine, winter 2011

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The Pike School Magazine Winter 2011

QuillThe

Head of SchoolA Message from the

There’s No App for That

Recently, I was asked what I see as the major challenges for schools like Pike in the near future. Many ideas came to mind, but the one I want to discuss here is how schools can become more effective at communicating about what they do and why they do it. We are living in the Information Age, where we have digitized so much material that virtually any question a person might have can be answered in less than a second by a Google search. Our children never have to wonder what their friends are doing, because they are in constant communication with them through text messages or Facebook. I believe this amazing access to information has led some to believe that any field can be quantified and digitized. There must be an app at the iTunes store that will tell me what is the best school for my child or what is the best reading, writing, or math program.

I do feel that such apps will not exist because there are too many variables. My experience tells me that one school could be great for one of my own children and not so good for another. The same can be true of curricular approaches. At Pike, as at many schools, there is a great deal of focus on math because it can

seem more concrete than some of the other subjects. There are a variety of math philosophies with passionate advocates for all of them. Some want it to be like the math they remember with flash cards and a great deal of drill, while others want a more hands-on, investigational approach. At Pike, we have looked to use some of both approaches over the years. We did a great deal of work over the past summer to look at our math program in the light of national standards and standardized test results. We presented our findings at a forum in the fall that was well attended and resulted in good dialogue. Did we ease every concern and reach unanimity of support for the program? Surely not. However, we liked this model as a way to face the challenge mentioned at the outset: communicating more effectively. In the coming months, we plan to find more ways to explain Pike’s educational philosophy and its results. We are now in the secondary school admission season, which means we are in regular contact with a wide range of schools. The great news is that we continue to hear from these schools and our alumni how well prepared Pike students are, which allows them to be successful in a variety of ways.

QuillThe

Volume 17 No. 1Winter 2011The Quill is a publication of The Pike School Office of Development, Alumni Affairs, and Communications.

Office of Development,Alumni Affairs, and CommunicationsTara L. McCabeDirector

Christen HazelAssociate Director

Cliff HauptmanDirector of Communications

Cara KennedyDevelopment Associate

Our MissionThe Pike School seeks to develop within its community a life-long love of learning, respect for others, the joy of physical activity and a creative spirit. A Pike education is a journey that prepares students to be independent learners and responsible citizens.

Editor-in-ChiefCliff Hauptman

Contributing WritersBo BairdJenn ElkinChristen HazelLaura Russell

Design/LayoutCliff Hauptman

The Pike School34 Sunset Rock RoadAndover, MA 01810Tel: 978-475-1197Fax: [email protected]

On the cover: Illustration by Cliff Hauptman

Features

Departments

Graduation 2010 10

Message from the Head of School

Upper School News

Middle School News

Lower School News

Alumni Profiles

Alumni Events

Class Notes

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6

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Facing Page

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2010-2011 Board of Trustees Lucy Abisalih, ChairMarcy BarkerFirdaus BhathenaRobert BorekAndrew Chaban, Vice ChairBobbie Crump-BurbankShamim DahodJames Demetri

Scott GinsbergLouis ImbrianoLori Kavanagh, SecretaryMichele KerryBruce LandayRob MacInnis

Mary McKernanPaul Miller, TreasurerIvy NagahiroKim PackardRenee Kellan Page ’79Leslie RosasKonse SkrivanosRichard Vieira

Trustees EmeritiGary Campbell ’69Tim Horne ’51

20 Let’s Talk TERC

Identifying Identity

Upper School NewsWords and Music On the Trail with the Seventh Grade

Tuesday morning assembly is the one time each week when the Upper School

gathers as a community to share, celebrate, inform, and entertain. Each week a different Ninth Grader is responsible for planning an assembly that they hope their peers will enjoy.

This year, the assembly begins with a new ritual that students and faculty alike have enjoyed: the Ninth Grade student in charge of that week’s assembly asks a faculty member to share a favorite quote and piece of music to open the program. The quotes have ranged from seriously poetic to lightly humorous, and the music has ranged from classical to country. Students have begun to look forward to hearing what oddities their teachers will come up with. Do you think their choices are odd?

Mrs. Waters• “Do justice, love mercy, walk humbly with thy God.” ~ Old Testament• Rascal Flatts - “My Wish”

Mr. Jones• “You are never given a wish without also being given the power to make it come true. You may have to work for it, however.”~ Richard Bach, Illusions, The Adventures of a Reluctant Messiah.•Great Big Sea, a band from Newfoundland – “Ordinary Day”

Mrs. Hills• “You must always remember: you are braver than you believe, stronger than you seem, and smarter than you think.” ~ Christopher Robin to Winnie the Pooh• Kenny Chesney – “The Boys of Fall”

Mrs. DeVries• Sergeant Mike Ranney, “I cherish the memories of a question my grandson asked me the other day when he said, ‘Grandpa, were you a hero in the war?’ Grandpa said ‘No… but I served in a company of heroes…’” ~ Richard Winters• Crosby, Stills, Nash and Young – “Teach Your Children”

Mr. Hutch• “Do your best; make good choices: don’t let anyone steal your happiness.” ~ from my wise old father• Tina Turner – “Simply The Best”

Ms. Russell• “Moderation. Small helpings. Sample a little bit of everything. These are the secrets of happiness and good health.” ~Julia Child• Crosby, Stills, Nash, and Young – “The Road to Marrakesh”

With the quote and music grabbing the students’ and faculty’s attention, our Ninth Grade host then proceeds to announcements and the main event. Pike students are a wonderfully supportive audience, and this encourages many of their peers to share their talents, passions, and ideas. These are never the dreary assemblies you might remember from your middle school days.

For our Veterans’ Day recognition, Ninth Grader Matt Menzie contacted his

uncle, Lt. Col. Edward Collazzo, a graduate of West Point who had served in the Army Reserves for 25 years, including four years in Germany and one in Iraq. Matt asked him to share with Pike students the best part of his job in Iraq.

Lt. Col. Collazzo recalled that there was a need for school supplies in an orphanage near where he was stationed, so he contacted his family, asking them to send whatever materials they could supply. That small act of kindness bloomed into a major project, and eventually Lt. Col. Collazzo was able to provide over 1,000 pounds of supplies for the orphans. On Veterans’ Day, he also wanted Pike students to remember these words from John F. Kennedy: “As we express our gratitude, we must never forget that the highest appreciation is not to utter words, but to live by them.” The assembly ended with a moment of silence.

Veterans Day

4 The Pike School www.pikeschool.org

Upper School News by Laura Russell, Head of Upper School

On the Trail with the Seventh Grade

In mid-October 2010, the Seventh Grade spent three days at the Appalachian

Mountain Club’s Joe Dodge Lodge in Pinkham Notch, New Hampshire, participating in AMC’s “A Mountain Classroom” program. Students explored such topics as watersheds, weather systems, map reading, geology, constellations, and sustainability.

A look back at the experience elicited the following comments from the hardy Sevens (compiled by Seventh Graders Jessie Schmitt, Mia Edelson, and Lauren Menzie):

• During one day on our trip, we hiked to Tuckerman’s Ravine, Leila’s Ledge, and Glen Boulder. Those places were special attractions with wonderful views of the mountains. The hikes up to those places were long, tiring, and cold, but it was worth it!• We learned about the safety of stream water and about the correct pH level to make it safe. We also learned about how the water might be contaminated even though it might seem OK.• We took pH tests of stream waters and measured the amount of dissolved oxygen that was in the particular body of water.

• Some groups stopped at different streams to take pH tests of the water and to take dissolved oxygen tests. • We also had “Duckula” races, which was when we raced a rubber duck on a stream to see how fast the water was running. Sadly, we lost one of our “Duckulas” when we raced it down the stream.

Winter 2011 The Quill 5

Middle School News by Bo Baird, Head of Middle School

CSI: Pike

A crowd gathered in the hallway where yellow police tape crisscrossed the

door to Mr. Santella’s science room. Fifth Graders darted up to the window trying to peer between sheets of paper meant to keep prying eyes from the crime scene. It was Visiting Day and numbers grew as parents and grandparents joined the onlookers who would soon begin their investigation. What a day for a murder.

Observing the crime scene serves as the kickoff for the Fifth Grade forensics unit. This is a month-long investigation of the murder of Felix Navidad, a fictitious character whose unfortunate demise propels the learning of basic chemistry, hypothesizing, and writing scientific reports. The bulletin board displays black and white head shots of Alfredo Fettuccini, Vera Cruise, and Gene Poole. They’ll be scrutinized, as all are suspects with ties to the victim and possible motives.

Promptly at 8:30 Mr. Santella sat the young detectives in a circle and gave them their orders. They surged into the classroom, primed to begin their work as forensic scientists. Leaning against the police tape, students surveyed the evidence before

them. An outline showed where the body of Felix had sprawled on the carpet. Black sneaker prints stood out among soda cans, shreds of fiber, and a cup smudged with fingerprints. With clipboards in hand, students began to capture the scene in a sketch. For nearly twenty minutes eyes moved back and forth between floor and clipboard to be sure they recorded the scene accurately.

Once everyone had an opportunity to complete their sketches, Fifth Grade detectives and their families dispersed to the adjoining rooms to continue their detective work in teams. Parents, grandparents and children compared their observations while one member or each team returned to the crime scene to collect evidence to be tested—fibers, cups, and a shredded note. In the coming weeks students will conduct a pH test of a liquid and a chromatography test to determine whose ink was used to write the mystery note. As they dissect the crime scene and analyze more and more evidence, students will also learn that it’s imperative to organize data so that they can use it later to make their case. Reports will also need to differentiate between evidence and inference, a focal point for the unit. It’s what separates the police detectives from the security guards.

Students’ investigations are not limited to science class because the Fifth Grade team, which includes Colleen Welsh, Mary Spaulding and Ed Santella, has dovetailed the forensics unit with a study of the mystery genre in Language Arts. Students choose from a selection of mysteries and join fellow detectives charged with solving the case. As children read, they take notes in their detective notebooks, recording clues and hypotheses about the case. (In reality, this format is a preview of two-column note taking that students will learn formally in the Upper School.) Periodically the teams of detectives collaborate to share their findings and make predictions about the upcoming events in their book. After each chunk of the book has been completed, students write a report that tests their ability to weave together fact and inferences in a concise summary. More than once, a demanding teacher (in the guise of a sergeant) has given written feedback about a report with the comment, “What kind of police detective are you?” The standards in this outfit are high.


Getting to Know You

Nothing is more important to teachers than really getting to know their

students. In the pivotal Third and Fourth Grades, this includes putting together a complex puzzle that tells their teachers who children are as readers. It takes time and training to become a puzzle master. This summer Sharon Libront trained anchor teachers and a learning specialist in how to use a new assessment, the Fountas and Pinnell Benchmark Assessment Kit. Teachers sit down to listen to each child read and answer questions about multiple passages. It’s not enough to find out if a child is reading “on grade level”—that tells you very little about how that child approaches the complex process of reading. Teachers want to know how fluently a child reads and find patterns to their mispronunciations. Incorrect beginnings or endings of words can be addressed with specific word attack strategies. Even more important is a child’s comprehension. Literal readers are adept at “reading the lines” while inferential readers are better at reading “between” or “beyond” the lines. These different pieces, when put together, enable teachers to group students at their proper instructional levels—several per grade. With precisely leveled materials and targeted instruction, readers can really take off.

“What We Have Here Is an Initiative to Communicate”

This September the Middle School unveiled four blogs to keep in close touch with parents. We hope you visit them to share in the “whats” and the “whys” of learning in the Middle School. Bo Baird ([email protected]) would love to hear your thoughts about the blogs and can help you if you are a parent in need of the password.

Grade 3http://blogs.pikeschool.org/grade3/



Bo’s Bloghttp://blogs.pikeschool.org/bo/

These and other Pike blogs can also be accessed from Pike’s “INsites” page, which can be reached from the “Quick Links” drop-down menu on our Home page.


NewsLower School

Community Building and Other Types of Construction

Want to take a short course in fort-building? How about one on fairy

house construction? Would you like to brush up on your interviewing skills, learn about Diwali or other cultural traditions at Pike? Does joining a “PLT” sound like fun to you? These are just a few of the ways community building happens daily in Pike’s Lower School. Some are fun activities and some are work, but no matter the purpose, these interactions and endeavors serve our mission of life-long learning, respect for others, and responsible citizenship. Everyone is welcome, and all can help, as we teach, create, and learn what the elements of a positive, caring, and enthusiastic community are.

If you were outside at Lower School recess this fall, you would see vivid

examples of how the Lower School students work with each other in a communal way. Fairy houses and forts are abundant around the Pre-K and Lower School playgrounds. Watching students work together to solve sticky problems like whether the fort’s main support beam is strong enough to hold another large birch branch or what to do when one’s fairy house has been dismantled and reassembled as an addition to someone else’s fairy house are issues that require lots of discussion and problem solving. Adults assist when necessary, allowing different views to be heard and helping students form agreements about how best to go forward. This usually takes under two minutes, as the children are much more eager to get back to playing than discussing possible solutions. In this way, community building as a literal undertaking provides daily practice in the underpinnings of how our classroom and school community develop successfully.

Pike Students Build Community

The bond that Lower Schoolers forge with their Eighth Grade buddies is one of the most wonderful examples of community building at Pike. These connections strengthen over the course of the year through reading together, writing and illustrating poetry, and specially created “non sibi” events such as making holiday cards for soldiers abroad or valentines for elders at nursing homes. The joy in a Lower Schooler’s face when she recognizes her Eighth Grade buddy in the hallway is priceless. And, what a treat it was to see these newly formed partners sitting side by side, listening to Mr. Waters read at our recent all-school Thanksgiving assembly. The fact that so many current Eighth Graders remember their own Eighth Grade buddy is a testament to the value these connections provide our school.


by Jenn Elkin, Head of Lower School

Another crucial component in making our social and academic community

cohesive is the work that classroom teachers and specialists do every day. Pike’s Lower School has been dedicated to the practice of team teaching for many years with the purpose of developing and delivering a thoughtful, standards-based and developmentally appropriate curriculum to Pre-K through second grade students. Daily, teachers model productive collaboration. Teams meet weekly to plan curriculum, specialists and classroom teachers share ideas for curricular tie-ins, and different grade levels actively seek ways to bring mixed age groups together to learn and share with each other.

Our three-year endeavor at Pike to implement Professional Learning Teams (PLTs) has formalized this collaborative assessment process among the Lower School teachers. This year’s work has focused on aligning the essential outcomes we expect all children to meet with the established curriculum and assessments within each grade. To this end, teams meet regularly to review student work and assessments and modify teaching practices to ensure all children learn essential skills and concepts. For these ongoing conversations to be fruitful for teachers and students, there must be a high level of trust and open communication among team members—the cornerstones of a caring, cohesive and forward-thinking community.

Pike parents and families are some of the most generous, and we are very lucky so

many are willing to share their time and talents with us. Each fall First Graders learn about members of our community by interviewing parents, staff and faculty about how they help in the communities they are a part of. First Graders prepare by brainstorming interview questions and talking about how to conduct oneself in an interview (e.g., listening closely to others’ questions so none are repeated, keeping hands down while a guest responds, and waiting patiently to ask a question called on, no matter how eager one is to get a turn at being Charlie Rose). This interchange between adults and First Graders represents a microcosm of how a productive community works together, by providing opportunities for our children to get practical experience in listening, respecting, and engaging with others in a genuine way.

Pike Teachers Build Community

Pike Parents Help Build Community


Amid the traditional peach, green, and white balloons and blossoms, the girls holding peach-colored

roses and the boys adorned with white boutonnieres, the soon-to-be graduates entered The Pike School’s Harding Gymnasium in procession, as the Cantabrigia Brass played Elgar’s Pomp and Circumstance. Approximately 400 parents, grandparents, siblings, faculty, and staff stood to honor the graduates at the start of the ceremonies, camera flashes sparkling like fireworks.

This year, at The Pike School’s seventy-fourth Closing Exercises, as seventy-two Eighth and Ninth Graders were graduated, a former Pike graduate addressed the gathering, as is the tradition, and proceeded to deliver what is generally regarded as one of the finest commencement speeches ever heard at Pike.

Graduation2010


Head of School John “Muddy” Waters welcomed the assembled guests and addressed the students, saying that, as a history teacher, he is inclined to put things into historical perspective. He reminded the graduates that when many of them entered Pike, President Bill Clinton was impeached by the House of Representatives and acquitted by the Senate, American Beauty won the Oscar for Best Picture, and the Dow was at 11,200.

Recalling that he used to enjoy reading to them before they acquired the skill to read to themselves, Waters read to the graduates one last time, choosing as his allegorical text a children’s book: Wemberley Worried by Kevin Henkes. The book enumerates a list

of Wemberley’s anxieties on her first day of school. “I give you this list,” said Waters to the students headed off to their new schools, “not to make you nervous but to remind you that you have been through this before when you came to Pike and even when you moved from Lower to Middle to Upper School. You are well prepared as independent learners and responsible citizens, so we know you will do well.

In addition to a number of academic and athletic awards presented to graduating students on the evening of Tuesday, June 9, six citizenship awards were presented at Wednesday’s ceremonies.

• Kelly O’Donnell of Billerica received the A. Daniel Phelan Award for meeting life’s experiences with a positive spirit and good humor, thereby becoming an inspiration to the Pike community. The prize is named for Dan Phelan, a Pike teacher from 1990-1996. O’Donnell attends Academy of Notre Dame.

• Tyler Britt of North Andover and Sara Teplow of Andover shared the Nicholas Grieco Prize, which honors one of Pike’s most loyal families and is given to the ninth grade student who, in the opinion of the Upper School faculty, has achieved notable academic improvement and personal growth at Pike, having been a positive influence on fellow students. Britt attends the Brooks School and Teplow attends Andover High School.• Maria Karamourtopoulos of Methuen was awarded the Alumni Prize, established to honor Pike alumni and awarded to the eighth grader who, in the opinion of the Upper School faculty, has achieved notable academic improvement, demonstrated an ability to assume responsibility, and displayed friendliness to faculty and fellow students. Karamourtopoulos attends the Pike Ninth Grade.• Joshua Orlowitz of Wakefield was the recipient of the Margaret J. Little Award, given to the student who best demonstrates integrity, generosity, and thoughtfulness, thus exemplifying the spirit of The Pike School. The award commemorates Margaret Little, teacher and Pike’s second Head of School. Orlowitz attends Wakefield High School.• Kelsey Hutchinson won the David A. Frothingham Award for contributing with distinction to the betterment of the school and/or community. Established in 1994, this award honors Pike’s sixth Head of School. Hutchinson attends Lawrence Academy.• Louisa Dallett of Andover was given the Head of School Award for exhibiting unusual qualities of leadership in non-academic affairs, while setting a school standard for scholarship. She attends the Brooks School.


“What is Pike? A fish. A large-snouted fish. It’s in Webster’s dictionary, right in between pigtail and pilaf. Pike can also mean: The tip of a spear. A railroad. A mountain with a peaked summit. A body position (as in diving) in which the head is pressed forward and the hands touch the toes. Pike is also a verb. To PIKE means to leave abruptly, or to make one’s way, as in to pike along. Ms. Elefante, I hope you’re having fun.

“The word Pike means many things. And to us it means many things, too.

“Pike is a brand new book with your name written on the inside cover, handed to you on the first day of third grade. Pike is your artwork hanging on the wall: you pass it on your way to lunch and think, I did that. That was me. Pike is that time you ran so hard in practice that you could feel it the next day in your legs. Pike is your homeroom teacher, the way he or she smiles when you say good morning.

“Pike is capture the flag on field day. The bells in Farnsworth. The cow pasture that has no cows. Traffic at 3:20. Long afternoons at the Boys and Girls Club. Arts and crafts at FLEX. Mathcounts competitions. Speech tournaments. Fifth grade masks. Sargent Camp. Mrs. D’s breakfast advice. Willy Claflin. And the Albuquerque Turkey.

“Pike is all of these things and more. This is where we grew up. These are the walls in which we lived our first glories and our first disappointments. Here we ran our first races, suffered through our first tests, met our first best friends, maybe even our first crushes. For many of us, this is where we learned to read. We learned to say please and thank you, and to always ask the question, why? Whether you have been here for one year or eleven, you know that Pike has shaped you in some way. You will never be the same again.

“So what are you supposed to feel on a day like today? My graduation from Pike was very sad. I went home and laid everything out on the floor: artwork, papers, notebooks, trophies, photographs. I started to cry. I was leaving behind the only world I had ever known, this world summed up by all the stuff I had collected over the years; I was scared.

“Here is my wish for you today; do not regret what you will leave behind. Rather, let’s consider and celebrate all that you are taking into the world.

“You carry with you the memories, ideas, wisdom, energy, and kindness of everyone around you.

“Remember that time Mrs. Waters showed you how to solve a math problem? It all worked out neatly in the end, and your answer matched the one in the back of the book. A long time ago you read a story or a poem with Mrs. Hauptman and wanted to read more. You went to the library or dragged your parents to the book fair. Mr. Lynch asked you what are all the reasons why, and you stayed up late trying to come up with some even he hadn’t thought of. Declensions made sense one day and you began to see patterns. You enjoyed watching a movie in French or Spanish. You still remember a magical science experiment or your favorite scene from the Ninth Grade play. This is the love of learning.

“I know tests were hard; you studied until your head hurt; you spent hours and hours on that painful lab report; maybe you even cheered after finishing Algebra 1. But somewhere along the way, you probably had fun. You discovered that the impossible is not really impossible and that your best effort always brings positive results.

“You know the difference between right and wrong. Cutting in line is wrong. Cheating on a test is wrong. Taking all the cookies for yourself is wrong. Just like killing innocent people is wrong. You would think that it’s a simple idea, this difference between right and wrong. But if everybody knew what you know, we would not have terrorist threats, genocides, world hunger, government corruption, or oil spewing into the Atlantic Ocean. The Pike mission statement calls it respect for others, but you know it as common sense.

“And you have learned to be proud of who you are, where you come from, and everything that you do. You each have a special flair. There is only one of you, and the world needs you. You have learned how to think differently, how to contribute an original idea. You have found your voice. Mr. Hutch made you learn that darn speech and practice it in front of everyone. Mrs. Lais taught you to choose your words carefully. Mrs. Salvatore encouraged you to write about a topic close to your heart. You have a lot to say. You are ready to paint your masterpieces.

“I am not sure I am qualified to give you advice. However, I want to share some things I wish I had known a long time ago.

“First of all, life is not scripted. It’s more like improv. What life has in store for us is so much more exciting and wonderful than anything we might be able to come up with. Embrace the unexpected. You will find your way.

Eric Sirakian was graduated from Pike in 2006. This fall, after four years at Phillips Academy, he began a year of study at a theater school in London and will next attend Yale University where he plans to major in English and study theater. His address to last spring’s Pike graduates follows:


“As you move on to high school, remember this; there will be a time when you will fall, harder and faster than ever before. And it will hurt.

“In eleventh grade, I auditioned for a school play, The Odd Couple by Neil Simon. My dream role was Felix, a neurotic and overly sentimental neat-freak. I was perfect for the part. This was my big chance for a leading role. On the morning after my audition, I woke up at 7 to check the cast list. My name wasn’t there. Even among the small parts. I scanned the list over and over looking for my name. It seemed impossible. I called my mom and dad. It was 7 am. I had no homeroom to go to. I sat on the steps of the library and cried.

“You will fall, but when you bounce back, you will be stronger than ever before. Everyone falls. Just think of me sobbing in front of the library. Forgive yourself for the setbacks. Many people will tell you that your ideals and dreams are hopeless, that you will not succeed. Anything you believe will come true. Everything is possible for you until you give up. Never give up.

“A Pike experience is very rare and very special. Very few kids have the chance to grow up and learn in a school like this. You have the unique opportunity and the responsibility to use and live by everything you have learned.

“Think of all the people in the room today who are special to you. Your parents: today belongs to them as much as it belongs to you. Your teachers: they have dedicated their lives to you. Your friends. Please remember to thank these people. Make sure that they know just how much you love them.

“Express gratitude not only with words but also with action. Emulate the kindness and passion of your teachers. Dedicate your life to what you love to do, and bring joy to the people whom you touch. Share the love you have received. You have so much power to make the world a brighter place.

“I have one final request; don’t grow up too fast. We learn too soon that life is hard, that there is sadness in the world, that there is a certain formula for how you must live your life. You have to be practical and disciplined, of course, but all too soon, work time replaces playtime. We want desperately to fit in, so we start to imitate our parents and our friends. We fear failure because it hurts, and we stop taking risks, we conform as much as possible to other people’s expectations.

“When was the last time you followed your impulse to a box of crayons? Remember that time you picked up a basketball and started playing just for fun. It wasn’t planned, it didn’t help you on your English paper, but you felt really good. Maybe you sang to yourself when you were sure no one was listening or put on some music and started to dance. You don’t ever have to be a grownup. There are too many of them out there anyway. This is your life. Play it your way, the way it’s never been played before.

“Thank you for sharing your day with me. I wish you all the best.”


Ninth Grade. Class of 2010Brant Alexander AbrahamRachel Nikola BoltonJoseph Patrick FennessyJohn W. GradyGabriella Rose Rahae HaddadMaria Cristina KaramourtopoulosAngela Niamh LeiBriana Yerlin MoreSheridan Davis PresteroJuliette Mee Ra RandazzaSong Sophie RheeG. Clarke ShipleyMadeline K. WalshHarry Maddox Wood

Citizenship Award WinnersA. Daniel Phelan Award: Emily HathewayNicholas Grieco Prize: Clarke ShipleyAlumni Prize: Adam GerberMargaret J Little Award: Rachel BoltonDavid A Frothingham Award for Community Service: George GuHead of School Award: Maria Karamourtopoulos

Academic Award WinnersCynthia E. Pike Award: Nathan ShengAlice L. Jablonski Science Prize: Nathan Sheng, George GuBiology Prize: Angela Lei, Juliette RandazzaEnglish Prize: Soha SanchorawalaFrench Prize: Abriana MayerHistory Prize: Jake Rauh, Sophie LandayLatin Prize: Max Novick, Lizzy RaoSpanish Prize: Meera BhanRebecca Shovan Alumni Arts Award: Soha Sanchorawala (Art), Amy Corman (Drama), Max Novick (Music)

Athletic Award WinnersJohn Hopkins Award: Charlotte Gacek, Tom JohstSally Bullard Award: Caroline Shipley, Peter O’ConnellKerri Kattar Award: Bella Papapetros, Seve ElkinGirls Athletic Award: Emily DumontBoys Athletic Award: Clarke Shipley

Phot

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Eighth Grade, Class of 2011

Sara G. AdamGeorge John ApostleAbraham Renaud BarronMeera BhanNicholas Charles BradleyAlessandra Casey BrownCaroline Maeve BurkeMegan L. CahillMoorea Diane ColbyMichaela R. ComerfordAmy Elizabeth CormanGeorge Theodore CoutracosMaeve Sarah CurleyMichael Daniel DeLausEmily Ros DumontBenzi Walter EdelsonWilliam Foster EikenberrySebastian Ross ElkinOlivia Grace FoderaroGregory Steven FrenchZoe Elizabeth GatesAdam Joshua GerberLucas H. GlancyAdam M. GoldsteinEmma Muto GordonGeorge Z. GuGuillaume Benoît HarmangeEmily Melissa HathewayDavid B. He

Yana Katherine HoldenJacob Samuel HowellLaura Kathryn IppolitoElizabeth JaekleSamuel Harry LandaySophia Lillian LandayBenjamin ManserAbriana Elizabeth MayerPeter Liam McGrathMatthew John MenzieAlesandra Vivian MillerRachel Elizabeth MillsKristen Elizabeth MurphyNaomi Ava NelsonSean Alexander NorkMaxwell Steven NovickAndrew Graham O’BrienBailey Gray O’NealKellan Thomas PageIsabella Paule PapapetrosEmma Rose PareceJay Jignesh PatelElizabeth Marley RaoJacob Spencer RauhNate Abishek ReddiCarolina Cecilia RosasGriffen Charles RoseSoha SanchorawalaNathan Y. Sheng

Andover High School 6Belmont Hill School 1Brooks School 14Canterbury School 1Central Catholic High School 4Choate Rosemary Hall 1Dana Hall School 2Gann Academy 1Governor’s Academy 4Lawrence Academy 1Middlesex School 1Milton Academy 1Phillips Academy 15Phillips Exeter Academy 2Pike Ninth Grade 8Pingree School 4St. John’s Prep 2St. Paul’s School 2Williston Northampton School 1

Next Schools


by Laura Russell

Identifying

A Pike education is a journey that prepares students to be independent learners and responsible citizens.(from The Pike School Mission Statement)

Our goal is to provide students with the tools to reflect upon and embrace their identities and to engage in conversations in order to grow in an ever more diverse global community.(from The Pike School Diversity Statement)


Pike students practice living Pike’s mission every day, and at the end of Eighth Grade, they are equipped

with a variety of tools to help them navigate their next-school experience. In Pike’s Ninth Grade, students are asked to live the mission in ways that are visible to themselves and to the community. By Ninth Grade, an “independent learner” is a student who is expected to engage personally, as well as intellectually, and a “responsible citizen” in Ninth Grade is one who is expected to build community, not just participate in community.

In December 2009, five students in Grade 9 attended the Student Diversity Leadership Conference (SDLC) in Denver where they learned that an important step in building community is determining their identity within the community. Sponsored by the National Association of Independent Schools, the conference leaders used the theme “Mine, Yours & Ours: The Responsibility to Navigate the Rapids of Change” to challenge high school students from independent schools all over the United States. The Pike students’ goals were to explore issues of diversity and identity and then to lead the Pike community in understanding these new ideas and challenges.

To start their exploration, students at the conference were asked to determine their own identity by focusing on eight identifiers: age, class, ability, sexual orientation, race, ethnicity, gender, and religion. This was a time for the participants to reflect on all the facets that make them unique. This kind of reflection had a different impact on each Pike student. One white student realized that she had never really considered her identity: “I really started to notice that we are not only just [the color] white. [The conversations at the conference] brought me back to my ethnicities and my heritage and where I came from.”

When the Pike students returned to Andover and presented their experience to the entire Pike faculty, the students exuded the feeling of power that comes with being able to claim one’s identity for oneself and not be limited by an identity given to them by others. They stood up and proudly said, “I am 14.” “I am middle class.” “I am Jewish and Christian.” “I am able bodied.” “I am heterosexual.” “I am Dominican.” “I am female.”

Their reflections on the identity of others were equally powerful. One student commented on how she viewed others after thinking about her own identity:

“You can’t just walk down the street and say [someone’s] from Africa because of the color of their skin. The color of their skin has nothing to do with their ethnicity. I didn’t do that as much before, but I’m really conscious when I do it now.”

Another student commented on her ethnic and racial heritage in a way that reflects the freedom that can come from claiming one’s identity:

“In the Asian group, there were two ends of the spectrum: people who have what they call ‘Asian pride’ and people who did not. I was in the group that did not have ‘Asian pride’ because I look Asian. But I figured out a long time ago that my culture and my heritage is more American, because I was adopted.”

At the end of the conference, armed with a clearer sense of self, students were challenged to engage personally in strengthening their own school communities. They returned home with powerful, new stories and a drive to actively build community wherever they are.

The students exuded the feeling of power that comes with being able to claim one’s identity for oneself.

Hearing others’ stories opened their eyes to the experiences of their peers at schools similar to their own. Before going to the conference, the Pike Ninth Grade students were aware that young people have experienced discrimination or intolerance in many places in this country, but they were deeply moved by the stories they heard from students at other independent schools. One African-American student shared that when she returned home from her boarding school, her neighborhood friends saw her very differently from when she had left. They asked her, “Since when did you turn white?” And when this young woman returned to her school, she recalled being asked, “How come you’re here? You’re not rich.” For one of the Nines, this story helped her understand the confusion some students of color experience as they travel between their home and their school; these students have dual identities, but they may not feel they belong in either place. This was a new idea for some of the Pike students.

They were able to test what they believed, and their beliefs were tested.In their own words:“It was more personal when someone was face-to-face telling you their story.” “We talked about being white allies. Some kids did not want to be allies.” “A person who was gay said he didn’t support gay marriage.” “I thought I was supposed to be colorblind.”

They engaged in civil discourse.Talking about sensitive issues is challenging for all of us, but the Pike students had the chance to participate in and learn from their peers in a setting that valued honesty and compassion. In their own words:“’Mad’ isn’t yelling at each other. There were strong feelings, tons of people with big opinions.”“I remember a time in my affinity group when we were all shocked when one guy said, ‘The way to battle racism is with racism.’ There was just silence in the room, then so many hands popped up.”

They are passing their insights along to others in the community.This year, the Association of Independent Schools of New England selected Pike to host its Middle School Diversity Conference, which took place on Saturday, October 23, and was attended by more than 200 middle school students from 11


schools. There, three of last year’s Nines were able to achieve one of their goals by sharing some of their experience with middle-school-aged students from all over Massachusetts. This time, in their role as leaders, the now-young alums were responsible for helping younger students explore the issues of diversity and identity through reflection, dialogue, and exposure to different cultures.

Lydia Godo-Solo ’10 opened the day with remarks about how her involvement in Pike’s affinity group gave her the desire to pursue diversity work at her secondary school. Pike alumnae Rachel Bolton ’10 and Maria Karamourtopoulos ’10 helped teachers Betsy DeVries and Lori Goldenberg facilitate workshops on “Exploring Identity in Our Gendered World” and “Media and Gender: Fighting Stereotypes.” In these workshops, Rachel and Maria used what they had learned at the SDLC the previous year to help the younger students explore their own identities.

They asked the students when they first became aware of how we categorize others and what some of those categories are. As the younger students shared their stories, Maria and Rachel were awed by the students’ interest and insights into their own identities. Maria said, “They knew more than I did in some areas. The kids really had a passion for discussing diversity, and I was shocked. They had so many questions about identity…. It was amazing to see kids at such a young age really trying to figure out who they truly were.”

They learned more by teaching others. Maria and Rachel had much to offer their younger peers, and at the conference they were able to help create a safe space for these students to share some powerful ideas. Ultimately, however, these two young women were humbled and moved by what

they learned from teaching the younger students. According to Maria, “All the kids I talked to were so knowledgeable. There was very little to teach them…. They had so much to say, and I think they loved that they had the opportunity to say it. The kids who choose to go to these conferences are passionate….We have to share our passion. It will make the world a more educated place, and with that comes the feeling of safety.”

Rachel had a similar reaction. She said, “I was amazed at how many middle schoolers were there on a Saturday morning. It was really exciting to see these crowds of excited kids come through the doors. The most enthusiastic kids were the 5th and 6th graders…. I was really surprised and disappointed to learn that many of these kids had already experienced stereotyping based on race, gender, and ethnicity.”

At the conference in Denver, high school students were challenged to work towards making their schools safer and more accepting. The Pike students who attended the conference have taken on this challenge with integrity and commitment, and they now challenge current students and faculty to embrace the talents and contributions of each individual, making our community richer, safer, and more complete.

Pike students had the chance to learn from their peers in a setting that valued honesty and compassion.

Who are they?The five students who attended the Denver conference each chose to identify themselves as follows:

Angela 14, Asian, Chinese, female, agnostic, middle class, able-bodied, heterosexual

Juliette15, able-bodied, heterosexual, middle class, American, South Korean, agnostic, female

Rachel15, middle class, German, British, African, Jewish, Christian, Caucasian, female, heterosexual, able-bodied

Briana14, able-bodied, heterosexual, middle class, Dominican-American, Dominican, Christian, female

Maria15, able-bodied, Greek, Italian, Caucasian, Catholic, female, middle class, heterosexual


by Bo Baird, Jenn Elkin, and Cliff Hauptman

Let’s Talk TERC


What is TERC?TERC is actually a company, not a curriculum. Its mission, as stated on its Website, is to work “at the frontiers of theory and practice to contribute to a deeper understanding of learning and teaching; enhance instruction through teacher professional development; develop applications of new technologies to education; create curricula and other products; and support reform in both school and informal settings.” One of its products, “Investigations in Numbers, Data, and Space,” forms the foundation of the math curriculum Pike uses in the Lower and Middle Schools, a decision that was made more than sixteen years ago by teachers in those two divisions, and that product is what we are referring to when we say TERC.

Why Do We Use It?Two decades ago, the Middle School was departmentalized, as the Upper School is now. Math teachers often taught specific students for several years in a row and could see that the prevailing model for teaching mathematics—the demonstration/practice model, in which the teacher demonstrated the solution method, and the student learned it by repeated practice and memorization—failed to provide students with much in the way of understanding the underlying principles of math, and, therefore, failed to stick.

When subtraction is taught by the traditional “borrowing” procedure through the method of demonstration/practice/memorize, for example, it is not uncommon for second and third graders to look at the problem, 62 minus 48, and incorrectly arrive at an answer of 26. They know from memorizing the procedure that they are to calculate each column separately, and that, up until now, subtraction requires one to take the smaller number from the larger number. An incomplete understanding of what is actually going on mathematically, therefore, leads them to subtract 4 from 6 to get 2 in the left column, and 2 from 8 to get 6 in the right column, giving them 26.

62 - 48 26By observing those types of perennial, procedural errors, Middle School teachers came to realize that embedded in their demonstration was the assumption that students would appreciate not only how to do the procedure but also why it worked. Because that assumption often proved to be false, and because an understanding of both the “how” and the “why” of mathematical processes is essential to a student’s fluency and flexibility, the teachers decided to fundamentally change in the way they were teaching math.

Choosing TERC’s “Investigations”An extensive search for a better method ultimately led to TERC and its “Investigations in Numbers, Data, and Space,” which provided teachers with new instructional methods while allowing students to investigate and construct their own understanding about how and why these concepts work. “Investigations” was adopted for use in grades Kindergarten through Fifth. It is a standards-based program with seven to nine units at each grade level, covering the mathematical subjects of numeracy, geometry, algebra, measurement, and data analysis and probability. Using the TERC curriculum’s hands-on approach, teachers still demonstrate, and students still practice, but the students additionally engage in their own methods of mathematical thinking: analyzing, exploring, and reconstructing concepts in ways to best aid their own understanding, fluency, and flexibility. Math tools such as counters, interlocking cubes, 2-D and 3-D shapes, money, clocks, regular and fraction dice, number lines, and 100s charts are essential to the program and allow students hands-on opportunities, through trial and error, to work out and internalize real insight and appreciation of why and how a concept works.

Let’s Talk TERC

Rarely has a course of study at Pike engended as much antithetical sentiment among parents as has the

mathematics curriculum in the Lower and Middle Schools. Among its avid supporters are some engineers and scientists who delight in the hands-on, dismantling approach to numeracy TERC provides, while at the opposite position are those frustrated by an inability to help their children study such alien concepts and concerned that TERC’s nontraditional method may be putting our students at an academic disadvantage.


Understanding and Flexible ThinkingLet us revisit the earlier subtraction problem, 62 minus 48. At Pike, Second and Third Graders are taught the standard algorithm for this type of problem. But the “Investigations” curriculum also allows them to take the numbers apart and see how they work. To explore the “tens” concept, for example, a student might reason that she can start with 62 and take 40 away, leaving 22. Then she can use 20 of that and subtract the remaining 8 to get 12. And finally, she can add back the 2 left from the 22, and her answer is 14.

Another approach might be to make 6 towers of 10 interlocking cubes each, plus 2 singles. Removing 4 entire towers, as well as 8 singles from the fifth tower, leaves a whole tower of 10, a tower of 2, and the 2 singles. Thus the student sees that the concept can also be expressed as 62 minus 40 is 22, and 22 minus 8 is 10 plus 2 plus 2, or 14.

Yet another approach may be to count up from 48 until you reach 62, thereby turning the problem into an unknown-quantity equation: 48 plus x equals 62. The student might again use tens in his figuring: 48 plus 10 is 58; 58 plus 4 is 62; 10 plus 4 is 14; and so 48 plus 14 equals 62.

By demonstrating those and other approaches with math manipulatives, or by explaining them in words, students see not only the “under-the-hood” mechanisms that make “borrowing” work mathematically, but they also see the variety of strategies that may be used in thinking about it and solving the problem. In other words, they are actively doing mathematics, seeing how numbers work together in different situations, and gaining a fluency and flexibility in quantitative reasoning that far surpasses mere memorization of algorithms.

Too Much of a Good Thing?In the teaching of mathematics, just as in the teaching of reading, the pendulum of educators’ preferences tends to swing between contrasting schools of thought, an over-enthusiasm for one method resulting in an over-correction toward the other. In reading, that behavior manifests itself in the oscillations of the phonics versus whole-language debate. It is not surprising, then, to find a similar schizophrenia among math teachers. Has the “Investigations” curriculum, for example, swung too far

towards conceptual problem solving and away from “traditional” math?

In 2001, TERC began considering that question and in school year 2007-08 released a revision of the “Investigations” curriculum. It included more practice with computation and an entire algebra unit at each grade level, thus bringing the pendulum to a position of greater equilibrium. It increased attention to numbers and operations in all units. It determined how work in all content areas could reinforce work with numbers and operations. It placed greater emphasis on the foundations of algebra at all grade levels. It provided contexts in which geometry and measurement units revisit multiplication and fractions. And it supported work on multiplication through the algebraic concepts of constant change and ratios.

The illustrations above show how “Investigations” now approaches algebra in grades one through five, by building upon concepts begun in First Grade.

Customization is KeyThe revisions made by TERC effected noticeable improvements to the depth of students’ understanding of mathematical concepts and provided them with more practice in context. Nonetheless, no program used directly out of the box can meet the needs of all students in all situations. Pike, therefore, expects teachers not only to modify areas of the curriculum wherever they see the need for extensions that expand students’ learning or for further explorations that secure grasp of an important concept, but also to tailor their teaching tactics to the needs of individual

students or to the whole class, if necessary. These daily adjustments to both instruction and curriculum have always been a hallmark of a Pike education, made possible by small classes and the expertise of conscientious teachers. But it has taken on a renewed prominence with the increasing focus on how assessment can appropriately inform instruction.

• Penny Jar• Change by constant amount• Number sequence

• Verbalization of algebraic thinking• Describing ratios• Recognition of similarities in seemingly disparate events

Pike students are actively doing mathematics, seeing how numbers work together in different situations.


How Do We Assess?TERC provides short-term assessment tools during the teaching of each unit of “Investigations,” which our math teachers modify as needed, and which produce critical, regular feedback that indicates the level of student mastery. Teachers can thereby make adjustments to their lessons, either for individual students or the class as a whole, that are informed by up-to-the-minute evidence. For those reasons, these short-term assessments provide the greatest gains to learning.

A long-term assessment tool is provided through achievement tests: the ERBs. The Educational Records Bureau (ERB) was established in 1927 to fulfill a specific mission: “To create testing and learning solutions that would help schools develop improved curriculum based on results, thus helping students gain a better education.”Pike has been administering the ERB tests for decades as a method of tracking our students’ achievement in comparison to those at our peer schools. ERB data tell a compelling story of the gains Pike students make through Middle and Upper Schools. For example, when last year’s Eighth Grade class took the ERBs back in Third Grade, seventy-two percent of the class scored in the “average” and “above average” ranges. By the time they reached Seventh Grade, ninety-six percent scored at those levels. In other words, over those five years, Pike students’ achievement outpaced students in other independent schools.

Given those data, a group of faculty from all three divisions analyzed mathematics from two dimensions this past summer,. First they compared TERC’s standards to Massachusetts State Mathematics Frameworks. To this they added two years of ERB data to determine the strengths and shortfalls of Pike’s math program.

What we have learned is that Pike students in the Third through Seventh Grades exhibit noteworthy strengths in problem solving, data analysis, and statistics. On the other hand, it is apparent that we need to accelerate work on Numbers and Operations and Pre-algebra in the lower grades. As a result, adjustments have been made to the scope and sequence, while retaining the convictions and methods of the “Investigations” program. In the Numbers and Operations curriculum, Lower and Middle School students are being introduced to, and helped to master, the conventional algorithms sooner. Teachers are placing more emphasis on transitioning earlier to the use of efficient strategies for problem solving. Those include addition and subtraction of multi-digit numbers, multiplication of three-digit numbers by 2-digit numbers, and division with two-digit divisors. In the Measurement curriculum, teachers are introducing the concept of volume earlier and are embedding more skills in real-life applications.

Overall, the math curriculum will incorporate a wider range of vocabulary and symbols. How math problems are presented--the language and formats used, for example—will be introduced earlier, so that students can be familiar with the typical problem formats on standardized tests.

Recognizing parents’ concerns about how to help their children with an unfamiliar method of approaching mathematics, classroom teachers are making “Investigations” handbooks available to parents, when needed. In addition, teachers will post or send “Investigations” parent letters when useful.

The Pike School, like the parents of many of its students, is a staunch proponent of the TERC curriculum as a basis for

• Interpretation of data from line graphs rather than tables• Learning X and Y axes• Graphing observed data trends

• Starting amounts and rates of change as they affect behavior of the function• Relationships of quantities with constant rates of change

• Linear and nonlinear relationships• Tables, graphs, and equations• Relationship between two variables• Letter notation to represent variables

the teaching of math in the Lower and Middle Schools. We expect our changes to an already strong math curriculum to be demonstrated as we continue to track student learning through the divisions. We look forward, too, to all Pike parents’ appreciating the accomplished numerical literacy and love of mathematics that our curriculum is designed to instill in our students. The math curriculum, as do the curricula for every subject taught at Pike, undergoes continual and thoughtful evaluation of what is being taught and how well students are learning. Those analyses--as well as input from parents, changes in state standards, and the emergence of new knowledge--yield various accommodations and modifications, as needed, on an ongoing and abiding basis. It is a commitment that keeps us within the top ranks of Pre-k through Ninth Grade independent schools.

Note: Much of this article is taken from materials prepared and presented by Jenn Elkin, Head of Lower School, and Bo Baird, Head of Middle School, at a parent forum held at Pike on November 30, 2010.


“It is because of teachers like Ms. Galuzzo [now, Mrs. Borgatti] that I am a chemical engineer,” said Matt Krzywicki ’05. Krzywicki remembers fondly when Ms. Galuzzo showed him and some students what exactly “super freezing” water was. “Even though we were not in her class, she went out of her way to show us this experiment. She cooled water down to below freezing and then took a glass rod and scratched the side of the beaker, which served as a spot where crystals could form, and instantly the entire water froze over,” says Krzywicki. “[Pike teachers] had a knack for highlighting the fun and interesting areas of their respective subjects.”

Krzywicki attended Pike from Kindergarten through Eighth Grade. He went on to Governor’s Academy and is currently a junior at Lehigh University in Bethlehem, Pennsylvania. “I knew I wanted to be an engineer, and that’s partly why I picked Lehigh,” said Krzywicki. As a freshman, he was able to take Engineering 5, a class where students get a sampling of the different areas of engineering, including mechanical, electrical, and chemical. Krzywicki is a second-semester junior, now taking classes such as Physical Chemistry, Mass Transfer, Chemical Reactor Design, Introduction to Electrical Engineering, and Public Finance–State and Local. He will graduate next spring with a degree in chemical engineering and a minor in economics.

Not all of Krzywicki’s knowledge comes from a classroom, though. Last summer, Krzywicki interned at Infineum, a company founded and owned 50/50 by Shell and ExxonMobil. Infineum researches and manufactures motor oil and motor oil additives for cars, heavy duty, and marine engines. The company has three headquarters worldwide: one in the UK, one in Singapore, and one in Linden, NJ, where Krzywicki worked in the lab. He researched how motor oil breaks down and how its longevity can be improved. “Motor oil is made up of 90% base oil and 10% other additives. When oil is exposed to oxygen, it breaks down and becomes less viscous,” explained Krzywicki. He experimented with different additives to try to slow, and even prevent, the oxidation of the oil. “It was pretty cool because when you do an experiment in the lab at school, you know what’s going to happen. In the real world, the outcomes are unknown,” said Krzywicki.

When asked to reflect on his strongest memories of Pike, Krzywicki offered a story that illustrates the balance between adolescent fun and the learning process. When Krzywicki was in Upper School art, he and his classmates did a unit on photography. “My friends and I used ‘creativity’ as a cover for devious activities,” said Krzywicki. “We would go places on campus that we weren’t allowed to go, like the wetlands or tree climbing, just to get a good camera angle.” For a few weeks, they requested to take “action shots” which just served as an excuse for playing sports during art classes. “We hit golf balls back and forth on the lower field, played basketball and soccer, and did very little photography,” said Krzywicki. “If my memory serves me well, the group consisted of Max LeSaffre ’05, Luke Harmeling ’05, Jordan Zanazzi ’05, and Julian Zeng ’05,” said Krzywicki. “Despite all of the joking around though, I did learn a little bit about photography, thanks to Ms. Shovan.”

All joking aside, Krzywicki is grateful for his Pike experience and the teachers who taught him valuable skills. In Mrs. Maqubela’s Fifth Grade class, he sharpened his analytical mindset while solving math problems similar to Sudoku. While on the Speech Team with Mr. Hutch, he gained public speaking skills that were put to the test when he presented his research to a team of people at Infineum. Kryziwicki also attributes Pike with giving him a strong work ethic. In particular, he learned time management skills in Mr. Lynch’s Eighth Grade history class.

Krzywicki will be working next summer at Infineum again but in a different branch, this time in the chemical plant on reactors as large as twenty tons. This internship will give him a good idea as to what he will be doing when he graduates. “Having a chemical engineering degree gives me a lot of options,” said Krzywicki. He knows many people with chemical engineering degrees. Some work on Wall Street, some work in a lab, and others go into management. He thinks he’ll probably go back for his MBA in a few years and ultimately move away from the technical side and into management. He’d like to work with a team of people.

Alumni ProfileMatt Krzywicki ’05 by Christen Hazel


Alumni ProfileWilliam Eastham ’38“I never complain about the cold. I’ve been known to complain about the heat but never the cold,” said William “Bill” Eastham ’38. When Eastham attended Pike in 1938, he biked to school every day, in all weather conditions. He remembers that, for the most part, going to school was all downhill but coming home was all uphill. One day in the wintertime, he biked through sleet and snow to get to school. When he arrived in the classroom, ice had formed on his wrists. His teacher told him to thaw them out on the radiator. So he did. The school was located in a few rooms at The Balmoral; originally the administration building of the American Woolen Company in the Shawsheen Village.

Eastham’s schooling led him down a path not uncommon to many children of his era. Before attending Pike, he was in the public school. “My parents felt that I needed a smaller, more specialized environment,” said Eastham. He was placed in Pike’s first Sixth Grade class with only two other students. He went back to public school for two years and then to Phillips Academy where he graduated with the class of ’43. Upon graduation, he went into the service and ultimately completed six semesters of college while serving. During that time, he attended Ohio University for two semesters before the program was dropped. He went into the infantry for 26 weeks and then to Penn State for four semesters. After Penn State, Eastham finished his army career in the Signal Corps.

As a civilian, Eastham went to Brown University and graduated in 1948, earning a degree in Economics and a letter in wrestling. He worked at the Bell Telephone Company in New Jersey for a year, then, attended Harvard Business School. During this time, he met his future wife, Jane Pate. She was the Associate Director of Admissions at Wellesley College. They got engaged, and Eastham flew out to Milwaukee, Wisconsin, to meet her parents. Ultimately, her father offered Eastham a job at the Pate Oil Company, which was owned by five equal partners. Eastham worked for the Pate Oil Company until the late 1960s. In 1956, what was originally the Pate Oil Company was sold to Exxon.

After a number of years at Exxon, he left to manage the Milwaukee office of Manpower, Inc. At the time, Manpower was the largest temporary-help company in the world. After 11 years in the job, he decided he wanted to start his own business. In 1982, at age 57, he bought Plastics Crafted, Inc. in Sheboygan, Wisconsin, and owned the company for 26 years. In the beginning, there were 12 employees with sales under $1M. When he sold the company to the employees in 2008, there were 50+ employees and sales of $8M.

Now retired, Eastham has more time to focus on his other interests, including golf, tennis, softball, skiing, and traveling in the U.S. At the age of 85 years, Eastham is still ski racing on both the local and national levels. In 1952, he became a member of the Heiliger Huegel (Holy Hill), a ski club located thirty minutes northwest of Milwaukee. Nationally, he continues to qualify at the Gold Level (based on age and skill) of NASTAR, (NAtional STAndard Race—a program in which recreational skiers of all ages and abilities can test their skills on courses set up at resorts across the country). In 1962, the year the Vail Ski area opened, Eastham and a group of about 12 men, originally from the Milwaukee area, went to Vail, Colorado, for a long weekend of skiing. They’ve been going every year since and call themselves the “Vail Stags.”

At home, Eastham serves on the board at St. John’s On the Lake, the retirement community located on Lake Michigan. Currently, St. John’s is in the process of an $83M building project to create a new living facility. The project has been on budget and ahead of schedule. The outer shell of the 21-story building is complete, and people are expected to move in on July 5, 2011. Eastham is excited for the new building to open because he will have access to the swimming pool, a more elaborate workout room, and a new restaurant; all of which are located on the lower level that adjoins his building with the new one. When asked if he would move into the new facility, he said, “No. I’ve got a beautiful place on the eighth story of a 10-story building with spectacular views of the lake, which is now starting to freeze over.”

by Christen Hazel


Alumni Profile“Pike was the first place that challenged me academically in a way that I had yearned for,” said Eliana Reyes Castro ’01. Born in the Dominican Republic, Castro came to the United States when she was six years old. She entered Pike in Sixth Grade. “In the time I was there, I learned a great deal about myself and the world around me. Middle school is a time of great change, and I had the full support of a wonderful faculty and staff; everyone was very invested in helping me learn and grow,” said Castro. She attributes her recent accomplishments, in part, to her time at Pike. “With a great deal of coaching and persistence [from my teachers], I was able to take advantage of how industrious I had always been and hone some skills that proved essential to my later success,” she said.

After graduating from Pike in Eighth Grade, she attended Middlesex and Noble and Greenough briefly but ultimately ended up “at home” at Lawrence High School. “Despite its poor reputation, LHS was the most accepting place that I had been since Pike,” said Castro. “I was surprised to see that I could challenge myself there too; it merely required more of my own initiative, but I was more than prepared to be a self-directed learner and take responsibility for my own education.” Castro was proud to represent Lawrence as co-captain of the track & field team and honored to speak at her commencement ceremony. She won some awards, but what is even more telling is that there were several awards she did NOT win. All her teachers assumed that other departments and organizations would grant her their awards. “I appreciated knowing that so many people held me in such high regard,” said Castro.

Castro entered Brown University, reluctantly at first, but ultimately impressed with the level of freedom in the curriculum. She received her undergraduate degree from Brown and then completed a one-year

M.A.T. program at Brown to teach secondary social studies. “I did a great deal of reflecting throughout my Master’s program. Two things I knew for certain: I wanted to push students, and I wanted a chance to care about them,” said Castro. “I am realistic about the time it will take to master the craft of teaching, but those two features were markers of my own educational trajectory, from my arrival in the U.S to my departure from Brown.

“I am currently teaching history and social studies at Lawrence International High School, and I love it,” said Castro. She speaks four languages: Spanish, English, French, and Italian. “I have high hopes about what my fiancé and I will accomplish together through his work at the Lawrence Boys’ and Girls’ Club and mine at Lawrence High,” said Castro. “We want to mentor Lawrence youth who are following our public school-to prep school-to liberal arts college footsteps,” said Castro. “My Pike experience was deeply empowering, and I feel well equipped to lead and make sound decisions in life.”

Eliana Reyes Castro ’01 by Christen Hazel


A Call to Arts!

Future EventThe Pike Alumni Council is proud to host

the beelzebubs and

Recently featured on the hit TV show Glee, The Beelzebubs are Tufts University’s oldest, all-male a capella group. Formed in 1962, the group has performed worldwide, appeared on Late night with David Letterman, and recorded 27 studio and three live albums. The group’s arrangements embrace a pioneering, contemporary style, but their repertoire includes some music from the glee club, doo-wop, and barbershop styles of their past.

Co-founding member of The Beelzebubs and former Chair of the Board of Trustees at Pike, Tim Vaill, will also perform with his current a capella group of Tufts alumni, Peking and the Mystics.

They, too have toured internationally and are working on their third CD. Their repertoire features swing, jazz, doo-wop, and pop.

This evening promises to be memorable as we listen to popular songs from your days at Pike and catch up with old friends during a cocktail reception before the show and a dessert bar after the show.

Pike is pleased to offer alumni the opportunity to display their artwork, on a rotating basis, in the beautiful Community Room of the Dahod Center for Community and Creative Learning.

The Community Room is a 15’ x 22’ space with high ceilings, natural light enhanced by track lighting, and beige panels designed for displaying artwork.The room also has a deep ledge in the back, ideal for showcasing sculpture, pottery, ceramics, and other three-dimensional works.

For entry guidelines, send an email to Christen Hazel at [email protected] or call 978-409-6608.

Keep watch for an announcement of the date and venue.


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11 1. Connie Weldon LeMaitre ’49 and Dana Willis ’64 2. Kimberly and Doug Andrew ’86 3. Head of School Muddy Waters, Liza Waters, and Cynthia Kimball ’59 4. Kelly Feeley ’84 and Steven Pogoda 5. Simon Thavaseelan ’96, Vicki Thavaseelan, and Michelle Bembenista 6. Suzy Costello ’98 and Ashley Hayes ’98 7. Carolyn Taylor and Julia Stahl ’01 8. Dana Willis ’64 and Cornelia Stevens Harris ’67 9. Becca and Mark Shovan10. Dan Treitel ’00 and Garrett Lyons ’0011. Kristin Tomaselli ’87 and Jeff Freedman ’59


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1. Matti Burns ’10, Angela Lei ’10, Juliette Randazza ’102. Julianna Aucoin ’09, Harry Wood ’10, Adam Arsenault ’09, Cecile

Harmange ’093. Isha Singhal ’10, Julie Moon ’10, Briana More ’10,

Maria Karapourtopoulos ’10, Rachel Bolton ’104. Greg Stern ’10, Michael Sciascia, John Grady ’10, Joe Fennessey ’10,

Clarke Shipley ’10, Sheridan Prestero ’10, Kevin Fung ’105. Sydney Bagley ’09, Hailey Scott ’096. Guy Ross ’10, Sebastian Tsai ’10, Andrew Schwartz ’10, Carlos

Rotger ’107. Abby Katz ’10, Grace Yanagi ’10, Zoe Campbell ’10, Emily Carrolo ’10,

Hannah Abbe ’108. Maddie Walsh ’10 Sarah Dumont ’10, Gabriella Haddad ’10, Maria

Karamourtopoulos ’10, Rachel Bolton ’10, Amelia Hulshult ’109. Joe Fennessey ’10, Michael Sciascia ’10, Zander Buttress ’09,

Pearson Goodman ’10, Tyler Britt ’0910. Rachel Bolton ’10, Bridget Healey ’09, Maddie Gray ’1011. Nick Letwin ’05, Will Kavanagh ’0512. Stephen LaFortune ’09, John French ’09

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12. Renee Kellan Page ’79 and Kathleen LeMaitre ’7613. Steve Anderson, Debbie Anderson, Steve ’72 and Debra French 14. Jessica Wailes ’01 and Emily French ’0015. Colleen Boylan ’96 and Conor Cooper16. Meghan Hayes ’97 Julie Petralia Derderian ’96, and Leslie Brown Stanton ’9717. Piercarlo Valdesolo ’96, Fran Mellin, Telly Jorden, Colleen Welsh, and Carolyn Tobey18. Michael Tarshi ’94, Matthew Clark ’94, and Hope Carter ’9419. Mustali Dohadwala and Tasneem Dahod Dohadwala ’9720. Elizabeth Armitage, Ollie Brown ’97, and Meghan Hayes ’9721. Renee Sanft ’75, Tom Menihan, and Ginny O’Neil22. Dot Erickson

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EventsAlumni Wine on the Water April 30, 2010

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23. Members of the Alumni Council Back Row Left to Right: Connie Weldon LeMaitre ’49, Brooke Peelle Guthrie ’90, Cynthia Kimball ’59, Nolden Johnson ’81, Paula Muto-Gordon ’77, Renee Kellan Page ’79, Kristin Tomaselli ’87, Renee Sanft ’75, Emily French ’00, Julie Petralia Derderian ’96, Dana Willis ’64, and Michael Tarshi ’94. Front Row Left to Right: Dana Limanni-Tarlow ’81, Christen Hazel, and Stephanie Gardner Ginsberg ’81.24. Nolden Johnson ‘81, Lisa Demeri ’81, Dana Limanni-Tarlow ’81, Beth Johnson, Stephanie Gardner Ginsberg ’81, Scott Ginsberg, and Dan Tarlow


Visiting Day November 24, 20101

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5 1. Alex Mellin ’09, Adam Arsenault ’09, and Julianna Aucoin ’09 2. Soha Sanchorawala ’11, Olivia Foderaro ’11, Rachel Mills ’11, and Emma Gordon ’11 3. Bailey O’Neal ’11, Carolina Rosas ’11, and Amy Corman ’11, Rachel Mills ’11, Yana Holden ’11, and Soha Sanchorawala ’11 4. Moorea Colby ’11, Kristen Murphy ’11, Lizzy Rao ’11, Meera Bhan ’11, and Soha Sanchorawala ’11 5. Jason Nawrocki ’09 and Nikhil Dixit ’09


EventsAlumni EventsAlumni Visiting Day November 24, 2010

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6. Claire Harmange ’08, Emma Zanazzi ’08, and Alice Tao ’08 7. Maddie Walsh ’10, Maria Karamourtopoulos ’10, and Gabriella Haddad ’10 8. Andrew O’Brien ’11, Nick Bradley ’11, and Michaela Comerford ’11 9. Andres Burbank Crump ’08, Grace Hoyt ’08, and Tebs Maqubela ’0810. Nate Elkin ’08, Ara Bilizarian ’08, Tebs Maqubela ’08, and Andres Burbank Crump ’08

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11. Emma Zanazzi ’08 and Wendy Mellin ’0512. Daniel Smith ’10 and Brant Abraham ’1013. Elizabeth Cieri ’06 and Frank Cieri ’0914. Alumni Panel. Back row Left to Right: Olivia Foderaro ’11, Sarah Dumont ’10, Emily Brown ’09, Lindsey Zucchino ’09, Kelsey Hutchinson ’09, Carolos Rotger ’10, and Turner Shaw ’08. Front row Left to Right: Julie Moon ’10, Frank Cieri ’09, Brian Poirier ’10, Nick Bradley ’11, and Morgan Muggia ’08. 15. Alumni Parent Panel: Bruce Letwin P’05, ’07, Lori Kavanagh P’05, ’09, Leslie Dumont ’70 P’10, ’11, Margaret Hamilton P’03, ’07, ’09, Fran Mellin P’05, ’09, and Marie Stephens P ’06, ’08.

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enjoying her seemingly gigantic crib!

Kristen Carpenter ’86 lives in Boulder, CO with her husband and two children. She is a professor of law at CU.

Benjamin Velishka ’86 is a general contractor in Stamford, CT, and married to Jennifer Tortolani, a former intern at Pike and a teacher at Greenwich Country Day School. They have two children who attend GCDS.

1989Jonathan Velishka ’89 is a Major in the US Army and has served two tours in Iraq and is now in Kuwait assigned to a general. He and his wife, Tiffany, of Ventura, CA, have two children.

Katie (Baldwin) Watts ’89 writes, “My husband John and I welcomed our first son, Sawyer, into the world this winter and we are enjoying every minute of it!”

1990Kenneth Carpenter ’90 lives in Boston with his wife and daughter. He owns a recruiting company.

NotesClass 1959Karla (Haartz) Cortelyou ’59 writes, “Still showing horses and teaching math- therefore can’t afford to retire, but not ready to yet.”

Sharon (Seeche) Rich ’59 writes, “Spending a lot of time in Boston this winter. We are having a great time. Headed for Florida in January to celebrate mother’s 90th birthday!”

1981Charlotte Fullerton ’81, daughter of Alan and Lois Anna Fullerton of Haverhill, was among the nominees for the 37th Annual Daytime Entertainment Creative Arts Emmy Awards bestowed by the National Academy of Television Arts & Sciences. Ms. Fullerton was nominated for “Outstanding Writing in Animation” for her work on

when I really need them?” She went on to seriously praise the winners as well as all her fellow nominees for their excellent and admirable work. Ms. Fullerton has written for a wide variety of animated television series in addition to Fairly Oddparents, including Ben 10, Super Hero Squad, Generator Rex, Kim Possible, Transformers Cybertron, the new Ultimate Spider-Man, the new My Little Pony, and a new Care Bears movie. She has also written many videogames for all of the major gaming platforms, as well as numerous chapter books and comic books. Charlotte studied at The Pike School in Andover for grades 1-5. She went on to graduate from the prestigious School of Cinema-Television at the University of Southern California in Los Angeles. Her husband is two-time Emmy nominee and Humanitas Award recipient, Dwayne McDuffie. The couple was married on the grounds of Winnekenni Castle in Haverhill. This is Ms. Fullerton’s first Emmy nomination.

1982Nicole (Grieco) Butterfield ’82 writes, “I am teaching 7th and 10th grade English at Hackley, and I am very excited about this new position.”

1983Melissa (Sobil) Zitomer ’83 writes, “I am living in Newton with my husband Michael. I have 2 children, Alana (5) and Ty (3). I work for Clarks Shoes, as an Accessories Product Director.”

1986Amy (Elefante) Bedi ’86 gave birth to a baby girl! Sonali Elefante Bedi was born on Sunday, July 18th, at 6:09 AM, at seven and a half pounds, twenty and a half inches (Sonali means “golden” in Hindi). Sonali is

1992Samuel Velishka ’92 married Kate MacDonald of Annapolis, MD, on May 8, 2010, at the Boston College Law School Chapel. The reception was at the Langham Hotel. Sam works for Ernst and Young and Kate for Lazard. The couple live in New York City.

1994Jessica (Hellmann) Solomon ’94 and her husband Ethan, are expecting a baby girl late March/early April!

1995Jillian Horgan ’95 writes, “Please keep an eye out for some of my shows I have directed this year including MADE for MTV, Whose Wedding Is It Anyway for the Style Network and in November, The World Pastry Competition 2010 for TLC.” Weston Lowrie ’95 is about to earn his PhD in Plasma/Fusion Energy at UW-Seattle (Aeronautics/Astronautics).

1996Julie (Petralia) Derderian ’96 writes, “It’s a boy!!! We are thrilled to annouce the arrival of...Kyle James Derderian born on April 14, 2010 at 8 lbs 6 oz., 20 inches.”

Melissa (Armstrong) Fabick ’96 writes, “I just got married on June 18, 2010 to Michael

Nickelodeon’s Fairly Oddparents. At a gala ceremony held at the Westin Bonaventure Hotel in Los Angeles on June 25th, the Emmy in that category was presented to the writers of Nickelodeon’s Back At the Barnyard and Disney’s Phineas and Ferb. “It truly is an honor just to be nominated...but it would have been even more of an honor to win!” joked Fullerton. “Curse my über talented and well-deserving peers! Where are all the slackers

Charlotte Fullerton ‘81

Mara Terlizzi ’89 married Justin Ziegler on October 30, 2010.


Fabick in St. Louis, MO. I am still teaching and enjoying it. We live in St. Louis, MO.”

Tiffany (Horne) Noonan ’96 married Joseph T. Noonan on May 22, 2010 in MA.

1998Douglas Armstrong ’98 is in law school at Golden Gate University in San Francisco, CA. He married Alexandra Baker in July 2010. The wedding was held in in Seattle, WA and the couple will reside in Sausalito, CA.

Ellie (Parnes) Campbell ’98 writes, “I was married in April ’09 to John-Paul Campbell, whom I met at BU in ’01. I have started my own photography business and work in Sarasota,

Samuel Velishka ’92

Melissa (Armstrong) Fabick ’96 Douglas Armstrong ’98 Sasha Parr ’99

Boston and Cleveland. www.elliepcampbellphotography.com.”

Elizabeth Edmonds ’98 writes, “I am in my second year at Brooklyn Law School, and I got married in September. I will be working at the New York City Law Department this summer and would love to be in touch with any Pike alums in NYC!”

1999Alyson Gerber ’99 writes, “My first person essay, ’On Shavuot, Kaddish for the Heroine of My Youth,’ is being featured in the Jewish Daily Foward.”

Sasha Parr ’99 writes, “I’m at Tufts Med right now doing my MPH. I should be finishing my JD/MPH in Nov. 2012.

Also, I just got engaged in September to Ryan Corken (not a Pike alum). We will be getting married in September of 2012 once his contract is up with the Army.”

2000Alexandra Garrison ’00 writes, “I graduated from the University of Virginia Law School in May, and now I’m in Atlanta studying for the Georgia Bar. I began working at a large law firm in Atlanta in September 2010.”

Melanie Roberts ’00 was sworn in as an attorney at the Massachusetts Bar in December 2010, after graduating from Suffolk Law in May 2010. She graduated Magna Cum Laude from Connecticut College and attended Suffolk Law on a Trustees’ Academic Scholarship.

2001Ryan Armstrong ’01 is engaged to Laura Flexon of Bryn Mawr, PA. Ryan is a graduate of Brooks School in North Andover and received a bachelor’s degree in advertising design from Syracuse University. He is currently a graphic designer for New World Group in New Jersey. The couple plan an October 2011 wedding in Bryn Mawr, PA.

2002Elizabeth George ’02 is a 5th grade language arts teacher at a K-8 charter school in New Haven, CT; Achievement 1st is the Charter that’s been around for 12 years.

2004Claire Abisalih ’04 writes, “I just finished doing a summer internship for Teach For America in Philadelphia, which was FANTASTIC! I really enjoyed it. My position was mostly doing office work, but the people there were so incredible, diverse, and ambitious—it was such an unbelievable group of students I was working with (there were 19 people including myself, all in college, who had the Operations Coordinator position). It was the perfect transition from teaching at Esperanza to my next few years at Smith, and a nice way to get my foot in the door of a program I might be interested in come graduation.”

Annie Boylan ’04, a senior at Holy Cross, is the women’s lacrosse captain, a champion horseback rider, and a volunteer at Wings and Hooves Therapeutic Riding, Inc.- a non-profit organization with a mission of enhancing the lives of individuals with physical, emotional, and developmental challenges by building confidence through equine-assisted activities and partnerships. Wings and Hooves is co-run by Annie’s sister, Colleen Boylan ’96.

Andrew Lowrie ’04 is preparing to graduate from Bucknell as an engineer. His dream job is already lined up, and he is beginning post-graduation.


Elizabeth Mainiero ’04 is entering her senior year at Fairfield University after spending her junior spring semester abroad in France.

Rachel Rauh ’04 was voted the first coxswain in over two decades to be named captain of the Radcliffe’s womens heavyweight crew team.

2005Samuel Grant ’05 is now enrolled in a dual degree program with Colby and Dartmouth. It’s a 5-year program where he’ll graduate from Colby in 2012 with a degree in physics and then he’ll get a second degree in engineering from Dartmouth’s Thayer School in 2013.

Elizabeth MacMillan ’05 writes, “I will be going abroad in spring 2011 semester to London, England. I have also declared my major as environmental studies. I ran into classmates Caitlin Feeney ’05 and Jennifer Hyslip ’05 this fall.”

Wendy Mellin ’05 was awarded the Mount Holyoke English Department’s Blanche Whitman Yeagley Shakespeare Prize this past spring, which is awarded “for outstanding work in the Shakespeare course.”

Trevor Poole ’05 and his brother Cameron Poole ’07 are both enjoying Colby College. Trev is a junior science major, and Cam is a freshman studying classics.

2006Eric Stephens ’06 had a great freshman year at the University of Richmond in Virginia.

Victoria Wilmarth ’06 writes, “Although I am a Duke student, I am living at UNC Chapel Hill

this semester as a part of the Robertson Scholars Program “campus switch.” I am really enjoying being at UNC. To continue a year of changes and new places, this coming summer I will be doing field work in global health in Durban, South Africa, and I am planning to study abroad in Ecuador in the fall.”

2007Alice Grant ’07 has had a terrific start at Hamilton - she’s very plugged in to the lacrosse team. She’s working hard and knows she made the right choice in Hamilton.

Morgan Pearce ’07 and fellow members of the Brooks School Environmental Club were awarded the EPA Environmental Merit Award at Faneuil Hall in Boston on Earth Day. Brooks is one of 10 organizations to receive an EPA Enviromental Merit Award this year for its exceptional work and commitement to the environment.

2008Eve Bishop ’08 is ranked as one of the top sprinters in the state of Massachusetts and will attend Cornell in the fall.

Carolyn Harmeling ’08 recently performed “In the Negative Space” at Phillips Academy, which was a dance choreographed by a local instructor of theater and dance.

Hayley Poole ’08 is a senior at Governor’s Academy. She is well into her college search and still loves riding horses.

Madeleine Stephens ’08 writes, “I am having a great year and am excited to visit colleges.”

2009Max McGillivray ’09 writes, “My student film group (The Brooks Film Society) has gotten off the ground and now we’re in our second year. Our video, ’Bye Bye Bye Lip Dub,’ has gotten over 25,000 views on YouTube. We hope to continue doing the lip dub for years to come and to continue making films.”

2010Rachel Cope ’10, a sophomore at Northfield Mount Hermon, performed at the White House during the 2010 holiday season, after her school’s select women’s ensemble was invited to sing Christmas tunes there.

Sarah Dumont ’10 is on the varsity soccer team at Dana Hall!

Lydia Godo-Solo ’10 writes, “I’m still at PA. I started doing crew freshman spring, and I’m starting my second racing season as a coxswain this spring. I’m also planning Black Arts Weekend at PA on Feb 18.”

Bridget Healey ’10 writes, “Last year I attended Lawrence Academy, but in the middle of the year I realized that it was not the school for me. I started at Pingree as a sophomore the start of this year, and I really enjoy it. I am currently on the varsity volleyball team and hoping for the position of cocaptain next year in the fall. I occasionally see some of my old Pike friends but not as much as I would like to. Hopefully soon we will all get together and reconnect.”

Abigail Katz ’10 writes, “I currently go to Andover High School, and I’m LOVING it. I was a 3 season athlete but just recently cut down to two dropping soccer off the list. I see Andrew Schwartz ’10 about everyday. I just came back from a fun vacation in Florida.”

Sara Nunez ’10 writes, “I go to PA and last summer Tahera Doctor ’10 and I went to Costa Rica to save baby sea turtles with the company Rustic Pathways. We really enjoyed it and miss it.”

Kelly O’Donnell ’10 writes, “I have literally just transferred to Sparhawk High School in Salisbury and am enjoying it.”

Joshua Orlowitz ’10 writes, “I’m currently a sophomore at Wakefield High School and am a bi-athlete with a strong weight lifting presence in the winter. I have strong hopes to become the starting quarterback for varsity football next year, as well as the Audrey Wilson ’05 exhibited her artwork at Pike this fall.

NotesClass


The Class Notes in this issue of The Quill comprise those received as of March 1, 2011.

Sara Nunez ’10 and Tahera Doctor ’10 (fourth and second from right) in Costa Rica.

varsity shortstop this coming season. This fall, I lead my JV football squad to an impressive season, earning 1,000 passing yards in the season.”

Logan Poole ’10 is a sophomore at Governor’s Academy. He is happily playing sports and especially loves his history and science classes.

Daniel Smith ’10 writes, “I go to Brooks School and am a tri-athlete. I have strong hopes to become bi-varsity by my junior year. I have stepped into the important role of goalie on the JV squad of soccer and now look forward to varsity baseball in the spring. I sit comfortably among the best of the best academically.”

Marie Wilson ’10 writes, “I transferred from Lawrence Academy to Eagle Hill School last year and really enjoy it.”

2011Emily Dumont ’11 is on the varsity soccer team at Dana Hall!

Moorea Colby ’11 writes, “Andover High is great. Meeting lots of new people and staying connected to all my Pike friends too! Involved in freshman field hockey, mock trial, and Freshman Board (student government).”

David Popowitz ’81 (center) visited Pike last July, while he was in the area for his Brooks reunion. He is shown here with Eric Sirakian ’06 (left) and Head of School Muddy Waters.

In MemoriamLisa (Tay) Lawrence ’77 of Windham, N.H., died at her home after a brief illness. She graduated from Phillips Academy. She later received her master’s degree from Lesley College in Cambridge, Mass. Lisa worked tirelessly to receive her Ph.D. from UMass in Lowell. Lisa worked as an ESL teacher for the Merrimack, N.H., school district. She also worked as an adjunct professor for several area colleges. Teaching was her passion and she loved her students. She enjoyed traveling with her husband and enjoyed spending time with her dogs, Kai and Kona. Lisa’s greatest love was running, where she ran in a marathon and several half marathons. She will be deeply missed by all who knew her.

Todd Swift ’83 of Castle Rock, Colo., died Tuesday, April 20, 2010 at the age of 41. He was in the prime of his life and as he often said, “living the dream” with his wife, Pamela and three young children, Jonathan, Sarah and Elizabeth. Todd grew up in Andover, attended Andover public schools, The Pike School, the Holderness School and Merrimack College. He received his MBA from Denver University and was employed at Covad, a telecom company in California. Todd loved the outdoors and was an avid, skier, golfer and Red Sox baseball fan. An accomplished cook, he filled in his spare hours with gardening and landscaping.

Pike friends back together: (from left) Moorea Colby ’11, Sophie Landay ’11, Soha Sanchorawala ’11, Meera Bhan ’11, Kristen Murphy ’11, and Zoe Gates ’11.


The Pike School34 Sunset Rock RoadAndover, Massachusetts 01810-4898

www.pikeschool.org

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If you do, you can win a Pike prize by emailing Christen Hazel, Associate Director of Development, Alumni Affairs, and Communications at [email protected] or by phoning 978-475-1197 x6608.

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the quill magazine, winter 2011

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