bullhorn spring 2015

The Magazine of Léman Manhattan WINTER 2015

Bullhorn

CELEBRATING LéMAN’S AWARD WINNING FACULTY

JUNE 22ND - JULY 31ST

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halF Day (3 years olD): 8:30 am - 1:00 pm • Lunch and snack included

extenDeD Day (4 years olD anD olDer): Available until 5 pm (M-Th)

LÉMAN SUMMER WORKSHOPSLéman Manhattan Preparatory School offers unique week-long intensives for children in 4th grade through 9th to hone their special interests. Each workshop culminates with an event for family

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More information is available at CampLeman.org

CAMP LÉMAN

1

Dear Léman Manhattan Community Members,

Léman Manhattan will soon be completing its eighteen-month journey of re-accreditation,

a voyage of self-reflection and strategic planning which occurs every seven years. In the com-

ing weeks, Middle States Association of Colleges and Schools, a 125 year old organization

recognized as the gold standard of accrediting agencies, will be verifying and corroborating

the outcomes of our work.

The protocol that we used, Excellence by Design, required Léman Manhattan to estab-

lish objectives for improving student performance. It was clearly a future-oriented and

visionary process that will guide Léman Manhattan through SY 2021-22 in creating a better

future for our students. Via this collaborative process, the Léman Manhattan community

developed answers to the following questions:

-By the time they have experienced Léman’s full educational program and services,

what should our students know, and how should they be able to use what they know?

-What content, skills, and work habits should be the priorities for learning?

-What attitudes, qualities or characteristics should our students demonstrate?

-How well should students perform the desired outcomes, and what does

excellent performance look like?

-How will Léman measure and evaluate our students’ performance in multiple ways?

-How well do our students currently perform? What is the actual quality of their work?

-What must we do to improve student performance?

Linking various planning, growth and improvement efforts, the community successfully

established four objectives for improving student performance based on our vision of a pre-

ferred future for our students. These objectives and details about the specific steps of the

self-study are found in an article written by Head of Curriculum, Instruction and Assess-

ment Jerry Maraia in this edition of the Bullhorn.

The accreditation process is intended to be an arduous one yielding amazing personal

and professional growth for all those involved. Most importantly, it successfully developed a

sense of community and common purpose among all members of the Léman community as

we have accepted joint responsibility for assisting Léman Manhattan in achieving our mis-

sion. Thank you for your invaluable participation on this journey. We all look forward with

confidence as we have designed an excellent future for our students.

In partnership,

Drew Alexander, Head of School

lETTER fRom THE HEad of scHool

CONTENTS

FEATURES16 Celebrating léman’s awarD winning FaCulty 2014 winner of the Meritas Excellence in Teaching Award, Emily Khan, talks favorite authors, inspirational colleagues and more. BY OLIvIA PITTEWAY 6 exCellenCe by DesignLéman’s Head of Curriculum shares the Middle State Accreditation process. BY JERRY MARAIA

8 little einsteins Upper and Lower School students are partnering up to monitor the environment of Bowling Green Square Park. BY OLIvIA PITTEWAY

9 Community serviCe Léman students are making a difference in the local community and beyond. BY CARINA SANDOvAL

11 College Counseling Meet Léman’s dynamic new college counseling team, Sara McMickle and Emily Mashal. BY OLIvIA PITTEWAY

28 gallery oPening The 1 Morris gallery officially opened with the High School and IB Art Show. BY OLIvIA PITTEWAY

12 working togetherLéman faculty and parents are pulling together to provide unique opportunities for students. BY OLIvIA PITTEWAY

DEPARTMENTS22 teChnologyMaria Narciso discusses today’s educational technology and Digital Natives. BY MARIA NARCISO

24 Fine arts From singing at the NYSE Tree Lighting, to spectacular winter concerts and collaborate ventures with other Downtown Schools, our Fine Arts department continues to dazzle and entertain us. BY LISA NOWICKI

30 athletiCs2014-2015 has been a year of innovation and success for the Léman Bulls. BY KEITH SEqUEIRA AND COACH MICHAEL MURPHY

1 LETTER FROM THE HEAD OF SCHOOL

4 SCRAPBOOK

10 LCA UPDATE

18 3 CAMPUSES 1 SCHOOL

32 STUDENT LIFE

38 RECIPES FROM CHEFS JENNY AND JOANNA 40 FACULTY SPOTLIGHT q & A

41 CALENDAR

4 LéMAN BULLHORN WINTER 2015

WELCOME TO LéMAN

Final bow at the uPPer sChool one aCt PerFormanCe

FielD triP to FeDeral hall

Drew taking the als iCe buCket

3D Printer ProJeCt

FielD triP to broaD street

ginger breaD session

lCa book Fair

4th graDe CoDing

FaCulty als iCe buCket Challenge

Pre-k goes on a FielD triP

Drew taking the als iCe buCket

5

5th-8th graDe swim teamvarsity basketball

swimming instruCtion

lower sChool PaJama Day

nyse tree lighting

Positive Post it Day

uPPer sChool winter Choral ConCert

Chinese new year

international Festival

guest author, Peter reynolDs

lower sChool instrumental ConCert

varsity basketballuPPer sChool

PeP rally

Dress Down Day in the learning Forest

sCraPbook


hroughout the last two

years, Léman Manhattan

has engaged in the Middle

States Association Excellence

by Design, a self-study and

accreditation protocol to determine the

school’s strengths and areas in need of

improvement in relation to its mission,

as measured against internationally

recognized standards. The framework

and criteria for this self-assessment

is as follows:

-Twelve Middle States Standards for

Accreditation

-Indicators of Quality for Curriculum,

Instruction, and Assessment

-Criteria for effective planning for

growing and improving student

performance

-Organizational Capacity to produce

the performance it desires

Internal Coordinators Drew Alexander

and Jerry Maraia led the Planning Team,

comprised of a diverse group of Léman

Manhattan community members, in

laying the foundation for the self-study

process, identifying priorities,

developing a plan, and hosting the

accreditation visit.

In January 2014, 520 Léman

Manhattan faculty, students, and parents

completed a survey addressing the 12

Middle States Standards for Accreditation,

including indicators related to Philosophy

and Mission, Governance and Leadership,

School Improvement, Finances, Facilities,

School Climate and Organization, Health

and Safety, Educational Program,

Assessment, Student Services, Student

Life and Activities, and Technology.

Throughout the spring, committees led

by members of the Planning Team

identified strengths and areas in need of

improvement for each standard based on

the results of the survey generated from

the Léman Manhattan community.

Additionally, committees worked

diligently on collecting and generating

evidence to support each standard.

In September 2014, the Planning

Team used the results of the self-

assessment of the Middle States

Standards for Accreditation and Léman

Manhattan’s current student performance

data from multiple assessments to develop

four measurable objectives that address

the areas of student performance and

organizational capacity most in need

of growth and improvement. For

each objective, multiple assessments were

identified to measure achievement. From

an extensive analysis of all the data

gathered during school year 2013-2014,

the four objectives to be accomplished

at the culmination of the seven-year

accreditation period include:

-Students will demonstrate an

improvement in skills necessary

to be successful in colleges and careers.

-Students will demonstrate improvement

in reading and writing skills.

-Students will demonstrate improvement

in the skills necessary to be engaged

global citizens.

-Léman Manhattan will improve the

quality and increase the readership of its

internal and external communications.

In fall 2014, the Planning Team con-

ducted an extensive self-assessment of the

educational program related to how the

objectives addressed the Middle States

Indicators of Quality for Curriculum,

Instruction, and Assessment. This process

guided the Planning Team to determine

the reasons for the existence of the gaps

between desired and actual student

performance and organizational capacity.

Most recently, in December 2014 and

January 2015, Action Plan Teams,

ExCELLENCE by DESigN Léman Manhattan’s Self-Study Journey Toward Growth and ImprovementBy Jerry Maraia

T

7

comprised of faculty and parent

volunteers for each student performance

and organizational capacity objective,

developed comprehensive multi-year

action plans to achieve the objectives.

These action plans were based on the root

causes identified, current best practices

at Léman Manhattan, best practices

identified in the research and literature,

and the areas in need of improvement

articulated during the self-assessment

process. During a Full Faculty Meeting in

January, Action Plan Teams shared their

developed action plans with the entire

faculty and received feedback on ways

they could improve. This process pro-

vided as many stakeholders in the Léman

Manhattan community as possible to

have a voice in the development of the

action plans.

The next phase of the process was

for Drew Alexander and Jerry Maraia

to write and finalize the Self-Study

document to be submitted to the peer

reviewers in preparation for their visit

to Léman Manhattan. Our goal was to

provide evidence to the reviewers through

documentation that validates the findings

of our self-study.

We are looking forward to hosting

the Middle States Visiting Team from

March 30th to April 2nd. During this

four-day visit, the Visiting Team will

study the documents and evidence,

lead interviews with a variety of com-

munity members, and conduct

observations. Based on its visit, the team

will make a recommendation to the

MSA Commission on whether Léman

Manhattan meets the MSA Standards

for Accreditation and the requirements

of the Excellence by Design protocol.

For more information about the MSA

Excellence by Design self-study process,

email Head of Curriculum, Instruction,

and Assessment Jerry Maraia at

[email protected].

Upper (above) and Lower (below) School teachers and administrators identifying strengths and areas of improvement in curriculum, instruction and assessment.


SITTING DOWN OvER COFFEE on a bright yet biting Friday afternoon, Léman’s Science Department Chair and IB Biology Teacher, Daniel Ajerman, cannot conceal his smile as he discusses the exciting events taking place within the school’s Science Department; amongst these is an innovative and exciting collaborative venture, Little Einsteins, which was established at the beginning of December. The brainchild of Ajerman, in coordination with Sarah Polland, Rachel Griffin and Paul Schmitz; the Léman Little Einsteins program brings students together from both the Upper and Lower Schools. Partnering students from the 2nd grade with Ajerman’s 9th grade Life Science students, the program utilizes state-of-the-art scientific equipment to monitor the environ-ment of a local park close to both campuses. Under the supervision of Lower School science teacher Paul Schmitz and his second grade team, students are led to Bowling Green Square Park (a wonderful resource in the Léman community and home to our athletic teams’ namesake, the Wall Street Bull) to conduct a detailed study of the environment. Monthly excursions into the park will see students divided into groups and adopting a plot of land to monitor for the duration of the academic year. The first excursion took place in Decem-ber and involved students taking measure-ments and topographical drawings of their

adopted plots, with the Upper School students guiding the 2nd graders in their teams in a truly collaborative effort. On February 26, the students returned to their plots to study the park’s varying temperatures, air, water and soil. These actions utilized conventional thermometers, as well as computer-based digital probes, allowing students to attain and practice valuable skills. Studying the park throughout the year and recording the impact of changing weather on their collective plots of land will enable students to monitor and analyze bacterial, algal and fungal growth, as well as photosynthetic rates and the effects of sunlight on the environment of the park. Future excursions to the park will also involve the study of soil science, as well as learning about birds, snails and other non-human visitors. As the year goes on, the 2nd grade Little Einsteins will correlate their data with the new Léman Weather Station at the Lower School, and 5th graders in Mrs. Wolber’s class will study this data in their meteorology class, further extending the collaborative nature of the project. Before dashing off to class, Ajerman adds “The lovely part is that Léman Little Einsteins is a student-run program, with ‘kids teaching kids’, and truly shows off how special our students are.” We certainly look forward to hearing about what our Little Einsteins discover as the year progresses.

LiTTLE EiNSTEiNSBY OLIVIA PITTEWAY

Top, left: Simone Malekar, 9th grade and William Wolkowitz, 2nd grade; Top, right: 9th grade student leads a group of 2nd grad-ers in taking measurements and topographical drawings; Above: Daniel Ajerman working with students in Bowling Green Park.

9

COMMUNiTy SERviCEBY CARINA SANDOVAL

CAS is a core part of the IB:Diploma Program along with Theory of Knowledge and the Extended Essay. Standing for Creativity, Action, and Service, it is the experiential learning aspect of the IB Diploma Program. The Class of 2016 is our first IB Diploma Class, and although not all students are full IB Diploma, all students are required to complete 150 total hours of CAS to graduate from Léman. Many of our students are very active in the arts, athletics and service learning, so CAS is a perfect fit. CAS has allowed students to truly understand themselves in a way that goes beyond the classroom. Additionally, CAS allows students to address ethical and global issues while traveling abroad or staying local. Some of the wonderful things our students are doing include: MODEL UNITED NATIONS

PEER TUTORING PROGRAMS for Day and Boarding StudentsREADING PARTNERS (a local non-profit that provides one-on-one High School tutors with underperforming elementary readers)SERvICE LEARNING TRIP TO HAITI

PEOPLE CLIMATE MARCH

ANGELWISH (a non-profit that assists kids with a chronic illness to have a brighter holiday season) BREAST CANCER WALK (organized by a 12th Grader Jordan Chanin-Albanese) INvOLvEMENT in a Léman Theatre Production, playing for our sports’ teams, or being involved in a visual arts club Through these CAS activities, students have ignited their passions for service-learning. Additionally, three of Léman’s IB students are volunteering at the Lower Manhattan Volunteer Center (part of the NY Presbyterian Hospital system), which will form a part of their community outreach initiative. Sophia Stoch (grade 11), Katie Xue (grade 9) and Olivia Krys (grade 9) have been participating in voluntary work at the medical center and attending health fares to help senior citizens navigate information and guide them in what can be an overwhelming experience. Ms. Wynee Pan, Coordinator of Volunteer Services at Lower Manhattan Medical Center, was so thrilled by the girls’ keen interest

and dedication to giving back to the community, that she has agreedto form a partnership with Léman and accept an additional num-ber of students into her program in the weeks and months to come.

DRESS DOWN DAYS Léman students gave presentations at the November Community Service Meeting regarding charitable projects they wished to bring to Léman Manhattan. The commit-tee members were most impressed by the variety of organizations and the passion the students exhibited for them. We are pleased to share the following schedule of community service events for the 2015 spring semester: FEBRUARY DRESS DOWN DAY: Room to Grow, proposed by Dylan Blackman, grade 6MARCH DRESS DOWN DAY: Project Cicero, Léman’s 5th annual collectionAPRIL DRESS DOWN DAY: Leukemia and Lymphoma Society (LLS), proposed by Benjie Projansky, Léman parentMAY DRESS DOWN DAY: Sneaker Collection (Soles4Souls), proposed by Jo Ann Calvanico, Physical Education Department Chair and Swim for a Cure, proposed by Ryan Ruscitto, grade 10 with support from Sarah Polland, Head of Upper SchoolTHE GREEN SCHOOLS ALLIANCE Another new initia-tive around service, sustainability, and global responsibility is our membership in the Green Schools Alliance, a network of schools around the world that share ideas and projects that contribute to creating more sustainable and environmentally conscious commu-nities. Léman recently became a member and is in the process of designing a green-based project in which PreK through grade 12 students will participate. The essence of the program is to create an environmentally friendly school and help produce globally-minded students who contribute to the well being of our planet.

Top, left: Léman students congregate before taking part in a walk to raise money for Breast Cancer. Above: 3rd graders read to PreK students during a “dress down day”.


LCA UPDATE

our entire community-parents, faculty and students- for another wonderful year.2014-2015 has been full of community events, student enrichment and faculty grants as a result of your generosity. So far this year, the LCA was able to fund student enrichment endeavors with $30,000 which went toward instrument rentals; overnight class trips including Nature’s Classroom, Frost Valley, Ramapo and the Meritas Games; Léman Plus Classes; Middle School Music and Dance Festival; and Prom Assistance, not to mention the wonderful Uniform Exchange. In addition, the LCA was able to provide $20,000 in funds for Faculty Grants, which included a Léman News Broadcasting Studio created and run

by Dean of Upper School Students Katherine Molnar, a Léman Commu-nity Fine Arts Production by Director of Fine Arts Lisa Nowicki, and an Astronaut Lecture organized by Lower School Science Teacher Paul Schmitz. The school year is flying by with our unforgettable events including the Welcome Back Party, Trivia Night, BookFair, International Festival, and ChineseNew Year Celebration. We look forwardto sharing more events this spring like the Parent v. Faculty Basketball Game, Staff and Volunteer Appreciation Breakfasts and most importantly, theamazing Casino Royale Spring Benefit. The 2015 Annual Spring Benefit is being held at the Broad Street Ballroomon Friday, March 6. With this year’s theme

of ‘Casino Royale,’ we are clearly upping the ante and guaranteeing a full house! Tax-deductible contributions from this event will directly support our talented students and dedicated community by:

SUPPORTING OUR TEACHERS to create innovative programming for our students such as a robotics club, an LMPS broadcast studio and a community-wide performing arts extravaganza.

PROvIDING OPPORTUNITIES for qualified, deserving students to receive financial assistance to parti-cipate in many of the extra-curricular events not covered by tuition. Thank you all for helping make this year and our community wonderful!

the léman Community assoCiation, thanks...

11

IN AUGUST, Léman welcomed a new college counseling team: Emily ‘Ms. Rita’ Mashal and Sara McMickle. Emily, better known as Ms. Rita from her days as a high school Spanish teacher, during which she shortened her name from Señorita Waldinger to SeñoRITA, has spent the last ten years working in public, private and charter school environments in Spain, the Midwest, and New York City. She has taught Spanish, mathematics and health from K-12, as well as worked as a guidance and college counselor. Her partner, Sara McMickle has 18 years experience in public, private and international education. She worked as an English Teacher and Program Director for Berkeley Unified School District for nine years and was the Center Director of a Sylvan Learning Center in Atlantic Beach, Florida. Her international experience includes teaching in Budapest, Hungary and, most recently, working as the Transi-tions Coordinator and Guidance and College Counselor at the American School of The Hague in The Netherlands. In the short time that they’ve been at Léman, the pair have made many positive changes: COLLEGE vISITS are up by 200% this year, with over 90 schools such as University of California, Berkeley, Oberlin College, Johns Hopkins University and the University of Michigan visiting Léman.TEST preparation resources have increased thanks to Emily and Sara liaising with test prep companies to arrange free practice SAT and ACT tests; and SAT prep has been provided during advisory for students in grades 10 and 11.PARENT AND SENIOR MEETINGS on multiple occasions, supporting them with essay revisions and working closely with students to develop college lists. THE CREATION OF THE BULL REPORT, an online resource available to students ensuring they can receive up to date information on summer internship oppor-tunities, scholarship information, college

fairs and open house invitations, testing and other college application procedures, along with articles and other useful resources related to trends in higher education and career preparation. In the weeks and months to come, Emily and Sara will continue to work with seniors on post-January deadlines, financial aid applications, and acceptances, deliver under-graduate presentations to parents, begin scheduling grade 11 meetings with students and parents, offer online test prep in advisoryas well as introducing practice ACT tests in Spring. Emily and Sara will also continue to use Naviance, a program that will enable students to research colleges and develop lists. Naviance offers personality inventory and interest exploration for students in grade 9, and career exploration for students in grade 10. It has certainly been a produc-tive year for counselors and students alike, and we wish current seniors good luck with their college applications.

Top and above: 5th graders parti-cipate in team building activities during a trip to Frost Valley; Opposite page: LCA members at the Lower School campus. Front row (from left to right), Dori Friedman and Pilar Douglas, back row( from left to right), Sabrina Turin-Benjamin, Laura Busker, Brooke Gannon, Natalie Auerbach, Maura Craven, Jessica Grunfeld, Liz Eisenberg, and Brynn Turkish.

COLLEgE COUNSELiNg BY OLIVIA PITTEWAY

Below: Sara McMickle and Emily Mashal in the Léman college counselling offices.


IN SEPTEMBER, before meeting with parents

to discuss Personal Learning Plans, Léman’s

Science Department Chair and IB Biology

Teacher, Daniel Ajerman, requested his fellow

science teachers share with parents that their

department was always on the lookout for new

internship opportunities for their IB students. As

luck would have it, one parent in particular came

forward with a once-in-a-lifetime opportunity.

Dr. Jason Spector, a top reconstructive

surgeon who runs a world famous tissue engi-

neering research lab at the Weill-Cornell Medical

Center (part of the New York Presbyterian

Hospital System), approached the department

about an opportunity for one student to conduct

research in his lab. Dr. Spector’s work and inno-

vative research has resulted in him being named

one of “America’s Best Doctors” every year since

2011 by both Castle Connolly and US News

and World Report; a “New York Superdoctor”

each year since 2012, an honor bestowed to

just 5% of New York City physicians; and one

of New York’s “Best Doctors” by New York

Magazine in 2014.

The student selected for this placement

was Armin Tavakkoli, an 11th grader from Iran.

“Armin is an outstanding student who takes

both Higher Level IB Biology and Standard

Level IB Chemistry” states Ajerman. “He has

so impressed Dr. Spector that he will begin

conducting tissue engineering research in the

lab- the first time a high school student has con-

ducted research to this level in Dr. Spector’s lab.”

Armin very graciously agreed to sit down

with the Bullhorn and answer some questions

regarding his internship with Doctor Spector.

WORKiNg TOgETHERThe Léman Community Providing Unique Opportunities for Students BY OLIVIA PITTEWAY

Dr. Jason Spector

armin tavakkoli

13

BH: What do you enjoy most about the

internship? Has there been a particular

aspect that has been very exciting or

interesting to you?

aT: What I enjoy most about this re-

search internship is the fact that you can’t

predict the behavior or outcomes of the

experiment as it has not been done

before; so there is always a feeling of the

unknown and a question mark in front

of you. It’s the drive and enthusiasm

to discover the answer that makes you a

‘researcher’ rather than a ‘template

follower.’

BH: Do you feel the internship is helping

with your wider understanding of the IB

Science courses?

aT: Sure it does. The IB is all about some-

thing further, something extraordinary,

and omitting any borders to learning.

My internship gives visualization to the

theories I encounter every day at school,

and in my opinion, there is no better

approach to learning and understanding

than visualizing the theories.

BH: Do you hope to continue with this

area of study in higher education?

aT: Yes I do. As a matter of fact, studying

medicine has been a life-long dream of

mine, and it’s worth noting that my intern-

ship with Dr. Spector is part of the Weil-

Cornell Medical College, which is one of

my top choices for my upcoming college

applications. I believe this internship will

provide me with a strong basis for my

chosen area of future study and my career.

Further congratulations are owed to Armin as

he was recently accepted to the Cardiothoracic

Surgical Skills Summer Internship 2015

program at Stanford University Medical Center.

The month long summer opportunity has

produced some of the most outstanding

cardiothoracic surgeons and researchers in the

world. As his acceptance letter from Dr. Paul

Chang states “We are only able to accept a

limited number of students (from a strong

applicant pool), so consider yourself part of an

elite few.” The Bull Horn wishes Armin luck

with both of his internships, and hopes to report

on his upcoming research throughout the year.

Thanks are owed to another Léman parent,

Ms. Ramondy Thermidor. Dr. Jason Lewis,

a top researcher at Memorial Sloan Kettering

Cancer Center, will address our IB science

students along with a select group of younger

students on February 26. Dr. Lewis approach-

ed the Science Department about coming to

Léman to discuss his research with students

after hearing much praise and positivity from

Ms. Thermidor about the school. Mr. Ajerman

is hoping this event could lead to possible

research opportunities for our IB Science

students. It’s wonderful to see the all of the

positive results of our students’ hard work and

the Léman community pulling together.

Dr. Jason Lewis

Seniors share a laugh in the study area outside of the library.


THE MERITAS ExCELLENCE in Teaching Award program is designed to celebrate the outstanding teachers

in the ten Meritas Schools. For school year 2013-14, two teachers, one lower school and one upper school, were

chosen as recipients of this prestigious award from among hundreds of excellent Meritas educators. Through self

or peer nomination, the nominees rated themselves against the eight Meritas Teacher Professional Standards and

submitted documentation to support their ratings. After a lengthy review process, the final recipients were

determined. In 2014, the winners were Christina Liu of Lake Mary Prep for lower grades, and Léman’s very own

Emily Khan for upper grades. The Bullhorn was able to catch Mrs. Khan in between classes to find out more

about the English Department Chair, and how she felt upon discovering she had won the prestigious award.

CELEbR ATiNgLéMAN’SAWARD WiNNiNgFA CULTyBY OLIVIA PITTEWAY

PHOTOS BY CARINA SANDOVAL

17

BH: Hi Emily, congratulations on your win, we’re all so very

proud! We’d love to learn more about you. Where did you

grow up?

EK: I am from Kersey, Pennsylvania, a little town in Appalachia.

My parents built our house in the middle of the woods. I’m the

youngest of four, and my siblings and I spent lots of time playing

music and reading aloud and talking about literature. I think I

always knew that I wanted to be an English teacher.

BH: Tell us about your educational and professional background.

EK: I received my BA in English from Fordham University

with a concentration in Medieval Studies. I then went on to earn

my MA from NYU in Teaching English 7-12. Prior to coming

to Léman, I taught at George Washington Public High School

in San Francisco and Stuyvesant High School in Manhattan.

I’ve been teaching at Léman for almost 5 years.

BH: Who are some of your favorite authors?

EK: There are too many to mention! Toni Morrison, Jhumpa

Lahiri, Art Spiegelman, Junot Diaz, John Keats and Gabriel

Garcia Marquez, to name a few.

BH: How did you find out you had won the award, and how

did you feel?

EK: Well, at first I felt shocked, because Drew surprised me

with this news in front of the entire faculty! And then, staring

out into an audience of my dear colleagues and administrators,

I felt overwhelmed with gratitude for everything that I have

learned from them over the years. Léman has been a tremen-

dous place to learn and to teach, and to try my hand at

building something new. And I felt very lucky. Teaching is my

passion, and it feels tremendously satisfying to be recognized

for something that I love to do.

BH: What aspects of teaching inspire you on a daily basis?

EK: At Léman, internationalism is real. Every single day, I

interact with students from different nations, who pepper our

hallways with other languages and bring unique world views

into my classroom. They bring such perspective to the study of

literature, and I can see students really learning from one

another— meaningful lessons about real diversity. When I

receive papers written by students of so many nationalities, or

listen to them discuss a work of literature together, I sometimes

disengage for a moment to just marvel at the breadth of human

experience. It feels transcendent. My mother also serves as an

inspiration to me. She is a former English teacher herself, and

has been very instrumental in shaping my classroom ap-

proach. Teaching can be hard work, and my mom has always

been there with a supportive hug, anecdote, and effective advice.

BH: Is there anyone you would like to dedicate the award to?

EK: My late father, Herman Pontzer, who left this world when

I was nine, who read to me often, and who was, by all accounts,

a rock star high school English teacher.

The sound of eager students approaching indicates the end of

our time with Mrs. Khan, but with awards season in full swing,

it only seems appropriate that we ask if there is anyone she would

like to thank.

EK: I’m very grateful to my husband and to my parents, for

always supporting me no matter what. And I’ve been blessed with

many talented teachers, colleagues and administrators: Drew

Alexander, Sarah Polland, Colleen Brown, Jerry Maraia, Patrick

Kane, Michael Johnson, Eric Grossman, Holly Schechter, John

Kezel, William Gould, Martin Chase, Jeanne McLaughlin, the

Léman Manhattan English Department… these are just a few of

the many educators who come to mind when I think of great

teaching and powerful leadership, and perhaps it is best not to list

names since I could go on forever!

Unfortunately for Khan on this occasion, her trophy resides on

a bookshelf at home, nestled among her aforementioned favorite

authors, leaving her unable to hold it as she gives thanks- in true

awards season style.


As part of the annual French exchange,

Léman Manhattan students Tehya

Bailey (9th grade), Kiyana Nagle (10th

grade), Sophie Stoch (11th grade), and

Roxi Li (12th grade) will spend 3 weeks

in Switzerland from February 14 to

March 7. Tehya, Kiyana and Sophie

are all French learners and will enroll

in the French program at Collège du

Léman to further their knowledge of

the language and culture. Kiyana, who

has previously visited France, is most

excited to get to Switzerland as it will

be “a great opportunity to practice my

French and meet new people.” Roxi

does not currently study French and

will be enrolled in the English speak-

ing program, but when asked about

the upcoming exchange said “I like to

experience new places and it will be

great to be in Switzerland- it’s such a

beautiful place. This is a good oppor-

tunity for me to experience a new

culture and way of life as I have never

been to Europe before.”

During the first two weeks, the

students will be at Collège du Léman

with their pairing student and living

with their host families. The final week

will be spent at the renowned Crans-

Montana ski resort, where students

will hone their existing skills or

experience skiing for the first time.

Both Léman Manhattan and Collège

du Léman students will reflect on what

it means to be a global citizen, writing

a diary about their daily progress and

discoveries. Collège du Léman stu-

dents will be in New York from March

28 to April 18. We look forward to

welcoming them to the Big Apple!

3 CAMPUSES, 1 SCHOOL

Above, from left: Roxy Li (12th grade), Tehya Bailey (9th grade), Kiyana Nagle (10th grade), and Sophie Stock (11th grade) in the Upper School Library.

ExCHANGE

Léman International School

19

IN DECEMBER, Léman International students Pirath Rattananon and Jun Pyo made it to the semi-finals and second place respectively of the Chengdu International School Associtation (CISA) Chess Tournament. Collège du Léman students are looking forward to Winter Ski Camp at the Crans-Montana ski resort in Valais, Switzerland.

GIvING BACK to the community is an important value at all three Léman Schools. Léman International students donated clothes to YunNan ZhaoTao Primary School in the lead up to winter. Special thanks go to Ms. Doreen Larson, who donated 140 new backpacks to the school. Collège du Léman 3rd graders recently completed a unit entitled “Saving the Environment” in which they learnt about how to make a difference both globally and locally, and came up with initiatives to make a positive impact on their local community.

news From our sister sChools

Congratulations to Léman International School on becoming an accredited IB World School in June of 2014!

Above: YunNan Zhao Tao Primary School faculty distribute donated items to students in the lead up to winter; Left: Students at YunNan Zhao Tao Primary School show thanks for their donated items.


TO FURTHER ELEvATE THEIR ATHLETIC OFFERINGS, Léman International School upgraded its heated swimming pool, making the pool larger to allow more space for instructing Primary School students; installed a new international standard gym floor; and purchased a new turf maintenance machine to keep their two soccer fields in prime condition. Two new state-of-the-art school busses were added in September to accommodate the growing number of students at Léman International, and further reduce students’ travel time to and from school.

COLLèGE DU LéMAN is excited to openits new multi-purpose complex gymna-sium in September of 2015. Designed by architects Armand Schaefer and Enzo Mattana, the four-story building will be multifunctional, offering practice space for sporting and extracurricular activities, and accommodation for boarding students. A removable terrace and stage will enable the space to be transformed into a theatre, cinema and stadium, and 24 spacious new rooms will be available to boarding students.

Above and left: Léman International School’s newly renovated pool and gym; Below: Architect’s sketch of College du Léman’s new multi-purpose complex scheduled to open in September 2015.

21

LéMAN INTERNATIONAL’S PRIMARY SCHOOL CHOIR performed at the St. Regis in Chengdu for its 2014 ChristmasTree Lighting Ceremony, meanwhile 200 Collège du Léman students performed the first dance performance of the academic year, lighting up the packed Eiger Audi-torium with their talent and commitment.

Above: Collège du Léman students performing at their Winter Concert in the Eiger Auditorium; Below, left: Léman International’s Primary School Choir performing at the St. Regis in Chengdu; Below, right: Collège du Léman students at the Eiger Auditorium.

3 CamPuses, 1 sChool


Today’s generation of children are referred to as Digital Natives.

Digital Natives only know a world surrounded by technology:

technology as a tool, as entertainment, as a resource. Since these

children have witnessed technology as a necessity in our world

today, it makes sense that technology be integrated regularly in

the children’s day-to-day learning. What does that mean? As

adults, we remember a world where technology at school meant

to simply learn to type and today it means much more.

Technology is an essential part of a student’s life at Léman

Manhattan Preparatory School, and is integrated throughout

the standards-based curriculum to support each student’s path

to digital responsibility and global citizenship in the 21st

century. Technology empowers teachers to personalize instruc-

tion, and engages students to become confident, independent

critical thinkers. As an international learning community,

technology supports our commitment to educating, empower-

ing and inspiring students to make thoughtful choices and

global connections as informed and engaged citizens of the world.

Technology enables learning “anytime, anyplace at any pace,”

helping our students to become the innovators of tomorrow.

Our current technology initiatives include: iPads dedicated

to each Lower School classroom, a 1-1 iPad program for grades

four to eight, and a BYOD (Bring Your Own Device) program

for high school students. Laptop carts are made available at both

the Upper and Lower schools for classroom or individual use.

Interactive whiteboards, Apple TV, specialized printers, as well

as science probes and other dedicated hardware and software

make up the standard classroom at Léman. Future plans include

a Learning Commons in each campus, maker spaces, mobile

furniture and work spaces for igniting creativity, collaboration

and communication.

The Technology Curriculum Framework ensures that each

student will become technologically literate and thereby able to

use, manage, and understand technology and its value in today’s

TECHNOLOg y UPDATE BY MARIA NARSICO

B e y o n d T y p i n g T o d a y ’ s e d u c a T i o n a l T e c h n o l o g y

23

society. Students focus on experiences that engage them in plan-

ning, analyzing, inventing, innovating, making, evaluating, and

contributing to an online global community.

The framework gives direction, vertical continuity of instruct-

ion, and support of teachers in all curricular areas. Some examples

of integration include: the writing process, blogging, productiv-

ity, presentational learning programs, coding, video production,

web design, performing online research, and editing/producing

digital design pieces. After-school offerings include a variety

of opportunities in both divisions for students to practice and

explore other digital tools and design technologies, such as

coding, robotics, film making, and 3D design and printing.

As a vibrant part of each school day, technology permeates

the curriculum and the students’ lives.

For example, in science, technology is used to collect, record

and analyze data in real time using Vernier Courseware user-

friendly data loggers, sensors, probes, laptops and graphing/

analysis software. Putting this technology into the hands of

students prepares them to be the next generation of scientists

and engineers. Data collection with the use of technology has

enhanced our science curriculum and student learning experi-

ence. One example of students analyzing data was in a 4th

grade physics unit in which students set up an experiment and

connected Vernier probes to instantly graph how much force

was being applied at different levels of their experiment.

In middle school, students collected and analyzed data with

their ‘Newton’s Law of Physics’ unit; in high school, some recent

examples of science classes utilizing technology include measure-

ments of pH and carbon dioxide in chemistry, enzyme activity

and osmotic rate in biology, and having students dance in front

of motion sensors to reproduce velocity/time and distance/time

graphs in physics.

Technology provides students with a means of creatively

expressing their understanding of what they are learning. Pre-

sentations are not limited to PowerPoints anymore. Today,

students become movie makers who both verbally and visually

explain their given subject areas. Students create interactive

games to convey their understanding of different units. Guide-

lines demonstrate a connection between learning standards and

projects, but also guide students to think more deeply about

given topics as they connect to their audience, and verbally

express their thinking and learning by recording their voice into

their projects.

Students are given much practice in becoming innovative

thinkers, problem solvers, and critical thinkers as they mix

technology with hands on activities to best showcase their work.

For example, 2nd grade students created wooden animals in

woodworking, producing a short movie to illustrate that the

animals were capable of movement.

Digital book creation provides students with the opportunity

to include audio in their learning program, which may help

younger learners who are not yet able to write full stories but can

verbally share them. It is also a great tool to incorporate within

world language classes, where students can practice their fluency

and accuracy in their chosen language.

Luckily, technology also provides us with a tool for global

communication. Using Skype as an educational device enables

our students to connect with classrooms from different cities,

states and countries. This allows students to collaborate with and

learn from their peers and experts of varying backgrounds. For

example, a physicist in California was able to give a lecture to one

of our Upper School physics classes through a video chat, where

it may have otherwise been impossible to learn from him.

Instead of evaluating just the types of levers at a surface level, they have helped engage the students in very meaningful ways. By using the force probes, not only are students gaining a clear understanding of the differ-ences in effort based on the length of levers, they are integrating use of graphs, statistics, and technology use all into one experiment.

paul schmiTz lower sChool sCienCe teaCher

on the use oF Vernier Courseware apparatus.

Opposite, from left: Students utilize Skype during a Touchpoints session; Lower and Upper School students using ipads in world language and science classes.


Above: Students including Jazmyn Santiago of Richard R. Green High School (front row, third from the left) and Léman’s Stella Kosta (front row, second from the right) participated in Project:Life; Bottom, left: Students take to the stage for Project:Life; Below: Students performing at the Broad Street Ballroom during the1st - 3rd grade Winter Concert.

FiNE ARTS UPDATE BY LISA NOWICKI

25

“Project: Life really made my year to participate in something so much bigger than myself. I had

so much fun getting out of my comfort zone and now I have so much more confidence in myself.”

JazMyn SanTiago grade 11, rrg; “Project: Life showed me that my thoughts and feelings

can, in fact, be heard. art, whether it is music, dance or acting is just emotions let out in a creative way. The

fact that I was able to participate in creating a play that had scenes from real life experience and struggles

was amazing. Being able to hear everyone else’s stories and struggles was very interesting, and forming

them into a work of art was even better. I am excited to see how this new program will grow and develop,

and I am optimistic it will become a big hit at our schools.” STella KoSTa grade 9, lmPs

FINE ARTS FALL & WINTER PERFORMANCE SEASON

Congratulations to students and faculty

of the Fine Arts Department on a very

successful fall and winter performance

season. The season opened with the Upper

School One-Act play festival in November,

and continued with the Lower School Art

Show and five Winter Concerts from the

Music Department. The students’ work in

Art, Music and Theatre was very impressive

and showed how our Fine Arts Department

continues to raise the bar in quality teach-

ing and showcasing of talent. Congrat-

ulations to our young actors, artists and

musicians, and also to our Fine Arts

teachers who directed the Fall and Winter

events: Mariah Sanford-White, Hannah

Picasso, Lynn Baldinger, Andrea Yost, Ryan

John, Stanley Figaro, and Lisa Nowicki.

As part of the Upper School One-Act play

festival this year, a new initiative was born,

Project: Life, a collaborative theatre project

involving high school students from private

and public New York City schools. While

the teenagers attend school in the same

neighborhood, they come from a wide

variety of backgrounds. Students from

Léman Manhattan and students from the

Richard R. Green High School worked

together to create a theatrical piece.

Project: Life came about from a desire

to give the schools’ teenagers a safe space to

explore their passions as writers and actors,

and a way to address some of the issues

affecting them via a performance medium.

The young artists worked together to

devise a performance piece that weaves

together multiple pieces of their own

writing around a chosen theme; the

inaugural group’s chosen theme was mis-

perception and prejudice.

Under the direction of Léman Manhat-

tan’s theatre teacher, Mariah Sanford-White,

and Joyce Gendler, Richard R. Green

School’s theatre teacher, the students

collaborated on the project for several

months. While Léman Manhattan’s

students are accustomed to having Theatre

class in their curriculum, many Richard

R. Green students had not had access to

theatre education or performances. Some

students had never stepped into a theatre

before taking part in this unique project.

For students from both schools, this

experience has been life-changing and one

they hope will continue in future years.

PROJECT: LIFE


loWer SCHool STUDenTS PerForM aT annUal Tree ligHTingOn December 9th, a group of Lower School singers performed at “Light the Night,” the annual tree lighting ceremony at the New

York Stock Exchange. Under the direction of Stanley Figaro and Hannah Picasso, our 3rd-5th grade musicians performed traditional

holiday songs twice during the ceremony. Despite the inclement weather, our talented singers put the crowd in a festive mood with their

wonderful performance. The students were also treated to a tour of the Stock Exchange floor and witnessed the closing bell ceremony.

27

NEW FINE ARTS INITIATIvES FOR 2014-15

Léman Conservatory offers private music lessons and acting coach-ing during after school hours. Our outstanding artist-faculty are experienced teachers and performers affiliated with such prestigious institutions as Lincoln Center, Carnegie Hall, and Broadway, as well as a variety of prominent NYC jazz Clubs and renowned recording artists. Our world-class teachers inspire and challenge our students to reach their true potential as a musician or actor. We believe that passion for learning combined with dedication to excellence can make the performing arts a lifelong source of joy for our students. The Conservatory’s encouraging environment allows students to gain confidence in their abilities, learn discipline and mastery, and, most importantly, enjoy their craft. The Conservatory was initiated in September and now has over 50 students enrolled and 15 faculty on staff. Continuous enroll-ment is offered throughout the year. For information please email Director of Fine Arts, Lisa Nowicki at [email protected] or Léman Conservatory Coordinator, Ryan John at [email protected]

Léman Main Stage is our premier theatrical organization, dedicated to delivering exceptional educational experiences and productions. Representing the Léman Performing Arts faculty as well as the NYC theater community, the Main Stage production staff includes talented individuals with years of professional experience in theatre.Whether on stage or behind the scenes, our students will learn from experts who set high expectations and will prepare them for college and beyond. Léman Main Stage will also offer an opportunity for our school community to perform together as productions may include Upper and Lower School students, as well as faculty.

SAvE THE DATEThe inaugural production of Léman Main Stage will be OLIVER! and will be performed on March 19 and 20 in the Morris St. Theater.

Fine arts uPDate


Above: Director of Fine Arts Lisa Nowicki, Head of School Drew Alexander, Upper School Art Teacher Gary Schwartz and student Alicia Chana officially open the new Morris Street gallery.

29

g ALLER y OPENiNg

Léman officially opened the new

1 Morris gallery on the 19th floor of the Upper School, in coordination with hosting

our first ever High School and IB Art Show.

Upper School Art Teachers Gary Schwartz and Jenna Robinson created a true gallery

experience, displaying ceramics, animation pieces, paintings and drawings. There was

even a reading room to show the thought process and inspiration behind the IB pieces.

The opening was a success with over 100 students, parents and faculty attending.

The gallery offers a great space for displaying student artwork, with fantastic natural

lighting and breathtaking views of the Statue of Liberty.

On February 4Th


ATHLETiC SBY KEITH SEQUEIRA, MICHAEL MURPHY

girls’ basketball During this

winter sport’s season, the Girls’ Varsity

Basketball team has fought off multiple

injuries, conflicting schedules, and ill

health; however, in spite of all the chal-

lenges, they emerged victorious and

made Léman history by winning our first

ever championship title! On February 5,

the Léman Bulls faced Berkeley Carrol in

the ACIS Championship and won 55-42.

Coach Jewel Watson said “from Aleiyah’s

drives to the basket, Tristan’s clutch free

throws, Tori’s bottomless three point shot,

Maddie’s smooth passes and to Kiyana’s

tenacious defense, the entire crew gave

all they had on that basketball court and

proved they can compete at the top.”

The Bullhorn congratulates the girls

on their victory and wishes them luck

in their bid for State Champions!

boys’ basketball After much

thought the athletic department made an

enhancement to the basketball program.

The 2014-2015 5th and 6th grade basket-

ball season consisted of the regularly

scheduled Tuesday and Thursday practices

and games, but also with the addition

of weekly Saturday two-hour skills and

instructional sessions paired with intra-

mural competition. Coaches and students

alike were excited by this addition as we

hone our 5th and 6th grade basketball skills.

Léman Manhattan Athletics has

entered into a partnership with Léman

Manhattan’s Varsity Boys’ Basketball

Coach Michael Murphy’s Kids in the

Game Program. The staff from Léman

Manhattan and Kids in the Game work

together to provide productive practices.

The new program structure allows the

program to accommodate more players

while enhancing individual and team

skills. The 5th and 6th grade basketball

season officially began on Tuesday,

December 9.

The hard work that the Boys’ Varsity

Basketball team has put forth over the

past 2 years is beginning to pay dividends.

The team recently earned their first ever

New York State Top 25 ranking and are

currently ranked #18 in Class “B” Boys’

Varsity Basketball. However, Coach

Murphy is quick to add “We’re not

worried about rankings. We take one

game at a time. If we keep up the hard

work, the accolades will follow.” Follow

they certainly did, the boys won the ACIS

League and automatically qualified for

the NYSAIS Class “B” Championship

Tournament.

ATHLETICS NEWS FROM WINTER SEASON It has been a busy winter season at Léman

Manhattan, with 150 of our student-

athletes participating in winter sports,

and our gyms and pools buzzing with

excitement and action. Léman’s athletic

teams have continued to impress com-

petitors with their skills, positive attitudes

and good sportsmanship.

swim team The Léman Swim Team got off to a great start in league competition this

season with two important meets in January. The Varsity Boys finished with a convinc-

ing 44-15 victory over Dwight, with first place finishes in the 100 Fly and wins in all

three relays, while the Varsity Girls were edged 14-10. At Columbia Prep, both Varsity

Girls’ and Boys’ teams put up some great races, though the girls were outmatched 41-14,

the boys swept the competition, including big wins in the 200 Freestyle and 200 I.M.,

as well first place finishes in the 100 Freestyle and 100 Back.

Léman’s athletic program has been such a success due to our students, parents and

experienced and dedicated coaching staff. Our students have shown great heart and

a true understanding of what it is to represent their school in an athletic event. These

certainly are exciting times in Bull Country!

31

ATHLETE SPOTLigHT deondre Bourne

Rising star of the Boys’ Varsity Basketball team, Deondre Bourne (grade 10), recently broke the school’s single game scoring record when he netted 38 points during Léman’s 75-57 victory against Brooklyn Friends School. In addition to the single game scoring record, Deondre is closing in on the 1,000 point club, which would be quite a feat in just two years of varsity basketball. The Bulls are the champions of the A.C.I.S. league with a 14-0 league record and are 18-4 overall with Deondre being a big part of that success. As Coach Murphy states “He is a pure shooter who can slash to the basket with an arsenal of offensive moves. The best part of his game might be his versatility.” Head Coach Michael Murphy noted that while Deondre is a great scorer, he contributes to the team in a variety of positive ways. “Deondre is a stat sheet filler who makes good things happen every time he steps in the floor for us.” While most people notice his high scoring output, Coach Murphy is quick to point out that Deondre is a great all-around player and teammate. “Deondre is a great scorer, but he is also an excellent passer, rebounder and defender. He makes his teammates better and has a winning attitude.” Although Deondre’s scoring record is a great accomplishment, he and the team have bigger team goals this season. Winning the league title and the State Championship are on the list, but maintaining high academic grade point averages and giving back to the commu-nity are at the top of their goals. Each Saturday during the winter months, Deondre and his teammates volunteer to teach basketball to elementary and middle school students. Coach Murphy reports that the younger students in

5th and 6th grade really look up to the older players, and that Deondre is turning into a great role model for the Léman community. Not only is Deondre excelling on the court, but also in the classroom, where it was recently announced he made the academic honor roll. He is very dedicated to both his basketball and his studies, and hopes to play Division 1 college basketball at a solid academic institution. Scouts from high academic schools such as Columbia, Yale, Princeton, Stanford, Northwestern and the University of Virginia have all shown an interest in Deondre, and many more college coaches have made the trek to the Léman gym to watch him and the Bulls play this season.“The sky is the limit for Deondre. He is a very special talent and a coach’s dream,” states the proud Murphy “I’m just happy he’s on our side.” The Bullhorn wishes Deondre and the Léman Bulls good luck, and congratulates them on a stellar season. GO BuLLs!

Top, opposite page: The Girls’ varsity basketball team celebrates their ACIS Championship win; Top and above: The Boys’ Varsity Basketball Team have had a victorious season winning the ACIS Playoffs undefeated 14-0 in league play; Bottom, opposite page and below: 8th grader Justin Kaye for the Boys’ Varsity Swim Team; This page, top, rightand bottom: Deondre Bourne (grade 10) excelling both on and off the court.


STUDENT LiFEBY OLIVIA PITTEWAY

MeriTas GaMesIn December, 85 of our middle school students left

the cold of New York for the sunshine of Florida

to compete in the annual Meritas Games. Held at

Windermere Preparatory School, 800 students from

other Meritas schools across the US, as well as Mexico and Switzerland, competed for gold across eight sporting events:

baseball, basketball, golf, soccer, swimming, tennis, track and volleyball. The event began with an opening parade,

during which each school proudly wore their team colors and displayed their school banners, with a traditional

bagpipe player leading the procession. Windermere Preparatory school was victorious in bringing home the Meritas

Cup for the second year in a row, but Léman fared well with the girls’ volleyball, basketball and flag football teams win-

ning silver. After the games, students were able to enjoy Universal Studios, Disney World and more. The Meritas Games

promotes good sportsmanship and school pride, and enables our students to connect with peers from across the globe,

making friendships that last a lifetime. In coming together as a global school community, students learn to com-

municate effectively with individuals from other cultures- an essential skill for life in higher education and beyond.

33

This page; Middle School students take part in the opening ceremony of the Meritas Games; compete in a myriad of sporting events, with the girls high-fiving as they win silver in volleyball; and most importantly have fun in sunny Florida.


sCary monsters & niCe sPritesMy good friend Ariana has dropped her bracelet, the one that’s

“a family heirloom” and “priceless,” the one that her great-grand-mother gave her for her birthday. The one that’s probably getting trampled by the crowd of 40,000+ people jumping up and down as Skrillex reverberates across the lawn. We’re at the annual Governor’s Ball Music Festival that takes place in June on Randall’s Island. It’s a Saturday night, hot and humid, and Ariana is nearly in tears as we try to yell over the pounding bass, vaguely reminiscent of a thunderstorm. Thick, colorful smoke engulfs the large crowd, in conjunction with lights that pulse to the beat of the music and migrate through the color wheel. I don’t know how to communicate to Ariana that her bracelet, a delicate turquoise butterfly on a silver chain, is most likely lost amidst the wrappers and beer cans that litter the brown, dry grass. Even worse, at the rate everybody is jumping, the tiny chain has probably snapped in two thanks to the feet of an oblivious concert-goer. I shrug apologetically as Ariana frantically picks through aluminium bottle caps. “Ariana,” I scream so loud that my throat aches. I’m starting to get anxious as she begins to weave her way through the crowd back to the front. Skrillex’s set is increasingly loud and electric. If I lose track of her, it’ll be very hard for us to reconnect. After a long five minutes of shoving, keeping my eyes focused on the neon glow of her crop top, I spot Ariana’s defeated face as she realizes that her bracelet is a goner. I grab her hand and maneuver her back through the mass of sticky, tanned men and underdressed women. The scent of cigarettes, perspiration and alcohol has lingered in the air for so long it doesn’t even affect us anymore. When we reach the end of the crowd, Ariana finally allows herself to regain her composure. We find a bench that isn’t overflowing with trash and sit, as Ariana slowly begins to cry.

IsaBEl BEck 11th grade

FROM THE CL A SSROOM

BlaIR HUNG 11th grade

voyage au muséeLa semaine dernière, nous sommes allés « National Museum of the American Indian. » Nous avons vu beaucoup de photos originales et beaucoup de beaux objects. Il y avait des peintures, des vêtements, et des objects du quotidien. Voici le détail de mes objects favorits. Le premier object que j’ai aimé était le « Lakota Square Hand Drum, » ou le « tambour à main carré de la Lakota. » Le tam-bour appartenait à un sorcier. Son nom était « Sitting Bull. » Il y avait un visage jaune avec les yeux rouges peints sur le tambour. Le visage n’avait pas de bouche, mais il avait des cornes noires. Les cornes signifiaient la puissance, et le sorcier utilisait le tam-bour pour appeler les taureaux probablement. D’abord, j’ai été attiré pour ce tambour parce qu’il était très beau et unique. Mais, après avoir lu l’histoire, j’ai pensé qu’il était très fascinant. Mon deuxième object favori était le « Duck Decoys » ou « canard leurre. » Ces leurres étaient utilisés pour attirer les canards près de la flèche d’un chasseur. Les chasseurs mettaient les canards dans l’eau, et les vrais canards pensaient que le leurre était un ami. C’était un processus long pour rendre ces leurres. D’abord, la forme du canard avait fait. Après, la peau d’un canard mort était tendue sur la forme. Quelques plumes étaient cousus sur la forme, pour avoir l’air plus réaliste. Enfin, le cou et le visage étaient peints. Ma première pensée était que le leurre était très habile. Mais, après avoir lu la description, j’ai pensé que l’idée était terrifiante. Je n’aimais pas qu’ils utilisaient la peau du canard mort pour la peau du leurre. C’était excellent de voir les leurres dans le musée. Il y avait la forme sans la peau et la forme avec la peau aussi. Ils étaient très remarquables! Apparemment, les leurres sont utilisés par les chasseurs aujourd’hui encore!

sHaRITa PassaRIEllo 12th grade

35

Poetry A holy movementBent towards the pen’s Consistent rhythm All about timing Signing ink to paperA black layerSent on a missionOn the conditionOf reality Being rendered uselessCreativityA sole messengerTo the causeOf PoetryBlessed canvasWith the objectiveAn incentive To bring harmony With the cooperation of mind and emotionA motion Set in stoneFor those who hone A lack of realismRisen to the point Of a Great Schism A split between two One on the front of Written barsPower on ParOf exploding starsBright enough toLight up any dayEvery week blessed with a Creative sightBent on Fighting Opposing the other sideOf realityA force less than MightyFocused on nightEnding the dayNot the right way to say itBut I believe that the time Is only a startThat’s only smart To sayIt brings forth a new dayAn adventureThat’s in stone Set for the purifiedAnd the lovers of poetry

ETHaN REEsE 10th grade

kanilaiIf you asked me where I have the most fun whenever I’m in Gambia,I would immediately tell you about Kanilai. The drive there takes about two hours, but I could never be able to tell with the wind whipping my face as I pull the sunroof of my family’s car open and stick my head out, much to my mother’s displeasure. I remember the first time I crawled out of the sunroof; it was probably the most amazing thing my little six-year-old self had ever seen. It looked and felt as if I had just stuck my head into a little box of color. To my left and right, all I saw was the bright, ever shifting green blur of dry, stubborn trees that merged together and became one. The trees, refusing to yield to the afternoon sun, hovered over the little flecks of brown where the villagers were shaded. When I looked up, I saw solid blue sky, shielding me from the passing universe as clouds drifted by lazily. In front of me was nothing more than the black and grey hues of the open road, though it did not seem that way to me. It looked like an inviting kind of magic back then, as if the road itself was moving, urging me towards my destination. I didn’t bother looking behind me in my little box, for it would soon become my front again, one way or another.

mImI JammEH 9th grade

GlENN kIm 12th grade

mIRaNda QUaN 12th grade

stuDent liFe


FROM THE CL A SSROOM

saRaH RIEdmaN 3rd grade

37

Pollution must stoP!Think about walking on a street with no fresh air to breathe. I think pollution is bad because it makes bad air, it destroys the earth, and it poisons animals. One reason pollution is bad is that the air becomes bad. The air will not be good to breathe. Also, it destroys the atmosphere.In fact, polluted air is really dirty and gross. Pollution makes the air dirty and gross. Another reason pollution is bad is that it destroys the earth. For example, the earth becomes less beautiful. Also, things like animals don’t develop right. Pollution can be harmful to trees and animals. Pollution harms the earth. Finally, pollution is bad because it poisons animals. In fact, there can even be sick pets that have to be taken to the vet. Also, it contaminates the food chain. Pollution can make ocean animals choke because there is trash in the water. However, some people think pollution is not that big of a problem. Obviously, pollution is a big problem and people have to do something about it. In conclusion, pollution is very bad to have because it makes bad air, it destroys the earth, and it poisons animals.

lEWIs GIlEs 3rd grade

BRYoN dEsmoNd 4th gradesTEWaRT lEXI 5th grade

This landscape doesn’t look too good...

stuDent liFe


CHeF Joanna’SSTRAWBERRY RHUBARB COMPOTE

This is a great recipe to make when the farmers’ markets are bursting with ripe strawberries and ruby colored rhubarb. Though served here with creamy Greek yogurt, it is also delicious with oatmeal, on toast and on top of ice cream.

INGREDIENTS:1 pint strawberries, hulled and sliced lengthwise3 stalks rhubarb, cut in half lengthwise then thinly sliced horizontally3 tablespoons of sugar3 cups Greek yogurt (plain or vanilla, whichever is your favorite)4 parfait glasses

In a medium saucepan, combine cut strawberries, rhubarb and sugar.Over medium heat, bring fruit and sugar mixture up to a simmer, stirring frequently with a wooden spoon.Allow the compote to break down and thicken slightly, simmering for about 5 minutes.Remove pot from heat and allow compote to cool to room temperature.Once cool, layer compote and Greek yogurt into parfait glasses and enjoy!

*Store extra compote in a glass jar in the fridge for up to 1 week.

SPRiNg RECiPES

CHeF Jenny’SqUINOA & SPRING vEGGIE BOWL

INGREDIENTS: Serves 4

GRAIN 1 cup quinoa

SAUCE1 teaspoon minced garlicjuice of 2 medium-sized lemons¼ cup extra virgin olive oil½ teaspoon Dijon mustard2 tablespoons shredded parmesan cheesesalt and pepper to taste2 tablespoons chives, minced

VEGETABLES1 ½ lbs peas, shelled (or 1 cup frozen peas)1 bunch asparagus, woody ends trimmed off1 teaspoon olive oilsalt and pepper to taste

39

PROTEIN4 – 3 ounce fillets of halibut, or your favorite fish4 sprigs of thyme2 teaspoons olive oilsalt and pepper to taste2 soft-boiled eggs

1. For the Grains: Cook according to package instructions. Keep warm.

2. For the Sauce:Whisk all ingredients together, season to taste with salt and pepper. Set aside.

3. For the Vegetables:Fill a medium-sized pot with water. Place over high heat and bring to a boil. Season with salt until it tastes like seawater. Prepare a large bowl with ice water. Boil peas until just tender and bright green. Remove from pot and place in ice water until cold. Drain peas and set aside.

Place a large skillet over medium-high heat until hot. Add one teaspoon olive oil. Lay the asparagus in a single layer into the skillet. Season with salt and pepper and add one tablespoon of water. Cover and cook for 3 minutes. Remove lid and turn asparagus. Cover again and cook for 3 additional minutes. Remove the lid and continue cooking and stirring until golden brown and tender. Keep warm.

4. For the Protein: Lay fillets on a plate in single layer. Remove thyme leaves from the stem. Drizzle fish with olive oil and sprinkle with thyme leaves. Allow to sit for 30 minutes. Season both sides of fish with salt and pepper. Put a large non-stick skillet over medium-high heat until hot. Add one tablespoon of olive oil and warm for 1 minute. Gently place fish down in the skillet and leave until brown on one side, about 4-5 minutes. Flip the fish, and continue cooking another 3-4 minutes, until cooked through. To soft boil eggs, place eggs in a small pot and fill with cold water just to cover. Bring to a boil. Once it starts boiling, set a timer for seven minutes. Remove eggs from hot water and put in a bowl of cold water. Peel and quarter eggs and set aside.

5. To Assemble:Fluff grains with a fork. Place quinoa in each of four bowls. In one portion of the bowl, lay the fish fillet. Next to the protein, place your peas. Next to that, place asparagus, and finally two pieces of egg and chives. Drizzle with sauce and serve immediately. Garnish with additional parmesan if desired.


FA CULTy Q & A

hilary hershhow long have you worked at léman?

This is my seventh year working at Léman.

tell me about someone who influenced

your decision to become a teacher.

I am a career changer, and my first career

was journalism. I worked for many years as

a reporter and editor in New England and

New York, starting at The Rutland (Vermont)

Herald as a police and courts reporter, and

working in New York at Barron’s, Institu-

tional Investor magazine and freelanced for

the NY Times and Business Week among

others. But things changed for me when

I became a mom. When my son was in the

early grades of elementary school, I was

really impressed by a few of his teachers

who were incredibly appreciative of him as

a person and dedicated to his success as a

student. They were some of the people who

influenced me to try out a brand new career.

what might people be surprised to know

about you?

People who don’t know me might be surprised

to learn that I wrote two books about people

in the business world under my maiden name

Hilary Rosenberg. They required a huge

amount of time and effort, and I am so glad

I had the perseverance to complete them. In

addition, people might be surprised to know

that I am a Monty Python fanatic. (Most

people who know me, including many of my

students, are well aware of this obsession.)

if you weren’t a teacher, what would you

be doing instead?

I would be a journalist again or a children’s

musician or one of those people who tastes

coffee to judge its excellence.

how would your friends describe you?

My friends would probably say that I am some-

one who is serious about work but loves to laugh

(sometimes to tears). Some have described

me as down to earth and plainspoken. Friends

would also point out that I have many (perhaps

a few too many?) passions, including reading,

running, skiing, baseball, tennis, playing the

guitar and learning Spanish and French.

what do you do when you aren’t teaching?

When I’m not teaching, I am often spend-

ing time with my wonderful family or

sleeping and dreaming about Vermont.

(Sometimes I also clean my apartment.)

41

26 - 28 New Hire Orientation 31 Full Faculty In- Service

11 Full Faculty In-Service - No Student Attendance 25 - 27 Thanksgiving Break – School Closed

15 Presidents’ Day - School Closed

30 Memorial Day –School Closed

1 - 4 Full Faculty In-Service 7 Labor Day – School Closed 8 Open House Lower & Upper Schools 9 Opening Day of School - Fall Trimester Begins 14, 15 Rosh Hashanah – School Closed 23 Yom Kippur

18 End of Fall Trimester

Winter Vacation Begins at 3:15 PM

18 End of Winter Trimester Spring Break Begins at 3:15 PM

4 Graduation Day 2016 @ 10:00 AM 17 End of Spring Trimester - End of SY 2015-1620-22 Full Faculty In-Service - Teacher Week22 Faculty’s Last Day at 1:00 PM

12 Columbus Day – School Closed

4 Classes Resume - Winter Trimester Begins 18 Martin Luther King Day – School Closed

4 Classes Resume - Spring Trimester Begins25 Passover - No Student Attendance

August

September

October

November

December

January

February

March

April

May

June

S M T W T F S

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Trimester I September 9 - December 18

Trimester II January 4 - March 18

2015-16 School Calendar Revised February 7, 2015

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Trimester III April 4 - June 17

Shaded areas = No student attendance

41 BrOAd STrEET • 1 MOrrIS STrEET NEW YOrk NY 10004

tel: 212.232.0266 Fax: 646.770.9577 web: lemanmanhattan.org

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bullhorn spring 2015

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