Pioneer PARK THE MAGAZINE OF THE PARK SCHOOL OF BUFFALO WINTER 2025
Dear Park School Community - If you’ve attended a concert or school gathering at Park over the past 60+ years, you’ve likely been treated to a rousing rendition of There is a School or the more traditional Park School Hymn. In the former, the song closes with, “So, we’d like to know a school with more go, and we’ll stand by it till the end, oh!” The latter, written by Mary Capen Davis ‘30, sings “Hearts filled with love and loyalty, we give to follow in thy truth.” Both allude to the steadfast support Park has always received from our community - our school family, if you will - and the belief of our community in the power of a Park education. In her book, An Adventure with Children, founding headmistress Mary Hammett Lewis used the words “community” and “family” a total of 40 times throughout the book’s 137 pages. She closes Chapter II, detailing the very early days of Park's existence, by saying, "The nucleus of the first tiny school, a remarkable group...brought with them the wonderful spirit of the pioneer school, and it was no time at all before our family was at home." During her 12 years at Park, Miss Lewis certainly held in high regard the people that made up the Park community and the many ways they helped to build and sustain the school during its early years. Now, 112+ years after Park began, one of the constants of our school remains our incredible community, so it is only fitting that the theme of this year’s issue of the Pioneer centers on just that. Merriam-Webster Dictionary defines community as “a unified body of individuals.” These five words are a simple way to describe the beauty of what we have here at Park. Our community of faculty, staff, students, alumni, parents and guardians, grandparents, board members, neighbors, and friends come together often and with enthusiasm to cheer on sporting events; watch our students act, sing, play instruments, and showcase their art; attend the annual auction; support our teachers; or simply enjoy the campus. What makes Park even more special is that our community is made up of actual families who attend, work at, and champion the school with their siblings, cousins, spouses, and children. The following pages will give you a glimpse into different facets of our community: hear from Board President Mark Karrer ‘73; meet Noah ‘25 and Evan ‘25: cousins, lifelong Park students, and children of Park faculty; learn about the important role that our athletics program plays in our school community; get to know a few alumni who still consider Park an important part of their families; read through our incredible Impact Report from the 2023/24 fiscal year; and more. We are all enriched by the many ways our community members support Park's aspirations through their generosity and goodwill. As Park moves through its 113th year, it is important to further elevate and support the community we’ve all created here. Park puts problem-solving students into the world; ensuring that continues for another 100+ years and beyond is more important now than ever. Your continued participation and support is what will make this possible. With appreciation, Kim Ruppel, Director of Development kruppel@theparkschool.org PARK Pioneer Head of School: Lisa Conrad President: Keith Frome, Ed.D Pioneer Editor + Designer: Kim Ruppel Contributors: Cheryl Benzinger, Noah Benzinger '25, Jacob Bird '27, Lisa Conrad, Stephanie Dommer, Keith Frome, Seamus Gallivan '96, Patty Cohen Gelman '66, Charles Hartney, Jarret Izzo ’03, Mark Karrer '73, Harry Lipsitz '10, Amariana Rhodes '25, Kasia Wardynski '79, Paula Wardynski '75, Skip Wardynski '77, Sue Wardynski, Amy Wiese, Evan Wiese '25, Brooke Zillig '10 Printing: Zenger Group © Copyright 2025 The Park School of Buffalo: All rights reserved. No content from this publication may be reproduced or reprinted in any form without the express written consent of The Park School. On the Cover: The spirit of Park's joyful, inclusive community was on display at a recent all-school Pep Rally as students cheered enthusiastically for their peers. FOLLOW US To update your address, email development@theparkschool.org or call 716.839.1242. /theparkschoolofbuffalo @parkschoolofbuffalo /the-park-school-of-buffalo A Note from the Editor
FEATURES GREETINGS Letters from Lisa Conrad, Head of School, and Keith Frome, President....................................................03 Board of Trustees Updates.....................................................05 Community, In Every Form................................................06 FEATURE STORY Family Matters at Park.......................................................07 Bird's Eye View.......................................................................13 A Day in Grade 9..................................................................15 Meet Amariana Rhodes '25..................................................19 A Glimpse into the 2024/25 School Year..........................20 Park has always been a school that emphasizes a close-knit, family-like community. Meet a family that embodies and embraces all things Park. FAMILY MATTERS AT PARK OUR COMMUNITY Celebrating the Class of 2024.............................................21 Alumni Updates & News.....................................................23 Alumni Matter(s)..................................................................25 Meet the Wardynski Family '75 '77 '79.............................27 Meet Brooke Zillig '10 & Joonghee Lee '10......................29 Class Notes...........................................................................31 ALUMNI HIGHLIGHTS Our Gratitude......................................................................34 2023/2024 Financials.......................................................35 The Park School Giving Tree...............................................36 Park Impact...........................................................................37 Donor Listings.......................................................................39 Auction 2024: Bash at the Beach Recap...........................47 In Memoriam........................................................................49 2023/2024 IMPACT REPORT
Dear Park Community, The Park School of Buffalo prides itself on being a close-knit community. I am reminded daily of the impact this unique environment has on our students, families, and staff. Being the Head of Park is not just about overseeing operations or guiding academic progress; it’s about fostering relationships, building trust, and ensuring its people feel a sense of belonging to this community. Park is a community where people know each other—not just by name, but by their stories, strengths, and struggles. It’s a place where teachers are not just instructors but also mentors and caregivers, and where students are encouraged to be their authentic selves, knowing that their peers and educators will support them in their journey. In such an environment, every small gesture counts: the "good mornings" during arrival, the check-in with a student who's having a tough day, or the informal conversation that sparks a great idea for collaboration. In such a school, leadership requires listening as much as it requires guiding. When decisions are made, I am always mindful of how they will affect the individuals within the community. The strength of Park lies in the shared sense of purpose and in our collective commitment to each other’s well-being. Being part of a close-knit community also brings its challenges. The bonds that make us stronger can sometimes lead to vulnerability, especially when difficult decisions must be made or when the community faces adversity. But even in these moments, I find that our connections give us the resilience to weather the storms together. We are more than a school; we are a family. This edition of the Park Pioneer describes and illustrates the many aspects of Park’s sense of community. As I continue in my role as Head of School, I am committed to preserving, nurturing and knitting together all aspects of the Park experience, ensuring that each individual feels valued, supported, and heard. It is this sense of belonging that allows our school to thrive, not only in academic achievement but in the development of character, compassion, and lifelong friendships. Warmest Regards, Lisa Conrad Head of School 3 Esther '25 and kindergarten "buddies" have spent time together throughout the year, including on Zoo Day and Halloween, as part of a long-standing collaborative Park tradition connecting seniors and Lower School students. School spirit and recognition are very important in our Middle School! Head of Middle School Amy DiChristina recognizes students and faculty as "Pioneers of the Month" for demonstrating the core values central to our community: respect, responsibility, honesty, and kindness.
argues that fear, anger, disgust, envy and jealousy are emotions and mindsets that tear apart the fabric of a community. She notes that the typical large American high school is a “veritable cauldron of envy,”[4] and is therefore a good example of a dysfunctional community. Nussbaum asserts that the antidote to fear, anger, disgust, envy, and jealousy is hope. She wishes that the typical American high school would be founded on hope. Nussbaum makes a useful distinction between idle and practical hope. Idle hope involves mere wishing, while practical hope involves establishing a goal, formulating a plan, and taking action.[5] Schools centered on hope are not idle but implement by design, and they are characterized by these attributes: 1. Students are regarded and treated by all stakeholders as sources of solutions. 2. Students identify problems/structures/ attitudes/rules/habits that are meaningful and consequential, and whose improvement would be important to their peers and their communities. 3. Adults provide support, scaffolding, and structure as allies and partners, not authoritarian figures. 4. Adults and students share power. 5. Students are accountable as they pursue meaningful, measurable goals. 6. When appropriate to the challenge, the greater community outside of the school is engaged and supportive of youth activation through frequent communications and celebrations. 7. The administrative apparatus of the school (schedule, resources, budget categories, evaluations, discipline processes) supports and helps facilitate all aspects of the process of youth activation. Simply put, at schools of hope, students are problem solvers, not problems to be solved. I can think of no better way to describe the Park difference. Best, Keith W. Frome, Ed.D. President Notes [1] Waite, Chelsea (2021). Peer Connections Reimagined: Innovations Nurturing Student Networks to Unlock Opportunity. Christensen Institute, p. 3. [2] Ibid [3] Ibid, p. 4. [4] Nussbaum, Martha C. (2018). The Monarchy of Fear: A Philosopher Looks at the Political Crisis. New York, N.Y.: Simon & Schuster, p. 147. [5] Ibid, p. 206. Dear Members of the Park Community, The edition of the Park Pioneer you hold now in your hands features the importance and power of community as an integral component of Park's educational program. Every school, of course, is a community, but every school community is qualitatively different because of what it values and how it structures itself to live out - or not - what it says it values. School communities are composed of three basic components: adults (teachers, staff, and alumni), peers (same grade classmates) and near peers (students in adjacent grades). These components are not inert but are activated by and interact through networks of relationships. Though every school contains these elements of community, few schools deliberately develop and engineer how these fundamental components work together to maximize student outcomes and experience. Park does, though, and this is what makes Park different. Park deliberately harnesses and unleashes the power of positive peer influence. There is a rich research and theoretical literature explaining how to create structures to develop and utilize positive peer influence as an educational tool. These practices, though, are rarely deployed in U.S. schools. The technique is sometimes called “youth activation,” defined as a form of youth-adult partnership that implements the ideas and energy of young people to improve their school. Youth activation builds on young people’s keen interest in making their school experiences more rewarding and growth-oriented for themselves and their peers. Alongside adults who embrace young people’s authentic leadership potential, students in positive peer-driven schools mobilize their fellow classmates, increasing their motivation, engagement, and sense of belonging. Each of these factors is deeply related to school success. When I first came to Park, Chelsea Waite of the Christensen Institute interviewed me about Park’s culture of positive peer influence for her study of the emerging field of student-run support services. In “Peer Connections Reimagined: Innovations Nurturing Student Networks to Unlock Opportunity,” Waite argues: “As schools develop strategies for supporting students to both survive and thrive, the power of peer social capital is a lesson worth remembering. Across the entire high school to career pipeline, peer networks are an immense, but still latent, resource in the student success equation.”[1] Waite recommends four ways that peer power could be leveraged by all schools to measurably improve outcomes: 1. Social support to foster belonging, identity formation, and social and emotional skills; 2. Academic support to drive learning outcomes and keep classmates on track; 3. Guidance support to expand postgraduate options and ease transitions; 4. Mental health support to promote wellbeing and reduce loneliness.[2] Notice that Park is and has always been far ahead of the field in these four ways of harnessing and unleashing peer social capital, which Waite defines as “access to, and ability to mobilize, relationships that help further an individual’s potential and goals. Just like skills and knowledge, relationships offer resources that drive access to opportunity.”[3] Park’s particular approach to youth activation begins with the admissions process, where applicants are vetted by teachers, administrators, and student ambassadors to assess their academic skills as well as their ability to positively influence the community through peer support. The exact ways that Park implements youth activation aligns with the research literature. Too complex to summarize in this letter, Park’s approach involves a combination of psychological and philosophical training and on-going coaching for students and faculty, specific ways of scheduling the school day, and performance management systems to drive and measure implementation and success outcomes. Though varied in their approaches, youth activation schools like Park share one simple, fundamental core value: hope. In The Monarchy of Fear, the philosopher Martha Nussbaum 4
5 Dear Park Community, My association with The Park School started over 60 years ago. At that time, I didn’t have the mental acuity to understand the great gift my parents, John and Mary, afforded me: a Park School education. I fully understand now. This is not an "aha" revelation! I am subtly reminded of it almost every day. Park has provided me with the confidence to lead and to serve. As a result, I’m pleased to be, for a second time, the President of the Board of Trustees. Park is in a great position, and all the metrics we keep track of support that. Under the strong board leadership of immediate past Board President Jason Bird and his board, the school is in the best financial position it has been in years, with fiscal procedures in place to ensure that continues for the 2024/25 fiscal year and beyond. Park's latest strategic plan was developed and implemented by his board, and I’m excited to say that there is evidence of its progress everywhere you look around the campus: the new signage, the exterior renovations of the Bungalow and The Children's House, complete renovation of the tennis courts, new windows on Stone Hall, and implementation of the school-wide security system making school safer for our students and staff. With all that the previous board accomplished — which is incredible — this could not have happened without the tremendous leadership team we are most fortunate to have in place. Keith Frome, Lisa Conrad, Kim Ruppel, administration, and staff challenge us as a board to do more to provide them with the means to continuously improve the educational experience we offer young learners. They are a world-class team. I also want to thank my board and our newest board members for agreeing to serve with me, graciously giving of themselves for the betterment of the school we cherish. For this year and the next few years, our board focus will be on completing two very important items in the strategic plan: 1) build a Performing Arts Center seating 400 people that will adequately showcase the talented students we have at Park, and 2) increase our endowment to $10 million. I encourage you all, past and present, who are associated with Park, to help in any way you can make this strategic plan a reality. Sincerely, Mark Karrer '73 Board of Trustees President The Board of Trustees 2024/25
6 Community, in Every Form By Jarret Izzo ’03, Director of Admissions & Family Engagement LEGACY STUDENTS Front Row: Josephine '38 and Cecily '34 Izzo (children of Jarret Izzo '03), Kevin '32, Gabriel '36, and Dominic '33 Coppola (children of Kevin Coppola '03); Sky Dorsey '38 (child of Natalie Fraize '09); Hunter Anderson '39 (child of Hunter Anderson '17); Rosalie Giglia '38 (grandchild of Elisa Morgulis Appelbaum '84); Nathan Burwick '35 (grandchild of Michael Burwick '64, dec.); Emme Koessler '33 (child of Lisa Gelman Koessler '93, grandchild of Patty Cohen Gelman '66); Tino '38 and Roman '33 Berardi (children of Chris Berardi '03) Back Row: Keeghan Cook '29 (child of Collin Cook '93); Georgia Nelson '29 (child of Christina Leed Nelson '93, grandchild of Tom Leed '61); Van '28 and Ella '28 Stevenson (children of Wende Mollenberg Stevenson '97); Kaylie Birkmayr '26 (child of Liz Birkmayr '84); Myra Nelson '27 (child of Christina Leed Nelson '93, grandchild of Tom Leed '61); Grace Burwick '31(grandchild of Michael Burwick '64, dec.); Joe Jack, Jr. '31 (child of Joe Jack '98) Not Pictured: Olivia Lee '39 (child of Brooke Zillig '10 and Joonghee Lee '10); Theodora Holtz '39 (child of Eric Holtz '04); Simone Barlog '36 (child of John Barlog '05) Ready to learn more about PARK? Contact admissions@theparkschool.org for more information or to schedule a private tour. Few schools are able to conceive of, much less implement, a cohesive pedagogical vision from Pre-Kindergarten through Upper School. Those that do often split into separate, parallel groups—sometimes physically separated, certainly culturally separated. Park School, despite our campus setting, is the antithesis of this unfortunate result. Traditions hold strong across grades—the school's core values of responsibility, respect, honesty, and kindness resonate in each classroom. The cross-grade collaboration of faculty and, crucially, among the students themselves, is evident. Allow me to illustrate: The school library, the heart of any institution, is also the heart of community. At any time of day, you will see Upper Schoolers in advisory while seniors put finishing touches on their college applications. The fifth graders simultaneously explore online database research for the first time, guided by Mr. Lew, who is now welcoming third graders for their weekly Library class. The students operate in harmony: when the Lower Schoolers browse for books, they ask the fifth graders for help—quietly, of course, to not disturb the seniors. The Helen Long Building's front lobby is similarly a place to witness our overlapping community. It is a space particularly meaningful for me, having spent many afternoons rehearsing plays in the nearby theatre. That tradition continues now, when the cast of A Midsummer Night's Dream line the hallways rehearsing scenes. The Middle School chorus leaves the theatre midday to break for lunch, all among a flurry of Lower School snow pants, boots, and gloves. Meanwhile, students of AP Physics deliver a lesson to third graders on friction. It is also the space where we first greet our guests. Recently, an alumnus from the class of 1970 (still full of truth and joy), met a candidate (and hopefully future student) visiting our campus for the first time. Come be the next to [re] visit campus, and don't just witness our community: take part. From the 2004 Spark Yearbook: Chris Berardi '03, Jarret Izzo '03, and Kevin Coppola '03 - classmates, teammates, and current Park parents!
It's only fitting that Park, a school that prioritizes a close-knit, family-like community, has multiple sibling sets, legacy students, and longterm faculty who have worked here for 20+ years. But what's also commonplace at our school is to have teachers who are siblings or cousins, faculty and staff who are married couples, and many employees who send their children all the way through the school. The family you are about to meet takes the idea of Park as family to the next level. Cheryl Benzinger has taught at Park since 1996; her sister, Amy Wiese, since 1999. Their four combined children each attended Park from PreK3 through Grade 12. Jack Benzinger '22 and Maddie Wiese '23 are recent graduates. Younger siblings Noah Benzinger and Evan Wiese are not only cousins but also members of Park's Class of 2025, star players on Park's varsity soccer team, and best friends. Their unique perspectives of spending 15 years together at Park, along with their moms' unique vantage points of watching their children grow up at the school, demonstrate the power of a Park education and the strength and importance of our school community. Maddie Wiese '23, Amy Wiese, Evan Wiese '25, Noah Benzinger '25, Cheryl Benzinger, and Jack Benzinger '22 7
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“I knew the moment I stepped onto the campus that Park was a special place,” Cheryl Benzinger said. As two of Park’s longest-tenured faculty members, both Cheryl and Amy have taught hundreds of Park students over the years in their various roles. Cheryl was hired to teach middle school English, which she did for three years, and in 1999 she transitioned to the kindergarten classroom where she’s stayed for the past 25 years. Amy came to Park in 1999 as a substitute teacher. In the spring of 2000, she was hired as a long-term maternity leave substitute in the PreK Bungalow, and she returned to Park in 2002 as a full-time PreK teacher. Their love for Park is obvious given their long careers at the school, but what has made this experience even more meaningful to them was the opportunity to teach not only their own children but also each other’s children. “Being able to teach one's own children and family members is a gift. I know it's not something that would have happened in another school, and it's an experience I never took for granted,” Cheryl said. “The thing I cherish most about those years is knowing that I was a part of their journey towards becoming lifelong learners. Seeing them learn how to read was a magical moment for me!” she added. “It was a blessing to teach Jack, Maddie, Evan, and Noah. They each have very different personalities, so each experience was different,” Amy added. And it wasn’t just a special experience for the moms. “Going to school with my cousins and my sister was a really cool experience," senior Evan remarked. "More specifically, going to school with my sister was very cool because I had someone to look up to, and I got to see what she was doing. It was also fun to be walking around campus and running into my sister." Noah agrees. “Having my mom as my teacher was great! I don't remember much but I do remember always clinging on to her! Her being there helped me feel super comfortable and took away any nerves I had. Having my Aunt as my teacher was also great, she was always there for me.” The Benzinger and Wiese childrens' years at Park were all unique, from their sports and extracurricular participation to their favorite classes and even what they called their moms! “Jack and Maddie were both very quiet, shy students in Pre-K. It has always been a joy to watch Evan and Noah and their bond together,” said Amy. Cheryl added, “My boys' experiences of having their mom as their kindergarten teacher couldn’t have been more different. Jack was very shy about it and even called me ‘Mrs. Benzinger’ when he was in class (possibly hoping his friends wouldn’t figure out his mom was the teacher!) and Noah embraced having me close and still called me ‘Mama’ in school. The year I had Noah and Evan in class was fun. I remember them often dressing up in the same outfits so they could be twins." Noah and Evan have both been heavily involved in athletics at Park since their days in Lower School, playing soccer and basketball starting in Grade 2, and continuing with soccer through their senior year. “Athletics at Park is cool because being a smaller school you know all the athletes and almost all of us are friends with each other. Typically, if there was a game the night before, you will often hear about it in class the next day,” Evan said. The lessons learned on the field have been extremely important to their growth and development. “Learning from and idolizing the older players on the team, then transforming into that role model for the underclassmen has immensely shaped my character. It has taught me how to take advice into account, yet also how to be the one who dishes the advice out. Leading the team to back-to-back championships in my final two years as a member of the Park School student body gave me immense pride,” said Noah. As long-term faculty members and Park parents, Cheryl and Amy have seen the school through some challenges and lots of growth over their tenures, and they have unique yet well-informed perspectives on the school and the value of a Park education. Cheryl loves to keep up with recent Park grads and is continually impressed by their successes in life and the quality of the character they are upholding. Amy points to the “phenomenal education” children get here and the warm, inclusive community as distinct advantages of the school. Their children, too, have a unique perspective on the value of the school, with Noah describing Park as purposeful, flexible, and holistic. We hear often that people are drawn to Park because of the community that embraces and celebrates each person as an individual. Many of Park’s current faculty and staff have enjoyed very long careers at the school; generations of alumni families choose to send their children then grandchildren; and alumni carry their Park pride for years and years (and their love for orange and brown along with it!). But does it ever get old for families like the Wieses and the Benzingers, who work, play, and learn together on the Park campus? Was there ever any doubt that their children would attend Park PreK through Grade 12?
"The Park community means a lot to me. When I was little, I would always hear people talk about the Park community but I was never quite sure what they really meant. As I have gotten older, I have realized how special it is." -Evan Wiese '25 “Never, ever one doubt!” Cheryl said. “I have thought about their commencement day and having the opportunity to present them with their diplomas since they walked into the Bungalow as three year olds with oversized backpacks.” Amy added, “The more time we spent here, Park became more and more a part of our lives. Maddie and Evan both felt like they had a place here. Our whole family fell in love with the community and the thought of leaving was never something that crossed our mind. It is where my children have been safe. Like their own home, they could take risks at Park and know they were safe." “Being surrounded by kind faculty, students, and families makes coming to work everyday a joyful experience. Whether I’m teaching during the day, at a soccer game, or a school event, I know that I am with others who share the same core values and embrace the school’s mission, and for me that offers a sense of comfort,” Cheryl said. Fortunately for the Park community and future students, Amy and Cheryl aren’t planning to leave their teaching posts at Park after Evan and Noah graduate in June 2025. Their commitment to the school runs deep, as does their belief in Park’s mission and the school’s ability to provide a world-class education. “Park is engaging and developmental. Park is the whole package. The families who choose to send their children to Park are not only investing in their child’s education, they are also becoming a part of a warm and welcoming community,” Amy said. And the impact of Park education isn’t lost on soon-to-be graduates Evan and Noah, either. “The Park community to me means home," Noah said. "This community is a place where you feel like you have a part to play. It is a place where you create strong relationships with not only other students, but teachers as well. It has been the greatest honor to represent this school academically and athletically, and to be a participatory member of the community. My character has truly been impacted by the members of the school, and I hope I have left an impact of some kind in return." Evan echoed his cousin’s sentiments: “This place is extremely special. You can approach a teacher at any time throughout the day, and they will always be happy to help you. You also form very good relationships with your teachers, which makes it easier to learn and more fun to learn. This makes Park so unique and is something that you wouldn't get at another school.” By the time this article is published, the Class of 2025 will have less than six months left as students at Park. The students that make up the class are extremely special, embodying Park’s core values of respect, responsibility, honesty, and kindness. It is because of them, and all the students at Park, that our community is so welcoming, so close-knit. While we look forward to celebrating their accomplishments when they graduate, they will be missed as a daily presence on campus! “I will terribly miss seeing them on campus!" said Cheryl. "I loved the times when I could catch a glimpse of my boys on campus, hanging and laughing with friends. The year when Jack, Noah, and Evan all played on the varsity soccer team was a memorable year, and it holds a special place in my heart. I know that because of Park, my children are compassionate, criticalthinking, problem-solving citizens of a larger community. I hope Park continues to do that for children for many, many years to come." Amy echoes Cheryl’s emotions in preparing for her youngest to graduate. “I am not ready for this one. I will miss seeing them on campus everyday. I will miss going to a whole school event and looking for them. I will miss driving to and from school and hearing about their day. But while I will miss seeing them, I know that they are ready for whatever future they encounter.” Evan will be attending the University of Buffalo Honors Program in Fall 2025 where he plans to major in business. Noah is still receiving college acceptance letters and has yet to make his decision. We are grateful for their contributions to Park and wish them the best of luck in the future!
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So what do you do when you want to know what’s going on, beyond our education system? That's where I come in. This is the very first issue of Bird’s Eye View, an article in which we go out and find some intel on the natural beauty of Park so you can know what’s going on. In today’s edition we’re coming right at you from high above our beautiful campus to deep below the Park pond, so if you're ready to learn about Park’s ecosystem and the amazing wildlife that call this place home, let’s look at things from a Bird’s Eye View. The great horned owl is the poster child when it comes to owls. Standing at 18 to 25 inches tall with a wingspan of five feet, and notorious tufts of feathers on their heads, great horned owls are an icon in the world of owls. But but did you know that we have these magnificent birds nesting on our campus? I had the privilege over the summer of finding a great horned owl perched on a branch. Although hard to see due to their camouflage, I was able to get a glimpse of this magnificent bird of prey. I have also seen and heard reports of owl pellets, so we can confirm they're still here. Although indigenous to this area, these animals are rarely seen by humans; great horned owls choose dense forest to lay their eggs, so the woods within the Park campus are a perfect place for them. The owlets fledge in the fall, and since only one nest is used a year, this may be the last time we see them for a while. Be sure to keep your eyes on the sky and the trees, and keep your ears open - who knows, you might see or hear one if you’re lucky. Speaking of birds of prey, let's move on to another pretty well known raptor—the red-tailed hawk. I’ve heard around campus that people have been hearing bird calls and screeches; some said they thought it was a Have you ever wondered what happens on Park's campus when we aren't around? Maybe we‘ve all gone home for the day, or maybe we’re in the classroom. Either way, it's easy to forget just how incredible the Park ecosystem is since nature likes to keep to itself and tries to keep humanity at arm’s length. A great horned owl spotted by the author in Park's woods. 13
scrawny bald eagle, though others on campus know that the bald eagle’s call isn’t the classic screech you hear in the movies. That's the voice of a red-tailed hawk, and we think it may be a juvenile since people described it as a “scrawny or shaky” call. My 10th grade classmate Sam says that they heard a red-tailed hawk on campus “but it didn't sound like a juvenile.” So I sought the wisdom of one of Park's resident experts, Mr. Daniel from Earth Spirit, an environmental education program that teaches students from Pre-K to12th grade about the natural world. “The Park School campus possesses a patchwork of wooded and open areas, making it an ideal habitat for red-tailed hawks that like to hunt the open fields and edges. They are seen regularly and have even nested on campus,” says Mr. Daniel. Moving under water. For a school project, I decided to go fishing in the Park pond. I knew we had sunfish, pumpkinseed, and bluegill in there, so I thought it would be a good idea to go. But the following day, not only did I not catch anything, but I got this weird sludge on my line, which got me thinking, “What is that?” Why is it here all of a sudden, and why is there so much of it as opposed to last year? I decided to do some digging, but I didn’t find the answer on Google, Safari, or Wikipedia, I found it right here on campus. “What you saw are harmful algae blooms caused by an abundance of nitrates, which is essential for life - but if there’s too much of it, it can cause an overgrowth of plants causing overpopulation,” says Life Science teacher Ms. Sisyukin. She says that the algae blooms are deoxygenating the water, which causes big problems for the fish we have living in the Park pond, especially the species that live near the bottom of the pond. Since the Park pond is part of a watershed, all the water, and everything in the watershed—from the streets, underground, and even people's houses who live nearby—flows right into the Park pond. Ms. Sisyukin says that the increase of the blooms may be because somebody nearby used fertilizer on their plants, and when it rained, all the nitrates in the fertilizer were swept into the pond. A golden-crowned kinglet found last year on campus. As students, faculty, staff, and even those who just live in the area, it's important that we recognize that, like it or not, and although we may not mean to, our actions have a big impact on the environment around us. When we make mistakes that are harmful, it can be hard to fix them. Lucky for us, we have an amazing community here at Park, so there's no doubt in my mind that we can help. From our incredibly talented and capable student body to our hardworking and dedicated staff, we have to find a way to preserve and protect Park’s ecosystem. Nature and the natural world were here first, and they are sharing their home with us. You don't need to be a naturalist to help out the environment either. If you really want to help preserve not only the Park campus but the wonderful world we live in, there are some little things you can do to help. First, you can recycle as much as you can. This stops the growth of landfills, which are a big enough problem as is. Though this act won’t get rid of all the waste, it will stop the spread and allow us to focus on finding a safe and eco-friendly way to dispose of waste without needing to worry about the influx in the meantime. Second, you can also refrain from littering and pick up any trash you see. Most litter has likely been there for a while, so this helps stop it from piling up and harming our wildlife. Planting a tree or a garden is another great way to help out, too. If you do decide to plant a garden, make sure you use native plants. If they aren't native, keep them from spreading harm to the native plants. Most of all, spread the word; if we want to keep living on this planet, we need to take care of it. So share this with someone, and stay tuned for the next article. Next time you want to learn more about our Park ecosystem, look at things from a Bird’s Eye View. Editor's Note: This article appeared in the October 2024 issue of The Latest, Park's student-run newspaper, which was revived this year after a long hiatus. The author, Jacob, has attended Park since 2013. His brothers, Charlie '30 and Sammy '32, are also Park students. One of many hawks that frequently survey and hunt on campus. A view of the pond. 14
15 Park’s Upper School curriculum is grounded in our progressive principles, which provide an experiential, individually-focused, and collaborative learning environment with a special emphasis on college readiness. Ours is a rigorous liberal arts curriculum requiring four credits in each of our five core disciplines - English, history, mathematics, science, and world languages. At the same time, our students are encouraged to explore their strengths through our wide array of elective offerings in both our core departments and in the arts, an approach that prioritizes each student’s pursuit of their passions and interests. In all disciplines, we stress key skills and competencies that will best prepare our students for their lives after Park: critical thinking and problem solving; clear, cogent expression in written and oral communication; diligence and work ethic; and collaboration and teamwork. The day you’re about to walk through is just one in a Grade 9 student’s six-day rotational schedule. On the other five days of the rotation, students have physical education, science lab, health, a language, Upper School community gathering, clubs, and class meetings in addition to their core discipline classes. Their schedules are robust and dynamic, taking them all over the campus each day. With many long-time Park students who have attended since PreK as well as a large number of students new to the school this year, the class is well-rounded, welcoming, and hard working. We are proud to have them as students at Park! The Class of 2028, pictured with their class advisors: Mrs. Okoniewski, Dr. Thompson, and Mr. George
16 8:20 | ART WITH MS. CHAMBERLIN Grade 9 starts the day in Studio Art I. Today, they are putting the finishing touches on their collage album cover project. Over the last several classes, students were tasked with choosing a song that's meaningful to them and, working with Ms. Chamberlin, they learned how to assemble a collage. Students have been practicing technical skills like appropriate cutting techniques and composition while creating a piece they feel proud of and have a connection to. In the culminating activity to this unit, each member of the class will share their album designs and discuss the artistic meaning behind their collages. 9:15 | WORLD HISTORY WITH DR. ANDERSON During this unit in World History, students have been learning about important River Valley civilizations, most recently Ancient Egypt and its accomplishments. Today is the culmination of the unit and their Pharaoh trading card project. Each student researched a Pharaoh and learned about when they ruled, what their key accomplishments were, and what monuments and other structures or features defined their rule. They created "trading cards" of their Pharaoh and traded cards with their classmates, then participated in a group discussion about the Pharaohs, tying them to things they had already learned such as use of hieroglyphics, their association with different gods and goddesses, and the construction of pyramids, new cities, and temples.
17 10:10 | ENGLISH 9 WITH DR. THOMPSON The goal of English 9 is to introduce students to the kinds of literary study they’ll do throughout upper school and in college and beyond. The class is a survey of sorts, and students encounter some of the many forms that get called literature—drama, poetry, the short story, the essay, the novel. Through exploration of form, students see how authors across historical and cultural contexts create meaning and in turn get to test their own arguments about the human condition. When reading is a communal practice, students get to do the work of literary analysis in real time. They ask questions and make observations; they build on ideas that reverberate around the room. The text becomes a site of generative play, not a highstakes interrogation. Today, students are finishing up reading Oedipus Rex, with each student who reads for the doomed king bringing their own interpretation of the character, their own baggage. Oedipus has drawn the attention of scholars for some two-thousand years, but each time Dr. Thompson reads it with a class, students make it their own. 11:40 | ADVISORY The Middle and Upper School Advisory Program at Park provides all students in Grades 7 through 12 with academic, social, and emotional guidance that is in service of our mission to nurture and support the development of the whole child. Faculty advisors meet with advisees several times per rotation to provide consistent academic advisement and coaching. They also help their advisees develop socialemotional intelligence, foster a sense of community within the advisory and in the school community as a whole, and serve as their advisees’ principal advocates. Advisors nurture each student’s ability to self-advocate and ensure that all advisees are known and feel known consistently as learners and as human beings. 11:05 | LUNCH Grades 9-12 eat lunch together in the Dining Hall, with students given the freedom to choose with whom they sit. It’s common to see students from different grades sitting together, and if it's nice out, many will choose to eat outdoors on the patio.
18 12:15 | SEMINAR WITH MRS. LEWIS Students in Grade 9 attend a Seminar class with Mrs. Lewis, Park's Director of College and Life Counseling, where they learn about the importance of Upper School and the impact it will have on their lives, both now and in the future. Overall, this class aims to teach students the steps to academic success in Upper School, study skills, and financial planning and goal setting, as well as giving them opportunities to research colleges and careers and attend presentations from area professionals. In today's class, Mrs. Lewis guided students through researching a career of interest and finding a college that offers a major that supports this career. Students then put together a presentation on the college, major, and career and shared it with their classmates. 2:10| ENVIRONMENTAL SCIENCE WITH MRS. DEGROAT When students arrive to class, they pick a seat at one of five tables in the room. The room is arranged in tables to foster a more collaborative and interactive learning environment. After attendance is taken, they review the activity from the previous day, which then leads into the next topic that they will explore. Their current unit focuses on limiting factors. Today, the class moved to Clement Gym for their in-class activity, which seeks to illustrate the importance of suitable habitat for wildlife and demonstrates the consequences on a bear population when one or more habitat components is relatively scarce. Students become “bears” and search for available food (coded index cards) that are placed throughout the forest (Clement Gym). Some of these bears are assigned additional constraints, such as an injury or poor eyesight, or having to provide for offspring. Once all the food is collected, students calculate the amount of food they have and determine whether they survived. Then as a class, the carrying capacity of bears in the “forest” is determined. A special thank you to our Upper School Faculty as well as Park's Head of Upper School, Charles Hartney, for helping to bring this article to life. They are passionate educators and leaders who truly know and care for their students. We are grateful for their dedication, drive, and energy, which has a positive, lasting impact on our students. 1:15 | INTEGRATED II WITH MR. FEDIRKO A day in Grade 9 math can range from the strictly formal to the exploratory and beyond to the aesthetic. One constant achieved after the students are acculturated to progressive learning is the students’ ownership of the classroom. On certain days, students can be found sharing ideas, adding plausible solutions to their board, questioning their peers about methods and concepts and, generally, being curious and inquisitive. This math class goes deeper and is required to develop cogent arguments in support of any conclusions proffered. This is painstaking work and requires the kind of freedom we are gifted to have at Park. In fact, it often comes as a surprise to new students that they may be given the solutions to a set of problems. Solutions, after all, are of no value if the methods used for their derivation cannot be elegantly communicated or properly understood. On this day, students were asked to take a walk through the Park campus. Each student was responsible for one section of the overall walking path, so they decided how the group would all walk, run, or jump and for how long. Their path took them by the pond, through the woods, along one of the soccer fields, and then back to the classroom, at different paces being led by each student in their turn. After returning to class with their data, the group worked to create one piecewise function that included each “piece” of the path. The final representation of their walk was a single continuous map connecting each student’s path with that of their peers.
19 When did you start at Park? I started at Park in 2021 for 9th grade. Why did you choose Park? I chose Park because of its diversity and its take on teaching. The studentled aspect of Park is what really pulled me in and sparked my interest. When I shadowed here, every person greeted me and it felt so intimate like a family. What were your first impressions of Park? My first impression of Park was that it was “too small” for me. Throughout my years here I can definitely say I was wrong about that. Park is a smaller school compared to some but it just gives you the chance to grow and succeed in whatever you do and whatever your interest is. Summarize Park in three words: Supportive, Diverse, Exciting Describe your class, the Class of 2025, in a few words! My class is full of people you would never think could be friends or a small family. We all have our own separate and unique personalities but when it all counts, we come together as a community and help each other out. What is your favorite class at Park? My favorite Park class is Physics with my amazing teacher Mr. Zamojski. During one class, we were talking about forces and acceleration and we were able to smash bowling balls which was really fun. Then we had to analyze how our forces were able to break the bowling balls. Talk about your favorite Park memory: My favorite Park memory is Bonding Day because it is so fun and unique to Park. I love how competitive everyone gets over Kan Jam and the relay race! I also love how we split up in different groups based on our Orange and Brown teams with people you might not otherwise get a chance to talk to! What is your favorite place or space on campus? Definitely Mrs. Lewis’ room (Director of College & Life Counseling). I can sit on her comfy couch and talk to her all day about anything. Have you been involved in any clubs, community activities, community service, or athletics at Park? I have been involved in Cheer and I am now the Varsity Cheer Captain. I became involved because Savannah Lott '23 encouraged me to join. I am also Prom Chair, again thanks to all the people and support encouraging me to do it and supporting all my ideas. What is the most important skill or lesson you learned at Park? Park has taught me leadership skills and how to be able to take the lead on anything I do. Coming to Park I was the most introverted person you could ever know; now leaving Park I am sad but so grateful for everything it has pushed me to do. What are your plans for after graduation? My plans for after graduation are to go to college and study abroad to become a clinical psychologist. Talk about a problem or challenge you faced during your time at Park and how you went about solving it. Being Prom Chair, I noticed that we were short of funds and I asked for help from our Head of School, Mrs. Conrad. She helped me plan a homecoming dance as a fundraiser and it was a success. We heard so many good things coming out of it. Everyone came out for a night of fun and dancing! Where do you see yourself in 10 years? I see myself moved and settled in Maryland, financially stable with my career, and still calling my friend Cece to talk about the most random things. What advice would you give to students just starting at Park? As Mr. Hartney (Head of Upper School) told me in my early years at Park, it is important to welcome opportunity. No matter what you do, how nervous or shy you are, push yourself to do it. There will always be people around you supporting you in everything you do.
21 COLLEGE AND UNIVERSITY ACCEPTANCES Alfred University Arizona State University Ave Maria University Baldwin Wallace University Barry University Binghamton University Bowling Green State University Canisius University Clarkson University College of Wooster Columbia College Chicago Connecticut College Cornell University Daemen University Duquesne University D'Youville University Elmira College Emerson College Fordham University Full Sail University Gannon University George Mason University Georgia State University Hampton University Hobart and William Smith Colleges Hope College Howard University Illinois Institute of Technology Ithaca College Jackson State University Jacksonville University John Carroll University Kent State University Kettering University Keuka College Le Moyne College Long Island University Loyola University Chicago Miami University of Ohio Marist College Marymount Manhattan College McDaniel College Michigan State University Michigan Tech University Morgan State University Moore College of Art & Design New York Film Academy Niagara University North Carolina Central University Ohio State University Old Dominion University Pace University Palm Beach Atlantic University Point Park University Regent University Rochester Institute of Technology Robert Morris University Savannah College of Art & Design Seton Hall University Skidmore College St. Bonaventure University St. John Fisher University St. Lawrence University SUNY Alfred SUNY Brockport SUNY Buffalo State University SUNY Fredonia SUNY Geneseo SUNY Oswego SUNY Plattsburgh SUNY Potsdam SUNY Purchase SUNY Stony Brook Trinity College University at Albany University at Buffalo University of Colorado University of New Hampshire University of North Carolina at Charlotte University of Maryland University of Miami University of Mount Union University of Pittsburgh University of Portland University of Rochester University of Tampa University of Texas at Dallas Virginia Wesleyan University Wells College West Virginia University Youngstown State University
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