The Park School of Buffalo | Blog

Spotlight on...Performing Arts

Wed, 07 Jan 2026 05:00:00 +0000

Dear Park Community,

This past fall, many of our performing arts students shined brighter than ever! In November, students in Grades 7-12 put on an amazing 3-night performance of Puffs!, bringing energy, emotion, and professionalism to the stage in a way that captivated the entire audience. The visual arts students created an amazing backdrop for the stage to set the scene, along with creating a record number of props utilized during the performance, including 3D printed wands! Soon after, students in Grades 5-12 delivered an absolutely outstanding autumn assembly, performing with skill, heart, and a level of musical artistry well beyond their years. Their achievements in both events reflect not only their remarkable talent, but also the dedication and teamwork that define our school community.

Students who participate in the fall play at Park begin rehearsing in September, and under the guidance of our Drama Director, Maria Jacobi, they spend a considerable amount of time on character preparation, where each student creates a detailed background for their assigned character. They take evidence from the text, use their imagination, and then move into the physicality of their character in order to appropriately react with the truth of one’s character. We affectionately call our actors the “Park Players”, and after the production of Puffs!, many of the Park Players participated in the New York Thespian one-act competition. They performed a hip-hop musical called "No Spoilers" that some of the kids premiered in summer 2025 at Park. Melanie ‘26 won Superior Lead Actor for her big final scene, while Nova ‘26 was awarded Superior Supporting Actor, as the judges felt she stood out in every scene playing multiple characters. In March, students in Grades 3-12 will participate in the musical Anastasia, The Musical Youth Edition, and we expect to sell out five planned shows.

The performing arts community at Park would not be complete without a variety of PreK-Grade 12 music classes including band, chorus, music history and theory, and more. Bethany Ward is our Vocal and Music Teacher and Choral Director. She has vocal directed In Good Company Productions since 2014. Bethany also sings in one of Buffalo’s top choirs, Vocalis. John Bacon joined us this fall as our Instrument and Ensemble Instructor. A drummer, percussionist and composer, John is one of the most sought after musicians in the Western New York region and regularly collaborates with top musicians in the area. He is the leader of several projects including the bands JBQ, Star People and The Morgan Street Stompers. He is a collaborator in the Buffalo Jazz Composers Workshop. John Troy will also join Park for the second half of this year as an Instrument Instructor. John first developed interest in classical/concert music under William Eicher, & jazz/theory studies under Dave Schiavone. While continuing his education at Fredonia University, John explored classical saxophone studies under Wildy Zumwalt, and jazz saxophones under Bruce Johnstone. John advanced his studies, attending Purchase Conservatory, under the tutelage of Eric Alexander and commercial doubler Mark Vinci, completing his Bachelors of Arts in jazz studies (woodwinds).

Our music department educators work with students in all divisions: lower, middle, and upper school. Across grade levels, our music students are enthusiastic, engaged, and feel comfortable expressing their ideas and and suggestions. In recent years, the number of performances has increased dramatically. Lower school students perform in their own winter concert for Grandparents and Special Friends Day, and Ms. Ward and Ms. Jacobi combine forces and produce a spring musical specifically for Grades 3 and 4. Mr. Bacon and Ms. Ward will also collaborate so that lower, middle, and upper school students combine practice and performances in the second semester in an effort to foster cross-divisional opportunities and promote participation in upper school ensembles. The belief that music allows for students to engage the creative side of their brain emotionally, and through public performances, guide our talented instructors when working with our students.

I had front row seats to both the play and the autumn assembly this fall, and I felt overwhelming pride and hope both times: pride, because the values we nurture here at Park - honestly, respect, responsibility, and kindness - came alive, even when unprompted, and hope, because seeing our students perform and support each other was evidence that young people can create positivity, and that is a really great feeling. The Performing Arts Department at Park provides students with various opportunities to perform in a nurturing, supporting environment. Our music instructors are guiding Park students to take with them what they learn and bring it into everyday life so that it has a lasting impact on the way they listen to music and participate in the arts!

Warmest Regards,

Lisa M. Conrad
Head of School

Mobile Museums of Tolerance visits The Park School of Buffalo

Thu, 13 Nov 2025 05:00:00 +0000

“We are just a traveling classroom, a traveling field trip for students to have a space to talk about, you know, what has happened historically whether it’s the Holocaust or the Civil Rights Movement, what is happening today when it looks like hate on social media–what can we do about these things?” said Strafach.For three days this week they are parking at the Park School of Buffalo.

Spotlight on...Independent Schools

Sat, 01 Nov 2025 04:00:00 +0000

Dear Park Community,

A few weeks ago, I picked up the fall issue of Independent School magazine, the official publication of the National Association of Independent Schools (NAIS). The theme of this issue centered on the “value add” of an independent school education.

As many of you know, The Park School of Buffalo is an independent school that was founded in 1912 by a group of parents dissatisfied with the traditional teaching methods of the era. An independent school is a private, non-profit educational institution that is self-governed by a board of trustees. Independent schools are mission-driven and have the freedom to set their own curriculum, standards, and policies, allowing for a focus on a comprehensive education that includes academics, social-emotional growth, athletics, the visual and performing arts and learning how to live and flourish within a community. They are funded through tuition, fundraising, and endowment investments. Park is accredited through New York State Association of Independent Schools (NYSAIS). Every five years, NYSAIS verifies that Park is held accountable to its mission and to a set of enhanced standards through a rigorous evaluation process involving a self-study and a school visit from a commission of independent school educators and administrators.

Independent schools provide advantages that make them an exceptional choice for parents and guardians who want a personalized, high-quality education for their child(ren). One of the most significant benefits of independent schools is the individual attention students receive. With smaller class sizes, teachers can focus on each child’s learning style, strengths, and challenges. This allows for a more customized approach that encourages deeper understanding and curiosity. The close teacher-student relationships found in independent schools foster mentorship, confidence, and a sense of belonging that can make a profound difference in a child’s academic journey.

As an independent school, Park has the autonomy to design its own curricula, allowing us to go beyond state-mandated standards. This freedom encourages innovation in teaching methods and course offerings. We emphasize experiential learning, critical thinking, and creativity—skills that are increasingly important in all professions as well as to nurturing educated and engaged citizens and leaders. Independent schools can adapt quickly to new educational research, technology, and global trends. As a result, students often graduate not only with strong academic foundations, but also with intellectual curiosity and the ability to think independently.

Independent schools often provide strong guidance for college, helping students gain entry to top universities or pursue alternative career pathways with confidence. Park offers a unique, personalized, comprehensive college counseling program beginning in Grade 9 that erases the need for parents to pay for a private college counselor. Our goal is to get students into college and out of college by connecting them to an institution that is the right fit for them academically, socially, artistically, and athletically.

It would be remiss of me not to make the point that independent schools carefully select their students to create a positive peer culture where it is cool to do well; where it is cool to try hard; where it is cool to dream and be ambitious; where it is understood that temporary failure is part of the equation of success. In addition, independent school faculty are experts in their subject matter and understand that building developmental and supportive relationships with their students undergirds how and what they teach. Choosing an independent school is not merely a decision about where a child studies—it is a choice about the kind of person they will become.

Thank you for choosing Park.

Warmest Regards,

Lisa M. Conrad

Head of School

Spotlight on...Immersion!

Tue, 10 Jun 2025 04:00:00 +0000

Dear Park Community,

This year, I’ve committed to writing a series of letters that focus on the distinctive value of a Park education. In this last letter of the school year, I am going to recap our 2025 Immersion experiences and talk about why the Immersion program is not just a class trip, but rather an academic program and a deep learning experience that is unique to Park in many ways.

Immersion is a biannual, co-curricular Park academic class that engages students in a year-long study centered on a particular topic or geographical area of interest to them. It culminates in a weeklong experience in May and provides students opportunities to further learn and explore through firsthand experience what they have spent a year researching and studying. Offerings provide students with the chance to expand their knowledge in a particular discipline and may be large or small in scale ranging from on-campus experiences and local day trips to stateside and international excursions.

Offerings begin in Grade 7, and include a local and domestic travel option. This year, a group of students in Grades 7 and 8 spent the year studying:

• The ecosystem of the Florida Everglades, the largest subtropical wilderness in the United States. Snorkeling, kayaking through the mangroves, exploring the natural beauty and wildlife of the area and observing endangered species provided the students opportunities to experientially ground what they learned in class within the context of the actual Everglades environment.

• Maritime culture, hand tools, and craftsmanship for building and shaping their own wooden canoe paddle, which would later become a free pass to wooden boat rentals at Hoyt Lake in Delaware Park in Buffalo. Learning outcomes for this Immersion experience included an increased proficiency in STEM principles, an increased sense of teamwork, communication, and problem-solving skills, as well as an increased proficiency in craftsmanship and the responsible use of hand and power tools.

In the Upper School, a variety of academic Immersion programs were offered, including:

• Studying the rich history, culture, and vibrant art scene of Denmark.

• The diverse landscape, abundant wildlife, and geothermal features of Yellowstone National Park. Our students recorded seeing 80 different wildlife species on their trip, and were granted opportunities to explore science, history, and ecology firsthand.

• Enhancing various academic disciplines and cultivating a further love for the arts through immersive experiences in New York City and on Broadway. Students were provided access to live performances, behind-the-scenes insights, and engaging workshops throughout the year.

• A comprehensive preparation phase for service and culture learning in the Dominican Republic. This eight-day international practicum involved repairing a home for a family, guided group reflections, and building relationships with the host community. The Dominican Republic Immersion provided a challenging but significantly rewarding experience of personal growth for those involved.

• A rich focus on learning about Costa Rica's most spectacular and bio-diverse areas. There were opportunities to have firsthand experience and knowledge of the landscape and wildlife, as well as the local culture. In addition, students who were taking Spanish at Park had the opportunity to practice their conversational skills.

• Participating in a wilderness emergency preparedness class, learning the history of local trails and parks, and other natural wonders of Western New York through several hikes and outdoor experiences led by the Earth Spirit faculty.

While the main focus of Immersion at Park is an academic one, traveling together or experiencing something new is also really fun! Many Park alumni report that their Immersion experiences were transformational in their development as thinkers and doers because it was their first taste of independence and their first glimpse of the larger world of possibility. Immersion places students in unfamiliar settings where they must navigate daily life, solve problems, and make decisions without relying heavily on their parents. These experiences build independence for our students because:

• Students must make real-time choices about things like managing money, or perhaps ordering food in another language.

• Away from their usual support systems, students are challenged to manage their needs — from packing appropriately to handling differences from the daily norm.

• At times, unexpected issues require quick thinking, and students become more resourceful and resilient when things don’t go as planned.

• Students often need to keep track of schedules, belongings, and group responsibilities, and this is an opportunity to practice being organized, punctual, and accountable.

• Traveling often involves group activities, shared responsibilities, and collective decision-making, and students end up learning to practice cooperation, compromise, and handling group dynamics - essential skills for life.

As the Head of School and as an educator, I love the Immersion program because it intensely and critically combines in one experience the academic and social components of our school. It is an opportunity for our students to be both adventurously studious and studiously adventurous. To be, in other words, pioneers!

Warmly,

Lisa M. Conrad

Head of School

Spotlight on...Science!

Wed, 26 Mar 2025 04:00:00 +0000

Dear Park Community,

This year, I’m committed to writing a series of letters that focus on the distinctive value of a Park education. In this letter I am going to highlight Park’s science curriculum which aims to give our students a comprehensive understanding of the natural world and a sophisticated, experiential appreciation of the scientific method. From basic concepts in Lower School, like the seasons, plants, and animals, to more complex topics in Upper School, like physics, chemistry, and biology, the science program at Park equips students with the conceptual and physical tools to explore and understand natural phenomena. This foundational knowledge is vital for developing critical thinking and problem-solving skills, requiring our students to ask questions, make observations, form hypotheses, conduct experiments, draw conclusions based on evidence and then ask even more defined questions from their experimental results. These skills are transferable to all areas of life and are essential in today’s complex world.

One of the most unique things about science at Park is that students have a lab right outside their classroom doors, that is, a lab that covers 34-acres of possibility. With a pond, stream, waterfall, native trees, a marsh, and nature trails, Park’s campus allows students to engage in experiential learning and scientific experimentation as intended by Park’s founders. Park’s state-of-the-art Knopp-Hailpern Science Center opened in 2019, offering powerful tools, including an autoclave, a machine that uses steam under pressure to kill harmful bacteria, viruses, fungi, and spores on items that are placed inside a pressure vessel. All of Knopp-Hailpern’s classrooms open out to the stream, pond, marsh and woodlands thereby seamlessly integrating the natural world and the school’s formal instructional spaces.

This was especially important when the infamous crayfish work on campus began at Park. Upon returning to in-person learning in August of 2020, teachers and students spotted a bright red crayfish in the stream outside of the Knopp Hailpern Center, an unusual sight in Western New York. This bright red color led to concerns that it may be the red swamp crayfish, a species native to the southern United States, but an invasive species to our area. The Advanced Science Explorations (ASE) class, made up of Park seniors and led by Mrs. Adrienne DeGroat, had been studying ecology when these red crayfish began to appear more and more frequently in the Park stream. If they were truly the red swamp crayfish, they could significantly harm the natural environment at Park and endanger ecosystems beyond the school’s campus. In order to identify whether or not they were the invasive red swamp crayfish, the class took several out of the pond and observed their physical features. Using pictures and descriptions from reliable scientific sources, they found that the color, rostrum, claw, areola, thorax, and leg features all matched the red swamp crayfish.

To confirm the species of crayfish, the class invited crayfish expert Dr. Chris Pennuto, Director of WNY PRISM and professor at Buffalo State, to come to campus and observe the crayfish. After confirming that red swamp crayfish were in fact in our ecosystem, Mrs. DeGroat, Park ASE students, and Dr. Pennuto and his team developed a management plan, which started as and has remained focused on crayfish removal. Humane traps were set throughout the stream and pond to capture crayfish at a faster and more consistent rate. The crayfish captured are measured, sexed, and recorded before being taken off site. Formal study continues between Park and Dr. Pennuto and his graduate students, nearly five years later.

The crayfish story is an example of how science at Park is taught and applied to real life. Park students, for example, complete a major cross-curricular project during their freshman year that focuses on environmental justice and injustice in our community. They begin in their Living Environment class by investigating how Buffalonians are affected disproportionately by air pollution, and then move to History with Dr. Anderson and to the library with Mr. Lew to research, reflect and write about particular relevant topics and how they relate in Western New York.

In their Math class with Mr. Fedirko, students use the data that supports their research to make user-friendly components of their projects, through maps, graphs, tables, and other visual displays of quantitative information. In Dr. Thompson’s English class, they take this information to structure and organize their presentations, which they eventually present to the entire ninth grade class and faculty. Through science, students are expected to bring awareness about environmental justice and injustice that is happening right in our very own community using a multitude of multidisciplinary lenses.

When I meet a potential student or family who is interested in Park and we talk about our science program, I love to tell them about the day the snapping turtle walked up the pathway near the stream to find a spot to lay its eggs. It was during the last week of school and it was raining. Mrs. DeGroat sent a text message to the faculty that said, “The snapping turtle is outside of KH ready to nest. Bring your students if you can, this is incredible.” When I arrived, I could see Mrs. DeGroat pounding stakes into the ground, marking the spot where the nest was while one of her students was holding an red umbrella over her head while she worked. Other students and their teachers had arrived too, from Lower, Middle, and Upper School, along with faculty and staff who wanted to catch a glimpse.

That afternoon, we all learned that a female turtle will leave the water and travel a good distance from the pond where she lives. She usually prefers soft ground for building her nest, and will snap around for the right location, seeking out a site that offers warmth and safety from predators. We watched as the mother turtle selected a spot, started digging a hole with her hind legs, and then laid her eggs. When she was done, she covered them with the soil, protecting them from predators and providing insulation to regulate temperature. She then left the nest and returned to the pond. Mrs. DeGroat was marking the spot with the stakes to protect it from our summer campers who would be arriving on campus in a few weeks, since the incubation period can take anywhere from 60 to 90 days.

I tell this story because I think it embodies the moments with science that are unique to Park, illustrating that our science program also generates a respect for the natural world through direct experience. While other schools may have ornate buildings, students at Park have the distinctive privilege of learning and studying and experimenting both within well-equipped classrooms and the majesty of forests, streams, ponds and marshes.

Science plays a crucial role at Park by fostering critical thinking skills and developing an experimental mindset. Students are taught to ask: “I wonder if...” and to follow up with: “Well, let’s see...” Our science teachers across divisions are dedicated to empowering our students to become informed, thoughtful, and creative leaders who use data and controlled experimental methods to determine what is and what is not the case. Park’s historic emphasis on science education not only enhances our students’ understanding of complex global challenges but also equips them with the tools to drive positive change in an ever-evolving world which they richly appreciate and seek, always, to improve.

Warmly,

Lisa M. Conrad

Head of School

Spotlight on...Park Summer Camp

Thu, 30 Jan 2025 05:00:00 +0000

Dear Park Community,

This year, I’m committed to writing a series of letters that focus on the distinctive value of a Park education. This one will focus on an experience that is absolutely unique to Park, and that is the Park Summer Camp. The Park Camp provides a rich experience that is educational, safe, and fun for children ages 3 to 14 on our beautiful 34-acre campus. With 11 buildings plus three athletic fields, an outdoor pool, marsh, waterfall, pond, and woods, campers spend the summer in distinct outdoor and indoor activities that ensure no two days are the same.

Summer Camp at Park began in 1935 during the Great Depression. Many families didn’t have extra money to vacation with their families, but there was a desire for kids to have some type of recreational experience during the summer months. Park introduced a half-day summer camp and families quickly registered their children because it gave them an opportunity to spend time in a country-like setting. Time went on and the camp grew dramatically.

In 1977, Camp’s current Executive Director, John Mirand, was hired at 16 years-old to be an assistant counselor for Grade 2. He later moved on to become a head counselor, and continued to work while attending college and studying to become a history teacher. However, in 1996, Park administration sought to end Camp, as enrollment had declined and other competitive summer camps in the area had begun. John learned of this, and after a conversation with the Head of School, he was offered the opportunity to become the camp director, and John accepted with the intention of making Park Summer Camp a place that would once again offer kids the perfect blend of fun, adventure, and learning.

Now as Park Summer Camp’s Executive Director, this year will mark John Mirand’s 40th year with Park. He leads a team of administrators and educators with experience working with children of all ages in various specialty areas. Together, they play, explore, and discover alongside their campers and help them develop into exceptional young adults. When I asked him what the driving force is behind his many years of dedication to not only Park Summer Camp, but more recently our Park Scholars Camps, he said, “I’ve always believed Park was a special place. This camp holds a special place in my life, as I’ve watched many campers grow up here, including my own kids.”

So what makes Park Summer Camp the most popular and sought after day camp in Western New York? A professional and experienced staff, made up of certified teachers, qualified instructors and outstanding assistant counselors who guide campers throughout their daily activities. The administrative team prides itself on staffing camp with counselors who are caring, enthusiastic, and love camp themselves. The staff collaborates to determine a theme for each week, and every Friday, Park Camp celebrates those theme days to enrich the summer fun and create special fun-filled memories for campers.

Younger campers get days packed with activities that are designed for little hands and lots of curiosity, and they regularly take part in arts and crafts, music, games, nature, drama, and swimming. Older campers delve into more elaborate activities and projects in sculpture, art, computers, athletics, tennis, and nature. Activities are curated for each specific age group, and all daily programs are created to promote self-confidence, encourage teamwork, and build friendships. Of course, our staff and campers follow Park’s life rules of respect, responsibility, honesty, and kindness.

Whether it’s sports, arts and crafts, or nature activities, children at Park Summer Camp get to try new things and build skills outside of the classroom setting. Additionally, Camp provides a break from the usual routine, which is refreshing after months of schoolwork. Campers get to meet new friends, build social skills, and strengthen their teamwork abilities. It’s a safe, structured environment where kids can be active, busy, and engaged during the summer while parents can balance work or other responsibilities. If you’re interested in learning more about Park Summer Camp, please visit www.parksummercamp.org or view this summer’s brochure HERE.

Warmly,

Lisa M. Conrad

Head of School

Educating Children in the Age of Anxiety

Thu, 09 Jan 2025 05:00:00 +0000

As a school leader, I believe that it is crucial to explore the multifaceted aspects that contribute to professional, personal, and emotional investments that educators make in their work. Just as families make an investment sending their children to an independent school, teachers make an investment in their school as well.

In November, I had the opportunity to explore this idea at the New York State Association of Independent Schools Division Heads Conference with our Head of Middle School, Amy DiChristina, and our Head of Upper School, Charles Hartney. This year’s conference theme was “Investing in Excellence: Unveiling the True Cost of Teaching.” As the theme of the conference suggests, we explored the challenges, sacrifices, and rewards that shape the teaching profession. Since returning from the conference, I have had some time to reflect on some of the themes presented.

There were so many great workshops over the course of the three-day conference, but the one that resonated with me the most was titled “The Only Thing We Have to Fear: Educating Children in the Age of Anxiety”, presented by Shefa School’s Assistant Head of School, Yoni Schwab. I feel strongly that the foundational years of school are critical in shaping who our children will become as adults. I believe that it is critical to teach children not only academics but how to begin to navigate life’s obstacles.

What is causing the rise in anxiety amongst young children? As participants, we learned a great deal about the factors contributing to the increase in anxiety, including social stressors like politics, health, violence and crime, social isolation, social media, the economy, and the rapid pace of change in the world.

How can parents and educators help support children who are experiencing high levels of anxiety? First, it is important to recognize the signs and symptoms. Being afraid about something is normal; it is what helps keep us safe to a certain degree. Fear becomes a cause for concern when it is unrealistic, out of proportion, or interferes with a child’s normal routine or ability to participate. Some warning signs for anxiety would include but are not limited to: avoidance, withdrawal, somatic complaints (like stomach aches without being physically sick), insomnia, fatigue, explosive anger, oppositional behavior, and an articulation of worrisome questions of “what if”.

Second, we learned that the number one behavioral treatment for anxiety is exposure, doing the “thing” you are afraid of. Yoni used the term “comfort addiction”, which refers to not pushing children to do certain things out of a concern that they will be made uncomfortable or have a negative response. However, one of the best ways to support children experiencing anxiety is to support them with facing their fears and working through the challenge. We can do this by giving support along with acknowledgement of the difficulty of facing one’s fears, instead of using protective statements such as "everything will be fine,” we acknowledge the hard task and let them know that they can accomplish it with a phrase like “I know this is really hard for you, but you can do hard things, and you can get through this.” This helps to support resilience and allows children to climb over that panic peak and distress by not allowing them to avoid/escape hard things in life. Every time we avoid it, we make the hill larger. Supporting with love, care, encouragement, and trusting relationships can ultimately help children work through some of their biggest fears.

The reality is that everything is not fine all the time nor can we assure our children that they will not face hardship in their lives. But, if we can equip them with the skills and build the habits they need to get through difficult times, while simultaneously offering consistent validation and support, they will be better equipped as adults. Some level of anxiety will always exist, but eventually our kids will learn to work through it with support and reassurance. Let go (a little), and let grow.

I look forward to doing this work together, as partners, the educators and parents.

Spotlight On...Athletics

Wed, 18 Dec 2024 05:00:00 +0000

Dear Park Community,

Athletics have long been recognized as an integral part of the educational experience, offering students a wide array of benefits that extend beyond the classroom. In independent schools like Park, where the focus often lies on fostering well-rounded, intellectually curious, and socially responsible individuals, athletics serve as an essential pillar of development. Throughout its 113-year history, Park has stressed that participation in sports contributes to academic success, physical health, emotional well-being, teamwork, and the cultivation of a strong school culture has remained steadfast while nurturing a healthy competitive spirit. There is a reason that employers like to hire smart athletes; they work well with others, overcome obstacles and solve problems. These attributes are core, as we know, to Park’s mission.

Although athletics are often seen as separate from academic pursuits, research has consistently shown a positive correlation between physical activity and academic performance. Participation in sports helps students develop cognitive skills such as time management, discipline, and concentration, which directly impact their ability to succeed in the classroom. At Park, we begin athletics as early as Grade 1, as this is a significant time for a child's development. Their hand-eye coordination is improving and they are starting to develop the capacity to reason through challenges. Park students in Grades 1 through 4 have the opportunity to play basketball in the winter and soccer in the spring; we believe that starting to engage in sports this young enables the student to strengthen perseverance skills and to reinforce the idea that effort trumps instant results. There is a certain mindset of resilience fostered through sports, and learning to cope with losses and setbacks on the field or court can translate into a greater capacity to handle academic challenges in the classroom.

Park students in Grades 1 and 2 playing spring soccer. (Spring 2024)

In a time where sedentary lifestyles and screen time are grave concerns for parents and educators, athletics provide a necessary counterbalance by promoting physical health and fitness, and the development of social skills. Students in Grades 5-8 have the opportunity to engage in a variety of interscholastic sports, which in turn improves their overall fitness levels, cardiovascular health, and muscular strength. And, we know that sports inherently teach students how to collaborate, communicate, and work as part of a team. In Grades 5-8, students have the opportunity to run cross country in the fall, play basketball in the winter, and soccer and flag football in the spring. Cross country and flag football are our newest sports offerings; Park’s cross country team is coed and has nearly tripled in size since its inception three years ago. Last year, there were only two out of fifteen schools who placed in both the boys and girls championship races, and one of those was Park. That is a significant accomplishment for a school that has considerably fewer students competing than the others (though proportional to our school size we have more participation as Park continues to have great heart and spirit). Our Boys’ flag football team made it to the championship game last year (the first year it was offered as a sport), and while we didn’t come out on top, our middle schoolers are already talking about springtime and the start of a new season and a new quest for the championship. And, new this year will be an offering for Girls Flag Football in middle school at Park - this team will be one to watch!

Park's Middle School Cross Country team. (Fall 2024)

Park’s Athletics Director, Turner Battle, says that at Park, the athletics program emphasizes life skills for different people in different ways. It allows our students to express themselves in different ways. Since beginning at Park three years ago, Mr. Battle has grown our upper school athletics department immensely. Students in Grades 9-12 can participate in tennis, cross country, soccer, golf, volleyball, bowling, basketball, track and field, baseball, and flag football. This fall, Our Varsity Girls Tennis team won the Monsignor Martin Class B regular season championship, and Park student Acacia Gardner '26 went undefeated the entire season all the way up until her round in the semi-finals. Our Varsity Boys Soccer team took the title of Monsignor Martin Division B Champions (for the second year in a row), and Park student Noah Benzinger '25, was awarded the Monsignor Martin High School Athletics Association Division B Player of the Year award, and Evan Wiese '25 was awarded the MMHSAA MVP of the championship game. These students and their accomplishments are a testament to our growing athletics program, and we are so proud of them.

Varsity Boys Soccer team just after their MMHSAA Division B Championship win at the Demske Sports Complex at Canisius University. (Fall 2024)

Athletics at Park also play a vital role in fostering school spirit and cultivating a sense of belonging within the school community. It becomes an avenue for students, faculty, and families to unite and celebrate the School's culture. Our academic division heads, along with our athletic teams and student government, plan pep rallies after each sports season that have an infectious enthusiasm for and belonging to Park. Ms. DiChristina said, “Park’s pep rallies are important for the culture of the school as a way to come together, all grades and all faculty, to not only celebrate our student athletes but also to infuse joy into that culture. To see lower school students playing games with upper schoolers or middle school students playing against faculty is something that brings joy to everyone who is in that gym and is very unique to Park.”

Athletics at Park is far more than just a form of recreation; it is an integrated cornerstone of the educational experience. Through sports, students benefit academically, physically, emotionally, and socially, practicing and strengthening critical life skills that will serve them well in all aspects of their lives. Park’s core values of respect, responsibility, honesty, and kindness, combined with the values learned through athletics—teamwork, discipline, resilience, and leadership—are essential to shaping the leaders of the future who graduate from Park.

Senior Cecilia Gullo passes to a teammate during Park's Varsity Girls Basketball game on December 9, 2024, ultimately defeating their opponent 63-28. Photo courtesy of Mayfield Media Photography.

Warmly,

Lisa M. Conrad

Head of School

Spotlight On...Math

Mon, 04 Nov 2024 05:00:00 +0000

Dear Park Community,

This year, I’m committed to writing a series of letters that focus on the distinctive value of a Park education. This one will focus on math at Park. Mathematics is often viewed as a challenging subject, and the importance of it in a child’s education cannot be emphasized enough. Math education not only provides students with essential skills necessary for navigating daily life, it also influences their future educational and career opportunities and fosters critical thinking and problem-solving abilities. In order to maximize all of these outcomes, the Park math program provides a multifaceted approach, emphasizing cognitive development, academic success, and societal advancement.

Park’s Lower School uses the Singapore math method for Grades 1-4, although concepts are introduced as early as Kindergarten. The Singapore math method focuses on skill mastery, which is achieved through intentional sequencing of concepts. This means that students must master certain skills before they move on to the next lesson. This ensures both instructional individuation and insurance that students progress with the skills they will need for more advanced work. Some of the key features of the approach include the CPA (Concrete, Pictorial, Abstract) progression, number bonds, bar modeling, and mental math. Instead of pushing through rote memorization, students learn to think mathematically and rely on the depth of knowledge gained in previous lessons.

In typical U.S. math programs, students are passively introduced to a modeled example, then solve problems that very closely follow that example, repeating all the same steps with different numbers. In Singapore math, students must think through concepts and apply them in new ways from the very start. Since they can’t rely on simple replication, students are pushed to greater engagement and broader thinking. Struggling through a challenge is core to the program’s concept of deep learning. In U.S. math programs, concepts and skills are more compartmentalized within and across grade levels than in Singapore math, where a strong sense of connectivity to and application from past learning is woven throughout. Singapore math not only helps students become more successful problem solvers, it helps them gain a sense of confidence and resourcefulness because it insists on conceptual depth within a framework of problem-solving resiliency. This naturally prepares students to excel in more advanced math.

Students in grade 3 using Jack-O-Lantern pebbles to kick off their multiplication unit.

Once Park students enter Middle School, the math department follows the CPM (College Preparatory Mathematics) curriculum for Grades 5-12. There are many similarities between Park’s mission and CPM’s, with CPM “envisioning a world where mathematics is viewed as intriguing and useful, and is appreciated by all; where powerful mathematical thinking is an essential, universal, and desirable trait; and where people are empowered by mathematical problem solving and reasoning to solve the world’s problems”. If you walk into Caitlin Littlefield’s 5th or 6th grade classroom during a math lesson on any given day, you may see the students working in groups at math centers. The students can choose which group to join and at the same time they are thoughtfully guided and coached to join a group where the work fits their place in the learning cycle. You might see them using chromebooks for their math lesson, reminding them that technology is a tool not a toy. Or, you might see her teaching a math lesson to the entire group. At the end of the class, you will see a Practice and Preparation (P&P) assignment assigned: this is an intentional homework assignment with three problems that reinforce a skill learned or reviewed in class. If you know something after three problems, you don’t need to do it 25 more times. The same holds true if you don’t know it after three problems. If that is the case, students go back and review again in class or during extra help hours after school.

Students in grade 5 converting between bases and re-writing a quantity in base three.

Math assessments in Grades 5-12 consist of mixed cumulative assessments at regular intervals. Teachers do not solely administer a math assessment at the end of a unit and then move on to the next topic, because math isn’t about just taking that big test once you finish a unit; it’s about knowing and learning topics and checking in all along the way. One of the advantages for students with an assessment model like this is that they should never be cramming and studying for the purpose of memorizing; taking assessments should be a natural and continual part of the learning process. They should feel confident and have little to no math anxiety. More than just number crunching, math at Park is a discipline that nurtures critical thinking and problem-solving abilities. As Mr. Fedirko, an Upper School math teacher, says, “Math at Park preps kids for the real world. Math is not just in a classroom; it is outside, and it is in every career, math-related or not. We are in the middle of an information revolution that is math driven - algorithms that are being introduced to us are all mathematical. We must have the mathematical literacy to prove if things are valid, which is why Park does it best”.

Our Upper School math courses primarily focus on the integration of concepts. Rather than students in Grades 9-12 taking Algebra 1, Geometry 1, or Trigonometry 1, common, sequential courses you may see in public or even other private schools, our students take Integrated 1, 2, or 3, where algebra, geometry, and trigonometry are studied at the same time. Along with these courses, Upper School students are able to take math electives, like Statistics, Calculus 1 and 2, or an independent study. We have a student currently taking Calculus 3, for instance. Park also offers dual-enrollment courses, which earn them college credit.

Students in Park’s dual enrollment Calculus I course studied the “flow of geometry” by preparing and baking cookies while measuring the rate of expansion and contraction of their dough under the assumptions of Standard Calculus. Their final results demonstrated the relationship between expanding cookie dough and shrinking pan size in addition to raising interesting questions about regions of growth.

We routinely encourage our students to share and teach their skills. Eli ‘25 has been engaged for two years with introducing Calculus to our younger learners through the flexibility of Park’s math program. He has created lessons and assessment tools and delivered this instruction not only at Park, but he has also helped arrange to teach these lessons at several charter schools. This is but one example of how our students are not limited to learning and using math inside the confines of one classroom.

Teaching math at Park is fundamentally about nurturing life-long problem solvers who develop resilience and confidence. By engaging our students in collaborative problem-solving experiences, Park teachers encourage them to embrace challenges and view obstacles as opportunities for growth. This approach fosters a mindset where taking risks is celebrated, helping students to learn from mistakes rather than fear them. Through real-world applications and creative thinking, students cultivate the skills necessary to navigate complex situations, equipping them not only with mathematical knowledge but also with the perseverance and self-assurance to tackle any challenge life presents. Ultimately, this holistic approach transforms math into a powerful tool for personal development and academic success.

Warmest Regards,

Lisa Conrad

Head of School

Spotlight On...Reading

Wed, 02 Oct 2024 04:00:00 +0000

Dear Park Community,

This year, I’m committed to writing a series of letters that focus on the distinctive value of a Park education. This first one will focus on reading at Park. Teaching reading is the core component of our school’s curriculum. The capacity to read fluently and deeply will stay with you for the rest of your lives, as our proud alumni can attest. Reading is a foundational skill that shapes our understanding of the world and propels our personal and intellectual growth. It is not just a means of gathering information; it is a pathway to empathy, critical thinking, and creativity. In an era dominated by social media and instant information, the importance of deep reading, that is, reading to sustain engagement with a written text, remains more crucial than ever.

This summer, our lower school faculty took part in The Science of Reading, a vast and interdisciplinary body of scientifically-based research about reading and issues related to reading and writing. Reading skills at Park begin to be taught in Kindergarten through sound recognition, phonics, and decoding skills. There are a number of different ways our students practice these skills through small group work and independent reading, and daily word study at home. Though reading for comprehension begins at the earliest ages at Park, we begin to focus on understanding the meaning and nuance of text in the middle of second grade. The emphasis on textual interpretation deepens in third and fourth grade and then is sustained throughout the middle and upper school curricula. By the time a student graduates from Park, they are reading and interpreting and critiquing at the collegiate level.

At its core, reading is essential for acquiring knowledge. Park students do have some choice in the books they are reading at school, and those books are thoughtfully chosen by our lower school faculty. There are specific criteria teachers use when choosing books for their lessons, including but not limited to a book that has a strong theme that can help the students learn about cultures other than their own.

In middle school and upper school, our English department meets regularly to determine which books are used for class assignments and electives. Our faculty strongly believes in wanting our students to be represented in the stories they are reading. By experiencing the thoughts and feelings of characters from diverse backgrounds, readers develop a greater sense of empathy and emotional intelligence. This connection to others' experiences fosters understanding and compassion, qualities that are essential to Park’s mission to develop graduates who lead lives of service.

In addition to fostering empathy and critical thinking, reading stimulates creativity. Literature, in particular, invites readers to envision new worlds, explore intricate plots, and reflect on profound themes. In Grades 5 and 6, students get a “book taste” of the different books that are assigned for book club, and they can choose which book they will read for the unit. Within these book club groups, everyone has a role: there is a literary luminary, a discussion director, a summarizer, and a conflict connector. Students work together to decide how much they will read each week and how they will divide up their work, with the teacher serving as the facilitator of the groups. This idea of choice extends to our upper school, where semester-long electives are designed and taught by our teachers in a thoughtful way. These elective offerings are constantly changing, and never offered back to back. If this idea is new to you, think of it like this: instead of our students taking a general 10th grade English class, they have the opportunity to take two semester long thematically-based courses that satisfy the same requirement to graduate, and they can choose which one they would like to take, the same way a college student does.

Park’s library is open to our students every day, as we are one of the few private schools in Western New York that employs a dedicated, full-time librarian. Our library is a busy place - all students at Park, from Prek and Montessori to Grade 12, use our library. Lower school students have their library special, which may have Mr. Lew reading to them or he may introduce them to databases and how books in a library are organized. Our middle school students participate in a reading club in the library and take their seminar class, which culminates in presenting their research project to classmates and parents. Students in Grades 9-12 use our library at Park as a reference library the way they will use their college library.

At Park, reading is essential to the School’s ability to enact its mission. Reading enhances our knowledge, cultivates empathy, fosters critical thinking, sparks creativity, and promotes mental well-being. In an increasingly complex world, the ability to decode, comprehend, and interpret is not merely an academic skill but a vital tool for personal development, professional advancement and societal engagement. We prioritize reading, because we know as our students grow as readers, they will contribute to a more informed, compassionate, and innovative society.

Warmly,

Lisa M. Conrad

Head of School