Navigating Rivers and Conquering Rock Walls: Day Eleven at Forman Summer
This morning, classrooms were energetic as students put forth incredible effort and dove headfirst into their hard work. Our academic update is from Jacquelene Carlos, who shares how students have progressed in Reading Comprehension, Writing, and Executive Functioning this week:
“Reading Comprehension: As this week has progressed, students continued practicing their annotating skills and utilizing their “fix-up” strategies to actively engage in multiple passages. They also began identifying and using note-taking strategies, such as the outline, the brain mapping, and the two-column strategy, to deepen their understanding of the text and make connections throughout. The students have begun to use their background knowledge, and clues from the text, to make educated inferences and answer questions. They will continue to use these strategies, along with metacognitive strategies, to deepen their reading comprehension and understand themselves better as readers.
Writing: After completing their graphic organizers and solidifying their hooks and thesis statements, the writing students spent the week drafting their expository essays. They worked hard to sequence sentences to build cohesive paragraphs with a main idea and supporting details. As a class, we peer-reviewed each other's paragraphs and provided feedback. By the end of class today, students had a strong start to their essays, and some even finished them. Topics students have chosen this week include: golf, tornadoes, animation, dogs, and ocean pollution.
Executive Functioning: With a well-organized plan now in place for their Passion Projects, our Executive Functioning students have spent the last few days diving into the research phase and consolidating their new learning. Rather than simply collecting facts, they have focused on processing and synthesizing their information using structured, efficient methods. To navigate their sources successfully, students utilized various active note-taking techniques, color-coded highlighting tools to organize their findings, and custom graphic organizers to outline their final products. It has been incredibly rewarding to watch them transform a broad interest into a highly organized, manageable, and deeply researched project.
This afternoon brought a perfect mix of adventure, friendly competition, and artistic focus across our various activity blocks. Over at the ropes course, students bravely combated their fear of heights as they challenged themselves to scale the rock wall, cheering each other on with every step upward. Meanwhile, our white-water kayakers headed to Corner Bridge on the Housatonic River, where they took their skills to the next level by practicing essential maneuvers and building confidence on moving water. Back on the court, the competitive spirit was high during an intense and fast-paced game of knockout. Finally, in ceramics, one student proudly completed her sculpture while others put the finishing touches on their own creations.
To close out the night, students enjoyed an extended block of free time, gathering in various spots across campus to cool off and unwind after a busy day. The campus was full of relaxed energy as students hung out around the billiards table in the game room, cozied up in the student center to watch Harry Potter, teamed up for an impromptu scavenger hunt to track down a missing name tag, or simply headed back to their dorms to decompress with friends. It was the perfect, laid-back end to an incredibly active Thursday.
“Reading Comprehension: As this week has progressed, students continued practicing their annotating skills and utilizing their “fix-up” strategies to actively engage in multiple passages. They also began identifying and using note-taking strategies, such as the outline, the brain mapping, and the two-column strategy, to deepen their understanding of the text and make connections throughout. The students have begun to use their background knowledge, and clues from the text, to make educated inferences and answer questions. They will continue to use these strategies, along with metacognitive strategies, to deepen their reading comprehension and understand themselves better as readers.
Writing: After completing their graphic organizers and solidifying their hooks and thesis statements, the writing students spent the week drafting their expository essays. They worked hard to sequence sentences to build cohesive paragraphs with a main idea and supporting details. As a class, we peer-reviewed each other's paragraphs and provided feedback. By the end of class today, students had a strong start to their essays, and some even finished them. Topics students have chosen this week include: golf, tornadoes, animation, dogs, and ocean pollution.
Executive Functioning: With a well-organized plan now in place for their Passion Projects, our Executive Functioning students have spent the last few days diving into the research phase and consolidating their new learning. Rather than simply collecting facts, they have focused on processing and synthesizing their information using structured, efficient methods. To navigate their sources successfully, students utilized various active note-taking techniques, color-coded highlighting tools to organize their findings, and custom graphic organizers to outline their final products. It has been incredibly rewarding to watch them transform a broad interest into a highly organized, manageable, and deeply researched project.
This afternoon brought a perfect mix of adventure, friendly competition, and artistic focus across our various activity blocks. Over at the ropes course, students bravely combated their fear of heights as they challenged themselves to scale the rock wall, cheering each other on with every step upward. Meanwhile, our white-water kayakers headed to Corner Bridge on the Housatonic River, where they took their skills to the next level by practicing essential maneuvers and building confidence on moving water. Back on the court, the competitive spirit was high during an intense and fast-paced game of knockout. Finally, in ceramics, one student proudly completed her sculpture while others put the finishing touches on their own creations.
To close out the night, students enjoyed an extended block of free time, gathering in various spots across campus to cool off and unwind after a busy day. The campus was full of relaxed energy as students hung out around the billiards table in the game room, cozied up in the student center to watch Harry Potter, teamed up for an impromptu scavenger hunt to track down a missing name tag, or simply headed back to their dorms to decompress with friends. It was the perfect, laid-back end to an incredibly active Thursday.
Bantam River Breezes and Big Wins: Day Ten at Forman Summer
Day ten brought another hot and cloudy day to campus, but the weather was no match for a fantastic lineup of engaging academics and afternoon and evening activities. Today’s teacher highlight is Susan Anton, a lovely new addition to the Forman faculty, who teaches Reading Comprehension and Executive Functioning this summer.’
“READING COMPREHENSION
In today’s class we focused on deeper literary analysis skills which reflect upon an author’s lens into the point of view, tone, mood, and figurative language. Additionally, we have focused on human experiences with a critical lens into human reliance and survival. Last week we delved into Jack London’s short story: “To Build a Fire” then transitioned to the poetic lens of Mary Oliver’s “Hurricane” and Chitra Divakaruni’s “Storm at Point Sur”. These readings were paired with the musical analysis of the Doors “Riders of the Storm” and Andrea Day’s “Rise Up”. Each reflection is similar but contrasting to how literary analysis is subjective to the continuous theme. This week, we continued the theme with the dystopian short story, “All Summer in a Day” by Ray Bradbury. Ray Bradbury’s theme of resilience stemming from human isolation. The complexities of these short stories and musical narratives bring attention to how interpretation is subjective to opinion but which continues to fall within the scope of how analysis remains within the context of tone, mood and figurative language. The reflections were developed through text annotations of each short story.
EXECUTIVE FUNCTION
In today’s class we focused on creating a thesis statement and outline for the short research essay presentation. Over the course of the week, we have focused on developing a plan through backward planning with an analysis on time management and task initiation. While the short essay is to be completed in class, we have spent time breaking down, “chunking” the assignment into small, manageable tasks. Each student has developed a solid topic with three bookmarked sources for citation. Today was the day of the roadblock of creating a thesis statement/outline with resistance and delay. Upon reflection of struggles, the students were honest to the “why” and how to approach the task differently. The group discussions were constructive and thought provoking while building a sense of community in learning to look at a task demand in efficient context.”
Afternoon activities were busy this afternoon, with white water kayaking taking a scenic ride down the Bantam River and paddling through the beautiful waters of the White Memorial Conservation Area. Meanwhile, the swimming group found a way to beat the heat, crafting homemade hammocks out of their towels to lounge in between refreshing dips in the water. For those looking to escape the humidity, the student center became the ultimate viewing lounge as students gathered with snacks to watch an intense World Cup matchup, cheering as Argentina secured a thrilling comeback win over England.
After dinner, the entire campus community gathered in the V-PAC for the highly anticipated return of Win-It Wednesday. Tonight's event was a fast-paced "Minute to Win It" tournament, featuring dorms competing against one another as well as taking on the counselor team. Everyone brought their best energy and focus to a series of hilarious mini-games, including the pencil backflip, rapid cup stacking, the dizzy mummy wrap, and the crowd-favorite "face the cookie" challenge. The winner of today’s Win-It Wednesday was Hopkins Dorm!
To wrap up an incredible evening of campus-wide fun, a special shout-out goes to the residents of Baillie Dorm, who earned a well-deserved pizza party in recognition of their outstanding behavior and community spirit this week. What a high-energy finish to a great day at Forman!
“READING COMPREHENSION
In today’s class we focused on deeper literary analysis skills which reflect upon an author’s lens into the point of view, tone, mood, and figurative language. Additionally, we have focused on human experiences with a critical lens into human reliance and survival. Last week we delved into Jack London’s short story: “To Build a Fire” then transitioned to the poetic lens of Mary Oliver’s “Hurricane” and Chitra Divakaruni’s “Storm at Point Sur”. These readings were paired with the musical analysis of the Doors “Riders of the Storm” and Andrea Day’s “Rise Up”. Each reflection is similar but contrasting to how literary analysis is subjective to the continuous theme. This week, we continued the theme with the dystopian short story, “All Summer in a Day” by Ray Bradbury. Ray Bradbury’s theme of resilience stemming from human isolation. The complexities of these short stories and musical narratives bring attention to how interpretation is subjective to opinion but which continues to fall within the scope of how analysis remains within the context of tone, mood and figurative language. The reflections were developed through text annotations of each short story.
EXECUTIVE FUNCTION
In today’s class we focused on creating a thesis statement and outline for the short research essay presentation. Over the course of the week, we have focused on developing a plan through backward planning with an analysis on time management and task initiation. While the short essay is to be completed in class, we have spent time breaking down, “chunking” the assignment into small, manageable tasks. Each student has developed a solid topic with three bookmarked sources for citation. Today was the day of the roadblock of creating a thesis statement/outline with resistance and delay. Upon reflection of struggles, the students were honest to the “why” and how to approach the task differently. The group discussions were constructive and thought provoking while building a sense of community in learning to look at a task demand in efficient context.”
Afternoon activities were busy this afternoon, with white water kayaking taking a scenic ride down the Bantam River and paddling through the beautiful waters of the White Memorial Conservation Area. Meanwhile, the swimming group found a way to beat the heat, crafting homemade hammocks out of their towels to lounge in between refreshing dips in the water. For those looking to escape the humidity, the student center became the ultimate viewing lounge as students gathered with snacks to watch an intense World Cup matchup, cheering as Argentina secured a thrilling comeback win over England.
After dinner, the entire campus community gathered in the V-PAC for the highly anticipated return of Win-It Wednesday. Tonight's event was a fast-paced "Minute to Win It" tournament, featuring dorms competing against one another as well as taking on the counselor team. Everyone brought their best energy and focus to a series of hilarious mini-games, including the pencil backflip, rapid cup stacking, the dizzy mummy wrap, and the crowd-favorite "face the cookie" challenge. The winner of today’s Win-It Wednesday was Hopkins Dorm!
To wrap up an incredible evening of campus-wide fun, a special shout-out goes to the residents of Baillie Dorm, who earned a well-deserved pizza party in recognition of their outstanding behavior and community spirit this week. What a high-energy finish to a great day at Forman!
SMART Goals, Splashdowns, and Stories: Day Nine at Forman Summer
Day nine began with warm temperatures and cloudy skies, but the humid weather didn’t slow campus down. Classes ran smoothly as students truly hit their stride in week two. Our faculty highlight for today is Tammy Diehl, an esteemed member of our Cognition and Learning department who has been a dedicated part of the Forman community for over 20 years. Here is an update about her summer classes so far:
“Executive Functioning Skills:
Today was another busy day in Executive Functioning Skills!
We wrapped up our lesson on time management by finishing our project calendars. Students continued thinking about how long-term projects don't just "get done"; they require planning ahead. They added deadlines, built in buffer time for unexpected setbacks, and identified catch-up days to help keep their projects on track. We also practiced working backward from a due date, helping students see how breaking a large project into smaller, manageable steps makes long-term planning much less overwhelming. Throughout the class, I also met with students individually to check in on their project plans, answer questions, and help them think through any adjustments they needed to make.
After wrapping up our calendars, we shifted our focus to goal setting.
To get us started, students reflected on a goal they've had in the past. Some thought about getting good grades, cleaning their room, or even beating a challenging video game. They shared whether they achieved their goal or what got in the way. It was a great reminder that reaching a goal usually takes more than just good intentions.
We then talked about an important idea: goals and tasks are not the same thing. Using the example of earning an A in a class, students realized that the grade itself is the goal. The steps that help them reach that goal include paying attention in class, taking good notes, completing homework, studying, and asking for help when they need it. This helped students see that success comes from consistently completing many small tasks over time, not from one big effort at the end.
Finally, we were introduced to SMART goals. Together, we looked at examples of strong and weak goals and discussed what makes a goal Specific, Measurable, Achievable, Relevant, and Time-Bound. Students quickly noticed that a goal like "I'm going to do better" sounds good but doesn't provide a clear plan, while a goal like "I will complete my research notes by Monday, July 20" gives them something concrete and measurable to work toward.
Tomorrow, students will create SMART goals for their own Passion Projects and begin applying them to their work. As the week continues, we'll shift our focus to finding reliable sources, taking organized notes, and learning how to avoid plagiarism by putting information into our own words. Each lesson builds on the one before it, helping students develop the planning, organization, and self-management skills needed to successfully complete a long-term project. By taking the project one step at a time, students are discovering that big goals become much more manageable when they're broken into smaller, achievable tasks.
Reading Principles
This week in Reading Principles, students continued building their decoding, encoding, and spelling skills using Just Words by Wilson. This structured literacy program provides students with repeated opportunities to practice sound-spelling patterns, helping them become more accurate and confident readers and writers.
One of the highlights was seeing students step into leadership roles by having a student leader lead our daily sound drill. Not only did this give everyone a chance to practice producing sounds accurately, but it also helped students build confidence while supporting one another.
After our sound drill, we spent time building words using the skills we have been practicing, including identifying individual sounds, blending sounds together, and digraph patterns. During Word Talk, we explored demonstration words such as chat, zat, and theck. Students analyzed each word, deciding whether it was a real word or a nonsense word, while explaining the sound-spelling patterns they noticed and how they knew each word could be decoded. We also practiced reading and displaying demonstration words (high-utility vocabulary terms selected from a wide variety of texts to teach word meanings, word structure, and spelling patterns), reinforcing the strategies students are beginning to use more automatically.
We also reviewed high-frequency words to strengthen automatic word recognition, an important skill for improving reading fluency. Each lesson wrapped up with dictation, where students listened carefully and applied what they had learned by spelling and writing words using the patterns we have practiced.
While our daily routine may look similar from one lesson to the next, that consistency is intentional. Each activity builds on the last, giving students multiple opportunities to practice and reinforce new skills. It has been rewarding to watch students become more confident as they recognize patterns more quickly, tackle unfamiliar words with greater independence, and continue developing the foundational reading and spelling skills that will support them across all of their classes.
Reading Comprehension
This week in Reading Comprehension, students continued working on what it means to be an active reader. We started class with a discussion about the difference between simply reading words on a page and truly engaging with a text. Students shared ideas about how strong readers think while they read by asking questions, making connections, and paying attention when something does not make sense.
We spent time reviewing our pre-reading strategies and how readers can gather information before they even begin reading. Students practiced looking at titles, headings, subheadings, pictures, captions, and the length of a text to make predictions and prepare their minds for what they are about to read. We also reviewed identifying the genre, activating background knowledge (schema), setting a purpose for reading, and creating questions to guide their thinking.
Students then revisited annotation strategies and the importance of leaving “thinking marks” while reading. We practiced what readers can do when they come across confusing information, including stopping, noticing the confusion, and using strategies to help clarify their understanding.
We also reviewed The LINCS Vocabulary Strategy from the University of Kansas to help students learn and remember new vocabulary. Students practiced using the strategy with five vocabulary words that are found on standardized tests. Students then applied all of their skills to the article “Why Schools Should Start Later.” Students previewed the text, annotated important information, monitored their comprehension, and answered questions to show their understanding.
To wrap up our vocabulary practice of the 5 words, students participated in a Blooket review game. It was great to see students recalling the vocabulary words and applying what they had learned. Every student was able to earn an 80% or higher, showing the progress they are making with these new strategies.
Tomorrow, students will complete a reflection worksheet where they will think about themselves as readers, recognize their growth, and identify the strategies that help them continue becoming stronger, more confident readers.”
The energy remained high during afternoon activities, where students eagerly embraced a friendly counselor-versus-student basketball matchup. Down at Mohawk Pond, the white-water kayaking group focused on safety and fundamental techniques, successfully practicing their "wet exits" in the water. Meanwhile, Dr. O led a high-octane fitness class focusing on HIIT workouts, while the field sports group opted to beat the heat by heading into the student center to watch the World Cup game together.
Following a delicious dinner, students enjoyed a relaxed block of free time. Many chose to stay cool indoors and gather in the student center to watch the MLB All-Star coverage.
To wrap up the day, the entire campus community gathered in the V-Pac for our second round of Counselor Chats. This evening, Jeremy L., Jackson H., and Jorie W. took the stage to share their personal and academic journeys, offering inspiring stories and valuable insights:
Hearing from these three Forman alumni was the perfect way to bring another warm and productive summer day to a close.
“Executive Functioning Skills:
Today was another busy day in Executive Functioning Skills!
We wrapped up our lesson on time management by finishing our project calendars. Students continued thinking about how long-term projects don't just "get done"; they require planning ahead. They added deadlines, built in buffer time for unexpected setbacks, and identified catch-up days to help keep their projects on track. We also practiced working backward from a due date, helping students see how breaking a large project into smaller, manageable steps makes long-term planning much less overwhelming. Throughout the class, I also met with students individually to check in on their project plans, answer questions, and help them think through any adjustments they needed to make.
After wrapping up our calendars, we shifted our focus to goal setting.
To get us started, students reflected on a goal they've had in the past. Some thought about getting good grades, cleaning their room, or even beating a challenging video game. They shared whether they achieved their goal or what got in the way. It was a great reminder that reaching a goal usually takes more than just good intentions.
We then talked about an important idea: goals and tasks are not the same thing. Using the example of earning an A in a class, students realized that the grade itself is the goal. The steps that help them reach that goal include paying attention in class, taking good notes, completing homework, studying, and asking for help when they need it. This helped students see that success comes from consistently completing many small tasks over time, not from one big effort at the end.
Finally, we were introduced to SMART goals. Together, we looked at examples of strong and weak goals and discussed what makes a goal Specific, Measurable, Achievable, Relevant, and Time-Bound. Students quickly noticed that a goal like "I'm going to do better" sounds good but doesn't provide a clear plan, while a goal like "I will complete my research notes by Monday, July 20" gives them something concrete and measurable to work toward.
Tomorrow, students will create SMART goals for their own Passion Projects and begin applying them to their work. As the week continues, we'll shift our focus to finding reliable sources, taking organized notes, and learning how to avoid plagiarism by putting information into our own words. Each lesson builds on the one before it, helping students develop the planning, organization, and self-management skills needed to successfully complete a long-term project. By taking the project one step at a time, students are discovering that big goals become much more manageable when they're broken into smaller, achievable tasks.
Reading Principles
This week in Reading Principles, students continued building their decoding, encoding, and spelling skills using Just Words by Wilson. This structured literacy program provides students with repeated opportunities to practice sound-spelling patterns, helping them become more accurate and confident readers and writers.
One of the highlights was seeing students step into leadership roles by having a student leader lead our daily sound drill. Not only did this give everyone a chance to practice producing sounds accurately, but it also helped students build confidence while supporting one another.
After our sound drill, we spent time building words using the skills we have been practicing, including identifying individual sounds, blending sounds together, and digraph patterns. During Word Talk, we explored demonstration words such as chat, zat, and theck. Students analyzed each word, deciding whether it was a real word or a nonsense word, while explaining the sound-spelling patterns they noticed and how they knew each word could be decoded. We also practiced reading and displaying demonstration words (high-utility vocabulary terms selected from a wide variety of texts to teach word meanings, word structure, and spelling patterns), reinforcing the strategies students are beginning to use more automatically.
We also reviewed high-frequency words to strengthen automatic word recognition, an important skill for improving reading fluency. Each lesson wrapped up with dictation, where students listened carefully and applied what they had learned by spelling and writing words using the patterns we have practiced.
While our daily routine may look similar from one lesson to the next, that consistency is intentional. Each activity builds on the last, giving students multiple opportunities to practice and reinforce new skills. It has been rewarding to watch students become more confident as they recognize patterns more quickly, tackle unfamiliar words with greater independence, and continue developing the foundational reading and spelling skills that will support them across all of their classes.
Reading Comprehension
This week in Reading Comprehension, students continued working on what it means to be an active reader. We started class with a discussion about the difference between simply reading words on a page and truly engaging with a text. Students shared ideas about how strong readers think while they read by asking questions, making connections, and paying attention when something does not make sense.
We spent time reviewing our pre-reading strategies and how readers can gather information before they even begin reading. Students practiced looking at titles, headings, subheadings, pictures, captions, and the length of a text to make predictions and prepare their minds for what they are about to read. We also reviewed identifying the genre, activating background knowledge (schema), setting a purpose for reading, and creating questions to guide their thinking.
Students then revisited annotation strategies and the importance of leaving “thinking marks” while reading. We practiced what readers can do when they come across confusing information, including stopping, noticing the confusion, and using strategies to help clarify their understanding.
We also reviewed The LINCS Vocabulary Strategy from the University of Kansas to help students learn and remember new vocabulary. Students practiced using the strategy with five vocabulary words that are found on standardized tests. Students then applied all of their skills to the article “Why Schools Should Start Later.” Students previewed the text, annotated important information, monitored their comprehension, and answered questions to show their understanding.
To wrap up our vocabulary practice of the 5 words, students participated in a Blooket review game. It was great to see students recalling the vocabulary words and applying what they had learned. Every student was able to earn an 80% or higher, showing the progress they are making with these new strategies.
Tomorrow, students will complete a reflection worksheet where they will think about themselves as readers, recognize their growth, and identify the strategies that help them continue becoming stronger, more confident readers.”
The energy remained high during afternoon activities, where students eagerly embraced a friendly counselor-versus-student basketball matchup. Down at Mohawk Pond, the white-water kayaking group focused on safety and fundamental techniques, successfully practicing their "wet exits" in the water. Meanwhile, Dr. O led a high-octane fitness class focusing on HIIT workouts, while the field sports group opted to beat the heat by heading into the student center to watch the World Cup game together.
Following a delicious dinner, students enjoyed a relaxed block of free time. Many chose to stay cool indoors and gather in the student center to watch the MLB All-Star coverage.
To wrap up the day, the entire campus community gathered in the V-Pac for our second round of Counselor Chats. This evening, Jeremy L., Jackson H., and Jorie W. took the stage to share their personal and academic journeys, offering inspiring stories and valuable insights:
- Jeremy L., a 2022 Forman graduate, shared that he often felt misunderstood at his previous schools. Coming to Forman changed everything, providing him with supportive teachers, lifelong friends, and opportunities to explore passions like rock climbing, tennis, and boat building. By learning key self-advocacy skills, Jeremy felt fully prepared for college. He is now in graduate school pursuing a career as a school psychologist, with the ultimate goal of working at a school just like Forman to support the next generation of students.
- A 2024 graduate, Jackson H., shared his unique experience at Forman. He arrived as a sophomore, having previously struggled in and out of the classroom. Moving to campus was a massive transition, especially with his family living abroad in Switzerland, but the experience taught him incredible adaptability and independence. At Forman, Jackson learned how to advocate for his own needs and build close, supportive relationships with his teachers, who valued him as an individual rather than just a student.
- Jorie W., another 2024 graduate, spent her four years at Forman as a day student. Jorie shared that she felt frustrated by a lack of understanding from her previous teachers, but the Forman community helped her unlock her full potential. One of her favorite aspects of the school was the mixed-age classes, which allowed her to form deep connections with peers of all ages who shared similar life experiences. Jorie also shared unique opportunities she never thought possible, including banding birds for Cornell University and studying film on actual movie sets in New Zealand and Costa Rica.
Hearing from these three Forman alumni was the perfect way to bring another warm and productive summer day to a close.
Kicking off Week 2: Day Eight at Forman Summer
Week two is underway at Forman Summer! This morning, campus was back in action as students returned to their academic classes. With the rhythms and routines established last week, everyone was ready to jump right into their studies with focus and determination.
Today’s highlight teacher is Jacquelene Carlos, who is teaching Reading Comprehension, Writing, and Executive Functioning this summer. Here is her update for week two:
“Reading Comprehension: After a week of rigorous practice, our reading students have become incredibly efficient with their pre-reading and active reading strategies. Today, they focused on deeply annotating various texts by mastering the art of highlighting key passages, noting personal connections, asking insightful questions, and identifying main ideas. Students also practiced vital "fix-up" strategies for moments when they encounter confusing material. When hit with a challenging passage, they practice rereading complex sections for clarity, looking up unfamiliar vocabulary words, and drawing on their own background knowledge to build context. By consistently utilizing these tools, students are becoming highly active participants in their own reading, learning how to monitor their own understanding, and ultimately achieving much deeper comprehension.
Writing: The focus in writing today was all about structure and organization. Students explored various forms of expository texts to learn how to identify and replicate proper essay frameworks. With their individual essay topics now solidified, students spent the block filling out detailed graphic organizers to map out their ideas, brainstorming compelling "hooks" to capture a reader's attention, and crafting strong, clear thesis statements to guide their arguments. Watching their ideas transition from rough thoughts into structured outlines has been a highlight of the week so far.
Executive Functioning: In today’s Executive Functioning block, students tackled the critical skills of planning and prioritizing. Recognizing that big projects require smart time management, the class worked together to create a comprehensive calendar and outline for their chosen research topics. Students learned how to backward-design a schedule to ensure they allot enough time for every single step of the research and production process, while leaving themselves catch-up days for unexpected challenges. It was a fantastic lesson in breaking down overwhelming assignments into manageable, stress-free daily tasks.”
This afternoon brought a wave of anticipation as students received their new schedules for this week's afternoon activities. Some of the exciting new options for the week include: creative outlets such as drawing and painting, and outdoor activities such as swimming and white water kayaking. Our new activities offer students even more opportunities to challenge themselves, stay active, and make the most of the warm summer weather.
This evening, after a relaxing block of free time, the entire camp community gathered at the new turf field for our weekly "Movement Monday." Tonight's main event was a high-energy game of kickball featuring a classic matchup: students versus counselors. The students showed incredible teamwork and strategy, cheering each other on and working together to get the counselors out.
To top off a fantastic night of friendly competition, the ice cream truck made a surprise early visit to the turf, providing a sweet treat for everyone. It was a great way to end the night!
Today’s highlight teacher is Jacquelene Carlos, who is teaching Reading Comprehension, Writing, and Executive Functioning this summer. Here is her update for week two:
“Reading Comprehension: After a week of rigorous practice, our reading students have become incredibly efficient with their pre-reading and active reading strategies. Today, they focused on deeply annotating various texts by mastering the art of highlighting key passages, noting personal connections, asking insightful questions, and identifying main ideas. Students also practiced vital "fix-up" strategies for moments when they encounter confusing material. When hit with a challenging passage, they practice rereading complex sections for clarity, looking up unfamiliar vocabulary words, and drawing on their own background knowledge to build context. By consistently utilizing these tools, students are becoming highly active participants in their own reading, learning how to monitor their own understanding, and ultimately achieving much deeper comprehension.
Writing: The focus in writing today was all about structure and organization. Students explored various forms of expository texts to learn how to identify and replicate proper essay frameworks. With their individual essay topics now solidified, students spent the block filling out detailed graphic organizers to map out their ideas, brainstorming compelling "hooks" to capture a reader's attention, and crafting strong, clear thesis statements to guide their arguments. Watching their ideas transition from rough thoughts into structured outlines has been a highlight of the week so far.
Executive Functioning: In today’s Executive Functioning block, students tackled the critical skills of planning and prioritizing. Recognizing that big projects require smart time management, the class worked together to create a comprehensive calendar and outline for their chosen research topics. Students learned how to backward-design a schedule to ensure they allot enough time for every single step of the research and production process, while leaving themselves catch-up days for unexpected challenges. It was a fantastic lesson in breaking down overwhelming assignments into manageable, stress-free daily tasks.”
This afternoon brought a wave of anticipation as students received their new schedules for this week's afternoon activities. Some of the exciting new options for the week include: creative outlets such as drawing and painting, and outdoor activities such as swimming and white water kayaking. Our new activities offer students even more opportunities to challenge themselves, stay active, and make the most of the warm summer weather.
This evening, after a relaxing block of free time, the entire camp community gathered at the new turf field for our weekly "Movement Monday." Tonight's main event was a high-energy game of kickball featuring a classic matchup: students versus counselors. The students showed incredible teamwork and strategy, cheering each other on and working together to get the counselors out.
To top off a fantastic night of friendly competition, the ice cream truck made a surprise early visit to the turf, providing a sweet treat for everyone. It was a great way to end the night!
Stadium Seats and Sunday Prep: Day Seven at Forman Summer
Today, students got to sleep in a little before fueling up for the big game in New York. Everyone boarded the buses with excitement, ready for our first all-campus field trip of the summer. On the buses, students passed the time by socializing, playing games, and listening to music. The energy reached a new high as the city came into view, with several students catching their very first glimpse of the New York skyline.
When the students arrived at Citi Field, the Forman community received a special welcome right on the stadium's big screen! Students watched an exciting matchup between the New York Mets and the Boston Red Sox while enjoying a classic ballpark meal. A major highlight of the game was seeing Francisco Lindor hit a home run, though the Red Sox ultimately mounted a comeback to beat the Mets.
Back on campus, students quickly got back into their nightly schedule with dinner and some evening free time. The weekend wrapped up with individual dorm meetings and a Sunday clean-up session. Under the guidance of our dedicated house parents, students focused on healthy nighttime routines by cleaning up their dorms, getting organized, and turning in early to ensure everyone is rested and ready for the start of a productive second week of classes.
With week one officially in the books, students are heading into week two with stronger friendships, a confident sense of routine, and great momentum for the days ahead.
When the students arrived at Citi Field, the Forman community received a special welcome right on the stadium's big screen! Students watched an exciting matchup between the New York Mets and the Boston Red Sox while enjoying a classic ballpark meal. A major highlight of the game was seeing Francisco Lindor hit a home run, though the Red Sox ultimately mounted a comeback to beat the Mets.
Back on campus, students quickly got back into their nightly schedule with dinner and some evening free time. The weekend wrapped up with individual dorm meetings and a Sunday clean-up session. Under the guidance of our dedicated house parents, students focused on healthy nighttime routines by cleaning up their dorms, getting organized, and turning in early to ensure everyone is rested and ready for the start of a productive second week of classes.
With week one officially in the books, students are heading into week two with stronger friendships, a confident sense of routine, and great momentum for the days ahead.
Brunch, Bargains, and Baseball Eve
Today marked the first Saturday of the program, bringing a well deserved shift in pace. After a long and exciting week of classes and activities, students were able to sleep in before heading to the dining hall for a brunch featuring omelets, waffles, and fresh fruit.
Earlier this week, students had signed up for a variety of off-campus trips, or opted to stay behind and enjoy a slower day on campus. Today students either traveled to the Danbury Fair Mall for an afternoon of retail therapy or to Target, while stopping at various fast food restaurants on the way. Back on campus, most students chose to lay low in their dorm rooms, catching up on sleep or connecting with their families. Today’s flexible schedule allowed everyone to relax and reset in their own preferred way.
This evening, after dinner, students enjoyed free time around campus by playing yard games on the green or showing off their new purchases from the day. The night ended with students hanging out in their dorms and preparing for tomorrow’s big baseball game. Today was the perfect blend of rest and community to kick off the weekend.
Stay tuned for updates from tomorrow’s campus-wide field trip to Citi Field in New York!
Earlier this week, students had signed up for a variety of off-campus trips, or opted to stay behind and enjoy a slower day on campus. Today students either traveled to the Danbury Fair Mall for an afternoon of retail therapy or to Target, while stopping at various fast food restaurants on the way. Back on campus, most students chose to lay low in their dorm rooms, catching up on sleep or connecting with their families. Today’s flexible schedule allowed everyone to relax and reset in their own preferred way.
This evening, after dinner, students enjoyed free time around campus by playing yard games on the green or showing off their new purchases from the day. The night ended with students hanging out in their dorms and preparing for tomorrow’s big baseball game. Today was the perfect blend of rest and community to kick off the weekend.
Stay tuned for updates from tomorrow’s campus-wide field trip to Citi Field in New York!
A Week of Learning, Laughter, and Lasting Connections
Our fifth day at Forman Summer brought another warm day, with the sun managing to stay out for most of it. This morning, students wrapped up their first full week of classes. The academic buildings were buzzing with active discussions, collaboration, and hard work as students solidified the skills they learned over the past few days. The foundation built this week has set an excellent tone for the rest of the program.
Anne Crawford, a dedicated member of the Forman community for over 20 years, is our highlighted teacher today. This summer, she is bringing her extensive knowledge to our reading comprehension and writing classes.
“Reading Comprehension
Today in Reading Comprehension, we revisited The Monkey's Paw by W. W. Jacobs—not to reread the story for the plot, but to learn an important skill that strong readers use: annotation. Yesterday we read the story to learn what happened. Today, we reread it like detectives.
We began by talking about the difference between reading a story for the first time and reading it a second time. Students agreed that when we revisit a book, movie, or television show, we often notice details we completely missed the first time. That idea led us into today's lesson: learning how to slow down, notice an author's clues, and think more deeply about the text.
I introduced them to a simple annotation system that we will use throughout the summer. Students learned six annotation symbols that help readers identify important details, ask questions, notice surprising moments, make predictions, analyze character motivation, and recognize moral choices. We emphasized that good readers do not mark everything on the page; instead, they annotate selectively, stopping only when the author gives them a reason to think more carefully.
Using The Monkey's Paw as our practice text, we returned to several key passages and discussed where and why we might annotate. Because students already knew the ending, they were able to recognize the many clues W. W. Jacobs planted early in the story to build suspense and foreshadow later events. This led to thoughtful conversations about how authors intentionally guide readers without revealing everything at once.
Rather than searching for one "correct" annotation, students practiced supporting their thinking with evidence from the text and explaining why they chose a particular symbol. It was encouraging to see students discover that different readers often notice different details—and that these differences can lead to rich discussions.
Today's lesson laid the foundation for the rest of our course. As we continue reading new stories in the coming weeks, students will use annotation not simply as a way to mark the page, but as a tool for asking questions, gathering evidence, and becoming more thoughtful, independent readers.
I hope the students mention some of the "hidden clues" they found in The Monkey's Paw—it was exciting to watch them realize how much the author revealed long before the story reached its dramatic conclusion. Next week, we'll build on today's work by using those annotations to support our ideas with textual evidence, deepen our discussions, and continue developing the close reading skills that strong readers use every day.
Writing 1
Today in Writing I, we explored a big idea that will guide much of our work this summer: every piece of writing has a purpose.
We began class by thinking about all the different kinds of writing we encounter every day. Students quickly realized that writing isn't limited to essays and school assignments—it includes text messages, recipes, social media posts, emails, directions, books, and much more.
Next, we became "writing detectives." Students examined several short pieces of writing and worked together to determine each one's purpose. Rather than focusing on labels first, we asked an important question: "What job is this piece of writing trying to do?" Through discussion, students discovered that every piece of writing is created with a purpose, whether it is to tell a story, explain something, or convince a reader.
Students then put that idea into practice by choosing a single topic and writing three different openings: one narrative, one expository, and one persuasive. Keeping the topic the same while changing the purpose helped them see just how much a writer's choices influence the final piece. To wrap up the activity, students read one of their openings aloud while their classmates listened for clues and identified the piece's purpose. It was a great way to reinforce that writers leave signals for their readers through the choices they make.
We ended class by reflecting on one question that we'll continue asking throughout the summer: "What job does my writing need to do?" Thinking about purpose before putting pencil to paper (or fingers to keyboard) is one of the habits of effective writers, and today's lesson was an important first step in helping students develop that mindset.
Next week, we'll build on today's lesson by focusing on narrative writing. Students will begin learning how writers create engaging openings, develop interesting characters, and use descriptive details to bring their stories to life.”
This afternoon, students also completed their first week of chosen activities. In ceramics, students made cups and bowls using the slab method and practiced with coil designs. The music elective was loud and energetic as students practiced “Seven Nation Army” by The White Stripes. Our fishing students enjoyed their final day of exploring local watering holes, with each student catching at least one fish. The fitness block practiced mindful meditation, a great way to close out the week.
This evening, everyone gathered in the VPAC for our first Friday Movie Night of the summer. With popcorn, snacks, and plenty of laughter, students enjoyed a fun evening together. It was a great way to unwind and celebrate a successful first week at Forman Summer, recognizing all of the hard work, perseverance, and new friendships that have already begun to grow.
Anne Crawford, a dedicated member of the Forman community for over 20 years, is our highlighted teacher today. This summer, she is bringing her extensive knowledge to our reading comprehension and writing classes.
“Reading Comprehension
Today in Reading Comprehension, we revisited The Monkey's Paw by W. W. Jacobs—not to reread the story for the plot, but to learn an important skill that strong readers use: annotation. Yesterday we read the story to learn what happened. Today, we reread it like detectives.
We began by talking about the difference between reading a story for the first time and reading it a second time. Students agreed that when we revisit a book, movie, or television show, we often notice details we completely missed the first time. That idea led us into today's lesson: learning how to slow down, notice an author's clues, and think more deeply about the text.
I introduced them to a simple annotation system that we will use throughout the summer. Students learned six annotation symbols that help readers identify important details, ask questions, notice surprising moments, make predictions, analyze character motivation, and recognize moral choices. We emphasized that good readers do not mark everything on the page; instead, they annotate selectively, stopping only when the author gives them a reason to think more carefully.
Using The Monkey's Paw as our practice text, we returned to several key passages and discussed where and why we might annotate. Because students already knew the ending, they were able to recognize the many clues W. W. Jacobs planted early in the story to build suspense and foreshadow later events. This led to thoughtful conversations about how authors intentionally guide readers without revealing everything at once.
Rather than searching for one "correct" annotation, students practiced supporting their thinking with evidence from the text and explaining why they chose a particular symbol. It was encouraging to see students discover that different readers often notice different details—and that these differences can lead to rich discussions.
Today's lesson laid the foundation for the rest of our course. As we continue reading new stories in the coming weeks, students will use annotation not simply as a way to mark the page, but as a tool for asking questions, gathering evidence, and becoming more thoughtful, independent readers.
I hope the students mention some of the "hidden clues" they found in The Monkey's Paw—it was exciting to watch them realize how much the author revealed long before the story reached its dramatic conclusion. Next week, we'll build on today's work by using those annotations to support our ideas with textual evidence, deepen our discussions, and continue developing the close reading skills that strong readers use every day.
Writing 1
Today in Writing I, we explored a big idea that will guide much of our work this summer: every piece of writing has a purpose.
We began class by thinking about all the different kinds of writing we encounter every day. Students quickly realized that writing isn't limited to essays and school assignments—it includes text messages, recipes, social media posts, emails, directions, books, and much more.
Next, we became "writing detectives." Students examined several short pieces of writing and worked together to determine each one's purpose. Rather than focusing on labels first, we asked an important question: "What job is this piece of writing trying to do?" Through discussion, students discovered that every piece of writing is created with a purpose, whether it is to tell a story, explain something, or convince a reader.
Students then put that idea into practice by choosing a single topic and writing three different openings: one narrative, one expository, and one persuasive. Keeping the topic the same while changing the purpose helped them see just how much a writer's choices influence the final piece. To wrap up the activity, students read one of their openings aloud while their classmates listened for clues and identified the piece's purpose. It was a great way to reinforce that writers leave signals for their readers through the choices they make.
We ended class by reflecting on one question that we'll continue asking throughout the summer: "What job does my writing need to do?" Thinking about purpose before putting pencil to paper (or fingers to keyboard) is one of the habits of effective writers, and today's lesson was an important first step in helping students develop that mindset.
Next week, we'll build on today's lesson by focusing on narrative writing. Students will begin learning how writers create engaging openings, develop interesting characters, and use descriptive details to bring their stories to life.”
This afternoon, students also completed their first week of chosen activities. In ceramics, students made cups and bowls using the slab method and practiced with coil designs. The music elective was loud and energetic as students practiced “Seven Nation Army” by The White Stripes. Our fishing students enjoyed their final day of exploring local watering holes, with each student catching at least one fish. The fitness block practiced mindful meditation, a great way to close out the week.
This evening, everyone gathered in the VPAC for our first Friday Movie Night of the summer. With popcorn, snacks, and plenty of laughter, students enjoyed a fun evening together. It was a great way to unwind and celebrate a successful first week at Forman Summer, recognizing all of the hard work, perseverance, and new friendships that have already begun to grow.
Clear Skies and Campfires: Day Four at Forman Summer
Our fourth day at Forman Summer brought another stretch of fantastic weather, keeping campus energy high from morning until night.
The day started on a familiar note, with students heading to breakfast before diving into their morning academic classes. With the week progressing, students are well-settled into their routines, using their class time to focus on core skills and collaborate with teachers in our supportive, small-group settings.
Our teacher highlight today is from Devin Burkart, a long time Forman educator, who is teaching Reading Comprehension and Critical Reading this summer:
“The opening day of classes in Mr. Burkhart’s Reading Comprehension class focused on helping students build connections with one another while creating a welcoming classroom environment. To spark meaningful conversation, students were asked to write a brief paragraph identifying three people—living or deceased—whom they would invite to a dinner party. They explained why they selected each individual and described the conversations they hoped to have or the questions they would ask. The activity led to thoughtful discussions and offered students an opportunity to learn more about their classmates.
Several students chose historical figures such as Franklin Delano Roosevelt and Ben Franklin, a particularly timely selection following the July 4th holiday. Others selected Albert Einstein, citing not only his remarkable contributions to science but also his well-known struggles with reading. Dr. Martin Luther King Jr. was another popular choice, with students expressing an interest in discussing how he might compare today's social and political landscape with that of the 1960s. Lastly, a student chose Ernest Hemingway due to his unique personality and the fact that it was their favorite author. The activity encouraged students to think critically while also sharing a bit about their own interests and perspectives.
Following the introductory activity, students began exploring the process of annotating literary fiction. Using Roald Dahl’s short story, The Umbrella Man, as our guiding text, I read the story aloud, pausing at strategic moments to model and discuss effective annotation techniques. During each pause, students recorded observations, predictions, and questions directly on the text. I was impressed by how readily they contributed thoughtful ideas despite it being only the first week of class. Many students commented on Dahl’s engaging writing style, vivid characterization, and ability to build suspense. We look forward to completing the story during our next class, when students will continue strengthening their annotation skills while also being introduced to several advanced phonics concepts.
In our Critical Reading class, students spent the first few days examining scholarly articles and white papers that explored the impact of social media and technology on the adolescent brain. As part of this work, students also learned how to critically analyze graphs and statistical data related to these topics, with many of the visualizations coming from Statista’s Daily Data feature. Rather than simply interpreting the numbers, students practiced evaluating the reliability of the information, identifying key trends, and considering the broader implications of the data. After analyzing each graph, students composed written reflections that captured their thoughts, personal insights, lingering questions, and moments of realization. These activities emphasized that becoming a critical reader involves not only understanding written arguments but also thoughtfully evaluating the data and evidence used to support them. I eagerly anticipate the growth and development of the students in both classes as we move forward throughout the summer.“
After lunch, anticipation grew as students made their choices for next week's afternoon activities, giving them a chance to map out new experiences for the days ahead. The rest of the afternoon was spent wrapping up this week's chosen electives under the sun. In metalsmithing and leatherworking, students spent their time fine-tuning their projects, applying final details to their handmade pieces. Our Arethusa farm group experienced something special today: welcoming a newborn sheep of only a few hours old. Adventure was in full swing with our ropes course as students climbed, balanced, and used teamwork to successfully cross the challenging lily pad element.
Thursday evenings at Forman offer extra free time, and tonight didn't disappoint. Students spread across campus to make the most of the beautiful evening, playing yard games on the green, hanging out in the student center, and enjoying s'mores around the fire pit. It was the perfect conclusion to a day filled with teamwork, creativity, and new milestones.
Stay tuned for more exciting events and pictures to come!
The day started on a familiar note, with students heading to breakfast before diving into their morning academic classes. With the week progressing, students are well-settled into their routines, using their class time to focus on core skills and collaborate with teachers in our supportive, small-group settings.
Our teacher highlight today is from Devin Burkart, a long time Forman educator, who is teaching Reading Comprehension and Critical Reading this summer:
“The opening day of classes in Mr. Burkhart’s Reading Comprehension class focused on helping students build connections with one another while creating a welcoming classroom environment. To spark meaningful conversation, students were asked to write a brief paragraph identifying three people—living or deceased—whom they would invite to a dinner party. They explained why they selected each individual and described the conversations they hoped to have or the questions they would ask. The activity led to thoughtful discussions and offered students an opportunity to learn more about their classmates.
Several students chose historical figures such as Franklin Delano Roosevelt and Ben Franklin, a particularly timely selection following the July 4th holiday. Others selected Albert Einstein, citing not only his remarkable contributions to science but also his well-known struggles with reading. Dr. Martin Luther King Jr. was another popular choice, with students expressing an interest in discussing how he might compare today's social and political landscape with that of the 1960s. Lastly, a student chose Ernest Hemingway due to his unique personality and the fact that it was their favorite author. The activity encouraged students to think critically while also sharing a bit about their own interests and perspectives.
Following the introductory activity, students began exploring the process of annotating literary fiction. Using Roald Dahl’s short story, The Umbrella Man, as our guiding text, I read the story aloud, pausing at strategic moments to model and discuss effective annotation techniques. During each pause, students recorded observations, predictions, and questions directly on the text. I was impressed by how readily they contributed thoughtful ideas despite it being only the first week of class. Many students commented on Dahl’s engaging writing style, vivid characterization, and ability to build suspense. We look forward to completing the story during our next class, when students will continue strengthening their annotation skills while also being introduced to several advanced phonics concepts.
In our Critical Reading class, students spent the first few days examining scholarly articles and white papers that explored the impact of social media and technology on the adolescent brain. As part of this work, students also learned how to critically analyze graphs and statistical data related to these topics, with many of the visualizations coming from Statista’s Daily Data feature. Rather than simply interpreting the numbers, students practiced evaluating the reliability of the information, identifying key trends, and considering the broader implications of the data. After analyzing each graph, students composed written reflections that captured their thoughts, personal insights, lingering questions, and moments of realization. These activities emphasized that becoming a critical reader involves not only understanding written arguments but also thoughtfully evaluating the data and evidence used to support them. I eagerly anticipate the growth and development of the students in both classes as we move forward throughout the summer.“
After lunch, anticipation grew as students made their choices for next week's afternoon activities, giving them a chance to map out new experiences for the days ahead. The rest of the afternoon was spent wrapping up this week's chosen electives under the sun. In metalsmithing and leatherworking, students spent their time fine-tuning their projects, applying final details to their handmade pieces. Our Arethusa farm group experienced something special today: welcoming a newborn sheep of only a few hours old. Adventure was in full swing with our ropes course as students climbed, balanced, and used teamwork to successfully cross the challenging lily pad element.
Thursday evenings at Forman offer extra free time, and tonight didn't disappoint. Students spread across campus to make the most of the beautiful evening, playing yard games on the green, hanging out in the student center, and enjoying s'mores around the fire pit. It was the perfect conclusion to a day filled with teamwork, creativity, and new milestones.
Stay tuned for more exciting events and pictures to come!
Sunshine, Sports, & Skill-Building: Day Three at Forman Summer
Day three at Forman Summer brought a shift from orientation to steady routine. Students moved through the day with confidence and a sense of purpose. The clear skies and warm weather brought great energy to our campus. Morning classes took full advantage of the established routine, allowing teachers and students to dive deeper into academic topics.
Our first teacher highlight is from Kat Kelly, who has been a great addition to Forman this school year. She decided to bring her talents to the Summer Program and continue to give to our community. This summer she is teaching Executive Functioning for Grades 7/8, 9/10, and 10/11.
“This week, students have hit the ground running in our Executive Functioning classroom. We began by exploring what executive functioning is and how these essential cognitive skills influence every aspect of learning, problem-solving, and daily life. Students have been introduced to the core executive functioning skills—including planning, organization, sustained attention, working memory, decision-making, and metacognition—and have started reflecting on their own unique strengths and areas for growth.
One of our first lessons focused on decision paralysis—why making choices can sometimes feel overwhelming, the cognitive and emotional factors that contribute to indecision, and practical strategies for moving forward with confidence. Students immediately applied these concepts as they began narrowing their ideas for their summer research projects, recognizing that effective decision-making is itself an executive functioning skill that can be practiced and strengthened.
Throughout the summer, students will be engaged in a student-driven, multi-week research project centered on a topic they are genuinely passionate about. Rather than assigning a single research topic, students are empowered to pursue their own interests, ask meaningful questions, and take ownership of their learning. This approach encourages curiosity while providing authentic opportunities to strengthen executive functioning skills through real experience.
Through regular self-assessments, project management tools, goal-setting activities, and individual student-teacher conferences, students will learn to recognize which executive functioning strategies work best for them. The ultimate goal is not only to complete a research project, but also to help students become more independent, self-aware learners who can confidently apply these skills long after the summer program has ended.
It has been exciting to see students begin brainstorming topics that truly inspire them. Over the next few days, each student will develop and propose a research question that will guide their work for the remainder of the program. The variety of ideas already emerging reflects the creativity and curiosity within our classroom. For example, one student is exploring how advancements in technology have influenced the rules of the FIFA 2026 tournament, while another is investigating how global public health initiatives are shaping today's food industry. We look forward to watching these projects—and our students—grow over the coming weeks."
This afternoon students continued their chosen afternoon activities for the week, and were finally able to take full advantage of nice weather. The basketball elective played Knockout while bracelet making escaped the heat in the Student Center. Whether breaking a sweat, crafting, or on recreational trips, the students stayed active and energized.
After dinner, students enjoyed well-earned free time and a chance to unwind after the busy day. This evening, students participated in their first Win-it Wednesday, which featured a Kahoot game, where they competed to see who could recognize the most brand logos and earn prizes for their dorm. Prizes included Forman merchandise, popsicles, and other snacks. Awards were also given to students who demonstrated good sportsmanship.
The combination of deep academic focus, outdoor recreation, and friendly competition made for a highly productive day across campus!
Our first teacher highlight is from Kat Kelly, who has been a great addition to Forman this school year. She decided to bring her talents to the Summer Program and continue to give to our community. This summer she is teaching Executive Functioning for Grades 7/8, 9/10, and 10/11.
“This week, students have hit the ground running in our Executive Functioning classroom. We began by exploring what executive functioning is and how these essential cognitive skills influence every aspect of learning, problem-solving, and daily life. Students have been introduced to the core executive functioning skills—including planning, organization, sustained attention, working memory, decision-making, and metacognition—and have started reflecting on their own unique strengths and areas for growth.
One of our first lessons focused on decision paralysis—why making choices can sometimes feel overwhelming, the cognitive and emotional factors that contribute to indecision, and practical strategies for moving forward with confidence. Students immediately applied these concepts as they began narrowing their ideas for their summer research projects, recognizing that effective decision-making is itself an executive functioning skill that can be practiced and strengthened.
Throughout the summer, students will be engaged in a student-driven, multi-week research project centered on a topic they are genuinely passionate about. Rather than assigning a single research topic, students are empowered to pursue their own interests, ask meaningful questions, and take ownership of their learning. This approach encourages curiosity while providing authentic opportunities to strengthen executive functioning skills through real experience.
Through regular self-assessments, project management tools, goal-setting activities, and individual student-teacher conferences, students will learn to recognize which executive functioning strategies work best for them. The ultimate goal is not only to complete a research project, but also to help students become more independent, self-aware learners who can confidently apply these skills long after the summer program has ended.
It has been exciting to see students begin brainstorming topics that truly inspire them. Over the next few days, each student will develop and propose a research question that will guide their work for the remainder of the program. The variety of ideas already emerging reflects the creativity and curiosity within our classroom. For example, one student is exploring how advancements in technology have influenced the rules of the FIFA 2026 tournament, while another is investigating how global public health initiatives are shaping today's food industry. We look forward to watching these projects—and our students—grow over the coming weeks."
This afternoon students continued their chosen afternoon activities for the week, and were finally able to take full advantage of nice weather. The basketball elective played Knockout while bracelet making escaped the heat in the Student Center. Whether breaking a sweat, crafting, or on recreational trips, the students stayed active and energized.
After dinner, students enjoyed well-earned free time and a chance to unwind after the busy day. This evening, students participated in their first Win-it Wednesday, which featured a Kahoot game, where they competed to see who could recognize the most brand logos and earn prizes for their dorm. Prizes included Forman merchandise, popsicles, and other snacks. Awards were also given to students who demonstrated good sportsmanship.
The combination of deep academic focus, outdoor recreation, and friendly competition made for a highly productive day across campus!
Finding our Rhythm: Day Two at Forman Summer
The second day of Forman Summer marked the official launch of our academic schedule. With the help of their new teachers, students were comfortable navigating the campus and finding their classrooms. Our small class sizes and individualized instruction ensures student success. This intentional structure allowed teachers and classes to build relationships, establish classroom norms, and set goals for the rest of the program. Today secured a focused and supportive learning environment for the weeks ahead.
We are pleased to share the following update from Sara Reilly, our Director of Academics for Forman Summer Program:
“Today marked the successful start of our Four-Week Academic Summer Program. We were delighted to welcome our students, who arrived with enthusiasm and a positive attitude towards learning.
The first day focused on helping students settle into their new environment, establish positive learning routines, and become familiar with the academic program. In class, students participated in engaging activities that encouraged collaboration, critical thinking, and discussion while building confidence and developing new skills.
It was wonderful to see students embracing new challenges, forming friendships, and contributing positively to the learning environment. Their enthusiasm has provided an excellent foundation for the weeks ahead.
We look forward to supporting our students as they continue to grow academically. We are committed to ensuring that this is an exciting summer experience.
Thank you to our students, families, and dedicated colleagues for making the first day such a positive beginning.
The afternoon kicked off our first round of student-selected activities. These elective blocks give students a chance to pursue specific interests while interacting with peers outside of the classroom setting. This week's activities include hands-on crafts like metalsmithing and leatherworking, creative outlets like music, and recreational activities such as basketball, fishing, and visits to Arethusa farm.
The evening brought the first round of Counselor Chats, a powerful Forman tradition that gives our community the chance to learn from alumni who’ve walked in their shoes. Tonight, we heard from three incredible voices, Will M., Ben R., and Will D., all of whom were chosen by student vote to share their personal journeys.
We are pleased to share the following update from Sara Reilly, our Director of Academics for Forman Summer Program:
“Today marked the successful start of our Four-Week Academic Summer Program. We were delighted to welcome our students, who arrived with enthusiasm and a positive attitude towards learning.
The first day focused on helping students settle into their new environment, establish positive learning routines, and become familiar with the academic program. In class, students participated in engaging activities that encouraged collaboration, critical thinking, and discussion while building confidence and developing new skills.
It was wonderful to see students embracing new challenges, forming friendships, and contributing positively to the learning environment. Their enthusiasm has provided an excellent foundation for the weeks ahead.
We look forward to supporting our students as they continue to grow academically. We are committed to ensuring that this is an exciting summer experience.
Thank you to our students, families, and dedicated colleagues for making the first day such a positive beginning.
The afternoon kicked off our first round of student-selected activities. These elective blocks give students a chance to pursue specific interests while interacting with peers outside of the classroom setting. This week's activities include hands-on crafts like metalsmithing and leatherworking, creative outlets like music, and recreational activities such as basketball, fishing, and visits to Arethusa farm.
The evening brought the first round of Counselor Chats, a powerful Forman tradition that gives our community the chance to learn from alumni who’ve walked in their shoes. Tonight, we heard from three incredible voices, Will M., Ben R., and Will D., all of whom were chosen by student vote to share their personal journeys.
- Will M., currently attending Iona College as a criminal justice major, spoke about his aspirations to work at the federal level, as well as how the relationships he built at Forman, particularly with peers and staff, shaped his confidence and direction.
- Ben R., studying business administration at the College of Charleston, reflected on his love of travel and his favorite Forman experiences during Winterim trips abroad. His future plans include a career in real estate.
- Will D., a student at Providence College, is still exploring his path, possibly toward education or business, but shared his love for boating and his ambition to become a licensed captain one day. His calm confidence and adventurous spirit resonated deeply with students.
Raindrops, Roommates, and Roadmaps: Day One at Forman Summer
Today marked a rainy, but exciting start to the Forman Summer Program. The New England summer rain did not dampen the high energy vibrating across campus. Today was all about transitions, turning the initial nervous energy of arrival into the foundational building blocks of a transformative four weeks ahead.
The morning kicked off with families and students navigating the rain to unpack suitcases, organize desks, and transform empty dorm rooms into cozy new homes. Dorm parents and student counselors were in full swing, initiating the relationship-building that defines our community. Once settled, students gathered in their respective groups to map out the journey ahead with schedule planning. Going through the upcoming classes and afternoon activities helped ground everyone, shifting the focus toward the incredible academic momentum and personal growth waiting just around the corner.
Our afternoon featured a very special community presentation from a beloved local staple. Two agricultural educators from Litchfield's own Arethusa Farm visited campus to speak with our students about an incredible new learning opportunity. They introduced a high school program that offers a hands-on look at how a farm functions, from operating farm machinery to growing crops and caring for livestock.
To wrap up a busy day, we had a surprise visit from a classic ice cream truck right on the green. As night fell on our first day together, the dorms were filled with a comforting, familiar hum. The rain has cleared, the schedules are set, and friendships have officially begun to form. We are officially dialed in and ready for a spectacular summer of learning, grit, and connection.
Welcome to Forman Summer and let the journey begin!
The morning kicked off with families and students navigating the rain to unpack suitcases, organize desks, and transform empty dorm rooms into cozy new homes. Dorm parents and student counselors were in full swing, initiating the relationship-building that defines our community. Once settled, students gathered in their respective groups to map out the journey ahead with schedule planning. Going through the upcoming classes and afternoon activities helped ground everyone, shifting the focus toward the incredible academic momentum and personal growth waiting just around the corner.
Our afternoon featured a very special community presentation from a beloved local staple. Two agricultural educators from Litchfield's own Arethusa Farm visited campus to speak with our students about an incredible new learning opportunity. They introduced a high school program that offers a hands-on look at how a farm functions, from operating farm machinery to growing crops and caring for livestock.
To wrap up a busy day, we had a surprise visit from a classic ice cream truck right on the green. As night fell on our first day together, the dorms were filled with a comforting, familiar hum. The rain has cleared, the schedules are set, and friendships have officially begun to form. We are officially dialed in and ready for a spectacular summer of learning, grit, and connection.
Welcome to Forman Summer and let the journey begin!
Welcome to Forman Summer!
Dear Forman Summer Families,
As the school year winds down, we’re counting down the days until we kick off Forman Summer this July! Our program is designed to give your child a fun, meaningful experience that encourages them to step outside their comfort zone and discover just how much they’re capable of. I’m truly honored to lead such a special program and to work alongside a talented, energetic team ready to make this summer one to remember.
Our program begins on July 6th with Orientation, a day designed to build connections, have fun, and begin new adventures together.
As you prepare for the summer, please be sure to review the packing list and complete the roommate questionnaire. You will also find the weekday schedule and Parent/Student Handbook available to help with your planning.
Our Director of Academics, Sara Reilly, will contact families in May to discuss course placements and make sure they align with your child’s interests and needs.
The Forman Summer Program Closing Ceremony will take place on Friday, July 31st, at 10:00 a.m. in the Visual and Performing Arts Center. The ceremony will last approximately 45 minutes. Students will move out of their dorms and depart campus immediately afterward. Please note that all students and families must be off campus by 1:00 p.m.
Academic Year Info Session
For those of you interested in learning more about attending Forman School for the academic year, we invite you to stay for an Information Session in our Malcolm G. Chace Student Center directly following the closing ceremony at 11:00 a.m. This is a great opportunity to learn more from current teachers and young alumni about what it means to be a Forman Lion!
If you have any questions as we get closer to July, please don’t hesitate to reach out. I’m looking forward to meeting your child and being part of what I know will be an incredible summer.
Thank you!
John
As the school year winds down, we’re counting down the days until we kick off Forman Summer this July! Our program is designed to give your child a fun, meaningful experience that encourages them to step outside their comfort zone and discover just how much they’re capable of. I’m truly honored to lead such a special program and to work alongside a talented, energetic team ready to make this summer one to remember.
Our program begins on July 6th with Orientation, a day designed to build connections, have fun, and begin new adventures together.
As you prepare for the summer, please be sure to review the packing list and complete the roommate questionnaire. You will also find the weekday schedule and Parent/Student Handbook available to help with your planning.
Our Director of Academics, Sara Reilly, will contact families in May to discuss course placements and make sure they align with your child’s interests and needs.
The Forman Summer Program Closing Ceremony will take place on Friday, July 31st, at 10:00 a.m. in the Visual and Performing Arts Center. The ceremony will last approximately 45 minutes. Students will move out of their dorms and depart campus immediately afterward. Please note that all students and families must be off campus by 1:00 p.m.
Academic Year Info Session
For those of you interested in learning more about attending Forman School for the academic year, we invite you to stay for an Information Session in our Malcolm G. Chace Student Center directly following the closing ceremony at 11:00 a.m. This is a great opportunity to learn more from current teachers and young alumni about what it means to be a Forman Lion!
If you have any questions as we get closer to July, please don’t hesitate to reach out. I’m looking forward to meeting your child and being part of what I know will be an incredible summer.
Thank you!
John
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