Bittersweet Goodbyes: Final Day of Forman Summer
Today marked the final chapter of an incredible month as families gathered on campus to celebrate the conclusion of the Forman Summer Program.
Program Director John Strawson kicked off the morning by welcoming parents, guardians, and students with a lovely breakfast, after which everyone gathered in the Visual and Performing Arts Center (VPAC) for the official closing ceremony. Mr. Strawson opened with heartfelt gratitude for the dedicated faculty and staff whose hard work made the program possible. Next, a video montage played on screen, highlighting favorite moments from afternoon activities and weekend trips. The auditorium filled with laughter, cheer, applause, and a few emotional smiles as students relived their favorite memories.
Director of Academics, Sara Reilly, then took the stage to recognize the teaching staff for their devotion and to praise the incredible motivation, personal growth, and academic achievements demonstrated by the students over the past four weeks. (She also reminded families to keep an eye out for final teacher comments coming next week!) Ms. Reilly closed her remarks by sharing a powerful message from Hailey, a Forman alumna and current summer assistant teacher. Hailey reflected on how the organization, time management, and self-advocacy skills she learned at Forman extended far beyond the classroom, helping her excel through college and into her career as an educator while empowering her to step into leadership roles with confidence.
The final speech of the ceremony was delivered by Will, a Forman alumna and current counselor, who shared his deeply personal journey. He spoke candidly about how public school had once been a struggle where he felt like he stood out for the wrong reasons. Attending the Forman Summer Program was a turning point, showing him that he wasn't alone, teaching him strategies tailored to how he learned, and proving that academic success was fully within reach. When he returned for the regular school year, he threw himself into sports and leadership opportunities, stepped out of his comfort zone, and built lasting self-belief. He left the audience with an empowering reminder for every student: "You can do hard things."
While saying goodbye was bittersweet, the tears and hugs across campus showed just how deep these new connections run. The Forman Summer Program was truly memorable, and we extend our warmest thanks to all of our students and families for making this summer so special. We wish you the absolute best on the journey ahead!
As a quick reminder, you can save $1,000 on next year’s summer program by registering before September 1st.
Sincerely,
The Forman Summer Team
Program Director John Strawson kicked off the morning by welcoming parents, guardians, and students with a lovely breakfast, after which everyone gathered in the Visual and Performing Arts Center (VPAC) for the official closing ceremony. Mr. Strawson opened with heartfelt gratitude for the dedicated faculty and staff whose hard work made the program possible. Next, a video montage played on screen, highlighting favorite moments from afternoon activities and weekend trips. The auditorium filled with laughter, cheer, applause, and a few emotional smiles as students relived their favorite memories.
Director of Academics, Sara Reilly, then took the stage to recognize the teaching staff for their devotion and to praise the incredible motivation, personal growth, and academic achievements demonstrated by the students over the past four weeks. (She also reminded families to keep an eye out for final teacher comments coming next week!) Ms. Reilly closed her remarks by sharing a powerful message from Hailey, a Forman alumna and current summer assistant teacher. Hailey reflected on how the organization, time management, and self-advocacy skills she learned at Forman extended far beyond the classroom, helping her excel through college and into her career as an educator while empowering her to step into leadership roles with confidence.
The final speech of the ceremony was delivered by Will, a Forman alumna and current counselor, who shared his deeply personal journey. He spoke candidly about how public school had once been a struggle where he felt like he stood out for the wrong reasons. Attending the Forman Summer Program was a turning point, showing him that he wasn't alone, teaching him strategies tailored to how he learned, and proving that academic success was fully within reach. When he returned for the regular school year, he threw himself into sports and leadership opportunities, stepped out of his comfort zone, and built lasting self-belief. He left the audience with an empowering reminder for every student: "You can do hard things."
While saying goodbye was bittersweet, the tears and hugs across campus showed just how deep these new connections run. The Forman Summer Program was truly memorable, and we extend our warmest thanks to all of our students and families for making this summer so special. We wish you the absolute best on the journey ahead!
As a quick reminder, you can save $1,000 on next year’s summer program by registering before September 1st.
Sincerely,
The Forman Summer Team
Lanes and Arcade Games: Day Twenty-Four of Forman Summer
Although the rain kept coming today, the energy on campus remained high. Morning classes were full of focus and pride as some students wrapped up their work while others began presenting their final projects to their peers. Our final teacher highlight is Eileen Mooney with a closing remark about her three classes:
“As we wrap up the final week of Forman Summer Program, I wanted to share an update on what students have been learning across our Geometry, Algebra 2, and Executive Functioning courses. It has been wonderful to watch students challenge themselves, build confidence, and develop both their academic and learning skills.
Geometry students have been strengthening their understanding of foundational geometric concepts through problem solving, visualization, and mathematical reasoning. Since the last update, we have been exploring similar and congruent triangles, and are about to get into writing proofs on triangle congruence. Rather than simply memorizing formulas, students have been encouraged to explain why mathematical relationships work and to support their reasoning with evidence. Throughout the course, students have practiced communicating their mathematical thinking and persevering through multi-step problems. As they continue to build these habits, they are becoming more confident in tackling unfamiliar questions and checking their work for accuracy.
Our Algebra 2 students have been focusing on function transformations and curve sketching. Beginning with parent functions, students have learned how coefficients, signs, and constants affect the graphs of linear, quadratic, and absolute value functions. By constructing tables of values and analyzing each transformation step by step, students are developing a deeper understanding of how equations and graphs are connected. In addition to strengthening their algebraic skills, students have been practicing careful organization, attention to detail, and mathematical communication. Many have shown tremendous growth in recognizing patterns and becoming more independent problem solvers.
In our Executive Functioning course, students have been exploring the learning skills that support success both inside and outside the classroom. We have discussed organization, planning, time management, goal setting, research skills, and strategies for breaking large tasks into manageable pieces. Students are currently wrapping up their independent research projects centered around topics they are genuinely passionate about. This project has given them the opportunity to practice not only research and presentation skills, but also the executive functioning habits of planning ahead, managing deadlines, organizing information, and revising their work throughout the process. One of the most rewarding parts of the course has been watching students take ownership of their learning by pursuing subjects that excite them while developing habits that will benefit them across all of their classes.
As we continue through the remainder of the program, students will build upon these skills through increasingly challenging activities, collaborative discussions, and opportunities for reflection. Whether strengthening mathematical reasoning or developing stronger executive functioning habits, each student is making meaningful progress.”
With afternoon activities rained out, the entire campus packed up and headed to the bowling alley for an afternoon of friendly competition and team bonding. Students took over the lanes and the arcade, bowling strikes, playing games, and taking home a haul of candy, toys, and prizes.
The clouds finally parted after dinner, making way for a beautiful, clear evening. Everyone took full advantage of their last extended period of free time, running around campus with their new arcade prizes, playing one-touch soccer games, and hanging out with the campus pets. As we close in on the end of our time together at Forman Summer, we can't wait to make the absolute most of our final day of classes and activities tomorrow!
“As we wrap up the final week of Forman Summer Program, I wanted to share an update on what students have been learning across our Geometry, Algebra 2, and Executive Functioning courses. It has been wonderful to watch students challenge themselves, build confidence, and develop both their academic and learning skills.
Geometry students have been strengthening their understanding of foundational geometric concepts through problem solving, visualization, and mathematical reasoning. Since the last update, we have been exploring similar and congruent triangles, and are about to get into writing proofs on triangle congruence. Rather than simply memorizing formulas, students have been encouraged to explain why mathematical relationships work and to support their reasoning with evidence. Throughout the course, students have practiced communicating their mathematical thinking and persevering through multi-step problems. As they continue to build these habits, they are becoming more confident in tackling unfamiliar questions and checking their work for accuracy.
Our Algebra 2 students have been focusing on function transformations and curve sketching. Beginning with parent functions, students have learned how coefficients, signs, and constants affect the graphs of linear, quadratic, and absolute value functions. By constructing tables of values and analyzing each transformation step by step, students are developing a deeper understanding of how equations and graphs are connected. In addition to strengthening their algebraic skills, students have been practicing careful organization, attention to detail, and mathematical communication. Many have shown tremendous growth in recognizing patterns and becoming more independent problem solvers.
In our Executive Functioning course, students have been exploring the learning skills that support success both inside and outside the classroom. We have discussed organization, planning, time management, goal setting, research skills, and strategies for breaking large tasks into manageable pieces. Students are currently wrapping up their independent research projects centered around topics they are genuinely passionate about. This project has given them the opportunity to practice not only research and presentation skills, but also the executive functioning habits of planning ahead, managing deadlines, organizing information, and revising their work throughout the process. One of the most rewarding parts of the course has been watching students take ownership of their learning by pursuing subjects that excite them while developing habits that will benefit them across all of their classes.
As we continue through the remainder of the program, students will build upon these skills through increasingly challenging activities, collaborative discussions, and opportunities for reflection. Whether strengthening mathematical reasoning or developing stronger executive functioning habits, each student is making meaningful progress.”
With afternoon activities rained out, the entire campus packed up and headed to the bowling alley for an afternoon of friendly competition and team bonding. Students took over the lanes and the arcade, bowling strikes, playing games, and taking home a haul of candy, toys, and prizes.
The clouds finally parted after dinner, making way for a beautiful, clear evening. Everyone took full advantage of their last extended period of free time, running around campus with their new arcade prizes, playing one-touch soccer games, and hanging out with the campus pets. As we close in on the end of our time together at Forman Summer, we can't wait to make the absolute most of our final day of classes and activities tomorrow!
Summer Showers and Bright Creations: Day Twenty-Three of Forman Summer
Another cloudy, but warm morning provided the perfect backdrop as students kept their momentum rolling, applying all their learning and working on their projects. Today’s highlight teachers include Carly Tutolo and Susan Anton, who share updates on their Reading Comprehension, Writing, and Executive Functioning classes:
“In what felt like no time at all, here we are, in the final week of Forman’s Summer Program! When I think about how dedicated my Writing students were in committing to their own learning, in one of the most difficult times of the year to commit to one’s learning, I’m reminded of exactly why I decided I would be a teacher almost 20 years ago. I feel so incredibly lucky to have met and worked with your students; they’re witty, inquisitive, funny, and earnest. They asked questions without reservation, they shared their doubts and concerns with honesty and vulnerability, and they accepted and followed constructive criticism with open minds, which is all a person could really ask for.
Since my last blog post, all writing students have been throwing themselves into a carefully broken down writing process, specifically catered to those with ADHD, inherently benefitting those who don’t, as well. Because of this, though, many students were forced out of their comfort zones. They were asked to temporarily leave behind a system taught to the masses for decades now and instead, try thinking about a familiar task in an unfamiliar way. Some wanted to skip the plan and jump right into writing, but the system I asked them to experiment with forced them to spend roughly 75% of their time on the plan, rather than the essay itself. This was so they could see for themselves that planning actually saves time by allowing one to avoid roadblocks or dead ends and ultimately write their essay with ease as a result. Some wanted to plan a little bit, but once they had their thesis statement, move on to their writing, but they were guided to slow down. This allowed for one of many conversations we had this month about how just because we have done something for a long time and it hasn’t been entirely unsuccessful, doesn’t mean we shouldn’t try going down a path that could ultimately make our lives even easier. We talked about how once this program ends and the school year begins, they can go back to using any strategy they want to achieve the tasks at hand, so why not just lean in to trying something new?
Well, I’m pleased to report that every writing student was willing to push themselves out of their comfort zone and, as a result, learned far more than they ever could have expected. Slowing down took the pressure off of a historically stressful task and instead of turning to generative AI for writing support, each student instead asked more questions. They began to understand how one idea connects to another and why certain aspects of an essay exist in the first place. They were able to see for themselves that the sky doesn’t fall when a rough draft isn’t perfect and, most importantly, that their own voice matters and is worth hearing, even if it takes a little extra effort to get it into the page.
At the start of the program, I asked each student to make a SMART goal for themselves; I shared that I didn’t believe in aimlessly moving through a program like this one and that there is so much that can be gained when one can focus on what they want to achieve. In an effort to prove this to them, I shared my goal as well, which was as follows: By the end of the summer program, all Writing students will have a better understanding of the inner workings of an essay, will try at least one learning strategy they’ve never tried before, and will feel more confident about their writing on the last day than the day they first began the course. I shared this goal with my students on the first day and never stopped doing so in the days to follow, because if there’s one thing I know to be true, it’s that when your students finally feel comfortable enough to take some risks and push themselves instead of worrying about perfection or simply getting the job done, they shine. Their ideas flow at rates that surprise even themselves at times and their drive to keep learning and growing manifested in a variety of ways.
While every one of my Writing students will be leaving with access to the slides presentation I built to guide them through this process, I hope they’ll also be leaving with a newfound love of learning and a strong sense of pride in what they were able to accomplish here. I wish them the best of luck in the upcoming academic year and hope to see many familiar faces this Fall on Forman’s campus!
-Carly Tutolo”
“Reading Comprehension: In today’s class we continued our focus on deeper literary analysis that included literal understanding, vocabulary in context, and monitoring our comprehension of more complex text. We read the “Cast of Amontillado” by Edgar Allen Poe. From our “rich” role play to the critical analysis of the story’s elements, symbolism, irony and theme, we delved into the complexities of the rich text.
Through evaluating textual evidence, our round table discussions became sprinkled with personal thoughts if the ending were different. And, what Montresor’s actions might have been afterward. It was fascinating to hear each student’s modern perspective on the ending, too!
We also focused on Poe’s symbolism and Irony sprinkled throughout the text. Students reflected on the theme of friend versus foe within the context of revenge and whether it’s ever justified. Their annotations captured both the story’s irony and the narrator’s state of mind.
Another short poem they read was, “The Poison Tree” by William Blake. Here, students continued to practice inferential thinking of reading between the lines of friend and foe. Our roundtable began with predictions based on the title, then we moved into how nature can symbolize a painful growth experience. Students made text-to-self and text-to-world connections, and we discussed various different plants that could cause harm to humans. One student noted how a plant may be beautiful on the surface while causing great destruction underneath - a fitting parallel to the poem’s theme.
To close, we have spent time writing a short summary of one of the short stories they’d recommend to a friend. We also compared several stories from different eras that share a similar theme but differ in tone, mood, and setting.
Executive Functioning: In today’s class we focused on finalizing our Passion Projects. Students have spent time polishing their edits, and it was rewarding to witness the effort they put into developing their projects, paired with the honest self-reflection on using new tools throughout the process.
By chunking their tasks over the week, many students were candid in their reflections of what worked well and what approaches might need to change in the future. We used a chunking strategy of 10-minutes of work time followed by a 5-minute break. A strategy the class decided on together. This approach helped students recognize their own “swet spot”: the point before cognitive overload set in, signaled by the timer.
As we have been honing in on the final edits, It has been fun to witness the time spent developing their projects with an honest self-reflection of creating a project using new tools. Through chunking their tasks over the week, some students have been honest in their reflections of what works and what approaches to an assignment could change. We used a chunking strategy: 10-minutes work/5-minute breaks. The chunking strategy was a class decision and effort. The strategy showed the students that by the timer rang to take a break, it was their “sweet spot” before the panic and cognitive over-load set in. I was impressed with how everyone was committed to this strategy of “locking in” (the key task word) and the final product.
-Susan Anton”
The afternoon was packed with creativity and play across campus. Tie-dye brought a splash of vibrant color to white t-shirts and socks, while basketball kept things competitive with some energetic 2v2 games. Jewelry crafters embraced a classic camp tradition by making colorful string friendship bracelets, and over in the music studio, students continued recording their tracks, adding their own vocals to their original pieces.
As the rain picked up after dinner, students made their own fun during free time. A few brave souls headed out to dance in the summer rain, while others cozying up inside the student center for music, games, and great conversation.
To wrap up the night, the community gathered for the final Tuesday Counselor Chat of the summer. Students listened intently as several counselors shared their personal journeys and experiences at Forman and beyond:
It was a wonderful opportunity for students to listen to inspiring advice and make meaningful connections to close out a memorable evening.
“In what felt like no time at all, here we are, in the final week of Forman’s Summer Program! When I think about how dedicated my Writing students were in committing to their own learning, in one of the most difficult times of the year to commit to one’s learning, I’m reminded of exactly why I decided I would be a teacher almost 20 years ago. I feel so incredibly lucky to have met and worked with your students; they’re witty, inquisitive, funny, and earnest. They asked questions without reservation, they shared their doubts and concerns with honesty and vulnerability, and they accepted and followed constructive criticism with open minds, which is all a person could really ask for.
Since my last blog post, all writing students have been throwing themselves into a carefully broken down writing process, specifically catered to those with ADHD, inherently benefitting those who don’t, as well. Because of this, though, many students were forced out of their comfort zones. They were asked to temporarily leave behind a system taught to the masses for decades now and instead, try thinking about a familiar task in an unfamiliar way. Some wanted to skip the plan and jump right into writing, but the system I asked them to experiment with forced them to spend roughly 75% of their time on the plan, rather than the essay itself. This was so they could see for themselves that planning actually saves time by allowing one to avoid roadblocks or dead ends and ultimately write their essay with ease as a result. Some wanted to plan a little bit, but once they had their thesis statement, move on to their writing, but they were guided to slow down. This allowed for one of many conversations we had this month about how just because we have done something for a long time and it hasn’t been entirely unsuccessful, doesn’t mean we shouldn’t try going down a path that could ultimately make our lives even easier. We talked about how once this program ends and the school year begins, they can go back to using any strategy they want to achieve the tasks at hand, so why not just lean in to trying something new?
Well, I’m pleased to report that every writing student was willing to push themselves out of their comfort zone and, as a result, learned far more than they ever could have expected. Slowing down took the pressure off of a historically stressful task and instead of turning to generative AI for writing support, each student instead asked more questions. They began to understand how one idea connects to another and why certain aspects of an essay exist in the first place. They were able to see for themselves that the sky doesn’t fall when a rough draft isn’t perfect and, most importantly, that their own voice matters and is worth hearing, even if it takes a little extra effort to get it into the page.
At the start of the program, I asked each student to make a SMART goal for themselves; I shared that I didn’t believe in aimlessly moving through a program like this one and that there is so much that can be gained when one can focus on what they want to achieve. In an effort to prove this to them, I shared my goal as well, which was as follows: By the end of the summer program, all Writing students will have a better understanding of the inner workings of an essay, will try at least one learning strategy they’ve never tried before, and will feel more confident about their writing on the last day than the day they first began the course. I shared this goal with my students on the first day and never stopped doing so in the days to follow, because if there’s one thing I know to be true, it’s that when your students finally feel comfortable enough to take some risks and push themselves instead of worrying about perfection or simply getting the job done, they shine. Their ideas flow at rates that surprise even themselves at times and their drive to keep learning and growing manifested in a variety of ways.
While every one of my Writing students will be leaving with access to the slides presentation I built to guide them through this process, I hope they’ll also be leaving with a newfound love of learning and a strong sense of pride in what they were able to accomplish here. I wish them the best of luck in the upcoming academic year and hope to see many familiar faces this Fall on Forman’s campus!
-Carly Tutolo”
“Reading Comprehension: In today’s class we continued our focus on deeper literary analysis that included literal understanding, vocabulary in context, and monitoring our comprehension of more complex text. We read the “Cast of Amontillado” by Edgar Allen Poe. From our “rich” role play to the critical analysis of the story’s elements, symbolism, irony and theme, we delved into the complexities of the rich text.
Through evaluating textual evidence, our round table discussions became sprinkled with personal thoughts if the ending were different. And, what Montresor’s actions might have been afterward. It was fascinating to hear each student’s modern perspective on the ending, too!
We also focused on Poe’s symbolism and Irony sprinkled throughout the text. Students reflected on the theme of friend versus foe within the context of revenge and whether it’s ever justified. Their annotations captured both the story’s irony and the narrator’s state of mind.
Another short poem they read was, “The Poison Tree” by William Blake. Here, students continued to practice inferential thinking of reading between the lines of friend and foe. Our roundtable began with predictions based on the title, then we moved into how nature can symbolize a painful growth experience. Students made text-to-self and text-to-world connections, and we discussed various different plants that could cause harm to humans. One student noted how a plant may be beautiful on the surface while causing great destruction underneath - a fitting parallel to the poem’s theme.
To close, we have spent time writing a short summary of one of the short stories they’d recommend to a friend. We also compared several stories from different eras that share a similar theme but differ in tone, mood, and setting.
Executive Functioning: In today’s class we focused on finalizing our Passion Projects. Students have spent time polishing their edits, and it was rewarding to witness the effort they put into developing their projects, paired with the honest self-reflection on using new tools throughout the process.
By chunking their tasks over the week, many students were candid in their reflections of what worked well and what approaches might need to change in the future. We used a chunking strategy of 10-minutes of work time followed by a 5-minute break. A strategy the class decided on together. This approach helped students recognize their own “swet spot”: the point before cognitive overload set in, signaled by the timer.
As we have been honing in on the final edits, It has been fun to witness the time spent developing their projects with an honest self-reflection of creating a project using new tools. Through chunking their tasks over the week, some students have been honest in their reflections of what works and what approaches to an assignment could change. We used a chunking strategy: 10-minutes work/5-minute breaks. The chunking strategy was a class decision and effort. The strategy showed the students that by the timer rang to take a break, it was their “sweet spot” before the panic and cognitive over-load set in. I was impressed with how everyone was committed to this strategy of “locking in” (the key task word) and the final product.
-Susan Anton”
The afternoon was packed with creativity and play across campus. Tie-dye brought a splash of vibrant color to white t-shirts and socks, while basketball kept things competitive with some energetic 2v2 games. Jewelry crafters embraced a classic camp tradition by making colorful string friendship bracelets, and over in the music studio, students continued recording their tracks, adding their own vocals to their original pieces.
As the rain picked up after dinner, students made their own fun during free time. A few brave souls headed out to dance in the summer rain, while others cozying up inside the student center for music, games, and great conversation.
To wrap up the night, the community gathered for the final Tuesday Counselor Chat of the summer. Students listened intently as several counselors shared their personal journeys and experiences at Forman and beyond:
- Hailey S shared how transferring to Forman her junior year after struggling in public school gave her a scary, but life-changing, fresh start. She built self-confidence, learned to advocate for herself, and took on leadership roles. Now holding both a bachelor’s and master’s degree, she is proudly on her way to becoming a teacher.
- Jessica was nervous moving from California mid-sophomore year after being teased in public school, but quickly realized she wasn't alone at Forman. She threw herself into hockey, theater, and even traveled to New Zealand. Now in the honors program at Hofstra, she is achieving goals she once thought impossible.
- Jonas P spoke about struggling to read in public school and arriving at Forman during COVID, making the transition especially tough. With dedicated academic support in reading and writing, plus opportunities on the sports fields, he found both confidence and a strong community of friends.
- Will B highlighted how dorm life helped him build a close community and lasting friendships. He thrived academically because teachers understood him as a person and pushed him toward his dream college, all while learning essential life skills like keeping his space clean and doing his own laundry.
It was a wonderful opportunity for students to listen to inspiring advice and make meaningful connections to close out a memorable evening.
Final Week Kickoff: Big Projects, Studio Time, and Rainy Day Beats: Day Twenty-Two of Forman Summer
The warm morning air set a positive tone on campus as we kicked off the final week of the summer program! Classrooms were full of focus and determination, with students diving into the home stretch of their learning and putting the finishing touches on their final projects. Today, Amanda Thiel provides a final update on her math classes:
“Our summer mathematicians have been hard at work these past few weeks, and we couldn’t be more proud of the dedication, perseverance, and growth they have shown!
In Pre-Algebra, students have been strengthening their foundational skills by working with operations involving fractions, proportions, percents, and decimals. These concepts provide the building blocks for more advanced mathematics, and students have been challenging themselves each day to become more confident and accurate problem solvers.
In Algebra I, students have been diving deeper into algebraic thinking by evaluating functions, graphing linear equations, solving systems of equations, and exploring parallel and perpendicular lines. These topics require critical thinking and problem-solving skills, and it has been exciting to watch students make connections and grow in their mathematical reasoning.
One of the most rewarding parts of summer school has been seeing our students arrive each day with positive attitudes and a willingness to learn. Their hard work, persistence, and participation have led to noticeable growth in both their mathematical understanding and their confidence.
Beyond learning new concepts, students are also strengthening their mental math skills, improving their ability to think critically, solve problems efficiently, and explain their mathematical reasoning. These are skills that will continue to support them well beyond the classroom.
Thank you for your continued support throughout the summer! We are incredibly proud of the progress our students are making and look forward to seeing their confidence and mathematical abilities continue to grow in the weeks ahead.
It has a warm, encouraging tone for families while highlighting the specific skills students have been learning and celebrating their effort.”
The afternoon required a bit of flexibility as we worked around a shifting forecast, but everyone made the most of it. The fishing group managed to beat the rain over at Bantam Lake, while the wiffleball crew put a fun twist on the game by playing a spirited round of "Capture the Wiffleball." Fitness jumped at the chance to take their workout outdoors during the sunny breaks, and over in the art studios, students either spent the time finalizing their remaining masterpieces or signing up for extra studio hours to pack in as much creation as possible.
After dinner, everyone squeezed in a little more fresh air before the rain officially settled in for the night. Movement Monday shifted indoors, turning into a lively evening of free time inside the student center. Rain didn't dampen anyone's spirits as students played pool and arcade games, crafted colorful bracelets, and took the stage for some high-energy karaoke and dancing. It was the perfect, cozy end to a great start to our final week!
“Our summer mathematicians have been hard at work these past few weeks, and we couldn’t be more proud of the dedication, perseverance, and growth they have shown!
In Pre-Algebra, students have been strengthening their foundational skills by working with operations involving fractions, proportions, percents, and decimals. These concepts provide the building blocks for more advanced mathematics, and students have been challenging themselves each day to become more confident and accurate problem solvers.
In Algebra I, students have been diving deeper into algebraic thinking by evaluating functions, graphing linear equations, solving systems of equations, and exploring parallel and perpendicular lines. These topics require critical thinking and problem-solving skills, and it has been exciting to watch students make connections and grow in their mathematical reasoning.
One of the most rewarding parts of summer school has been seeing our students arrive each day with positive attitudes and a willingness to learn. Their hard work, persistence, and participation have led to noticeable growth in both their mathematical understanding and their confidence.
Beyond learning new concepts, students are also strengthening their mental math skills, improving their ability to think critically, solve problems efficiently, and explain their mathematical reasoning. These are skills that will continue to support them well beyond the classroom.
Thank you for your continued support throughout the summer! We are incredibly proud of the progress our students are making and look forward to seeing their confidence and mathematical abilities continue to grow in the weeks ahead.
It has a warm, encouraging tone for families while highlighting the specific skills students have been learning and celebrating their effort.”
The afternoon required a bit of flexibility as we worked around a shifting forecast, but everyone made the most of it. The fishing group managed to beat the rain over at Bantam Lake, while the wiffleball crew put a fun twist on the game by playing a spirited round of "Capture the Wiffleball." Fitness jumped at the chance to take their workout outdoors during the sunny breaks, and over in the art studios, students either spent the time finalizing their remaining masterpieces or signing up for extra studio hours to pack in as much creation as possible.
After dinner, everyone squeezed in a little more fresh air before the rain officially settled in for the night. Movement Monday shifted indoors, turning into a lively evening of free time inside the student center. Rain didn't dampen anyone's spirits as students played pool and arcade games, crafted colorful bracelets, and took the stage for some high-energy karaoke and dancing. It was the perfect, cozy end to a great start to our final week!
Relax, Retail, Reset: Day Twenty-One of Forman Summer
Students enjoyed a wonderfully slow and relaxing Sunday morning to recharge after an action-packed day at Six Flags. They took advantage of the opportunity to sleep in late before gathering in the dining hall for a delicious weekend brunch complete with eggs, bacon, crispy potatoes, and fresh donuts.
Once brunch wrapped up, everyone geared up for their final off-campus trips of the summer. Whether heading out to the West Farms Mall or making a run to the local Target, students made the most of their afternoon out. It was a fantastic day to shop for last-minute essentials, grab a bite to eat with friends, and enjoy some relaxed downtime off campus.
After dinner, students gathered to play volleyball on the green, listen to music in the Student Center, or show off their new finds from the day's shopping trips. To close out the weekend, dorm check-in was a bit earlier tonight for Sunday clean-up, which gave everyone time to tidy their spaces, organize their gear, and get refreshed and ready for the final week of the Forman Summer Program!
Once brunch wrapped up, everyone geared up for their final off-campus trips of the summer. Whether heading out to the West Farms Mall or making a run to the local Target, students made the most of their afternoon out. It was a fantastic day to shop for last-minute essentials, grab a bite to eat with friends, and enjoy some relaxed downtime off campus.
After dinner, students gathered to play volleyball on the green, listen to music in the Student Center, or show off their new finds from the day's shopping trips. To close out the weekend, dorm check-in was a bit earlier tonight for Sunday clean-up, which gave everyone time to tidy their spaces, organize their gear, and get refreshed and ready for the final week of the Forman Summer Program!
Big Thrills and Afternoon Chills: Day Twenty of Forman Summer
After a busy and productive academic week, Saturday started at a wonderfully relaxed pace. Students got to sleep in a bit before gathering for a massive weekend brunch packed with custom omelets, warm waffles, and fresh cinnamon rolls. It was the ultimate fuel before loading up the buses for an all-campus trip to Six Flags!
Once at the park, the excitement kicked into high gear. With meal vouchers, snack tickets, and unlimited drink refills in hand, students spent the day hopping between thrill rides, trying their luck at carnival games, and picking up fun souvenirs at the gift shops. There were plenty of game-winning prizes being proudly carried around the park! By the time the afternoon wrapped up, the ride back to campus was noticeably quiet as everyone rested up after a full day of non-stop action.
Following dinner back at Forman, students enjoyed a chill evening of free time to hang out and relax before checking into their dorms for the night. It was an absolute blast of a Saturday, leaving everyone happily exhausted after a full day of fun. We are looking forward to our last day of off-campus activities tomorrow!
Once at the park, the excitement kicked into high gear. With meal vouchers, snack tickets, and unlimited drink refills in hand, students spent the day hopping between thrill rides, trying their luck at carnival games, and picking up fun souvenirs at the gift shops. There were plenty of game-winning prizes being proudly carried around the park! By the time the afternoon wrapped up, the ride back to campus was noticeably quiet as everyone rested up after a full day of non-stop action.
Following dinner back at Forman, students enjoyed a chill evening of free time to hang out and relax before checking into their dorms for the night. It was an absolute blast of a Saturday, leaving everyone happily exhausted after a full day of fun. We are looking forward to our last day of off-campus activities tomorrow!
Sunshine and the Great Outdoors: Day Nineteen at Forman Summer
It was another beautiful morning on campus as students kept their momentum strong and finished the academic week on a high note! Today’s teacher highlight is from Anne Crawford, who is sharing a week three update on her Writing and Reading classes:
“Writing I: Thinking Like a Persuasive Writer: This week in Writing I, we shifted our focus from informative writing to persuasive writing, exploring what it really means to convince someone of an idea. Rather than jumping straight into writing essays, students began by examining the building blocks of effective persuasion.
Early in the week, we discovered that every persuasive piece starts with a claim—an opinion or position that a writer wants others to accept. Students practiced identifying claims and, more importantly, explored what makes some reasons more convincing than others. Through partner activities and class discussions, they discovered that strong persuasion isn't about having the loudest opinion; it's about supporting that opinion with thoughtful, relevant reasons.
As the week continued, we tackled an important question that many young writers overlook: Who are you trying to convince? Students quickly realized that the same argument doesn't work equally well for every audience. Working in pairs, they became "audience detectives," considering what different people—such as teachers, principals, school nurses, or other school leaders—might care about when hearing the same claim. After carefully building their arguments, each group was surprised with a new audience and challenged to rethink their reasoning. It didn't take long for students to recognize that while their claim stayed the same, their reasons often needed to change.
One of my favorite moments this week came when students discovered this idea for themselves before I ever introduced the word “audience.” Rather than memorizing a definition first, they experienced why audience matters through discussion, collaboration, and problem-solving. Those moments of discovery often lead to deeper understanding and longer-lasting learning.
Throughout the week, students continued strengthening important writing habits by explaining their thinking, listening to different perspectives, and working collaboratively with classmates. These conversations helped them see that persuasive writing is not simply about expressing an opinion—it's about understanding the person on the other side of the conversation.
Next week, we'll build on these skills by exploring another essential question: How do writers prove their reasons are believable? Students will begin learning how facts, examples, and evidence strengthen persuasive writing and help convince an audience.
Reading Between the Lines: Looking Beyond the Words: This week in Reading Comprehension, we devoted our time to exploring Shirley Jackson's classic short story “The Lottery.” While students were captivated by the story's surprising ending, our real focus was on the skills that strong readers use to uncover an author's deeper message. Throughout the week, students practiced thinking beyond the literal events of the story by supporting their ideas with evidence, analyzing symbolism, and discussing how authors use literary techniques to communicate meaning.
We wrapped up our work with Shirley Jackson's classic short story “The Lottery.” After reading the story, students practiced supporting their ideas with evidence from the text—a skill that is essential not only in Reading or English classes but across all subject areas. We discussed how readers move beyond simply answering a question by explaining why they think their answer is correct and pointing to specific details that support their thinking.
From there, we explored one of literature's most interesting concepts: symbolism. Students discovered that authors often use ordinary objects to represent much larger ideas. Together, we examined symbols like the black box, the stones, and even the beautiful June setting, discussing how each contributed to the story's deeper message about tradition, conformity, and human nature.
To finish our study, we watched the 1969 Encyclopedia Britannica film adaptation of “The Lottery.” Students compared the film to the original story, noticing how filmmakers used camera angles, music, facial expressions, and pacing to create suspense and communicate meaning. It sparked some wonderful conversations about the similarities and differences between reading a story and seeing it brought to life on screen.
We wrapped up the week with a spirited game of Reading Comprehension Jeopardy!, which reviewed all of the skills we've practiced so far this summer. Questions covered everything from making inferences and finding textual evidence to identifying symbolism, analyzing an author's craft, and comparing our three readings—”The Monkey's Paw,”“The Bell Witch,”and “The Lottery.” The students absolutely rose to the challenge! They confidently supported their answers with evidence, made thoughtful connections across texts, and impressed me with how much they've learned in just a few weeks. Even better, they had a great time doing it. It was a fun way to celebrate their progress while reinforcing the skills they've been working so hard to develop.
Perhaps the most rewarding part of the week has been seeing students become more confident in sharing and defending their ideas. Rather than simply looking for the "right" answer, they are learning to support their interpretations with evidence and listen respectfully to classmates whose perspectives may differ from their own. Those thoughtful discussions—and Friday's Jeopardy competition—showed just how much they've grown as readers.
Next week, we'll begin exploring a new text and continue building the strategies that help students become more thoughtful, independent readers.”
The warm weather carried right into the afternoon, offering a great mix of hands-on projects and outdoor adventures. Fitness focused on perfecting their form during an intense arm day, while leather-working students put the finishing touches on their weekly projects, crafting impressive personalized wallets. Out on the green and courts, outdoor sports took full advantage of the sunshine with nonstop games and activity. Meanwhile, the fishing group took a trip over to Stillwater Pond in Torrington, casting their lines off the boat launch for a tangle-free, relaxing afternoon on the water.
After dinner, the community gathered on the green for a special ice cream treat hosted by the Head of School! Following some relaxed downtime outside, everyone headed over to the V-PAC for a cozy Friday movie night, settling in to watch the classic comedy The Great Outdoors to wrap up an amazing day.
“Writing I: Thinking Like a Persuasive Writer: This week in Writing I, we shifted our focus from informative writing to persuasive writing, exploring what it really means to convince someone of an idea. Rather than jumping straight into writing essays, students began by examining the building blocks of effective persuasion.
Early in the week, we discovered that every persuasive piece starts with a claim—an opinion or position that a writer wants others to accept. Students practiced identifying claims and, more importantly, explored what makes some reasons more convincing than others. Through partner activities and class discussions, they discovered that strong persuasion isn't about having the loudest opinion; it's about supporting that opinion with thoughtful, relevant reasons.
As the week continued, we tackled an important question that many young writers overlook: Who are you trying to convince? Students quickly realized that the same argument doesn't work equally well for every audience. Working in pairs, they became "audience detectives," considering what different people—such as teachers, principals, school nurses, or other school leaders—might care about when hearing the same claim. After carefully building their arguments, each group was surprised with a new audience and challenged to rethink their reasoning. It didn't take long for students to recognize that while their claim stayed the same, their reasons often needed to change.
One of my favorite moments this week came when students discovered this idea for themselves before I ever introduced the word “audience.” Rather than memorizing a definition first, they experienced why audience matters through discussion, collaboration, and problem-solving. Those moments of discovery often lead to deeper understanding and longer-lasting learning.
Throughout the week, students continued strengthening important writing habits by explaining their thinking, listening to different perspectives, and working collaboratively with classmates. These conversations helped them see that persuasive writing is not simply about expressing an opinion—it's about understanding the person on the other side of the conversation.
Next week, we'll build on these skills by exploring another essential question: How do writers prove their reasons are believable? Students will begin learning how facts, examples, and evidence strengthen persuasive writing and help convince an audience.
Reading Between the Lines: Looking Beyond the Words: This week in Reading Comprehension, we devoted our time to exploring Shirley Jackson's classic short story “The Lottery.” While students were captivated by the story's surprising ending, our real focus was on the skills that strong readers use to uncover an author's deeper message. Throughout the week, students practiced thinking beyond the literal events of the story by supporting their ideas with evidence, analyzing symbolism, and discussing how authors use literary techniques to communicate meaning.
We wrapped up our work with Shirley Jackson's classic short story “The Lottery.” After reading the story, students practiced supporting their ideas with evidence from the text—a skill that is essential not only in Reading or English classes but across all subject areas. We discussed how readers move beyond simply answering a question by explaining why they think their answer is correct and pointing to specific details that support their thinking.
From there, we explored one of literature's most interesting concepts: symbolism. Students discovered that authors often use ordinary objects to represent much larger ideas. Together, we examined symbols like the black box, the stones, and even the beautiful June setting, discussing how each contributed to the story's deeper message about tradition, conformity, and human nature.
To finish our study, we watched the 1969 Encyclopedia Britannica film adaptation of “The Lottery.” Students compared the film to the original story, noticing how filmmakers used camera angles, music, facial expressions, and pacing to create suspense and communicate meaning. It sparked some wonderful conversations about the similarities and differences between reading a story and seeing it brought to life on screen.
We wrapped up the week with a spirited game of Reading Comprehension Jeopardy!, which reviewed all of the skills we've practiced so far this summer. Questions covered everything from making inferences and finding textual evidence to identifying symbolism, analyzing an author's craft, and comparing our three readings—”The Monkey's Paw,”“The Bell Witch,”and “The Lottery.” The students absolutely rose to the challenge! They confidently supported their answers with evidence, made thoughtful connections across texts, and impressed me with how much they've learned in just a few weeks. Even better, they had a great time doing it. It was a fun way to celebrate their progress while reinforcing the skills they've been working so hard to develop.
Perhaps the most rewarding part of the week has been seeing students become more confident in sharing and defending their ideas. Rather than simply looking for the "right" answer, they are learning to support their interpretations with evidence and listen respectfully to classmates whose perspectives may differ from their own. Those thoughtful discussions—and Friday's Jeopardy competition—showed just how much they've grown as readers.
Next week, we'll begin exploring a new text and continue building the strategies that help students become more thoughtful, independent readers.”
The warm weather carried right into the afternoon, offering a great mix of hands-on projects and outdoor adventures. Fitness focused on perfecting their form during an intense arm day, while leather-working students put the finishing touches on their weekly projects, crafting impressive personalized wallets. Out on the green and courts, outdoor sports took full advantage of the sunshine with nonstop games and activity. Meanwhile, the fishing group took a trip over to Stillwater Pond in Torrington, casting their lines off the boat launch for a tangle-free, relaxing afternoon on the water.
After dinner, the community gathered on the green for a special ice cream treat hosted by the Head of School! Following some relaxed downtime outside, everyone headed over to the V-PAC for a cozy Friday movie night, settling in to watch the classic comedy The Great Outdoors to wrap up an amazing day.
Books to Big Splashes: Day Eighteen at Forman Summer
It was a picture-perfect summer day on campus today, with warm sun and clear skies setting the ideal backdrop for a busy morning of classes and an action-packed afternoon! Our highlight teacher today is Tammy Diehl with an update on her Reading Principles, Reading Comprehension, and Executive Functioning classes:
“Reading Principles: Today in Reading Principles, students continued working through Unit 2 of Just Words, strengthening their decoding and spelling skills.
We began by reviewing students' previous dictation work before diving into today's lesson on closed syllables and welded sound exceptions. Students were introduced to the welded sound patterns -ild, -ind, -old, -olt, and -ost. In these words, the sounds blend so closely that they are difficult to separate, making them important patterns for students to recognize automatically while reading and spelling.
Throughout the lesson, students participated in a variety of hands-on activities, including building words, marking syllables, and practicing spelling. These routines provide repeated practice and help students build confidence with new spelling patterns.
One of the best parts of the lessons is seeing how much students have grown since the beginning of the summer program. The routines that once felt new have become familiar, and students are working more independently and confidently each day. It has been wonderful to watch their skills and their confidence continue to grow.
Reading Comprehension: Today in Reading Comprehension, students continued strengthening their active reading skills by practicing four types of questions used in the Inference Strategy: Factual, Big Picture, Predicting, and Clarifying. Students are learning these different question types because each one requires them to approach the text in a different way and helps them become stronger at making inferences. By identifying the type of question they are answering, students are better able to determine what information they need to find, what clues they should look for, and how to support their thinking with evidence from the text.
Students also continued reinforcing the vocabulary words introduced throughout the summer program. Through review activities such as matching, memory, Quizlet, and Blooket, students revisited the words while strengthening their understanding and recall. Frequent review helps students build confidence with vocabulary so they can recognize and apply these words when reading.
One of the highlights of this class has been watching students become more comfortable with the reading process. Strategies that once felt unfamiliar are becoming tools they can use with greater independence. Their willingness to participate, ask questions, and share their thinking has made our discussions both meaningful and engaging.
Today in Executive Function Skills, students continued organizing and refining the research they have already gathered for their independent projects. The focus was on making sure everything was complete, organized, and ready for the next stage.
Students checked that they had the required number of research questions for their grade level and at least two pieces of supporting information for each question. They then organized their notes by placing each answer beneath its corresponding question, making it easier to prepare for their presentations.
We also previewed the next step of the project: paraphrasing and creating presentation slides. Students will begin putting their research into their own words rather than copying directly from their sources. We also discussed how, in most cases, each research question will become its own presentation slide.
Finally, we reflected on our project timelines. Many students realized that some tasks took longer than they originally expected, providing a valuable lesson in time management. It reinforced why we build buffer days into a project schedule, why plans often need to be adjusted, and that this is a normal part of managing a long-term project.
It has been wonderful to watch students grow as planners and problem-solvers. They are developing skills that will benefit them not only on this project, but in future classes as well.”
With the heat in full effect, everyone took full advantage of the awesome weather this afternoon. Swimmers headed out to cool off with a refreshing dip, while back on campus, outdoor activities made a massive splash on the giant water slide. The fitness group even put a twist on their workout by holding spirited relay races right down the slide. Frosty snow cones were served up to keep everyone refreshed throughout!
The fun didn't slow down after dinner, either. Thanks to the gorgeous weather, students enjoyed extended free time filled with classic summer staples. The water slide stayed up and running, a cozy campfire was lit for roasting s'mores, and the ice cream truck made a special appearance on campus! It was an unforgettable, sun-soaked evening for our Forman community.
“Reading Principles: Today in Reading Principles, students continued working through Unit 2 of Just Words, strengthening their decoding and spelling skills.
We began by reviewing students' previous dictation work before diving into today's lesson on closed syllables and welded sound exceptions. Students were introduced to the welded sound patterns -ild, -ind, -old, -olt, and -ost. In these words, the sounds blend so closely that they are difficult to separate, making them important patterns for students to recognize automatically while reading and spelling.
Throughout the lesson, students participated in a variety of hands-on activities, including building words, marking syllables, and practicing spelling. These routines provide repeated practice and help students build confidence with new spelling patterns.
One of the best parts of the lessons is seeing how much students have grown since the beginning of the summer program. The routines that once felt new have become familiar, and students are working more independently and confidently each day. It has been wonderful to watch their skills and their confidence continue to grow.
Reading Comprehension: Today in Reading Comprehension, students continued strengthening their active reading skills by practicing four types of questions used in the Inference Strategy: Factual, Big Picture, Predicting, and Clarifying. Students are learning these different question types because each one requires them to approach the text in a different way and helps them become stronger at making inferences. By identifying the type of question they are answering, students are better able to determine what information they need to find, what clues they should look for, and how to support their thinking with evidence from the text.
Students also continued reinforcing the vocabulary words introduced throughout the summer program. Through review activities such as matching, memory, Quizlet, and Blooket, students revisited the words while strengthening their understanding and recall. Frequent review helps students build confidence with vocabulary so they can recognize and apply these words when reading.
One of the highlights of this class has been watching students become more comfortable with the reading process. Strategies that once felt unfamiliar are becoming tools they can use with greater independence. Their willingness to participate, ask questions, and share their thinking has made our discussions both meaningful and engaging.
Today in Executive Function Skills, students continued organizing and refining the research they have already gathered for their independent projects. The focus was on making sure everything was complete, organized, and ready for the next stage.
Students checked that they had the required number of research questions for their grade level and at least two pieces of supporting information for each question. They then organized their notes by placing each answer beneath its corresponding question, making it easier to prepare for their presentations.
We also previewed the next step of the project: paraphrasing and creating presentation slides. Students will begin putting their research into their own words rather than copying directly from their sources. We also discussed how, in most cases, each research question will become its own presentation slide.
Finally, we reflected on our project timelines. Many students realized that some tasks took longer than they originally expected, providing a valuable lesson in time management. It reinforced why we build buffer days into a project schedule, why plans often need to be adjusted, and that this is a normal part of managing a long-term project.
It has been wonderful to watch students grow as planners and problem-solvers. They are developing skills that will benefit them not only on this project, but in future classes as well.”
With the heat in full effect, everyone took full advantage of the awesome weather this afternoon. Swimmers headed out to cool off with a refreshing dip, while back on campus, outdoor activities made a massive splash on the giant water slide. The fitness group even put a twist on their workout by holding spirited relay races right down the slide. Frosty snow cones were served up to keep everyone refreshed throughout!
The fun didn't slow down after dinner, either. Thanks to the gorgeous weather, students enjoyed extended free time filled with classic summer staples. The water slide stayed up and running, a cozy campfire was lit for roasting s'mores, and the ice cream truck made a special appearance on campus! It was an unforgettable, sun-soaked evening for our Forman community.
Sweet Treats and High-Stakes Dodgeball: Day Seventeen at Forman Summer
Clear, sunny skies and warm weather set the scene for another fantastic morning on campus! Classrooms were filled with energy and focus as students kept up the momentum with their academic work. Today’s teacher highlights are from Carly Tutolo and Kathleen Kelly:
“Writing: It seems hard to believe, but here we are, in the middle of Week #3 of Forman’s Summer Program! I don’t know about you, but time feels like it’s moving way too quickly, at least for my liking. It’s been a true joy getting to know every one of my Writing students, and when I look back at how far we’ve come since day one, I can’t help but beam with pride. These students entered my classroom as learners, but I do not doubt that they’ll be emerging as writers when they depart on July 31st – I hope they’re incredibly proud of themselves for the efforts that got them to this point.
Looking back, we began with the basics. Students were asked to reflect upon the various roadblocks they’ve been confronted with in the writing process, the most prominent of which being getting started and staying focused. This is when students began experimenting with individualized initiation and focus strategies, designed to work with the tides of their brains instead of inadvertently swimming against them. It’s no secret that someone with ADHD thinks differently from someone without it, so the methods to support the former shouldn’t be a secret either. I firmly believe that learning the logic behind the task or skill is just as, if not more important than simply completing the task or demonstrating the skill. While it’s true that most people wouldn’t be writing 5-paragraph essays well into their adult life, people do need to be able to organize their ideas in a way that makes sense to others, learn to persevere through tasks that may be challenging or not immediately of interest to them without shutting down, and practice flexing those oh-so-important critical thinking and problem-solving muscles. It’s helpful for students to internalize not just that they need three pieces of evidence in a paragraph, but that the reason behind this requirement is deeply intertwined with the science behind convincing a human being to believe something they previously didn’t. So, we spent time experimenting with various forms of writing so I could uncover effective strategies for each student, which gave all students plenty of practice in honing their voices as writers, which was extremely useful as we moved into our second week.
As we rounded into Week #2, we practiced working with claims as individual concepts, ensuring that students not only understood the importance of intentional phrasing in their primary arguments, but also were able to determine the sweet spot between an argument that’s too broad and one that’s too narrow. These claims were developed after thoughtful brainstorming, collaborative discussion, and a few critical-thinking challenges along the way. Students then began to learn about, and practice following, the formula behind the academic paragraph. While there is no single way to write well, writing doesn’t necessarily need to be as abstract and open-ended as it appears to be for so many people. In the next week and a half, students will use a carefully curated outline that reinforces everything they had already learned about claims and evidence and will even go so far as to remind students about one of the more challenging, yet incredibly helpful, modes of persuasion that we discussed in Week #1: Aristotle’s Rhetorical Appeals. We had discussed how including the combination of factual information, emotional appeals, and noteworthy experts in one’s writing is one of the best means of convincing a vast audience, which is usually the goal, and I’m eager to see these young writers apply their newfound knowledge.
All of these lessons and discussions prepared students for what they would begin tackling in their final week: their final, and most intensive, writing assignment. Writing students have been tasked with writing a five-paragraph persuasive essay. Students will use the skills they have already learned to develop more complex ideas supported by multiple reasons and even more evidence, which is why an enormous amount of attention in this third week has been focused on learning and moving through an effective planning process.
It’s really exciting that we’ve reached a point in our Writing class where we’ve been able to dive beneath the surface and understand the art of writing at a deeper level. I’m looking forward to Week #4, when students will be able to see the outcome of everything they’ve learned. After so much growth in such a short span of time, I can only imagine what next week will bring!
-Carly Tutolo”
“Executive Functioning
Over the past two weeks, our Executive Functioning classroom has been buzzing with curiosity, critical thinking, and meaningful growth. What began as brainstorming topics has now evolved into student-driven research projects that are challenging students to think more deeply, ask better questions, and become experts in subjects they are genuinely passionate about.
One of the most rewarding parts of the project has been watching students use self-reflection to evaluate their own learning. Through regular metacognitive check-ins, many students realized that their original research questions were too broad or focused only on surface-level facts. Rather than viewing this as a setback, students learned that revising their work is an important part of the learning process. They have refined their questions to encourage deeper thinking and more meaningful research. Some of the questions our students are exploring include:
The variety and depth of these topics have led to thoughtful discussions and have encouraged students to analyze information rather than simply collect facts.
Throughout the research process, students have been learning how to locate and evaluate credible sources while recognizing the importance of using multiple perspectives. They have explored how to distinguish reliable information from less trustworthy sources and have practiced organizing their research using graphic organizers and note-taking strategies that help them identify patterns, connections, and key ideas.
In addition to research skills, our executive functioning lessons have focused on the strategies students need to successfully manage long-term projects. We have practiced working backwards from a final deadline to create manageable action steps, organizing information mentally before creating presentations, and using metacognitive check-ins to monitor progress and adjust plans when needed. Students have also experimented with practical strategies to improve task initiation, sustain attention, manage their time effectively, and use external motivators to maintain momentum during independent work.
As students transition from research into creating their presentations, our focus is shifting toward communicating ideas clearly and effectively. Rather than simply copying information onto slides, students are learning how to organize their presentations around "big ideas," using evidence from multiple sources to support their thinking. This process encourages students to become true experts on their topics instead of simply reporting facts.
Looking ahead, students will continue developing one of the most valuable executive functioning skills of all—self-evaluation. During our next lesson, students will use a presentation rubric to assess their own work, identify strengths and areas for improvement, and revise their plans before completing their final presentations. Learning how to evaluate one's own work is an essential step toward becoming an independent, confident learner.
It has been exciting to watch students become increasingly invested in both their research and their own growth. Every challenge they encounter provides another opportunity to strengthen the executive functioning skills that will support them far beyond this summer program.
-Kathleen Kelly”
The afternoon opened up plenty of awesome opportunities for both creative expression and active fun. In ceramics, students focused on individual creations, crafting unique personal projects and special handmade gifts for family and friends back home, while the jewelry-making group stayed busy creating colorful Loom bracelets. Over at the pool, swimmers navigated a brief rain delay but still logged plenty of time splashing around in the water. Meanwhile, the fitness group took a more restorative approach today, stepping back from heavy lifting to focus on deep stretching and mind-body meditation. Out at Arethusa Farm, students enjoyed a sweet afternoon of blueberry picking, harvesting a fresh batch of berries to bring back to campus for later.
After dinner, the campus came alive, as students gathered outdoors on the green to play volleyball, listen to music, and soak up the warm evening. We capped off the night with our highly anticipated Win-It Wednesday, where dorms and counselors went head-to-head against one another in a high-energy dodgeball tournament. It was an action-packed way to close out a great day.
“Writing: It seems hard to believe, but here we are, in the middle of Week #3 of Forman’s Summer Program! I don’t know about you, but time feels like it’s moving way too quickly, at least for my liking. It’s been a true joy getting to know every one of my Writing students, and when I look back at how far we’ve come since day one, I can’t help but beam with pride. These students entered my classroom as learners, but I do not doubt that they’ll be emerging as writers when they depart on July 31st – I hope they’re incredibly proud of themselves for the efforts that got them to this point.
Looking back, we began with the basics. Students were asked to reflect upon the various roadblocks they’ve been confronted with in the writing process, the most prominent of which being getting started and staying focused. This is when students began experimenting with individualized initiation and focus strategies, designed to work with the tides of their brains instead of inadvertently swimming against them. It’s no secret that someone with ADHD thinks differently from someone without it, so the methods to support the former shouldn’t be a secret either. I firmly believe that learning the logic behind the task or skill is just as, if not more important than simply completing the task or demonstrating the skill. While it’s true that most people wouldn’t be writing 5-paragraph essays well into their adult life, people do need to be able to organize their ideas in a way that makes sense to others, learn to persevere through tasks that may be challenging or not immediately of interest to them without shutting down, and practice flexing those oh-so-important critical thinking and problem-solving muscles. It’s helpful for students to internalize not just that they need three pieces of evidence in a paragraph, but that the reason behind this requirement is deeply intertwined with the science behind convincing a human being to believe something they previously didn’t. So, we spent time experimenting with various forms of writing so I could uncover effective strategies for each student, which gave all students plenty of practice in honing their voices as writers, which was extremely useful as we moved into our second week.
As we rounded into Week #2, we practiced working with claims as individual concepts, ensuring that students not only understood the importance of intentional phrasing in their primary arguments, but also were able to determine the sweet spot between an argument that’s too broad and one that’s too narrow. These claims were developed after thoughtful brainstorming, collaborative discussion, and a few critical-thinking challenges along the way. Students then began to learn about, and practice following, the formula behind the academic paragraph. While there is no single way to write well, writing doesn’t necessarily need to be as abstract and open-ended as it appears to be for so many people. In the next week and a half, students will use a carefully curated outline that reinforces everything they had already learned about claims and evidence and will even go so far as to remind students about one of the more challenging, yet incredibly helpful, modes of persuasion that we discussed in Week #1: Aristotle’s Rhetorical Appeals. We had discussed how including the combination of factual information, emotional appeals, and noteworthy experts in one’s writing is one of the best means of convincing a vast audience, which is usually the goal, and I’m eager to see these young writers apply their newfound knowledge.
All of these lessons and discussions prepared students for what they would begin tackling in their final week: their final, and most intensive, writing assignment. Writing students have been tasked with writing a five-paragraph persuasive essay. Students will use the skills they have already learned to develop more complex ideas supported by multiple reasons and even more evidence, which is why an enormous amount of attention in this third week has been focused on learning and moving through an effective planning process.
It’s really exciting that we’ve reached a point in our Writing class where we’ve been able to dive beneath the surface and understand the art of writing at a deeper level. I’m looking forward to Week #4, when students will be able to see the outcome of everything they’ve learned. After so much growth in such a short span of time, I can only imagine what next week will bring!
-Carly Tutolo”
“Executive Functioning
Over the past two weeks, our Executive Functioning classroom has been buzzing with curiosity, critical thinking, and meaningful growth. What began as brainstorming topics has now evolved into student-driven research projects that are challenging students to think more deeply, ask better questions, and become experts in subjects they are genuinely passionate about.
One of the most rewarding parts of the project has been watching students use self-reflection to evaluate their own learning. Through regular metacognitive check-ins, many students realized that their original research questions were too broad or focused only on surface-level facts. Rather than viewing this as a setback, students learned that revising their work is an important part of the learning process. They have refined their questions to encourage deeper thinking and more meaningful research. Some of the questions our students are exploring include:
- How does the use of AI allow capitalism to erase the value of a human being?
- How does social media use at a young age impact sustained attention?
- What are the advantages and disadvantages of new technology?
The variety and depth of these topics have led to thoughtful discussions and have encouraged students to analyze information rather than simply collect facts.
Throughout the research process, students have been learning how to locate and evaluate credible sources while recognizing the importance of using multiple perspectives. They have explored how to distinguish reliable information from less trustworthy sources and have practiced organizing their research using graphic organizers and note-taking strategies that help them identify patterns, connections, and key ideas.
In addition to research skills, our executive functioning lessons have focused on the strategies students need to successfully manage long-term projects. We have practiced working backwards from a final deadline to create manageable action steps, organizing information mentally before creating presentations, and using metacognitive check-ins to monitor progress and adjust plans when needed. Students have also experimented with practical strategies to improve task initiation, sustain attention, manage their time effectively, and use external motivators to maintain momentum during independent work.
As students transition from research into creating their presentations, our focus is shifting toward communicating ideas clearly and effectively. Rather than simply copying information onto slides, students are learning how to organize their presentations around "big ideas," using evidence from multiple sources to support their thinking. This process encourages students to become true experts on their topics instead of simply reporting facts.
Looking ahead, students will continue developing one of the most valuable executive functioning skills of all—self-evaluation. During our next lesson, students will use a presentation rubric to assess their own work, identify strengths and areas for improvement, and revise their plans before completing their final presentations. Learning how to evaluate one's own work is an essential step toward becoming an independent, confident learner.
It has been exciting to watch students become increasingly invested in both their research and their own growth. Every challenge they encounter provides another opportunity to strengthen the executive functioning skills that will support them far beyond this summer program.
-Kathleen Kelly”
The afternoon opened up plenty of awesome opportunities for both creative expression and active fun. In ceramics, students focused on individual creations, crafting unique personal projects and special handmade gifts for family and friends back home, while the jewelry-making group stayed busy creating colorful Loom bracelets. Over at the pool, swimmers navigated a brief rain delay but still logged plenty of time splashing around in the water. Meanwhile, the fitness group took a more restorative approach today, stepping back from heavy lifting to focus on deep stretching and mind-body meditation. Out at Arethusa Farm, students enjoyed a sweet afternoon of blueberry picking, harvesting a fresh batch of berries to bring back to campus for later.
After dinner, the campus came alive, as students gathered outdoors on the green to play volleyball, listen to music, and soak up the warm evening. We capped off the night with our highly anticipated Win-It Wednesday, where dorms and counselors went head-to-head against one another in a high-energy dodgeball tournament. It was an action-packed way to close out a great day.
Dodging Rain and Making Moves: Day Sixteen at Forman Summer
Today welcomed another incredibly productive morning on campus, with students locked into their classroom routines, despite the gloomy weather. Fortunately, the rain held off right up until lunchtime, allowing everyone to travel between classes and stay dry. Susan Anton and Devin Burkhart provide today’s academic updates:
“Reading Comprehension: Today in Reading Comprehension, our class continued exploring an author's craft and purpose through two classic short stories: The Lottery by Shirley Jackson and Marigolds by Eugenia Collier.
We began our work with The Lottery, focusing on the literary techniques of foreshadowing (clues the author gives the reader) and forecasting (using those clues to make thoughtful predictions). Before we even opened the story, students had a lively discussion about what it means to "win the lottery," whether traditions should always be followed, and the role of authority in a functioning society. It was wonderful to hear students respectfully share different perspectives and support their thinking.
As we read, students practiced using our Inference Strategy by looking at the "big picture" of the story. They considered the theme, setting, and tone while searching for clues that helped them make deeper inferences about the author's message.
Students also continued to strengthen their annotation skills by using our classroom annotation key:
After finishing the story, students worked together to identify examples of foreshadowing and explain how those clues contributed to the story's powerful ending. Using a graphic organizer, they gathered evidence from the text and made connections between the clues and the events that followed.
Tomorrow, we will begin reading Marigolds and apply these same close-reading strategies. Students will then compare how both authors use foreshadowing and forecasting to develop their stories and communicate important themes.
One of the highlights of today's class was listening to students think critically, ask thoughtful questions, and build on one another's ideas during our discussions. Their willingness to dig deeper into these stories has made for some engaging and insightful conversations.
Executive Functioning Going for Gold– Building Cognitive Flexibility & Organization: This week in our Executive Function: Going for Gold class, we focused on strengthening cognitive flexibility and organization—two essential executive function skills that help students adapt, problem-solve, and approach academic tasks with confidence.
We began with a mini-lesson exploring the meaning of cognitive flexibility. Students discussed what it means to adjust their thinking when situations or expectations change and identified personal signs of mental rigidity, such as feeling stuck, frustrated, or resistant to trying a new approach.
To put these concepts into action, students participated in a collaborative Index Card Tower Challenge. Working in teams, they built towers from index cards, but halfway through the activity they received a hidden "rule change" that required them to quickly rethink their strategy. This real-world challenge encouraged students to pause, communicate, and adapt as a team when unexpected changes occurred.
Following the activity, students reflected on their experience through small-group discussions and a whole-class debrief. They shared their "noticing moments"—the clues that helped them recognize something had changed—and completed a brief written reflection answering:
We also practiced a Metacognitive Reset, a strategy students can use whenever they encounter obstacles:
-Susan Anton”
“Critical Reading: Students in Critical Reading have been strengthening their ability to analyze, interpret, and critically evaluate information by exploring authentic texts and real-world data. A recent lesson centered on Statista’s daily data feature, where students examined graphs comparing smartphone usage among adolescents in the United States with that of their peers in countries around the world. Drawing upon previously introduced strategies for reading charts, identifying trends, evaluating the reliability of data, and recognizing meaningful patterns, students worked collaboratively to interpret the findings and support their conclusions with evidence. Rather than simply identifying what the graphs showed, students were challenged to ask deeper questions about the data, consider possible explanations for international differences, and evaluate how statistics can both inform and influence public discussions.
Building on their analysis of the data, students transitioned to an article from The New York Times that explored a recent Journal of Pediatrics study examining the potential health effects associated with smartphone use before the age of twelve. The article provided an excellent opportunity for students to practice close reading while distinguishing between research findings, expert opinions, and journalistic interpretation. As they annotated the text and participated in thoughtful class discussions, students evaluated the evidence presented, considered the strengths and limitations of the research, and reflected on how the study connected to their own experiences growing up in an increasingly digital world. The topic immediately resonated with the class, sparking meaningful conversations about screen time, social media, friendships, family expectations, and technology's role in everyday life. By combining statistical analysis with evidence-based reading, students not only strengthened essential critical literacy skills but also discovered how academic research can provide valuable insight into issues that directly affect their generation.
Reading Comprehension: Throughout the summer, students in Reading Comprehension have continued to strengthen the habits and strategies of skilled, active readers by engaging with a diverse collection of fiction and nonfiction texts. Rather than simply reading for information, students have been challenged to interact with every text through purposeful annotation, the SQ3R (Survey, Question, Read, Recite, Review) method, close reading, paraphrasing, summarizing, questioning, and self-monitoring for comprehension. These research-based strategies have encouraged students to slow down, think critically, and develop a deeper understanding of both what authors say and how they communicate their ideas. One of the recent highlights of the course was reading Anton Chekhov's The Bet, a thought-provoking short story that explores themes of wealth, knowledge, freedom, and the value of human life. As students analyzed the changing motivations of the lawyer and the banker, they applied previously learned annotation techniques, identified significant textual evidence, generated questions before and during reading, and monitored their understanding through discussion and written reflection. The story provided an excellent opportunity for students to practice making inferences, identifying themes, and supporting their interpretations with carefully selected evidence from the text.
Students also explored compelling nonfiction through a New York Times article titled The Beauty of a Silent Walk. The article examined the benefits of intentionally disconnecting from technology and embracing periods of quiet reflection while walking, prompting students to consider how modern habits influence attention, mindfulness, and overall well-being. The reading sparked thoughtful conversations and genuine curiosity as students shared personal experiences, debated the author's ideas, and connected the text to their own lives. Throughout these discussions, students practiced identifying an author's central claim, evaluating supporting evidence, distinguishing between fact and opinion, and recognizing how word choice and structure shape a reader's understanding. By combining engaging literature with timely nonfiction, the course continues to emphasize that effective reading is an active process requiring curiosity, critical thinking, and the intentional use of proven comprehension strategies. Each class builds students' confidence as readers while preparing them to approach increasingly complex academic texts with greater independence and success.
-Devin Burkhart”
By the time afternoon activities rolled around, the rain had lightened up just in time for some outdoor fun. This week kicked off a fresh lineup of activities, including soccer, wiffleball, and lacrosse, giving students plenty of new ways to get moving. Meanwhile, the fitness group took their workout indoors for an intense and energetic leg day.
Dinner was followed by plenty of free time for students to kick back and hang out before the rain resumed. While tonight's scheduled activity of Counselor Chats had to be postponed, the shift in weather brought a cozy silver lining: each dorm got to enjoy extra community time together, playing games and relaxing indoors to wrap up another great day.
“Reading Comprehension: Today in Reading Comprehension, our class continued exploring an author's craft and purpose through two classic short stories: The Lottery by Shirley Jackson and Marigolds by Eugenia Collier.
We began our work with The Lottery, focusing on the literary techniques of foreshadowing (clues the author gives the reader) and forecasting (using those clues to make thoughtful predictions). Before we even opened the story, students had a lively discussion about what it means to "win the lottery," whether traditions should always be followed, and the role of authority in a functioning society. It was wonderful to hear students respectfully share different perspectives and support their thinking.
As we read, students practiced using our Inference Strategy by looking at the "big picture" of the story. They considered the theme, setting, and tone while searching for clues that helped them make deeper inferences about the author's message.
Students also continued to strengthen their annotation skills by using our classroom annotation key:
- Underline important information
- Star connections to the big idea
- Question mark (?) confusing passages, unfamiliar words, or questions they had while reading
- Exclamation point (!) surprising moments or strong reactions
After finishing the story, students worked together to identify examples of foreshadowing and explain how those clues contributed to the story's powerful ending. Using a graphic organizer, they gathered evidence from the text and made connections between the clues and the events that followed.
Tomorrow, we will begin reading Marigolds and apply these same close-reading strategies. Students will then compare how both authors use foreshadowing and forecasting to develop their stories and communicate important themes.
One of the highlights of today's class was listening to students think critically, ask thoughtful questions, and build on one another's ideas during our discussions. Their willingness to dig deeper into these stories has made for some engaging and insightful conversations.
Executive Functioning Going for Gold– Building Cognitive Flexibility & Organization: This week in our Executive Function: Going for Gold class, we focused on strengthening cognitive flexibility and organization—two essential executive function skills that help students adapt, problem-solve, and approach academic tasks with confidence.
We began with a mini-lesson exploring the meaning of cognitive flexibility. Students discussed what it means to adjust their thinking when situations or expectations change and identified personal signs of mental rigidity, such as feeling stuck, frustrated, or resistant to trying a new approach.
To put these concepts into action, students participated in a collaborative Index Card Tower Challenge. Working in teams, they built towers from index cards, but halfway through the activity they received a hidden "rule change" that required them to quickly rethink their strategy. This real-world challenge encouraged students to pause, communicate, and adapt as a team when unexpected changes occurred.
Following the activity, students reflected on their experience through small-group discussions and a whole-class debrief. They shared their "noticing moments"—the clues that helped them recognize something had changed—and completed a brief written reflection answering:
- What told you something had changed?
- Describe another time when something changed midway through a task. How did you respond?
We also practiced a Metacognitive Reset, a strategy students can use whenever they encounter obstacles:
- Pause & Evaluate: Is my current strategy working?
- Identify Obstacles: Is the challenge related to time, resources, understanding, or something else?
- Adjust the Goal: If the task feels overwhelming, break it into smaller, manageable milestones.
-Susan Anton”
“Critical Reading: Students in Critical Reading have been strengthening their ability to analyze, interpret, and critically evaluate information by exploring authentic texts and real-world data. A recent lesson centered on Statista’s daily data feature, where students examined graphs comparing smartphone usage among adolescents in the United States with that of their peers in countries around the world. Drawing upon previously introduced strategies for reading charts, identifying trends, evaluating the reliability of data, and recognizing meaningful patterns, students worked collaboratively to interpret the findings and support their conclusions with evidence. Rather than simply identifying what the graphs showed, students were challenged to ask deeper questions about the data, consider possible explanations for international differences, and evaluate how statistics can both inform and influence public discussions.
Building on their analysis of the data, students transitioned to an article from The New York Times that explored a recent Journal of Pediatrics study examining the potential health effects associated with smartphone use before the age of twelve. The article provided an excellent opportunity for students to practice close reading while distinguishing between research findings, expert opinions, and journalistic interpretation. As they annotated the text and participated in thoughtful class discussions, students evaluated the evidence presented, considered the strengths and limitations of the research, and reflected on how the study connected to their own experiences growing up in an increasingly digital world. The topic immediately resonated with the class, sparking meaningful conversations about screen time, social media, friendships, family expectations, and technology's role in everyday life. By combining statistical analysis with evidence-based reading, students not only strengthened essential critical literacy skills but also discovered how academic research can provide valuable insight into issues that directly affect their generation.
Reading Comprehension: Throughout the summer, students in Reading Comprehension have continued to strengthen the habits and strategies of skilled, active readers by engaging with a diverse collection of fiction and nonfiction texts. Rather than simply reading for information, students have been challenged to interact with every text through purposeful annotation, the SQ3R (Survey, Question, Read, Recite, Review) method, close reading, paraphrasing, summarizing, questioning, and self-monitoring for comprehension. These research-based strategies have encouraged students to slow down, think critically, and develop a deeper understanding of both what authors say and how they communicate their ideas. One of the recent highlights of the course was reading Anton Chekhov's The Bet, a thought-provoking short story that explores themes of wealth, knowledge, freedom, and the value of human life. As students analyzed the changing motivations of the lawyer and the banker, they applied previously learned annotation techniques, identified significant textual evidence, generated questions before and during reading, and monitored their understanding through discussion and written reflection. The story provided an excellent opportunity for students to practice making inferences, identifying themes, and supporting their interpretations with carefully selected evidence from the text.
Students also explored compelling nonfiction through a New York Times article titled The Beauty of a Silent Walk. The article examined the benefits of intentionally disconnecting from technology and embracing periods of quiet reflection while walking, prompting students to consider how modern habits influence attention, mindfulness, and overall well-being. The reading sparked thoughtful conversations and genuine curiosity as students shared personal experiences, debated the author's ideas, and connected the text to their own lives. Throughout these discussions, students practiced identifying an author's central claim, evaluating supporting evidence, distinguishing between fact and opinion, and recognizing how word choice and structure shape a reader's understanding. By combining engaging literature with timely nonfiction, the course continues to emphasize that effective reading is an active process requiring curiosity, critical thinking, and the intentional use of proven comprehension strategies. Each class builds students' confidence as readers while preparing them to approach increasingly complex academic texts with greater independence and success.
-Devin Burkhart”
By the time afternoon activities rolled around, the rain had lightened up just in time for some outdoor fun. This week kicked off a fresh lineup of activities, including soccer, wiffleball, and lacrosse, giving students plenty of new ways to get moving. Meanwhile, the fitness group took their workout indoors for an intense and energetic leg day.
Dinner was followed by plenty of free time for students to kick back and hang out before the rain resumed. While tonight's scheduled activity of Counselor Chats had to be postponed, the shift in weather brought a cozy silver lining: each dorm got to enjoy extra community time together, playing games and relaxing indoors to wrap up another great day.
Week Three Starts with Energy, Exploration & Adventure
Week three is officially underway, and campus was buzzing today as students brought great focus and renewed energy back into the classrooms. Today’s teacher highlight is Eileen Mooney, a welcomed new member of the Forman community, who is teaching Geometry, Algebra 2, and Executive Functioning this summer:
“In Geometry, students have been discovering geometric concepts on the coordinate plane. Topics such as the Pythagorean Theorem, the distance formula, collinearity, slope, triangle congruence, similarity, and proportion have all been addressed either directly or indirectly. We have been investigating these concepts through word problems, so much of their work has been through practicing their close reading skills, decoding the language, and translating it to mathematical language.
In Algebra 2, we have been learning/reviewing curve sketching through identifying parent functions and transformations. By constructing a table of values and first plugging into the parent function, students analyze the effects of each coefficient, sign, and constant on that function in order to see how it stretches, shifts, and reflects, and to draw it correctly on the coordinate plane. Still to come, students will be reviewing factoring, finding zeros, and learning about standard vs. vertex form of quadratic functions.
In Executive Functioning, students have been engaged in individual research projects on topics that they are each passionate about. From best practices in preparing for a basketball game as center to researching the best watch on the market, from the use of technology in the military across history to how the brain constructs identity, students are working hard at understanding research. So far, students have been identifying credible sources, writing and organizing notes, and constructing an outline for their projects. They are coming along nicely!”
Afternoon activity blocks kept the momentum going with plenty of hands-on, artistic projects. In painting, students experimented with watercolors, while in leatherworking, the group began crafting their custom wallet projects. Meanwhile, week three of our Arethusa farm trip offered students an up-close look at the adorable, newly hatched baby chicks.
After dinner, students made the most of the beautiful weather with some relaxing outdoor free time before gathering for a high-energy campus-wide tradition: Movement Monday! Tonight's featured event was an epic game of manhunt, pitting each student dorm against the counselor dorm. Everyone brought their best stealth and speed to the game, but huge congratulations go to tonight's winners, Beecher Dorm, who earned a special late-night treat for their big victory! What a great start to week three!
“In Geometry, students have been discovering geometric concepts on the coordinate plane. Topics such as the Pythagorean Theorem, the distance formula, collinearity, slope, triangle congruence, similarity, and proportion have all been addressed either directly or indirectly. We have been investigating these concepts through word problems, so much of their work has been through practicing their close reading skills, decoding the language, and translating it to mathematical language.
In Algebra 2, we have been learning/reviewing curve sketching through identifying parent functions and transformations. By constructing a table of values and first plugging into the parent function, students analyze the effects of each coefficient, sign, and constant on that function in order to see how it stretches, shifts, and reflects, and to draw it correctly on the coordinate plane. Still to come, students will be reviewing factoring, finding zeros, and learning about standard vs. vertex form of quadratic functions.
In Executive Functioning, students have been engaged in individual research projects on topics that they are each passionate about. From best practices in preparing for a basketball game as center to researching the best watch on the market, from the use of technology in the military across history to how the brain constructs identity, students are working hard at understanding research. So far, students have been identifying credible sources, writing and organizing notes, and constructing an outline for their projects. They are coming along nicely!”
Afternoon activity blocks kept the momentum going with plenty of hands-on, artistic projects. In painting, students experimented with watercolors, while in leatherworking, the group began crafting their custom wallet projects. Meanwhile, week three of our Arethusa farm trip offered students an up-close look at the adorable, newly hatched baby chicks.
After dinner, students made the most of the beautiful weather with some relaxing outdoor free time before gathering for a high-energy campus-wide tradition: Movement Monday! Tonight's featured event was an epic game of manhunt, pitting each student dorm against the counselor dorm. Everyone brought their best stealth and speed to the game, but huge congratulations go to tonight's winners, Beecher Dorm, who earned a special late-night treat for their big victory! What a great start to week three!
Sunshine and Shopping: Day Fourteen at Forman Summer
Clear, blue skies welcomed the campus this morning, offering a bright start to a beautifully relaxed Sunday. After yesterday’s high-energy excursion, students enjoyed sleeping in late before gathering for a delicious brunch, featuring custom omelets and fresh waffles.
The afternoon brought the highly anticipated off-campus trips to the Westfarms Mall and Target. For those who chose to stay behind, the entire campus was open for a laid-back afternoon, with the majority of students opting to gather in the student center to catch the World Cup Final or challenge friends to a game of pool.
Following a hearty dinner, students had a brief window of free time before heading back to their rooms a bit early for Sunday Clean Up. Guided by our dorm parents and counselors, everyone pitched in to tidy up their spaces and get organized for the week ahead.
We are thrilled to welcome a few new students who joined our community this weekend! They were met with open arms by the Forman family, enjoying a meal with their dormmates followed by a campus tour.
Today was the perfect blend of rest, recreation, and preparation for another week of learning and fun.
The afternoon brought the highly anticipated off-campus trips to the Westfarms Mall and Target. For those who chose to stay behind, the entire campus was open for a laid-back afternoon, with the majority of students opting to gather in the student center to catch the World Cup Final or challenge friends to a game of pool.
Following a hearty dinner, students had a brief window of free time before heading back to their rooms a bit early for Sunday Clean Up. Guided by our dorm parents and counselors, everyone pitched in to tidy up their spaces and get organized for the week ahead.
We are thrilled to welcome a few new students who joined our community this weekend! They were met with open arms by the Forman family, enjoying a meal with their dormmates followed by a campus tour.
Today was the perfect blend of rest, recreation, and preparation for another week of learning and fun.
Splash Zones and Arcade Games: Day Thirteen at Forman Summer
A cooler and cloudy day provided the perfect weather for our highly anticipated all-campus trip to Great Wolf Lodge. Students enjoyed a well-deserved chance to sleep in a little bit this morning before grabbing breakfast and loading up the buses for a day of adventure.
Once at the indoor waterpark, the excitement was nonstop. Students made a splash playing pool basketball, caught some waves in the wave pool, raced down the high-speed water slides, or just kicked back as they drifted along the lazy river. The fun continued outside of the water as many students challenged themselves on the indoor ropes course, tested their skills in the arcade, explored the various food court options, and picked up some fun souvenirs at the gift shop. All students were seen sporting some “wolf” gear by the end of the afternoon.
The campus arrived back just in time for a hearty dinner. To wrap up the weekend's big excursion, evening free time was kept nice and laid-back, with students hanging out in the student center or winding down in their dorms to rest up after an unforgettable, busy day.
Some quiet rain settled down on campus creating a peaceful mood to close out the evening, and encourage a great night’s sleep. Tomorrow will bring even more opportunities for fun off-campus activities, and the excitement is already building for what Sunday has in store!
Once at the indoor waterpark, the excitement was nonstop. Students made a splash playing pool basketball, caught some waves in the wave pool, raced down the high-speed water slides, or just kicked back as they drifted along the lazy river. The fun continued outside of the water as many students challenged themselves on the indoor ropes course, tested their skills in the arcade, explored the various food court options, and picked up some fun souvenirs at the gift shop. All students were seen sporting some “wolf” gear by the end of the afternoon.
The campus arrived back just in time for a hearty dinner. To wrap up the weekend's big excursion, evening free time was kept nice and laid-back, with students hanging out in the student center or winding down in their dorms to rest up after an unforgettable, busy day.
Some quiet rain settled down on campus creating a peaceful mood to close out the evening, and encourage a great night’s sleep. Tomorrow will bring even more opportunities for fun off-campus activities, and the excitement is already building for what Sunday has in store!
Blue Skies and High Spirits: Day Twelve at Forman Summer
The morning welcomed clear blue skies for the first time in a few days, bringing a bright burst of energy to campus. Students thoroughly enjoyed a variety of exciting, hands-on learning activities to celebrate "Fun Friday." Our faculty highlight for today is Amanda Thiel, who has been a dedicated mathematics teacher at Forman for the past several years, bringing her passion for numbers and problem-solving to our summer community:
“The past two weeks have been filled with hard work, growth, and plenty of excitement in our Summer School Math classes! Our students have been strengthening their mathematical foundations while building confidence in their problem-solving skills. It has been wonderful to watch their progress each day.
Our Pre-Algebra students have been focusing on mastering operations with positive and negative numbers, as well as building fluency with decimals. These essential skills provide the foundation for future math courses, and students have shown tremendous perseverance as they’ve practiced and applied what they’ve learned.
In Algebra I, students have been tackling order of operations, solving multi-step equations, and evaluating functions. These concepts require critical thinking and attention to detail, and it has been exciting to see students grow more comfortable and confident with each lesson.
One of the best parts of summer school has been the positive energy in the classroom. Students have been actively participating in discussions, asking thoughtful questions, collaborating with classmates, and challenging themselves to keep improving. Their effort and determination have led to noticeable growth in both their understanding and confidence over the past two weeks.
We are incredibly proud of everything our students have accomplished so far and are looking forward to building on this momentum during the next two weeks. We can’t wait to see how much more they’ll learn and achieve before summer school comes to an end!”
The afternoon provided a wonderful mix of relaxation and sport. In fitness class, students took time to center themselves with a peaceful meditation session, while over on the courts, our tennis players sharpened their skills by practicing singles matches. We would like to extend a huge thank you to Wendy for the wonderful two weeks of outdoor activities she provided for us, including ropes course adventures and white-water kayaking. We are incredibly grateful for her leadership and are so excited to see her again when the school year begins!
To wrap up a fantastic Friday, the campus gathered in the evening for a special movie night showing of Matilda, the perfect, cozy way to unwind after a busy and productive week. Now, it is time for everyone to get some well-deserved rest before we head out for our highly anticipated all-campus trip to Great Wolf Lodge tomorrow morning!
“The past two weeks have been filled with hard work, growth, and plenty of excitement in our Summer School Math classes! Our students have been strengthening their mathematical foundations while building confidence in their problem-solving skills. It has been wonderful to watch their progress each day.
Our Pre-Algebra students have been focusing on mastering operations with positive and negative numbers, as well as building fluency with decimals. These essential skills provide the foundation for future math courses, and students have shown tremendous perseverance as they’ve practiced and applied what they’ve learned.
In Algebra I, students have been tackling order of operations, solving multi-step equations, and evaluating functions. These concepts require critical thinking and attention to detail, and it has been exciting to see students grow more comfortable and confident with each lesson.
One of the best parts of summer school has been the positive energy in the classroom. Students have been actively participating in discussions, asking thoughtful questions, collaborating with classmates, and challenging themselves to keep improving. Their effort and determination have led to noticeable growth in both their understanding and confidence over the past two weeks.
We are incredibly proud of everything our students have accomplished so far and are looking forward to building on this momentum during the next two weeks. We can’t wait to see how much more they’ll learn and achieve before summer school comes to an end!”
The afternoon provided a wonderful mix of relaxation and sport. In fitness class, students took time to center themselves with a peaceful meditation session, while over on the courts, our tennis players sharpened their skills by practicing singles matches. We would like to extend a huge thank you to Wendy for the wonderful two weeks of outdoor activities she provided for us, including ropes course adventures and white-water kayaking. We are incredibly grateful for her leadership and are so excited to see her again when the school year begins!
To wrap up a fantastic Friday, the campus gathered in the evening for a special movie night showing of Matilda, the perfect, cozy way to unwind after a busy and productive week. Now, it is time for everyone to get some well-deserved rest before we head out for our highly anticipated all-campus trip to Great Wolf Lodge tomorrow morning!
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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