Nicole Aronson ’04
Cecilia Balocco ’04
Aaron Black ’04
Galo Bueno ’04
Phillip Calderon ’04
Natalie Caruncho ’04
Ramon Corona ’04
Robert Cromer ’04
Andre De Aguiar ’04
Alina De La Vega ’04
Dain De Souza ’04
Christopher Diaz ’04
Natalie Duran ’04
Nina Dyer ’04
Amanda Estrella ’04
Andrew Fendelman ’04
Daniela Fernandez ’04
James Ferraro ’04
Brett Firestone ’04
Edward Garza ’04
Rana Ghosn ’04
Nicolas Gil
Sabrina Gordon ’04
Andy Hagen ’04
Marie Hernandez ’04
Daniel Jones ’04
John Krutulis ’04
David Lerner ’04
Blair Lundeen ’04
Mitchell Lundeen ’04
Yaddi Marin ’04
Mark Marion ’04
Courtney Mohammadi ’04
Michelle Nash Savett ’04 P’34,’35,’37
Greta Pedraza ’04
Richard Perdomo ’04
Matias Perez ’04
Wesley Pritchett ’04
Matthew Racher ’04
Jonathan Rakofsky ’04
Jessica Reeves ’04
Paola Reyes ’04
Maruquel Rojas ’04
Jaimie Shepard Scheiner ’04
Sharony Shnitzer ’04
Grant Smith ’04
Alfredo Suarez-Sarmiento ’04 P’38
Katie Suarez-Sarmiento ’04 P’38
Daniel Tegnelia ’04
Ryan Thornton ’04
Francisca Valdes Power ’04
Francesca Vergani ’04
Teddi Zuckerman ’04
Teddy Bueres ’19
Carolina Freund ’19
Veronica Balli ’14
Enrique Barco ’14
Stefano Campana ’14
Cassandra Cancela
Ryan Cordero ’14
Pedro Diaz ’14
Pedro Diaz ’14
Luis Diego ’14
Kaylee Fantis ’14
Daniel Herrera ’14
Dennis Jamison ’14
Eric Jaramillo-Martinez ’14
William Lowe ’14
Maria Sofia Muller ’14
Nicolas Nefiodow ’14
Nicolas Nefiodow ’14
Nathan Randall ’14
Luis Reuther ’14
Daniel Rodriguez ’14
Benjamin Roque ’14
Alesia Salvatierra ’14
Andrew Samole ’14
Edward Sanchez ’14
Luis Felipe Santos ’14
Kaeli Streeter ’14
Cara Zito ’14
Tesi Zito ’14
Patricio Ysasi ’14
Owen Baillie ’98
Paul Kelly ’98
Andrea Agha ’99
Andrew Korge ’99
Genny Zhu ’99
Gina Beekman ’00 P ’29 ’31 ’35
Daniel de la Vega ’00
Barclay Gang ’00
Rachael Martin ’00
Lara Paraskos ’00 P’31,’34,’36
Lara Shapiro ’00
Dania Alonso ‘94 P ‘23, ‘25, ‘30
Danielle Bowen ‘94 P ‘21, ‘23
Benita De Mirza ’94
Tony Figueroa Cisneros ’94 P’25,’27
Deborah Ginsberg ’94
Marc Gralnick ‘94
JJ Hansen ‘94
Jennifer Ingham Shelley ‘94
Christopher Kavalir ‘94
Stephanie Martin ‘94
Tyler Master ‘94
Camilo Miguel ‘94
Cheree Padilla ‘94
Deb Rostorfer ‘94
Courtney Sullivan Noyes ‘94 P ‘22, ‘25, ‘30
Kevin Bowen ‘89
Doug Brown ‘89 P ‘25, ‘27, ‘31
Julie McConnell ‘89
Christina Morgan ‘89
Jill Reiter ‘89 P ‘20, ‘23, ‘25
Adam Steckley ‘89
Eddie Stephens ‘89
Jeff Bartel ’84 P’22,’27
Nancy Bernstein ’84
Dana Brown ’84
Kimberly Fay Clark Dunn ’84
Tiffany Conser ’84
Lisa d’Adesky Campbell ’84
Bret Dorion ’84
Stephanie Dreyfuss ’84
Marlene Fairchild ’84
Anna Feiler ’84
Bobby Glick ’84
Linda Golkar ’84
Peter Hamilton ’84
Lainie Hansen ’84
Betty Iriondo Andrikopoulos ’84
Michael Kaminer ’84
Leslie McGregor ’84
Helena Moran ’84
Gregg Parker ’84
Brian Robboy ’84
Marco Rojas ’84 P’14,’23,’26
Michelle Rubel Braddish ’84
Kelli Sabatino ’84
Robin Saks ’84
Laura Schrank ’84
Tara Sher ’84
Joe Shostak ’84
Shelley Stonesifer ’84
Jayme Taylor ’84
William Trattler ’84 P’18,’21,’23,’37
Joanne Weaver ’84
Michael Weissberg ’84
James Williams ’84
Guilherme Ribeiro do Valle, has been an investor since the mid-nineties. In 1997 he relocated from his native São Paulo, Brazil to New York to work for Garantia, a Brazilian investment bank later acquired by Credit Suisse. In 2003 Guilherme founded ABS Global Investments, a Greenwich CT headquartered investment firm that manages assets on behalf of Pension Funds, Endowments & Foundations. He is currently a managing partner and portfolio manager at the firm.
Guilherme met his wife Benjamine in New York, and their two sons were born in the city. In 2019, the family decided to relocate to Miami.
The Valle family is actively supporting philanthropic organizations in the US, Brazil, and France.
Guilherme has a degree in Business Administration from Fundação Getúlio Vargas in São Paulo and is a CFA charter holder. Besides work and family, Guilherme enjoys practicing endurance and water sports.
Benjamin Gettler is a graduate of Yale University and holds a JD with an emphasis in tax and business planning from the University of Cincinnati. He has served on various public and private boards and has actively advised publicly traded companies, charitable organizations and law firms.
Commencing in 2004, Mr. Gettler oversaw the rollout of an investment fund targeting value-added real estate opportunities, leading to his becoming a founding partner of Dolphin Properties & Investments. Prior to its sale, the partnership owned and managed multi-family assets across the United States.
Mr. Gettler is also a director and business development manager for a real estate and manufacturing concern based in Cincinnati, Ohio. The company manufactured rubber and foam components and operated real estate projects in northern Michigan, Ohio, Tennessee and Florida. Prior to going private, the company was listed on a major stock exchange.
Mr. Gettler enjoys travelling, tennis, and spending time with his wife and his three children, all of whom attend Gulliver (Reed ‘25, Benjamin ‘27, and Sloane ‘34). He is an active member of his community as a philanthropist and volunteer and currently serves on the board of the Gettler Family Foundation.
Coming Soon
Please email us at admissions@gulliverprep.org if you would like to be placed on a waitlist or to schedule a visit to our campus. We can’t wait to meet you!
To register for the Primary and Lower School Open House on December 3, click here. If you are unable to attend that day, please email us at admissions@gulliverprep.org to schedule a visit to our campus. We can’t wait to meet you!
Beginning in Primary, students will experience music and movement through storytelling and song. They are given opportunities to create, perform, respond, and connect skills to form a deeper understanding of the discipline. They have multiple chances to perform throughout the year which help to build their confidence and share their voices with our school community.
When students maintain adequate levels of physical fitness and make healthy choices, the conditions and opportunities for learning also increase. The Physical Education program in Lower School supports children to gain individual skills, as well as their knowledge of working as a team. The focus is on hand- and foot-eye coordination and building flexibility, strength and stamina. Lessons are planned to maximize the amount of time students are engaged in moderate to vigorous physical activity, and daily instruction supports growth over time. Once skills are learned, they are integrated into game situations that incorporate strategy, teamwork, cooperation, and positive sportsmanship.
When students maintain adequate levels of physical fitness and make healthy choices, the conditions and opportunities for learning also increase.
The Physical Education program in Primary supports children to gain individual skills, while building their knowledge of working as a team. Each lesson is carefully planned to maximize the amount of time students are engaged in moderate to vigorous physical activity. The focus is on locomotive movements, hand- and foot-eye coordination, balance, flexibility and building strength and stamina. Once skills are learned, they are integrated into game situations that incorporate teamwork and cooperation.
Engineering & Computer Science (CSL Room 229) w/Cristina Telepman and students
Visual Arts (CSL Room 210) – w/ Beth Harrison and students
Transformation. Together. 2026. formally launched in May 2022, and, in October 2022, we opened the Center for Student Life at our Marian C. Krutulis PK-8 Campus. This 60,000 square foot facility was the first new building to be constructed as part of our capital campaign, and is at the heart of student life and learning. In March 2023, the Tennis Complex officially opened, marking the completion of Phase II.
With Phase III in progress, Phase IV pending fundraising, and Phase V on the horizon, we continue to make steady progress toward our campus transformation at the Upper School Campus.
Milestones are specific initiatives set that help to achieve our strategic plan goals. Examples of completed milestones in this goal include designing and implementing a capital campaign, increasing giving participation, and creating athletic sponsorship opportunities.
The Ensure Our Future goal incorporates the themes of building a culture of philanthropy and learning spaces. These themes will assist in funding our facility improvements and enhancing our programmatic offerings.
Milestones are specific initiatives set that help to achieve our strategic plan goals. Examples of completed milestones in this goal include increasing funding and or services to meet the needs of non-traditional students, establishing of a new employee mentoring program, developing an outdoor multi-day orientation for all incoming 9th grade students, and changing the communication process so that the Gulliver difference is portrayed effectively through storytelling.
The Leverage Our Strengths goal incorporates the themes of expanding community partnerships, enhancing effectiveness in addressing diversity, equity and inclusion, increasing faculty engagement, pedagogy, marketing and branding, and supporting new students and families.
The Empower Our Students goal incorporates the themes of grading and placement, social and emotional learning, character education, and expanding student leadership. Each effort expands on the development of building student agency, well-being, leadership, and character.
Milestones are specific initiatives set that help to achieve our strategic plan goals. Examples of completed milestones in this goal include proposing new ways for students to demonstrate proficiency of standards and mastery, creating opportunities for affinity groups to meet in “open spaces”, suggesting new character education policies to help promote and support student responsibility, and launching a peer tutoring program in the Upper School to improve skills taught in classes.
The Unite Our Community goal incorporates the themes of curriculum development, professional development, and progress monitoring. Each theme builds on the belief that a shared mission and vision can strengthen and align our community
Milestones are specific initiatives set that help to achieve our strategic plan goals. Examples of completed milestones in this goal include increasing opportunities for faculty to meet with library personnel around the research policy, developing a digital source of professional development webinars, and proposing updates to the current systems that help identify students with academic needs.
Math Workshop is a framework that allows students to learn new math content each day, practice math strategies in a variety of ways, and reflect on learning through verbal or written sharing. The predictable structure of the math workshop makes it easier for students to participate in differentiated activities.
Units throughout the year include:
The program in the Primary School provides the foundation for the robust English language arts curriculum at Gulliver, and supports students as they develop into confident readers, researchers, and efficient writers across all content areas.
Aligned with the Science of Reading, the comprehensive ELA program affords students the opportunity to continuously practice and develop strong listening, speaking, reading and writing skills. The program consists of a unique combination of elements from different research informed curricula, that emphasizes hallmarks of a structured early literacy program: oral language development, phonological awareness, phonemic awareness, phonics, vocabulary, listening comprehension.
Students develop their voice during Writing Workshop as they learn the writing process, including generating ideas, drafting, revising, editing, and publishing. Writing Workshop begins with a mini-lesson, is followed by independent writing time, and concludes with sharing of student work. In SK, students begin by drawing pictures to tell stories, labeling the picture, and then writing words to describe the pictures. Students are encouraged to write the sounds they hear in words, as well as include sight words that are posted in the classroom.
Units throughout the year include:
Handwriting is taught using the Handwriting Without Tears program. Students develop their skills over time, focusing first on how to hold instruments properly, and then on size and spacing in order to form letters and write with ease. The curriculum uses hands-on, multisensory materials and was designed in such a way that it introduces shapes, numbers, and letters in an order that matches the progression of children’s developmental abilities so that it is easier for them to practice, learn, and remember. The program follows research of how children learn best and includes materials that address all styles of learning.
A mathematical foundation is established in PK and JK with interactive games, puzzles, block building, and manipulatives. Our morning meeting begins by reviewing the calendar and daily schedule, incorporating the gradual understanding of time, counting, and numeral recognition. Throughout these activities, children develop an understanding of numerals, shapes, patterns, measurement, sorting, one-to-one correspondence, categorizing, and logical thinking. Various manipulatives aid students in developing mathematical problem-solving skills as they count, sort, combine, and measure with pattern blocks, counters, and tangrams.
Emergent literacy for PK and JK is integrated throughout our curriculum. Our print-rich environment helps children understand why and how print is used. Nursery rhymes and songs allow the children to hear the sounds of speech in our oral language. Active engagement with books and storytelling promote pre-literacy skills that build vocabulary, develop comprehension, and support higher levels of thinking. Over time, children learn to express their thoughts, feelings, and experiences through drawing and writing.
Students in every grade spend the first six weeks of school understanding their role and learning how to be a positive member of their class and school community. Each class develops classroom expectations and discusses how to work together and problem solve when challenges arise, in alignment with the Responsive Classroom approach.
Every grade learns about various communities and the important role that the people, places and history play as they develop and change over time.
Through a project-based approach, students share and learn about themselves, their families, school, local, national and global communities. Performances, field trips, and real-life simulations support students’ growth throughout their units of study.
