FALL 2021-22
GRALAND
IN THIS ISSUE:
August-October 2017
Today
Fall 2019
To Live The Questions: How Graland Can Honor a Tradition of Intellectual Excellence
A Schoolwide Culture of Learning: A Vision for Students and Teachers
by Head of School Josh Cobb
by the Curriculm & Instruction Team
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A Special Way to Enhance the School Experience 8 Alumni 11 Respecting All Books 15 Graland Parent Association 18
GRALAND COUNTRY DAY SCHOOL
“
I came to realize that to live the learning meant three things: to live the questions, to live your passions, and to live on purpose - Josh Cobb See article page 4
”
Graland Today is a publication of Graland Country Day School Volume 9, Issue 1 Send correspondence to: Graland Communication Department Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org
At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.
Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community
Ascende Omnem Montem
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Welcome to the 2021-2022 School Year On behalf of my fellow Trustees, and after a year of not being able to step inside the gates of campus, I would like to extend a warm welcome back to campus and extend a special hello to all our new families who we are excited to meet. Graland is a special, tightknit community. During the 2020-2021 school year, despite the heroic efforts of the GPA, our faculty and administration, parents, and students… something was missing. As I observed a very large turnout watching and listening to Josh Cobb’s comments on the first day of school, it was obvious. The face-to-face connection between teachers and administrators interacting with parents, and parents interacting with other parents on campus was missing. Josh’s words of what a Graland education means and his vision of where our children are headed in this uncertain world were incredibly inspiring to me and hopefully everyone in the crowd. It was obvious to me how truly important that tight-knit community is to keeping the Graland engine at full throttle. I hope you felt that energy as well. The Board of Trustees welcomes three new members this year. Together with the returning slate, we are embarking on an agenda that will see a new strategic plan for the school put in place by the end of this school year. This plan will guide the school for the next few years. Thank you for your support last year, and thank you in advance for your support during this school year in keeping our community strong! I look forward to seeing you around campus this coming year! All the best,
Bernie Dvorak President, Board of Trustees
Meet the New Trustees John Kuntz As a former Graland faculty member, John Kuntz brings over four decades of experience in education to the board. He holds a master’s degree in teaching from Northwestern University and a bachelor’s degree in mathematics from Colgate University. John taught at Graland for nine years before serving at three other schools including 28 years as the Head of Middle School at Kent Denver. John has two children with his wife Joan, whom he met at Graland during her time as a faculty member. In his free time, he enjoys spending time in the Colorado mountains hiking, skiing, and camping as well as traveling to visit his children and grandson.
Mimi Saavedra Dr. Saavedra is an associate professor of medicine and clinician scientist at National Jewish Health, where she has been based for 13 years. She is an expert in the field of cystic fibrosis and the treatment of bacterial respiratory infections. Dr. Saavedra earned her doctor of medicine from the University of Florida College of Medicine and a bachelor’s degree from the University of Florida. She and her husband Juan have two girls, Marcela (Grade 7) and Francesca (Grade 5), and have been a part of the Graland community since 2014. Dr. Saavedra has been a member of the Graland Medical Advisory Board since July 2020.
Graham Williams ’92 was born and raised in Denver. He earned his master’s in business administration from the University of Denver’s Daniels College of Business and a bachelor’s degree in political science from Davidson College. Graham is currently the Founder and CEO of Impart, a startup enabling users gather and share life lessons as a gift. Prior to Impart, Graham was a telecom executive, most recently as COO of data center company Cologix. He has been married to his wife Caro for 17 years. They share two children, Berkeley (Grade 7) and Zizza (Grade 5). Graham currently serves on the Board of Directors and finance committee for Project Sanctuary, a non-profit supporting military families.
Champion to Represent SCAC on the Graland Board
Meet India Champion, chair of the School Climate Advisory Committee (SCAC), and ex-officio member of the Graland Board of Trustees. India studied at Colorado State University and currently works as a brewing quality assurance specialist at Molson Coors Brewing Company. She has one son at Graland, Miles (Grade 3), and has served on the School Climate Advisory Committee for four years. As chair of the SCAC for the 2021-22 school year, India’s goal is to create a space for meaningful conversations where children are at the center. In her free time, you will find India exercising, reading, watching her son play sports, and spending time with her friends and family. By providing the School Climate Advisory Committee with an ex-officio seat, the Board hopes to broaden its perspective of the Graland experience and to further support the School in achieving strategic initiatives focused on inclusivity.
Graland Today
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To Live The Questions: How Graland Can Honor a Tradition of Intellectual Excellence By Josh Cobb, Head of School
“And the point is, to live everything. Live the questions now. Perhaps you will then gradually, without noticing it, live along some distant day into the answer.” - Rainer Maria Rilke, Letters to a Young Poet
As we embark on a strategic planning process, I felt inspired to look back over the archives of the school to discover those elements that are central to the Graland values. Throughout my search, and with a bit of help from the legendary teacher Phil Hickey, I found a letter that the founding head of school Georgia Nelson wrote to be read many years later at the school’s 75th anniversary in 2002. In this epistle, she declares, “It was the goal, and time and again is the reality that this school was created not only to teach children, but to help them live their learning and by doing so, live their lives.” The phrase “live their learning” captured my attention. What does it mean to “live the learning”? As I continued to research, I saw a continual commitment to intellectual excellence, experiential learning, innovation, the arts, athletics, and service learning. I saw a deep dedication to infuse 4
the learning experience with joy, engagement, and meaning and came to realize that to live the learning meant three things: to live the questions, to live your passions, and to live on purpose. Over this year, I will explore these three concepts, beginning with “to live the questions.” Curiosity is fundamental to life-long learning. Last spring, in my graduation speech to the eighth grade, I encouraged the graduates to foster the traits of a scientist, telling them, “Scientists see life as a catalyst for questioning. Why does that happen? How does that work? As Albert Einstein once said, ‘Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop questioning.’” The second graders took this to heart last year as they studied Newton’s laws of motion. They first brainstormed queries about natural phenomena, learned
how the laws could provide answers, and then put the laws to the test with experiments about speed, gravity, friction, and energy. Finally, they used a design challenge, in which they released ping-pong balls down a block-plank contraption, to reveal many of Newton’s laws in action. Invention is another important realm of inquiry. At Graland, for over twenty years, inventors have been motivated by the question: “What is your problem?” In the case of Gates, this question inspires students to identify a problem, explore their own experience with that problem, and then most importantly, delve deeply into other people’s same experience of that problem. Last year, two students developed a way for those with walkers or wheelchairs to carry their luggage more easily, entitled The Suitcase Aid 2.0. These inventors, Cate Whalen and Elle Guillot, saw a problem that did not relate directly to them and required them to stretch their curiosity to understand the hardships of others. The original question “What’s Your Problem?” inspires a combination of
curiosity and empathy that leads students to iterate better and better designs, 1.0, 2.0, and even the rare 3.0. Inquiry fuels the innovators’ journey each year, resulting in more problems solved and more people supported. Over the last several years, we have seen more and more of this inquisitive spirit beyond the Gates Lab in the form of project-based learning. During the summer of 2020, as teachers prepared for three separate learning modalities—in-person, hybrid, and remote—they took professional development courses from the World Leadership School, specifically focusing on project-based learning and how to adapt it effectively to either the remote or in-person environment. Project-based pedagogy begins with a driving question that launches the learning. In seventh grade, students complete a constitutional project, entitled “A More Perfect Union,” driven by the questions: How have the amendments helped the Constitution adapt and grow as the years go by? How does our government reflect the will of the people? How do we,
as a nation, help to “secure the Blessings of Liberty’’ for future generations? These questions inspire the students to research an amendment of their choice, write an argument for the positive impact of that amendment (or propose a new amendment that fills a need), and then represent their amendment in an individual tile that becomes part of a larger mosaic in the shape of our country. Every year this mosaic demonstrates the power of questions to drive learning. These question-driven projects remind me of my early career at Graland as an English teacher, as I used guiding questions, such as, “How does encountering difference help us grow?” and “How do stories help us heal?” to direct our exploration of literature. Often during these conversations, I would empower students to utilize the Socratic method to deepen their study of literature. Following a tradition of education that spans millennia, students would ask each other questions to uncover character traits, themes, and symbols embedded in the literature.
Eventually, by the end of these rich literary dialogues, students would develop unique thesis statements, statements they would defend with evidence revealed by the inquiry. The power of the question propelled students to refine their thinking. Like problems leading to solutions, guiding questions fostered discerning and substantial arguments. In a 1934 Graland brochure, it states that Graland was “begun in protest to the factory psychology that was invading the school area.” It was founded by educators and parents “who wished to preserve in their children the explorative, inquisitive, and wondering mind.” In the 1958 Graland Philosophy statement, Graland educators elaborate on this initial objective, “We value the creative, the imaginative, the curious, and the skeptical mind.” To follow in this tradition, we must continue to live the question. By ensuring that inquiry defines the Graland experience, we can live up to that initial vision and achieve our current mission to foster intellectual excellence in our students. Graland Today
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A Schoolwide Culture of Learning:
A Vision for Students and Teachers school communities, each year provides an opportunity In to begin with fresh eyes, renewed energy, and a reaffirmed commitment to working together for the common good of our learners. This commitment at Graland has led to a
professional development, enhancement of instructional supervision, and alignment of our learning programs to our curricular goals are key drivers that will guide our efforts. On a practical level, this involves a close look at systems and structures reimagining of curricular leadership. For our team, it is both that support curriculum development, teaching practices, and an honor and a privilege to support the extraordinary Graland professional development. Our work begins with celebrating community as a part of their efforts in meeting the needs of areas of strength, seeking opportunities for growth, and each learner, be it student or adult. In this article, we identifying ways to enhance existing processes would like to introduce a broad overview of the and procedures. A key part of our efforts this renewed curricular leadership, which provides a year will be partnering with teaching teams balance of big picture perspective and hands“The introduction of and divisional leaders in order to define on pragmatism. and design curricular and professional instructional coaching development goals to promote student Research from a joint task force from the University of Minnesota and Toronto achievement and agency. across divisions and reports, “effective educational leadership Every community member is on a makes a difference in improving learning. departments signifies an journey of lifelong learning. Associate Leadership achieves significant impact investment in Graland’s Director of Curriculum, Nikki Spiers, by setting a common direction that will continue with a focus on “putting greatest asset, our everyone understands, setting clear and theory into practice” with tools such high expectations and developing the tools as instructional coaching, professional teachers.” and support to succeed.” The new Curriculum development, and peer learning. Ms. Spiers - Curriculum & & Instruction Team (C&I Team) leadership will will continue to collaborate with our dedicated Instruction Team support the growth of our learning community by faculty and staff to enhance teaching practices. providing a systematic approach to curricular review and Day to day, this means that Ms. Spiers will work closely professional development. We will build on the progress so far with our professional team of teachers to facilitate conversations and continue to define the scope and design of our curriculum revolving around teaching practices that will support them in to increase clarity and efficacy. Our team is committed to meeting their goals as well as those of their students. collaborating with leaders and faculty to focus on these aspects Ensuring opportunities for experiential, project-based learning going forward. The C&I Team consists of the Director of experiences continues to be a core value of the Graland mission. Curriculum and Instruction, Ji Han, Associate Director of Associate Director of Programs, Nanette Newman, will focus on Curriculum and Instruction, Nikki Spiers, and Associate Director developing and coordinating the co-curricular programs which of Programs, Nanette Newman. For more information about us enhance learning objectives within the classroom. Planning please read our bios at graland.org/faculty. opportunities for experiential learning, facilitating project-based Curriculum and instruction is a key pathway to being mission learning, organizing trips, and supporting our service learning aligned and learner-focused. The Director of Curriculum & program are all aspects of this role. Mrs. Newman’s collaboration Instruction position will focus on providing a comprehensive with teacher leaders provides a pathway for Graland students to and strategic lens to increase alignment and coherence within demonstrate engagement, agency, and voice while applying what our curricular programs and practices. From a big picture they have learned within authentic contexts. perspective, curriculum development, strategic planning of The introduction of instructional coaching across divisions
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Nanette Newman Associate Director of Programs
Ji Han Director of Curriculum & Instruction
and departments signifies an investment in Graland’s greatest asset, our teachers. It benefits faculty by allowing us to be responsive to teacher needs, connect colleagues working toward similar goals, and link individual professional development to the school’s broader initiatives. Instructional coaching is an impactful mode of professional growth because it is ongoing and driven by teacher agency. Through planning, co-teaching or observation, the coaching process provides a continual feedback loop that promotes an innovative approach to teaching and learning. Teachers are encouraged to experiment, reflect and iterate in order to develop engaging, purposeful, and relevant learning experiences. The greatest beneficiaries of this restructuring are the students. The C&I Team will work with grade-level teams and departments to ensure continuity in the student experience and model a culture of learning and collaboration.
Nikki Spiers Associate Director of Curriclum & Instruction
Through our partnership with faculty, we can match teaching methodologies and student needs. Having an understanding of the K-8 scope and sequence allows the team to also support differentiation. Asking the question “What do our students need us to learn?” both at the classroom and the institutional levels shows Graland’s commitment to preparing our students for the world ahead. Helen Keller reminds us that “Alone we can do little, together we can do so much.” As members of the Graland C&I Team and community of lifelong learners, we are excited to work in partnership with our dedicated team of faculty and staff toward meeting our Graland Mission “to achieve intellectual excellence and build strong character.” We look forward to sharing updates about our learning and progress with you throughout the year.
Graland Today
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Lower School News
A Special Way to Enhance the School Experience By Nan Remington, Head of Lower School
Lower School students spend around 2,100 minutes a week in school. About 300 of those minutes are spent transitioning from home to school, lunch, recess, and specials. In 2018, a schedule redesign team comprised of administrators, teachers, and staff, wondered if the time and energy spent during all the transitions were developmentally appropriate and if it was the best use of our students’ time. In a world where children are already over-scheduled, the schedule redesign team examined schedules of Lower School students and looked for ways to enhance the school experience for some of our younger learners. They looked for ways to decrease transitions, spend longer blocks of time in the classroom, and preserve unstructured playtime. One way to accomplish this was to “block” specials. Changing a school schedule is enormously complex and fraught with details, but block scheduling, hardly a new idea, is making a comeback. Block scheduling has been implemented in high schools for several years, but elementary schools are now realizing the benefits for younger students. Proponents maintain that less time is lost during the school day between transitions, going to different classes, and activities. The Education Alliance at Brown University, an educational laboratory, found that block schedules “resulted in reduced discipline problems, increased achievement levels, and stronger personal relationships between teachers and students.” During the 2018-19 school year, a block schedule was piloted in kindergarten and second grade with the Lower School Spanish and science classes. Instead of students attending these specials two times during the rotational schedule for thirty minutes, students attended one of these specials for 45 minutes, three times during the rotation. With the block system, students received 200 additional minutes of instruction. 8
Feedback from the faculty was positive. With the block system, special area teachers forged stronger relationships with students since they saw them more frequently. Teachers also reported students were more engaged since there was not as much time between classes. Students seemed to quickly pick up where they left off and spent less time reviewing concepts, which allowed teachers to go deeper into their subject matter. What did classroom teachers observe? With fewer transitions, they saw their students re-enter the classroom more calmly and less harried. Classroom teachers heard more Spanish words from the students, and their students talked about science concepts during morning meetings and classroom discussions. Then COVID brought new challenges, and cohorting was needed to keep our community safe and maintain in-person learning. With that in mind, classes moved from the semester blocking to six-week blocking, where students attended the same special-area class every day for six weeks. Students then had another six-week block with the same specials later in the year. PE classes were the exception, with classes held daily for the entire school year. Similar to the semester blocking, teachers appreciated having consistent schedules, fewer transitions, which allowed more time to cover content. Teachers aren’t the only ones who appreciate the block schedules; students appreciate the consistency and diving deep into a concept. For example, a second grader shared in science class that they can check daily for any changes in their experiments now, instead of waiting a week to see what is new or different. Likewise, fourth graders told me they enjoy seeing their Spanish teacher each day, and feel their Spanish vocabulary has grown at a greater rate. Looking closely at the feedback and observations over several years, the administration and faculty decided to continue with the six-week block schedule in Lower School. The continued monitoring of student progress and instructional time will be essential as we continue to seek a healthy and manageable schedule for our students.
Teaching Spanish
USING THE BLOCK SYSTEM By Kelly Viseur, Lower School Spanish
On only the sixth day of school this year, a kindergarten student joyfully entered my classroom declaring, “I love Spanish class!” When I see my students daily, I learn their names quicker, and I also identify their personality traits faster. It’s remarkable how rapidly I can assess unique learning needs and classroom management requirements when you see a class every single day. It also allows me to pivot quickly for the next day if a lesson needs more or less time or if a surprising new idea is generated by the students. When returning to teach the same grade after a 12-week hiatus, I have found that I only need one day of review to encourage their memory of Spanish vocabulary. By the second day, we are off and running with the new curriculum. The momentum is notable. In other rotation schedules, there might be six days when a student doesn’t see their specials teacher. In that model, the teacher spends the first portion of the class reviewing and reminding the students, not only of the vocabulary, but also the classroom norms. Within the block system, I have enjoyed teaching the common Spanish phrase, “¡Hasta mañana!” (See you tomorrow!). It’s a cheerful way to end our class and builds anticipation for the next day’s fun in Spanish!
Making More Music USING THE BLOCK SYSTEM By Justin Miera, Lower School Music
Adapting to a new situation can be challenging, but when that transformation is helpful to children, it makes the process much easier. Previously, Lower School specialists have traditionally seen their students once, or maybe twice a week. In music, that meant months of practice to prepare for a concert and perpetually relearning new concepts. However, the new COVID scheduling protocols gave us a chance to create an improved system to teach subjects such as art, drama, and music. While our cohorting objective was to limit the number of cross-grade contacts in music, we are now able to teach one grade level at a time, every day for six weeks straight, two terms per year. This has
instantly reduced the number of concepts that need to be retaught, such as melody reading, rhythm literacy, and skills like singing in head-voice. Likewise, we have been able to rehearse performance pieces in one week rather than five. Though the new rotation has been undoubtedly helpful in nurturing young musicians, the most powerful outcome has
been the opportunity to connect with our students on a more personal level. We can recall a student’s interests, follow up on their daily experiences, and it’s easier to remember their names. This consistency not only provides students with a stable emotional experience but also builds a platform from which we can encourage positive risk-taking and exploration. Graland Today
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Development Make a gift to Graland today and have an immediate impact on every child, every teacher, every program, every day.
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Alumni Graland Welcomes Back Anna Natassja Scheitler ’13
Class of 2017
College Selections
Joaquin Abarca - Stanford University Phillip Albright - Wake Forest University Abby Amann - Villanova University Cooper Angell - University of California, Santa Barbara Natalie Aymond - University of California, Santa Barbara Ariana Azari - American University Caroline Bain - Let us know! Ava Barish - University of Pennsylvania Lola Barish - Washington University in St. Louis Serena Barish - Georgetown University Gigi Beardsley - Tulane University Jordan Benson - Gap year Marin Bomgaars - University of Miami Bartholomew Brophy - Let us know! Jeb Brown - University of Colorado - Boulder Gage Browner - Let us know! Sydney Bullen - Let us know! Kieran Cebrian - University of Denver Sebastian Chambers - Western Washington University Christopher Christmas - Let us know! James Cobb - University of California, Los Angeles Jacob Daniel - Let us know! Audrey Davis - Let us know! Josiah Davis - Columbia College Chicago Charlie Decker - University of Richmond Linc Dines - Let us know! Tommy Donaldson - Miami University Cooper Fallon - Santa Clara University Emma Ferer - Let us know! Drew Filerman - Loyola Marymount University Will Forbes - Yale University Patrick Frankel - University of Colorado - Boulder Ella Freimuth - Cornell University Gabe Fuselier - Let us know! Ryan Gaghen - Claremont McKenna College* Quinn Geller - Parsons School of Design/The New School Brooke Gilbert - Let us know! Ben Goldstein - University of Colorado - Boulder Joseph Gonzales - University of Kansas John Gowen, Jr. - University of Colorado - Boulder William Grawemeyer - University of Chicago Emily Groza - Let us know! Ben Hawley - Vanderbilt University Spencer Hecklinger - National Collegiate Development Conference (Northeast Junior Hockey) Lee Heselton - Let us know! Hong Huh - University of Colorado - Boulder Eleanor Hunt - Princeton University Sloan Hurley - Wake Forest University Gracie Hutt - St. Louis University Michael Jackson - Sterling College Alex Kechriotis - University of Colorado - Boulder*
Gregory Kintzele, Jr. - Dickinson College Casey Klutznick - Let us know! Andrew Kornfeld - Indiana University Caroline Kreutzen - Let us know! David Laney - Let us know! Cate Lord - University of Southern California Nina Lubchenco - College of Charleston Sean Mahoney - Oklahoma State University Annie Mei Manassee - University of Colorado - Boulder Clara Masters - University of Loyola Chicago Justin Mayer - Villanova University Nicholas Mayer - University of Richmond Parker Mead - Santa Clara University William Mead - Holy Cross University Katharine Merrifield - University of Michigan Dieterich Miller - Let us know! Amos Mills - St. Cloud State University Amy Moore-Bonbright - Arizona State University Shreya Munshi - Let us know! Angelina Murane - University of Redlands Sara Musani - University of Colorado - Boulder Emory Pardun - Chapman University’s Dodge Film School Sage Phelps-Fast - University of Colorado - Boulder Jacob Pomerantz - Northwestern University* Alina Popova - Massachusetts College of Pharmacy and Health Services Sofia Reyes - Regis University Catalina Rodriguez - University of Sydney Madeline Roper - Santa Clara University Max Rosenstein - Miami University Bec Ross - Metro State University Natalie Rumsfeld - Queen Mary University of London Maya Rutherford - University of Michigan Katie Sauer - Let us know! ascheitler@graland.org Mia Schneider - Penn State University Oscar Sena - Colorado State University Kendall Smart - Northwestern University Alex Song - Santa Clara University Christopher Song - Rochester Institute of Technology Jonah Sperling - Indiana University Conner Stein - Arizona State University Rachel Steinman - Let us know! Cameron Swaney - Colgate University Carl Swett - Let us know! Brendan Thompson-Paschetto - Let us know! Alex Walker - Colorado College Anson Walker - Let us know! Ciaya Washington - Let us know! Miaya Washington - Let us know! Nathan White - Let us know! Spencer White - Let us know! Weston Wolkov - University of Colorado - Boulder *following a gap year
Help us fill in the blanks!
Share college information and/or other classnotes by emailing ascheitler@graland.org
Graland’s Development & Alumni Office is pleased to welcome Anna Natassja Scheitler ’13 as the newest member of the team. A Denver native, Ms. Scheitler returned to Graland as development manager in July 2021. A proud alumna, Ms. Scheitler has many fond memories of being an Eagle. She is a firm believer that Graland shaped her into the person she is today and is looking forward to making many more memories during her professional career. Ms. Scheitler graduated magna cum laude from Bucknell University with a bachelor’s degree in English literary studies. In her free time, as a former NCAA Division I rower, she enjoys coaching junior rowing at the Mile High Rowing Club. When she is not on the water, Ms. Scheitler enjoys spending time in the mountains, reading poetry, and volunteering. Read below for information about one of Anna’s first projects at Graland - the relaunching of the Graland Alumni College Ambassadors Program.
Alumni College Ambassadors Program Graland is pleased to relaunch its Alumni College Ambassadors program. The Alumni College Ambassadors program connects Graland alumni currently in college with fellow alumni in high school. The program aims to provide high school students with a unique opportunity to begin networking, asking questions, and learning more about college life and various school options. Over 15 universities around the world are currently represented - with more to come soon!
Interested?
If you are a high school student who is interested in joining the program, please visit graland.org/ collegeambassadors. If you are a college student who would like to become an ambassador, please email Anna Natassja Scheitler at ascheitler@graland.org Amherst College Bucknell University Colorado College Cornell Georgetown Southern Methodist University University of California Los Angeles
University of Colorado Boulder University Of Denver University of Miami University of Michigan University of WisconsinMadison Wake Forest University Yale Graland Today
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Alumni
Alumni Feature: Kenneth Cooper ‘70 Ken Cooper ’70 is the recipient of the 2021 Nancy Nye Priest Alumni Award! Please see the next page for details about the Fall Alumni Cocktail Party where he will receive the award. Kenneth “Ken” Cooper ’70’s educational experience at Graland was foundational in his pursuit towards excellence throughout his life and still today. One of Graland’s first Black students, Mr. Cooper is a Pulitzer Prize winner, an author, and has been a reporter and editor for more than 40 years, specializing in government, politics, and social policy, at the Washington Post, Boston Globe, Knight Ridder, St. Louis American, Kenneth Cooper circa 1970 and St. Louis Post-Dispatch. of color - including valedictorians in His experience speaks to the Graland their public schools - go to college, and theme of “My Story. Your Story. Our they find out quickly that they’re not Story.” Mr. Cooper shared his story last prepared. It’s a devastating blow to their summer through Graland’s Alumni self-esteem, and they drop out. They can’t of Color forums and recently visited even finish because of the psychological Graland’s campus to speak again about effects. So Graland caught me up, making his school years as well as his life and me eminently prepared to go to Phillips career after Graland with Director of Academy Andover and then on to the fine Equity & Inclusivity, Oscar Gonzalez, college of Washington University in Saint and Alumni Relations & Development Louis. Manager, Anna Natassja Scheitler ’13. I also remember when Arthur Kent Below is an excerpt of their conversations [Assistant Headmaster] used to give us a with a link below to listen to and learn pop quiz of five questions every Friday more from Mr. Cooper. that he would collect but wouldn’t grade. The purpose was to check the students’ What experiences did you have at understanding and find that if most of Graland that you believe have been the class didn’t catch something, then we beneficial throughout your life? At the time, I didn’t know this, but before would do it in a different way the next week. It’s in the pedagogy of excellent Graland, I had been going to de facto teaching; it laid a good foundation for me segregated schools in northeast Denver. and made me academically competitive. In retrospect, one of the big things that Graland did for me academically was Thinking of students today, what would allowing me to catch up in eighth and you recommend for those who are ninth grade instead of being a stellar seeking a sense of belonging? student in public schools, thinking that Well, one thing that students can do now I’m all that, and then going to college is talk to adults of color about how they and not really being prepared. I know feel. That is something I couldn’t do as from my work reporting and editing a student myself, as there wasn’t a single education stories that a lot of students 12
Black adult on this campus when I was here. I think Graland should consistently send the message that all are valued and that we respect the dignity of all, and that’s what we expect at all times. Being a student of color here isn’t a brand-new thing, even if it’s a new experience for them. It’s part of the school’s history and its character. I really think the most important thing is mutual respect. Respecting the dignity of other individuals and teaching them as individuals. We are all different. Shifting to your life after Graland, what advice would you give to others interested in pursuing journalism and media?
The best advice that I got from my first editor was pretty simple: “tell it like it is.” Even if you wish the telling were otherwise, I learned your credibility rides on not bending the situation to try to fit your worldview. When you go out and cover a story, you have to keep your skepticism intact, a sense of detachment, independence, and neutrality. You don’t want readers, listeners, or viewers feeling like you’re taking sides. That’s an insult to their intelligence. You can allow others to have different opinions without casting them as evil or morally deficient. Tell it like it is, let them have their say, and always be fair. What do you see as your greatest accomplishment? What makes you proud?
I once told somebody that I was interviewing, if asked about my greatest accomplishment, I might not say the Pulitzer Prize. What I might say is that it’s my work’s positive impact to open some doors and open some minds. I might say
Student Council circa 1970
Graland Student Newspaper Staff circa 1970
it was the stories that I did that got people jobs and that opened up opportunities, particularly for people of color. The thing about the Pulitzer Prize is that it’s about me, even though it was a public-spirited project that had some impact on the racial situation in Boston. I want to appreciate having been a Pulitzer Prize winner at 28 - at that point, becoming the youngest African American with a Pulitzer Prize for the next 30 years. However, it is people’s lives, particularly their material circumstances, that are more important to me in a great many ways. Having a role in those people getting jobs, making a good living, and
having children - that is a multipliereffect over time. The work that I did created opportunities and opened up jobs for Black people, in particular. Many stories I have written will be gathering dust in a digital database one day, but the impact of my work in the real world will still be felt. All will be in my obituary, but the latter part is what will outlive me and makes me most proud. How do you define “success?”
In terms of my definition of “success,” the first word that comes to mind is excellence. In journalism these days, the internet allows one to fulfill the desire to
do stories fast. This concept that stories can be “good enough?” I’m definitely not into that. I’m not even into “good.” I’m into excellent or best, but I’ll settle for better in competition. I think another element of success is going about whatever you do in a way that is humanistic and respects and values human life. Graland continues to extend sincere appreciation to Mr. Cooper for taking the time to share his story. To view a recording of Mr. Cooper speaking further about his career and professional achievements after Graland, please visit: graland.org/KenCooper70
UPCOMING ALUMNI EVENTS FALL ALUMNI COCKTAIL PARTY THURSDAY, NOV. 4, 2021, 6-8 P.M. The Nancy Nye Priest Alumni Award will be awarded to Ken Cooper ‘70. Invitation to follow. graland.org/AlumniParty
YOUNG ALUMNI PARTY
ALUMNI REUNION 21+ EVENT
THURSDAY, DEC. 16, 2021, 5-7 P.M.
SATURDAY, MAY 21, 2022, 5-8 P.M.
Alumni from the classes of 2014-2021 are invited.
25th Reunion for the class of 1997 50th Reunion for the class of 1972
Parents of these alumni are also invited to reconnect with each other. Invitation to follow.
All alumni 21+ are invited.
Milestone celebrations for class years ending in 2’s and 7’s
If you do not receive correspondence from Graland via email and/or mail, contact Anna Natassja Scheitler ‘13 (ascheitler@graland.org)
Graland Today
I 13
Middle School News
Making the Most of Time to
Deepen Student Learning By Marti Champion, Head of Middle School
Time. Each of us has a love/ hate relationship with this concept. Not enough time, too much time, downtime, wasted time, making the most of time… the list could go on and on. In the world of education, our relationship with time is a complex one. Each school year is a finite number of days. Within those days, we have an obligation to our students to teach the skills necessary to set them up for success as they grow into adults who contribute to their communities and the world. Last year, leaders in the field of education were faced with many challenges, with the most obvious one involving educating children amidst a pandemic. As an institution, we looked to see what others were doing, knowing that ultimately, we had to do what was best for Graland students. Time, in this instance, was a hostile partner in this endeavor. Yes, we knew how long the school year needed to be, but we were uncertain about the number of days we’d be in school. Our time in person with students was at the mercy of COVID-19. In an effort to embrace this challenge, we had to rethink our relationship with time, and more specifically, the schedule. It was our work with World Leadership School (WLS) and discussions about purpose that led us to examine how we use our time at Graland. Stimulate Innovation is one of Graland’s Guiding Principles, and this principle extends beyond the classroom. This year’s Middle School schedule has been designed to maximize our time with students. Although field trips, service learning, and the creation of special schedules break down the four walls of the classroom, having a reliable “space” to plan them lessens the tension teachers, at times, feel when planning experiential opportunities. As educators, 14
rld ge Wogua n a y L nit mue m Co Tim
Middle School Flex Day Scedule
SH ME rip ld T Fie ory vis Ad
Sample Schedule
we see the value in both and work to achieve a balance every year. This year’s schedule gives faculty and students the opportunity to extend their classrooms and learning experiences on Wednesdays, something we are calling Flex Wednesdays. Mondays, Tuesdays, Thursdays, and Fridays are regular academic days. In other words, students rotate through their classes, seeing each of their teachers. This is a structure that is familiar to all. Wednesdays, however, are where the days get interesting. If we go back to the playroom of our childhood and think about Legos, we may remember these simple building blocks that were different shapes, colors, and sizes. These blocks allowed us to creatively construct towers, structures, animals, and even people. Similar to Legos, Flex Wednesdays can be constructed with creativity and flexibility in this same way. As a grade-level team, faculty can
Grade 8 Field Trip
Ge Honius As ur sem bly
Bu dd ies Ca Sepsto ssi ne on
Mu sic al
S Le ervic arn e ing Ac Co ade ac mi hin c g
Other Available “Blocks”
choose MESH classes, field trips, service learning, community time, and projectbased learning to build a Wednesday schedule. By building out a schedule in this way, teachers are able to consistently augment their curriculum in predictable ways, knowing their scheduled time in the classroom will not be interrupted. It is no accident that we are “flexing” on Wednesdays. In addition to enhancing the curriculum, it also provides a nice break in the middle of the week. While taking this innovative approach with the schedule impacts the tangible - lessons and the class time - students benefit from the enriched lessons. Our expectation is that as the year progresses, we will be able to offer various community activities where students choose enrichment experiences that further their learning while also creating a space for them to develop skills and character competencies like agency that will help them grow as people.
Grade 7 Community Time
Respecting All Books By Kimm Lucas, Grade 5 English
“My parents say I need to read something harder besides a graphic novel,” the student says while gazing longingly at the graphic novels during our reading conference at the start of the school year. “Here we go again,” I think to myself. “It’s time to teach another student about the importance of respecting all kinds of books.” If you look at a display shelf in any bookstore these days, you will see a vast selection of graphic novels. The growing popularity of this literary format is undeniable, yet not everyone is on board with it. What is a graphic novel? Graphic novels are longer than comic books, telling a single story that contains a more complex plotline, often with literary elements woven throughout the storyline. These stories are full of text incorporating vivid vocabulary and complex plot lines. They can offer extra support for kids who need visual elements to better grasp the storyline. Additionally, these books expose readers to dynamic character development and challenge them to consider perspective and to ask questions. My own children, ages 9-17, gravitate toward these books. Who wouldn’t? With their colorful pages and appealing layout, it’s like candy in the bookstore. I’ve even caught myself rolling my eyes, saying out loud to my kids, “We’ve come for novels today, girls. There are enough graphic novels at home.” Then I have to stop and loudly remind myself that I’d rather have the kids reading than asking for screen time or complaining of being bored because there is nothing to do at home. Think of it this way, wouldn’t most parents prefer that their child eat one kind of fruit or vegetable rather than none at all? Our pediatrician would agree with that while emphasizing the importance of diversifying their eating diet as I emphasize to my students the importance of reading different kinds of books. Here’s the thing. While many people associate graphic novels with the penny comics or Betty and Archie booklets from childhood, graphic novels are real books. They tell a complete story rather than “episodes” that comic books tend to portray. They have powerful plotlines with memorable characters, lessons, and memories of the authors of these stories. Sure, I remember eagerly looking forward to the colored comics found in the Sunday paper, but I also recall my parents pushing a book into my hands, telling me it was time to read something “real.” I cringe when I remember my early days of teaching. Of course, I did exactly what my parents did, but I quickly realized the value of graphic novels for my most reluctant reader in 2002. This student went from being an obstinate reader to sometimes reading by winter, and by springtime, he had begun reading the more traditional children’s novels without being asked to. Many authors of graphic novels successfully connect with their readers by humanizing real-life topics. For example, Raina Teglemeirer, author of the series Smile, Drama, and Guts, relates to her audience by addressing and validating common issues that children struggle with daily such as sibling rivalry, the trauma of braces, and the uneasiness of anxiety. Graphic novels such as these capture the reader’s attention, much like the book When Stars Are Scattered by Victoria Jamieson. As one of the most popular books in our Grade 5 library last year, this graphic novel tells the story of growing up in a refugee camp from the perspective of a former Somali refugee. This book jazzed up one of my curious, motivated students who became engaged in a mature, question-invoking conversation with myself and several peers who were keen to know more about the story. Clearly, there are relevant and engaging topics to be found in these types of stories today. So, the next time you find yourself telling your child to find a “real” book, remember there is something to be valued in every type of book.
Graphic Novel Recomendations Younger Kids
Narwal and Jellyfish series by Ben Clanton
Middle Kids:
Twins by Varian Johnson
Lunch Lady by Jarrett Krosoczka
El Deafo
by CeCe Bell
Babysitters Club by Raina Telgmeier
Older Kids:
When Stars Are Scattered by Victoria Jamieson and Omar Mohamed
New Kid by Jerry Craft
Graland Today
I 15
Admission News
Fast Facts About Our 2021-22 Enrollment Applications from
10 &countries 5
states
Families new to Denver from California, Chicago, New Jersey, Puerto Rico, and New Zealand
50
112
from new families new students
Please help spread the word about all the ways prospective families can get to know Graland - tell your friends and family to check out the “Visit Us” page on the website for details about ...
In-Person or Virtual Campus Tours
492
Take an in-person tour of campus or watch a pre-recorded virtual tour!
admission event registrations
24 ambassador families
32
&
Far Wide
13
bus routes serving Graland families
New families live in
24
zip codes across the Denver area Schoolwide, our families represent
46
In-Person Open Houses
Join us on campus to take a tour and hear directly from Graland students, parents, and Head of School, Josh Cobb.
Oct. 7 at 8:30 a.m. Nov. 2 at 8:30 a.m. Dec. 10 at 8:30 a.m.
Virtual Info Sessions
preschools that feed into Graland
zip codes! 16
Spread the Word!
Live virtual events led by an admission team member with grade-level specific information and time for Q&A.
Connect With a Current Parent
The Graland Parent Admission Network is excited to connect with prospective families and talk about their experiences at Graland.
One-On-One Zoom Call With an Admission Team Member
Connect with an admission team member to ask questions and learn more about Graland.
Current families are our best ambassadors! Thank you!
THANK YOU SPONSORS
THE LORD FAMILY THE VAN ALSTYNE-GRIMES FAMILY
TAMMY AND CHRIS MARSICO
•A
RTHRIT
IS CEN TER
COLORA
O
•
D
THE REED FAMILY
HGA teaching learning
THE FRENCH/MILLER FAMILY
Holly Graves & Assoc.,Inc hollygraves.com 303.377.7153
THE HOWARTH FAMILY THE ROSS FAMILY
JKP LAW www.PeckLawColorado.com
KUMON MATH & READING CENTER OF
Denver - Lowry 303.968.1025
THE WINSLOW FAMILY
Graland Today
I 17
Parent Education Network (PEN)
Speaker Series
Guided by this year’s theme of reconnection, the Parent Education Network (PEN) committee has curated a series of speakers who will address ways to reintroduce purpose and passion into the classroom, our personal lives, and the community. The series begins with Ross Wehner from the World Leadership School, who will discuss the importance
of purpose-driven learning, the concept of “purpose parenting,” and how purpose-driven children are better learners and stress managers. Next, Lanna Gollyhorn, a psychotherapist specializing in family and adolescent therapy, will provide parents and students with the tools to help live intentional, authentic, and inspired lives. Lastly, Lisa Damour will reflect on the impact of a pandemic, how that has affected the community, and how we reconnect after such a long period of navigating COVID disruptions. Please join us on campus or virtually on the dates and times listed below:
Ross Wehner, World Leadership School (In-Person & Virtual) Tuesday, October 26, 2021 6 p.m. Reception 6:30 p.m. Presentation Fries Theater, Graland Campus Register: graland.org/PEN-RW
Lana Gollyhorn, Family & Adolescent Psychotherapist (In-Person & Virtual) Wednesday, November 10 6:30 p.m. Anschutz Commons, Graland Campus Register: graland.org/PEN-LG
Lisa Damour, Child Psychologist & Best Selling NY Times Author & Columnist (Virtual Only) Thursday, January 27 7 p.m. Zoom Register: graland.org/PEN-LD
Thank You
Community Outreach Volunteers! The GPA Community Outreach Team organized two events in September and October, which provided Graland families the opportunity to give back to the greater Denver community. On Saturday, September 11, over 50 volunteers of all ages worked with Xcel Energy to clean up Civic Center Park and to build hygiene kits for homeless veterans. During the first week of October, 20 volunteers headed to Ekar Farms, an urban farm in Denver that works to cultivate a healthy community by growing food for those in need. The next opportunity for Community Outreach is coming up on Saturday, November 6. Graland families will once again partner with A Little Help Organization to assist local seniors with needed projects such as yard work. To learn more about upcoming volunteer opportunities, visit graland.org/GPA
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Graland Spirit Store
Shop Online 24/7 at graland.org/store The Graland Store is the place to buy Graland gear for the entire family! Visit graland.org/store for newly branded merchandise, cozy sweatshirts, and long sleeve tees to keep you warm as the seasons change. All proceeds from sales go towards funding community engagement opportunities such as speakers, events, and programming so shop online and GO GRALAND by supporting the school you love.
Holiday Happenings with the GPA Graland Cares November 8-19, 2021
The Graland Cares Campaign is the perfect way to get in the spirit for the 2021 holiday season. You and your children can feel the joy of giving as you fill a gift bag with requested items and handwritten notes for a senior housed by Volunteers of America (VOA). The bags will be collected at carline from Monday, November 8 through Friday, November 19 and will be distributed to the senior residents in December.
VOA Snowlake Party December 3, 2021
The VOA Snowflake Party is a Graland tradition in which Graland families throw a festive party for seniors living in a downtown VOA facility. During this event, volunteers help to organize and set up a holiday party and guide students in serving dinner, performing in a talent show, and crafting art projects. Gift bags are also distributed that are collected through the Graland Cares Campaign. This event could change pending health and safety protocols.
Holiday Cookie Party for Faculty & Staff December 10, 2021
Each December, Graland families show their appreciation for employees by bringing in trays of cookies for the annual faculty & staff holiday party. Cookies can be homemade, store-bought, nut-free, gluten-free or vegan. All are delicious and appreciated! Please bring your holiday treats to morning carline on Friday, December 10. Thank you!
Graland Today
I 19
NON-PROFIT ORG. US POSTAGE PAID DENVER, CO PERMIT NO. 2006
Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org
Shoppers Rewards Give Back to Graland The Graland Parent Association (GPA) earns cash back for every qualified purchase you make through our Community Rewards programs with King Soopers and AmazonSmile. Joining these programs costs you absolutely nothing, but the rewards support activities for our school community -- that is priceless!
Community Calendar October
8 Donut Day 14-15 Parent-Student-Teacher Conferences 18-19 Fall Break 26 PEN Event: Ross Wehner
November
8 Graland Cares Campaign Kick-Off 10 PEN Event: Lana Gollyhorn 20-28 Thanksgiving Break
December
3 VOA Snowflake Party 7 Colorado Gives Day 31 Last Day to Give for 2021
Sign up at kingsoopers.com and amazonsmile.com.
Dec. 18-Jan. 3 Winter Break
Stay Connected and GoGraland!
1 20
Join us on
2
Update your contact information. graland.org/stayconnected
3
Visit campus for a community event.
Please recycle this publication or view it online at graland.org in the news section.