August-October 2017
Cohorts Inspire Growth
September-October 2017
Today
Honoring the Conversation: Past, Present and Future
By Gail Sonnesyn, Associate Head of School
By Josh Cobb, Head of School
It was June 8, 2017. Progress
the act of moving was daunting, the ultimate process was a productive one. The pace of society today rarely grants us the time to look back and consider how the past relates to the present. Moving allowed me this moment. Like a snake sloughing its skin, I spent much of the time madly jettisoning obsolete articles, notes and handouts and proudly filling recycling bins. Still, several times in the midst of this purge, I would stop short as an item—a graduation speech draft, a thank you note from a former student, a formal evaluation letter from a mentor— triggered a poignant memory. These items revealed and deepened my connection to Graland and reminded me of how much I have benefited from the school as an educator and as a person.
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IN THIS ISSUE:
reports waited to be written, classrooms longed to be cleaned, and faculty yearned to begin their summer vacations. But first, 31 faculty and staff members thirsted to share all they learned as members of Graland’s 2016-17 cohorts, one focused on diversity and equity, the other dedicated to differentiation in the classroom. Summer was on pause while cohort members hosted “topic tables” for their colleagues, imparting knowledge about concepts learned and shared goals that were set and accomplished. Their colleagues quickly became inspired.
This summer I moved to a new office. Though
Strategic Plan Page 9 Alumni News Page 12 GPA Events Page 15 Lower School Math Page 4
Fall Sports Page 7
“
A thriving school environment like Graland will continue to push students to take risks in their thinking while strengthening fundamentals that are the pillars of a solid education. - Marti Champion, see page 6
”
Graland Today is a monthly publication of Graland Country Day School Volume 6, Issue 1 Send correspondence to: Associate Director of Communications 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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A Back-to-School Welcome By John Gowen, President, Board of Trustees
On behalf of my fellow Trustees, I would like to welcome you back to campus and extend a special hello to all our new families who we are excited to meet. Our school enters the 2017-18 academic year in a strong position with a continuing focus on excellence in our classrooms and in our community. You will see these words in action as you return to campus. The final pieces of our capital improvement plan, funded through our record-breaking ASCEND campaign, are nearing completion. The Allon Quad, a gathering spot for Middle School, has a new climbing sphere. And this fall we’ll begin installing swings, a sandbox and other play equipment at the new Dvorak Playground next to the Corkins Center. We have also been hard at work inside the Georgia Nelson and Hamilton Reiman buildings. Our new Jurek Family Lower School Student Support Center, located inside the Georgia Nelson Building, will provide our students and faculty with the additional resources and space they need to succeed. We have transformed our former library into additional classroom spaces supporting the visual art, music and world language curricula. Please stop by the new Graland Store, located in the Hamilton Reiman Building, and show your school spirit. Your collective kindness and generosity funded these capital improvements — Graland philanthropy in action. We also mark the beginning of Josh Cobb’s tenure as Head of School. We are all excited as he grabs the reins from Ronni McCaffrey and continues to push Graland to new heights. The fact that Josh is entering his 16th year at Graland means that we did not lose any precious time as he transitioned into his new role; we have already hit the ground running. We unveil a new Strategic Plan this month; Josh was its primary author, detailing our focus areas for the next five years. Your school is in a strong position but we cannot sit still and so we push on with greater expectations for our students, faculty and community. I would like to thank all those Graland families, faculty and friends who gave so generously to ASCEND; you helped us raise over $24 million and gave us yet another tangible example of living the Graland motto, Ascende Omnem Montem. I look forward to an exciting year and to seeing each of you on campus.
Liz Arnold
Tim Buese
Jason Cooper ‘84
After serving recently as the Graland Parent Association President, Liz will now apply her business expertise to the Board of Trustees. She has a bachelor’s degree in business from the University of North Carolina-Chapel Hill and spent 10 years as a change management consultant in the telecommunications industry. Liz has been an active volunteer at Graland, working on the ASCEND campaign and fundraising through the Graland Gallop and Eagle Invitational Golf Tournament, among many other roles. She and her husband Guy have one Graland graduate and one eighth grader.
Tim earned a master’s degree in international business administration from Regis University after completing his undergraduate degree in business administration at Western Michigan University. He retired from a career at Abbott Laboratories in 2010 and now actively volunteers in the Denver community. Tim has served on the ASCEND committee, the Development Committee and the Parent Admission Network giving tours to prospective families. He and his wife Nancy have three children at Graland: Grades 5, 4 and 2.
A Denver native and Graland graduate, Jason Cooper works as chief financial officer of Iris Companies, a real estate company he co-founded. He is a CFA charterholder and a certified public accountant with a master’s of business administration from the University of Chicago’s Booth School of Business. Jason is also active with Denver-area nonprofits, currently serving as board treasurer for Jewish Family Service of Colorado. Married to Sara ‘89 since 2001, Jason is the father of three young daughters, two of whom are currently students at Graland.
New Trustees Join Board for 2017-20 Term
Six Graland parents came “on board” this year to serve three-year terms on the Board of Trustees and participate on a variety of executive committees. Take a moment to learn more about these volunteer leaders!
Adam Farver ‘92
Courtney Dorn ‘91 Hughes
Karen Reidy
Adam is a Graland alumnus who currently serves as chairman of Pella Corporation, the company his greatgrandfather founded in 1925. In addition to his role at Pella, Adam is president of Mettle Ventures, a business development company here in Denver. Adam studied economics at Colorado College graduating cum laude and with distinction, and then earned his MBA from The Kellogg School of Management at Northwestern University. Adam and his wife, Melissa, have two children in the Lower School at Graland.
After graduating from Graland, Courtney attended Choate Rosemary Hall and Vanderbilt University, where she earned a bachelor’s degree in neuroscience and a minor in Spanish. Courtney tutors high school math students and previously worked in the field of medical research. Prior to joining the board, she helped raise funds for Graland as the annual fund co-chair and as a member of the Development Committee. She also served on the board of the Alumni Association for 11 years. Courtney and her husband Mark have two daughters in the Middle School.
With a strong finance background and a degree in accounting, Karen is a partner at an investment management firm called ArrowMark that she helped found. She recently served as a member of the Finance Committee at Graland and also volunteered on the board at the Firefly Center for Autism. Karen and her partner David Corkins have twin sixth-graders in the Middle School.
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Lower School News
The Value of Struggle By Nikki Spiers, Math Instructional Coach
As adults, it can be challenging to watch a child struggle and our natural inclination is to rescue children from this uncomfortable experience. However, the National Council of Teachers of Mathematics (NCTM) 2014 publication, Principles to Actions outlined eight research-based teaching practices considered essential for successful math classrooms; included in this list is the act of “supporting productive struggle in learning mathematics.” Facing challenges that are slightly out of one’s reach develops perseverance, reasoning abilities and deeper conceptual understanding of mathematical ideas and relationships. Productive struggle directly coincides with Carol Dweck and Jo Boaler’s current research on growth mindset. Please see Courtney Menk’s article on page 5 for more on what Graland teachers are doing to instill these beliefs in students. Growth mindset enables students to see themselves as a work in progress. The child’s identity is no longer intertwined with the idea of being “smart” or “good at math,” but is based on her ability to persist through challenges and make progress in her learning. NCTM’s strategy of “rough draft talk” also promotes process over product. In this strategy, children are encouraged to share their “in-progress” thinking, ask questions and brainstorm first steps they might take in approaching a problem. Just as in writing a rough draft, the purpose is to explore different pathways of thinking. When supporting productive struggle, how we respond matters. Often teachers and parents respond to a child stuck on 4
a math problem by reminding him of the next steps or directing her to a solution familiar to themselves. Instead, responses to struggles should be grounded in the child’s thinking. When questioning a child about his work, the goal is to encourage the child to reflect on his thinking, articulate his steps or make connections among mathematical ideas and relationships. How can you promote productive struggle in your child’s homework routine?
• If your child is struggling with a math problem, resist the urge to tell him too much information or provide the strategy. Telling removes the productive struggle. Instead provide an entry point and encourage him to draw a picture of the situation, identify the things he knows from the problem (even the most basic ones!), list any questions he has about the problem. • Praise persistence instead of intelligence. If a child connects her hard effort to success, she is more likely to tackle challenges in the future. Be specific in your praise: “I like how you’re trying more than one strategy for this problem,” or “You’re sticking with this problem even though it’s challenging. That’s what mathematicians do.” Nikki Spiers, a teacher at Graland since 2012, is now the math instructional coach in the Lower School. Her primary role is to support teachers as they work to strengthen content knowledge and refine instructional practices. With 11 years of teaching experience across multiple grade levels, Nikki has a strong grasp of mathematical learning progressions and a deep knowledge of our Math in Focus curriculum. She has one master’s degree under her belt and is currently studying to earn a second master’s degree, specializing in math education, as the first recipient of the Borgen Faculty Fellowship.
Eagle Invitational Golf Tournament Friday, Oct. 13, shotgun start at 8:30 a.m., Common Ground Golf Course The 2017 golf tournament is a GO!
Growing Math Confidence By Courtney Menk, Grade 4 Teacher
Last school year the Lower School Math PLC (Professional Learning Community) focused on how to teach math in a way that eliminates anxiety and inspires confidence. Much of our work was based on Mathematical Mindsets, a book by Jo Boaler. Using Carol Dweck’s concept of growth mindsets, Mathematical Mindsets explains how teachers can help all students view themselves as mathematicians. The book opened up rich discussions about how our students perceive themselves as mathematicians and how we, as teachers, can help all students feel confident and successful in math. We discussed topics such as: how our own math educational experiences shaped our current views on math, how to open tasks and topics so that all students can access them, and how mistakes can become meaningful learning opportunities. Our meetings throughout the year were lively and thought provoking. Everyone left feeling invigorated and excited to try something new in the classrooms. After reflecting on Mathematical Mindsets, the Math PLC recommended that all Lower School teachers read the book as part of their summer reading assignment in 2017. We look forward to coaching our peers this year to implement the new approaches and the engaging activities inspired by this book as we continue to grow our students’ math confidence.
Our title sponsor, Colorado State Bank & Trust, and all our golfers have been very flexible in rescheduling this event, the GPA’s biggest fundraiser of the year. Chairs Rachel Brown and Tricia Youssi are keeping their fingers crossed for beautiful fall temperatures and encourage you to go online and register for the last open spots. We’ll enjoy the driving range, breakfast burritos, adult beverages, lunch and 18-hole play with awards and prizes like free Graland tuition, a car and a vacation package.
graland.org/golf
Graland Gallop:
Fun Run with the Graland Community
Sunday, Sept. 24, Washington Park Registration: 7:30-8:45 a.m. / Start Time: 9 a.m Early Bird Cost: $25 by Sept. 16 / Regular Cost: $30 For participants of all ages and skill levels: • 5K Run/Walk/Wheelchair Race • 1K Buddy Run • 100-Yard Dash
Sponsorship opportunities are a great way to show your support for Graland! Gallop sponsors enjoy perks such as a family’s name or company logo on T-shirts, banners and other Gallop promotional materials. For information about becoming a sponsor, contact Aimee Coleman or Yvette Frampton.
graland.org/gallop Graland Today
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Middle School News
New Year, New Career at Graland By Marti Champion, Head of Middle School
As a Denver native, I have known about the firstrate reputation Graland Country Day School has in the community. After spending a great deal of time on campus as a visitor, I feel privileged to begin the newest phase of my career at Graland, where the faculty and staff collaborate to empower students to be leaders in a world that is in a constant state of change. I began my career as a teacher and have worked tirelessly to hone my craft. With each school year, I was fortunate to take on many administrative duties that gave me an opportunity to lead my colleagues in various areas of growth. Having served in these roles, I offer a perspective that takes into account the academic, social and emotional needs of middle school aged children. While learning new ways of problem-solving, children need space to grow as people who will ultimately bring contributions to the greater community and world. Yes, academics are important but having a strong character is equally, if not more, important. Although I have a lot to share based on what I’ve gained from my 18 years of experience in the independent school
“Education is for improving the lives of others and for leaving your community and world better than you found it.” -Marian Wright Edelman
world, my role will be to listen, learn and get to know the Graland community. It’s an amazing institution that recognizes the middle school years as a time of selfdiscovery with a burgeoning sense of independence. For the first time in their lives, this is the age where students have the freedom to explore their interests, develop their talents and begin the journey of who they are to become. This exploration is best fostered in a space that values innovation with a healthy dose of tradition. A thriving school environment like Graland will continue to push students to take risks in their thinking while strengthening fundamentals that are the pillars of a solid education. Finally, I want to give a sincere thank you to the faculty, staff and administration. Transitions are not always easy, but I have always felt welcomed at every turn. Here’s to a new year and a new chance to grow, learn and build relationships together.
Marti became our head of Middle School in 2017 after working as an eighth-grade English teacher and dean of students. She has a master’s degree in curriculum and pedagogy from the University of Colorado-Denver and a bachelor’s degree in English and African American studies with a minor in music from Bowdoin College in Maine. A Denver native, Marti is an avid tennis player and lifelong learner.
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High Achievers Earn Recognition For the fifth year, Graland Middle School students were honored after they competed in the Western Academic Talent Search (WATS). WATS is facilitated by the Center for Bright Kids and provides opportunities for academically talented students in Grades 3-9. Eighty-nine percent of our middle schoolers qualified for WATS after scoring at or above the 90th percentile on any ERB subtest. As part of WATS, some of those eligible students opted to take the SAT, ACT or PSAT examinations, all designed for much older students. At a ceremony last May, 25 were recognized for top scores when compared to other high performing students in the western division. The western division includes Colorado, New Mexico, Nevada, Utah, Idaho and Montana.
Congratulations to the following Graland students; please note their grade levels at the time of testing (2016-17 school year) are in parentheses.*
High Honors: Top 10% Serena Barish (8) James Cobb (8) Talia Grynberg-Schepis (7) Phelan Mahoney (7) Mia Sanchez (7)
Honors: Top 25% Ava Barish (8) Amelia Birner (5) Sophia Bograd (7) Milin Choksi (6) Ty Cler (5) Julia Cole (7) Charles Dye (7) Daniel Farmer (5) Anneliese Forschner (6) Charlotte Frampton (6)
Alex Geldzahler (5) Ellie Goldstein (6) Olivia Goodreau (6) Wilson Gowen (6) Wells Hatcher (5) Katherine Henry (7) Toren Knepper (6) Will Montgomery (7) Catalina Rodriguez (8) JC Turner (6)
* The students listed are those who elected to share their results with Graland. Other students may have achieved similar recognition unknown to us at the time of publication.
Student-Athletes Kick Off Fall Sports
Fall is a time for cozy sweaters, warm drinks, cooler nights and ... sports! Graland offers middle schoolers seven options for team and individual activities. Go Graland! Girls Field Hockey Field hockey, one of the world’s oldest team sports, develops balance, agility and hand-eye coordination while boosting metabolism. Anticipating a great season, Coaches Bambi Mayo and Aleda Deuble instruct Graland’s field hockey athletes in the fundamentals of the game along with developing teamwork, sportsmanship and leadership on the field. Girls Volleyball Coaches Ann DeBoe and Tara Jackson teach girls to bump, set, spike, serve and execute smart strategies on the court. Playing 45 minutes of volleyball can burn up to 585 calories and improves muscle strength and tone, hand-eye coordination, reflexes and balance. Boys Soccer Soccer, known as football in other parts of the world, is a high-energy sport that builds strength, flexibility and endurance. Sixth graders will kick it with Coaches John Caldwell and Dick Kinney, while the 7/8 team will be lead by Coaches Saul Reyes and Israel Ramirez.
Co-Ed Cross Country Graland’s cross country team is now six years running, pun intended. New-toGraland coaches Matt Brown and Jeff Howard are excited to continue growing this co-ed program and are happy to tell you about the many physical and mental health benefits of running.
Co-Ed Sports Conditioning and Recreational Development Seventh and eighth graders can also choose a non-competitive sports option that will introduce flag football and ultimate frisbee. There’s something for everyone in the athletics program at Graland!
Co-Ed Golf For the third season, Coach Di Nestel and her Grades 7/8 golfers tee off at their home course, CommonGround Golf Course in Lowry. The game of golf challenges players both mentally and physically and also teaches fair play, sportsmanship, honesty and integrity. Co-Ed Tennis Coaches Dick Kinney and Cathy Naughton anticipate a great season on our home court, Gates Tennis Center, with our 7/8 players. Tennis challenges players with a high-intensity cardio workout as they improve muscle tone, strength and flexibility.
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continued from page 1
Honoring the Conversation: Past, Present and Future
Fifteen years ago I began my career at Graland as a teacher and found great joy in the simple act of conversation. Sitting in a circle of bright, energetic and at times unruly ninth graders and talking about my favorite pieces of literature—The Odyssey, Twelfth Night, Song of Solomon—fueled my passion for this place. In a way it was simple; my job was to find the right questions to ask, questions that stimulated our thinking about literature and life. In a way it was complicated; students came to those conversations with much on their minds beyond the texts, and I did my best to guide them. But, in either case, I loved that forum of teacher and students coming together to find curiosity, joy and humor in an intellectual pursuit. Over my time as a teacher at Graland, I experienced much as a team leader and department chair, but it was that classroom setting that restored and reinvigorated me. A class well taught brought me much fulfillment, because it was, ultimately, an artistic expression, a rewarding creative act. Few would claim that administration is artful; still, it also relies on some of the same elements that were contained in that English classroom. It is fundamentally a conversation with different constituencies in different forums. It can occur in a meeting of four or a speech to over 400. It is simple at times; very complicated at others. But no matter the forum or the complexity, it is a dialogue that demands my full engagement. On my good days, I feel that same gratification—I have communicated with grace, I have conversed with compassion. When I was in the classroom, I devoted much of my instructional time early in the year to helping all students feel comfortable. I wanted to ensure that all voices were heard and valued. Now, as I move into my position as Head of School, I hope that all members of the Graland community—parents, students, 8
my past reminded me of how the heart of Graland is in the creativity of our teachers. They are the catalyst for any change because of their dedication to each and every student, day in and day out. They are fully engaged in the learning experience. For them to inspire, they need to be inspired. We need to honor that need by enabling their professional development. In my first years at Graland, I received so much support from the New Teachers and then the Humanities Cohorts. Now, thanks to Associate Head of School Gail Sonnesyn, we have refined the cohort model and made it an even more powerful learning experience. To facilitate faculty’s continual growth, we must also enhance our support of faculty by looking closely at the pressures they face and seeing how we can best mitigate those challenges so they can give their full focus to refining their craft. As I moved and molted this summer, I left behind elements that wouldn’t contribute to my “I hope that all future growth, the snake’s skin, members of the if you will. What Graland community I carried on strategies and experience both failure and success. — parents, students, were items that I believed will This spirit of innovation staff — can commit contribute to must continue to resonate growth. In a from the classroom to the to making Graland that new office, in a school and finally to the new position, I world. The newly constructed a welcoming and retained the items Corkins Center, including inclusive place.” that will sustain both the Gates Invention me, knowing that Lab and the Hunt Learning -Josh Cobb, Head of School much growth Commons, is a beacon for this type of innovative approach. Moving comes from enduring the challenge and looking forward to the next conversation further into this century, Graland must that stimulates the dialogue to further be an innovator, encouraging students the school’s pursuit of intellectual not only to achieve excellence but to excellence. invent excellence. Our students and faculty must think beyond how the past determined learning and envision A former classroom teacher, Josh joined the how the future will define excellence. Graland faculty in 2002. He has a master More than ever, students need to have of education degree in private school the empathy, the resourcefulness, and leadership from Columbia University’s the communication skills to thrive as Klingenstein Center, a master of arts degree students, employees, and people. in literature, and a bachelor of arts degree in English, both from Middlebury College. Josh We can only meet Graland’s goals recently sent his oldest child to boarding of inclusivity and innovation with the school, keeping with a long family tradition. inspiration of faculty. Working my He also has a seventh-grader at Graland. way through the files and binders of staff—can commit to making Graland a welcoming and inclusive place. Nothing helps promote learning more than a feeling of belonging. For any discourse to succeed, for any community thrive, all members must feel respected enough to share their perspective. This variety of perspectives will deepen our intellectual and ethical exploration and growth. As a teacher at Graland, I always felt free to experiment, to try different
A Strategy for the Future of Graland Graland
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Admission News
Strategic P
Day Schoo l
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2017-202n 2
A great sc hool keep going • gr s owing • ev olving
Open House Dates: Graland is a great school that never sits still -- we keep going, growing and evolving. This fall, the Board of Trustees is proud to share the 2017-22 Strategic Plan, a document that builds on the success of the previous strategic plan and moves us forward to a new level of excellence. The Board’s Strategic Planning Committee and its chair Sarah Harvey spent 18 months reviewing past accomplishments, gathering community input and researching current educational thinking to devise our plan for the next five years. The result centers around five foundational areas: program, faculty, community, resources and governance. Using this plan as a roadmap, each year school administrators will develop a “work plan” that includes short-term objectives. Each of these achievements moves us toward the completion of the strategic plan so that when 2022 arrives, we have realized its vision. And the vision is a school in which faculty are empowered to evolve in a rapidly changing educational landscape; in which students develop the resilience, resourcefulness and innovation to thrive in school and in life; and in which our community relies on the power of inclusivity to help all of us develop intellectually and ethically. Go Graland!
Sept. 26 8:30-10 a.m. • Oct. 26 8:30-10 a.m. Nov. 15 6:30-7:30 p.m. • Dec. 13 8:30-10 a.m.
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preschools that feed into Graland
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sets of twins starting kindergarten
1 in 7
students in kindergarten is bilingual: Portuguese, Bosnian, Spanish, German, Chinese
100 new students
58 ambassador families 280 admission tours
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bus routes
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families new to Denver from New York, Shanghai, North Carolina, Chicago, San Francisco, Connecticut
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new parents from all over the world: Iraq, Mexico, Japan, Ghana, India, Bosnia, Venezuela, Germany, Chile, Brazil, China
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zip codes where Graland families live
Graland Today
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Professional Development News continued from page 1
Cohorts Inspire Growth
Graland’s cohort system is a powerful professional development tool affording people the gift of time and resources to engage in significant learning over a school year. The model is designed to give faculty and staff the opportunity to become students, who then go on to inspire Graland students and colleagues. Last year’s topics of discussion included implicit bias, tackling challenging conversations, best practices for anti-bias education, viewing social studies through a diversity and equity lens, conferring with students, and the workshop model among others. Cohorts gathered at intervals throughout the year and were led by expert facilitators with the goal of expanding global understanding, increasing knowledge about equity and inclusivity, and enhancing classroom strategies to meet the needs of all learners. Jane Maslanka, Grade 8 History Teacher Diversity and equity are almost overwhelming in scope. These topics include examining issues of race, socioeconomic class, gender, learning differences, religious identity, ethnicity, sexual preference, nationality, and intersectionality in ourselves, our community, and our curriculums, while discovering and attempting to eliminate our own blind spots along the way. It can’t be completed in a day or a week; it’s the work of a lifetime. But if you work with kids and families, it’s a necessity—key to ensuring that every member of our community feels fully welcome, respected, and embraced. Graland’s cohort model provided members with uninterrupted time, allowing us to explore sensitive issues before returning to the classroom to see our kids, curriculum and community with new eyes. 2016-17 Diversity and Equity Cohort Members: Liza Baker, Laurie Chandler, Cindy Cheadle, Wendy Demartini, Ben DeVoss, Ashleigh Finn, James Foreman, Beth Gaffga, Justine Hall, Kai Johnson, Skip Jones, Kimm Lucas, Jane Maslanka, Betsy Metcalfe, Kathy Riley, Lisa Ross, Gail Sonnesyn, Brenda Stockdale, Jessica Williams, and Kieffer Williams
Wendy Demartini and Liza Baker, Kindergarten Teachers Kindergarten teachers strive to create a diverse and inclusive environment which may not be the first thing you notice when you walk in. However, if you were able to stay or converse with students you would begin to see the effect the cohort has had on the classroom environment. You may notice the dolls and food in the play area and realize the students have learned about the culture and history each item represents. You might see books specifically chosen to provide windows and mirrors for students; windows being opportunities to learn about other cultures and mirrors being reflections of the various cultures that exist in each classroom. You might overhear a conversation between students in which they compare and contrast their unique qualities and celebrate their differences. These examples may not seem huge, but they are significant. Through our work in the cohort, we have not only developed skills to have conversations about race, gender, sexual orientation, and different family structures; we have held those conversations in our classroom communities in a respectful, honest and open way. We view our work as the conversation starter. These conversations are the foundation for global citizenship. 10
“The Differentiation Cohort has been a fabulous and energizing experience. What a gift to have time set aside throughout the school year to work with other Graland faculty and explore those teaching practices that best promote the success of all learners.” -Steve Collins, Grade 7 Science Teacher
2016-17 Differentiation Cohort Members: John Caldwell, Marielle Carlson, Katie Cohen, Steve Collins, Sandy Erlach, Elizabeth Leddy, Mitch Masters, Diana Quezada, Casey Russell, Lisa Schreiner, Gail Sonnesyn, Nikki Spiers and Rocio Zeiler
John Caldwell, Grade 6 History Teacher Teachers ask students to have a growth mindset. The same should be true for educators. The Differentiation Cohort has been an excellent and applicable example of professional growth. It provided me with a chance to learn and share with peers. It also provided me with tangible ways to reach all students. The cohort helped me provide students with more choices and ownership throughout the learning process, providing them with a richer learning experience. In their spring oral history project, sixth graders were allowed various choices. While the learning objectives were the same for all students, the process and products were different. When I use differentiation strategies, students gain confidence and tackle challenges independently. The Differentiation Cohort made me more intentional in my planning for the numerous types of learners in my classroom.
Katie Cohen, World Language Teacher We learned many helpful strategies, including how to provide choice, vary content, and give immediate and explicit feedback. Conferring was one strategy that stood out for me. Conferring takes place when teachers switch to coaching mode. She checks in to see how her students synthesize new material. It’s a way to assess progress individually or in small groups, and to isolate potential gaps in understanding. Rather than ask a student for the answer, a teacher might ask how she arrived at an answer. The Differentiation Cohort leader not only provided us with many tools and suggestions for honing our craft, but also gave us time to incorporate our newly learned material into current lesson plans. This brought what we learned to a whole new level, as we moved from theory to actual practice.
With a master’s degree in curriculum and instruction from the University of Colorado, Gail manages Graland’s professional development and faculty recruitment efforts while assisting the Head of School in day-to-day school affairs. Her twin daughters, Sara and Megan Hill, graduated from Graland in 2012 and are now college sophomores. Graland Today
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Alumni News
Class of 2013 College List Jordyn Abrams - American University Jaydyn Barry - Let us know! 303-398-3623 Nina Bartell - The Juilliard School of Dance Hayden Bartholomew - Let us know! 303-398-3623 Lauren Baukus - Santa Clara University Lyndsey Benes - University of St. Andrews (Scotland) Addy Berkey - Let us know! 303-398-3623 Drew Brinen - University of Southern California Henry Brown - Let us know! 303-398-3623 Sara Browner - Miami University of Ohio Gabe Burson - Let us know! 303-398-3623 Chris Chandler - Redlands University Isabel Chandler - Middlebury College Emma Cohen - University of Colorado-Boulder Sophia Crawford - Gap Year Kye Crombleholme - Syracuse University McKenna Daily - Gap Year, then Lewis & Clark College Parker Dawson - Bucknell University Spencer Dellasalle - Colorado Mesa University Anna Demsey - University of Puget Sound Jack Dodge - American University Madeleine Dodge - Lewis & Clark College Sam Dolan - Let us know! 303-398-3623 Parker Door - University of Colorado-Boulder Brian Dorman - United States Army Trenton Dubose - Let us know! 303-398-3623 Lauren Emerson - Let us know! 303-398-3623 Savanna Garza - Let us know! 303-398-3623 Jackson Gillespie - University of Miami Elias Giron - University of Arizona David Glazer - University of Colorado-Boulder Alie Goldblatt - Gap Year, then University of Chicago Amy Goltermann - New York University Connor Gray - Let us know! 303-398-3623 Sam Grier - Texas Christian University Grace Hawkey - Elon University Sam Heckendorf - University of Southern California Meg Herrington - Pomona College Rory Higson-Smith - Let us know! 303-398-3623 Kierra Hill - Let us know! 303-398-3623 Thomas Hillenmeyer - Let us know! 303-398-3623 Eloise Hodges - Harvard University William Hunt - Princeton University Seth Jack - Tufts University AndrĂŠ Janoff - United States Marine Corps Laeone Jung - University of Pennsylvania Kayle Knuckles - Concordia University 12
Jack Knuettel - Let us know! 303-398-3623 Beau Lawrence - Texas Christian University Jacob Leaffer - Junior College Baseball Geoffrey Lord - United States Naval Academy Alex Maitland - Bates College Talia Marciano - The New School Hannah McCain - Let us know! 303-398-3623 Patrick McDuffie - Colorado Mesa University Tamara McLeod - Let us know! 303-398-3623 Sarah Merrifield - Texas Christian University Matison Miller - Scripps College Jessica Nekritz - Northwestern University Parker Nolan - University of Puget Sound PJ Offner - Colorado College Aksel Ozer - Let us know! 303-398-3623 Maria Passarelli - Chapman University Jacqueline Patel - Harvard University Lisha Payne - Let us know! 303-398-3623 Lilly Plotkin - Let us know! 303-398-3623 Matt Pollack - Let us know! 303-398-3623 Sarah Pomerantz - University of Michigan Corinne Price - Santa Clara University Sydney Prokupek - Wesleyan University Peter Psaledakis - Let us know! 303-398-3623 Caitlin Quinn - University of Pennsylvania Lexi Ringsby - University of California-Berkeley Aly Roitman - Let us know! 303-398-3623 Raquel Roman - University of Miami Sam Rosen - University of Colorado-Boulder Nathan Rosenberg - Southern Methodist University Anna Scheitler - Bucknell University Julia Schlaff - Let us know! 303-398-3623 Joey Schuman - Let us know! 303-398-3623 Dan Shelanski - University of Michigan Sackett Terry - Hamilton College Adreanna Thompson-Paschetto - Let us know! 303-398-3623 Nellie Turnage - Davidson College Caitlin Vickers - University of St. Andrews (Scotland) Max Waldbaum - Tufts University Otto Wimer - University of Oklahoma David Wolf - University of Colorado-Boulder Keelan Woodard - Let us know! 303-398-3623 Tate Woolley - University of Georgia Claire Wright - Tufts University Kylie Writer - Let us know! 303-398-3623 Lauren Zurcher - University of Denver
Young Alumna Authors Children’s Book By Kristin Eklund ‘88 Weber, Associate Director of Development
The Class of 2013 is heading off to college, and many of these young alumni used their summer break to relax before their new adventures. Madeleine Dodge ‘13 celebrated her graduation from George Washington High School, then turned her full attention to a project that she had been working on since eighth grade at Graland. Encouraged by teacher Jane Maslanka, Madeleine turned a creative writing assignment into a children’s book that she recently self-published with her best friend and illustrator, Olivia Wischmeyer. Does A Giraffe Ever Feel Small? describes how African animals learn to love what makes them different from others, uncovering a bigger concept of how to love yourself exactly as you are. It turns out, writing the book was the easy part. The process of selfpublishing, on the other hand, was much more complicated than Madeleine expected. “I thought it would be easy,” she says. “We’d send in the files. They would put the book together and we would be done.” But in order to self-publish, they had to create a company, develop a budget, contact the Internal Revenue Service, open a bank account, register a post office box and raise some money. Thanks to Go Fund Me, a crowdfunding platform, they raised $3,000 to produce the book and get it listed on Amazon. Staying within their budget was another challenge, but the two entrepreneurs made it happen through smart decision making. With plans in place to publish and sell the book, Madeleine and Olivia’s next decision was what to do with the proceeds. “Community service and giving back has always been important to me,”
“The way Graland structured service learning and introduced it at such a young age made a significant impact on my desire to make a difference and pursue this project.” ~Madeleine Dodge ‘13
Madeleine explains. “I was on the Penny Harvest committee as a fourth grader and that definitely had an impact on wanting to support a good cause. We were given the education and resources to do this project and we want other kids to have the tools to support their dreams, too.” After researching a number of organizations, the girls chose Reading Partners Colorado and Books for Africa. They were drawn to support children in Africa due in part to the obvious connection to the animals in the book as well as the widespread poverty there. They also wanted to support children in the Denver community. “My mom always says, ‘You can’t save the world until you care for your brother,’” Madeleine shares. “We really took that to heart.” Madeleine speaks with a calm confidence about this incredibly selfdirected project: “I learned so much from this experience -- the biggest take-away was learning to trust myself and value my own opinions. I don’t always need to rely on others for their approval or opinion. Now I seek advice only when I really need it.” Does A Giraffe Ever Feel Small? is available at Bookbar on Tennyson Street, The Bookies on East Mississippi, The Artisan Center in Cherry Creek and on amazon.com.
You’re Invited: Alumni Events! Alumni Cocktail Party 21+ Thursday, Nov. 9, 6-9 p.m.
Corkins Center, Hunt Family Learning Commons Nancy Nye Priest Alumni Award presentation, appetizers, food and adult libations for alumni and parents of alumni 21+
Young Alumni Reception for the Classes of 2010-17 Thursday, Dec. 21, 5-7 p.m. Corkins Center Casual food, fun and games
Alumni Reunion Weekend May 18-20
• Milestone class years: 1968, 1973, 1978, 1983, 1988, 1993, 1998, 2003, 2008 • 50th Reunion celebration: Class of 1968 • 25th Reunion celebration: Class of 1993 • Signature Alumni Reunion Party and Ruth Gorham Alumni Award presentation, food and adult libations for alumni and parents of alumni 21+ • Alumni family picnic with kick-ball game for young alumni from the 2010-17 classes Contact Kristin Eklund ‘88 Weber at kweber@graland.org or 303-398-3623.
Graland Today
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Development News
The Power of Participation By Jessica Goski, Director of Development
Think about the last parade you attended — who was there? Perhaps there were fire trucks leading the way, sounding off their sirens. Town officials and members of local service organizations were walking between floats, horses and marching bands. A great crowd cheering on the side of the road provided the energy and Every gift fun. Parade planners have a certain winning formula counts. that makes for a successful Every gift event in which all participants get enjoyment matters. and satisfaction. Every gift I approach fundraising with this help of this makes a parade metaphor. Like difference. a parade, fundraising is a community-building event that, at its best, brings many people together in support of a common goal. Although lead gifts are instrumental in paving the way for a successful fundraising effort, the true magic is felt when all members of the community take part and give in a way that is meaningful to them. That is the power of participation. What Participation Means to Graland Everyone at Graland benefits from community members who take an active role in living the school’s mission. This includes attending events, cheering on our student athletes, applauding our performers and staying abreast of school news through communications, to name a few. In the scope of fundraising, participation is powerful as well – really! Here are a few reasons why giving to Graland matters. • Every gift demonstrates a donor’s belief in the school’s mission. • In the aggregate, gifts of all sizes have a big impact on our students, teachers and programs. • Broad participation motivates top donors to contribute at leadership levels. • Giving motivates giving. When those closest to the school — faculty and staff, the Board of Trustees and current parents — give at high participation levels, it connotes a strong, healthy community and motivates others to give, including alumni, grandparents, parents of alumni and beyond. • External funding sources such as community foundations and corporations are likewise influenced by high participation numbers, and these outside funds can be transformational to an institution like Graland. We are proud that 100 percent of faculty and staff, the Board of Trustees and the Alumni Board contributed to the annual fund during the 2016-17 school year, as well as 81 percent of current parents. As we look ahead, we wish to grow our participation totals even further by building grandparent and alumni giving and striving to reach 100 percent parent participation — a milestone achieved by some peer schools both in our region and nationwide. As giving opportunities present themselves this fall and throughout the school year, I hope that you will consider taking part with a gift that is meaningful to you. Please join our parade! 14
go
beyond:
Annual “FUNd” Facts The annual fund is a key component of Graland’s financial model and our most impactful annual fundraising effort. Tuition does not fully fund the true cost of a Graland education. The annual fund, in conjunction with endowment distributions, makes up this difference. Annual fund gifts ... • Are 100% tax-deductible • Go immediately to work, benefiting every student, teacher and program at Graland, every day. • Range from $5-50,000
Corporate matching programs can double or triple the impact of your gift at no additional cost to you. Gifts of appreciated securities can provide additional tax benefits to you. Pledge early in the school year and take extra time to complete your gift by June 30, 2018.
Ready to make a gift or pledge, or have questions? Contact Sean Keller in the development office at skeller@graland.org or 303-316-3534.
Every student. Every teacher. Every program. Every day.
Math Night with Shelly DuBose Tuesday, Oct. 17, 6:30-7:30 p.m. Hunt Family Learning Commons
All-School Picnic and Family Movie Night Friday, Sept. 15, Center Field
6 p.m. Grounds open for picnicking • 7:30 p.m. Movie starts
Graland families are invited to bring a picnic to Center Field (or pick up a box dinner ordered in advance) for this fun all-school event featuring Finding Dory shown outdoors on the big screen. Watch Graland Online for details!
Monthly GPA General Meetings All parents are invited to learn more about GPA activities at our general meetings. Meetings are held on the following dates from 8:15-9:15 a.m. in the Caulkins Boardroom (upstairs in the Georgia Nelson Building). Jump in and get involved! Friday, Sept. 8 Friday, Oct. 6 Friday, Nov. 3
Donuts with Dads & Special Friends Friday, Sept. 29
7:30-8:10 a.m., Anschutz Commons Patio
It’s our annual before-school activity for dads (or special friends) and their children! Meet new Graland parents, mingle with old friends and start the day off right with your student.
Shelly DuBose has spent her career working as a middle school mathematics teacher, a K-8 instructional coach and a nationally recognized conference speaker. As the founder of Refined Practices Consulting, Shelly partners with schools and districts across the country to impact student learning through better mathematics instruction. A deep understanding of mathematics and Singaporean pedagogy provide the framework for Shelly’s work.
Parent Education with Rosetta Lee Wednesday, Oct. 25, 6:30-7:30 p.m. Fries Family Theater
Rosetta Lee is an educator and national expert in the fields of diversity, inclusion and equity. She is driven to empower youth to make a better future for themselves and their communities, and works with adults to help create inclusive communities that support youth of all races, ethnic origins, genders, abilities, sexual orientations, and other identities. Hosted by the Parent Education Network (PEN).
Birch Street Bash Saturday, Oct. 14 6:30-9:30 p.m.
Dinner • Cocktails • Dancing
Join parents, alumni, grandparents, faculty and staff as we bring together the Graland community to celebrate the start of a new school year. Buy tickets online or call 303-399-8370. graland.org/birchstreetbash Graland Today
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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
CALLING ALL ALUMNI!
Community Calendar September
WE’VE
UPGRADED TO A NEW AND IMPROVED ALUMNI PORTAL PLATFORM Graland Connect is an all-new, exclusive online portal for Graland alumni. Integrate your existing social media accounts to stay connected with classmates and other alumni, keep learning and get career help.
Private to Graland Network
All Social Media in One Place
Update your Network
VISIT: gralandconnect.com
Alumni Directory
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School Holiday, Labor Day Family Movie Night Picture Days Graland Gallop, see page 9 Donuts with Dads & Special Friends
October Job Board & Career Resources
Keep in Touch with Graland
13 Eagle Invitational Golf Tournament, see page 9
14 Birch Street Bash, see page 15 17 Math Night 19-20 Fall Conferences (no school for students) 23-24 Fall Break + Professional Development Day (no school for students) 25 Parent Education Event, see page 15 31 Halloween Parade
Stay Connected and GoGraland!
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Join us on
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Update your contact information. graland.org/stayconnected
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Visit campus for a community event.
Please recycle this publication or view it online at graland.org in the news section.