Graland Today February-March 2017 by Graland Country Day School

TODAY

FEBRUARY - MARCH 2017

Focusing in on Math By Gail Sonnesyn, Director of Curriculum and Instruction

Ongoing curriculum review ensures Graland’s academic programs are effective, relevant and mission-aligned. During the 201516 school year, a task force took an in-depth look at our math program and is pleased to present the following analysis and recommendations.

Instructional Methods: How are they used and are they effective? Lower School The task force conducted a survey to better understand instructional methods being used in classrooms. Based on these results, teachers have recommitted to further developing anchor lessons which secure student understanding during the concrete phase of learning. Along with direct instruction, using manipulatives and allowing students to engage in some continued on page 12

Making Kindness Intentional By Nan Remington, Head of Lower School

Maybe it was the time you observed your angelic-faced kindergartner grab a toy from his classmate and yell, “It’s mine! Don’t touch it!” Or the time you asked your middle schooler to unload groceries from the car -- after you had worked all day, shopped for food, stood in line to pay -- and she cried, “Do I have to do everything around here?” Most parents have had those moments when we wonder if our approach to teaching kindness and compassion could use some help. Even after all the “pleases” and “thank yous” have been practiced at home, parents still need reinforcement when it comes to raising a kind and empathic child. Graland’s Guiding Principles emphasize compassion, integrity and building community, making our teachers the perfect partners in this effort. Teachers and parents working together can have a great impact in transforming the minds and hearts of students. Graland recently began a partnership with the Random Acts of Kindness Foundation, (RAK) headquartered in Denver. Since 2000, RAK has supported

▶ Inside this Issue:

continued on page 13

Lower School News Page 4

Middle School News Page 6

Educational Outreach 8 Service Learning 9 Spring Golf 15

GOGRALAND

“

“Graland students developed a goal to

perform one act of kindness a day. We

are creating an environment where the norm is kindness and empathy, rather than name-calling.”

-Kathy Riley, Lower School Counselor, see story page 13

SUMMER OF INNOVATION, IMAGINATION & INSPIRATION! Go higher this summer with Graland summer programs! Open to the public, Graland offers a broad array of educational, inspirational and athletic camps to keep students engaged during the warm summer days. Half-day camps are offered on the following dates in 2017:

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.

JUNE 12-16 • JUNE 19-23 JUNE 26-30 • AUGUST 7-11

Ascende Omnem Montem 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

Graland Today is a monthly publication of Graland Country Day School Volume 5, Issue 3 Send correspondence to: Associate Director of Communications Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org

New Master Teachers in 2017 The Master Teacher program recognizes employees with 20 or more years of service to the school. Three staff members earned this distinction in 2017 and will be honored at a ceremony in April where the entire school community will thank them for their loyalty to Graland.

Justin Miera, Music Teacher Great teachers are often mentored by great teachers, and this is especially true for Justin. As a new employee at Graland, he was lucky enough to call Tony Catanese (now retired) a colleague, friend and role model. “He encouraged me to try new materials and approaches in my teaching,” he says. “Tony’s teaching approach and curricular ideas helped ignite new directions for me.” Today, Justin inspires creativity in the performing arts department, leads the yearbook class and guides innovation as a coach in the Gates program. Some of his favorite traditions are the Festival of Light and Holiday Sing-Along, Lower School concerts, musicals and trips. Once, he chaperoned the Middle School choir and a select group of instrumentalists on a trip to New York where students performed at various locations around the city. “Graland has become a very flexible and nimble institution to differentiate and provide a wide variety of experiences for students,” he shares. “The Gates program is one addition that demonstrates how this innovative ethos extends to and inspires the whole school.” Did you know? Justin and his wife Jennifer have two sons at Graland, Cedar in Grade 7 and Bodhi in Grade 3.

Bob Elisha, Director of Buildings and Grounds Bob is in charge of ensuring that Graland operates smoothly from a facilities and maintenance standpoint. His crew maintains the park-like grounds, sets up events, performs repairs, supervises contractors and generally keeps everything in working order. With four major construction projects under his belt, including the Fieldhouse, Anschutz Commons, Hamilton Reiman Building and Corkins Center, Bob is personally invested in every campus improvement. “The Corkins Center looks like a building you would find on a college campus,” he says. “This has always been such a beautiful environment for learning.” To those who are just starting out at Graland, Bob has a bit of advice for making the most of the opportunities here. “Immerse yourself in this place,” he says. “Get to know your colleagues -- they are fantastic -- and take in all the traditions and events. Don’t lose sight of what an incredible community we have.” Did you know? Bob worked at Kent Denver for many years before coming to Graland. He has a bachelor’s degree in landscape horticulture from Colorado State University.

Bambi Mayo, Athletic Director Bambi was fresh out of college when she was hired by Graland to teach PE, coach sports, and co-lead a sixth grade advisory. She had the privilege of working alongside Graland legends like Jack McKenna and Nancy Priest, teachers she calls “the old guard.” “Jack was firm but friendly,” she says. “Kids respected him and to me, he epitomized a world class teacher. The Southwest trip is still my favorite, hands down, because of Nancy and her husband Ben.” Although Bambi considered a midcareer change to classroom teaching, she even interned for a year with second grade teacher Justine Hall, her love of sports and the outdoors won out. “It’s been amazing to watch how much the campus has changed, how many more opportunities we provide today and how PE and the athletic program have remained valued and appreciated,” she shares. Did you know? Bambi applied to be a middle schooler at Graland, but backed out when she found out about the dress code (uniforms, and no tennis shoes). Her children, however, are Graland alumni: Jake ‘09 and Abby ‘10.

Master Teacher Ceremony • April 4, 8:30 a.m., Hamilton Gymnasium Graland Today

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Lower School News

Bringing Design Thinking to Kindergarten By Wendy Demartini, Kindergarten Teacher

Corkins Center Enhances By Michelle Benge and Sarah Onstad, Science Teachers

Lower School science classrooms relocated to the Corkins Center just a few months ago and the new facilities have already had a tremendous impact on instruction. It’s obvious to us that there is a direct connection between the physical setup of the classroom and the learning and engagement of the students. The bright colors provide visual stimulation while the many windows let in natural light.

Technology resources are on the leading edge; teachers have Apple TVs and sliding white boards that conceal 65-inch flat screen monitors. Students seem more excited to come to class in the new space and are more relaxed, comfortable and ready to learn. Both the physical environment of the new rooms and the access to the Gates Innovation Lab combine to make learning more engaging for students. Martin

Here are some recent lessons that demonstrate how Kindergartners are smart. Kindergartners love to think. And, kindergartners love to solve problems. That is why they feel at home in the Gates Innovation Lab. Our director of innovative learning, Martin Twarogowski, also known as “Mr. Tinker,” creates learning opportunities that encourage children to think outside the box. During a recent “tinker” lab, kindergartners accepted the Marshmallow Challenge: How high off the table can you get your marshmallow using two paper cups, ten straws and unlimited tape? The goal was important, but what was more important was the collaboration and the sharing of ideas. Working in groups of three, could we listen to each other? Could we work together? Could we determine what needed to be done? Could we solve some of the challenges that arose? Here are some of the questions we overheard while kindergartners worked on the project: • • •

“How do we make this secure?” “How can we make this heavier?” “Will tape help keep the cup from falling over?”

These conversations are impressive because students are learning skills that will be needed in their futures. At the same time, they are excited and motivated to do challenging tasks. Mr. T. has scaffolded the tasks so they are a bit more challenging each time, allowing the students to build on what they have learned. In the Gates lab, kindergartners have created fruit with LEGOTM pieces, designed circuits using bananas, made telephones and even developed their own computer codes. These activities involve all kinds of thinking strategies and language skills as children articulate their ideas. In the Gates Innovation Lab, students tinker with materials and ideas as they explore and grow. Each day is a new adventure that opens the door to learning, creativity and exploration. 4

KINDERGARTEN EXPLORERS Kindergartners studied properties of matter as they explored color, size, shape, texture and material. After learning about the engineering design process, we read The Three Little Pigs and kindergarten scientists went to the Gates Innovation Lab to design buildings using “straw” (plastic straws), “sticks” (popsicle sticks) and “bricks” (LEGOSTM). Students then predicted whether their buildings would stand up to the Big Bad Wolf’s huffs and puffs (a blow dryer). After testing their buildings, kindergartners made changes and re-tested their designs.

FIRST GRADE CHALLENGERS During a recent unit on birds, first grade scientists learned that birds have many unique physical and behavioral traits that help them survive in a particular environment. The Gates Innovation Lab provided the space for our Build a Bird Beak Engineering Challenge. Using only the materials provided (plastic utensils, toothpicks, popsicle sticks, pipe cleaners, rubber bands, unsharpened pencils, tape and scissors) students designed and built bird beaks that could pick up beans or pasta. Per the engineering design process, they tested their beaks and then followed up with changes to improve their design.

s Science Studies Twarogowski, director of innovative learning, says, “Lower School students are genuinely excited to be able to use space that was previously only available to our middle schoolers. It is truly rewarding to see how the new space and resources are fostering their curiosity, creativity, and innovative spirit, as they work together to tackle challenges.”

SEVEN STEPS IN THE ENGINEERING DESIGN PROCESS ASK RESEARCH IMAGINE PLAN CREATE TEST IMPROVE

w we are creatively using our new resources.

SECOND GRADE SCIENTISTS In second grade, the ecology unit culminated in a challenge to design a hand pollinator for a specific type of flower. Students followed the engineering design process throughout the project to determine what materials work best for picking up and distributing pollen, design their hand pollinators, test the effectiveness, and improve upon their designs.

FOURTH GRADE COLLABORATORS Fourth grade science and social studies departments teamed up to create a six-week unit that integrated the design thinking process with early North American history. Students visited the Denver Museum of Nature and Science to learned about the regional climates of North America and how Native American communities used natural resources to adapt to various conditions. In science, students used the Gates Lab to design and build model dwellings using items that simulate the natural resources found in a particular climate region. Throughout the project, students worked in small groups to first empathize with their Native American region, define what climate conditions and natural resources were available, and ideate designs for their dwelling. Then came the fun part creating a prototype and reiterating their designs as they tested out their ideas.

Expanding Tech Use in Lower School

By Elizabeth Leddy, Technology Education Specialist, and Katie Stratman, Grade 2 Teacher and Technology Professional Learning Community Leader

The Lower School is dedicated to authentically integrating technology into classrooms to enhance learning and to teach important tech skills. To ensure this is accomplished thoughtfully and strategically, the Technology Professional Learning Community (PLC) was created in the fall of 2014 bringing together a representative from each grade level and two specialists. Our mission is to support the Lower School faculty to integrate technology into the curriculum. Through leadership, collaboration and inquiry, we are committed to working with teachers and the technology department to collect and communicate best practices. Part of our work is to ensure that our classroom curriculum is aligned with the Information Literacy Scope and Sequence, a living document that was created in 2014. A few aspects of this framework that we have focused on include: • • •

digital citizenship creativity and innovation research and information literacy

After developing an understanding of the scope and sequence, PLC members take the conversation to our grade level teams and work to improve the use of technology throughout the Lower School, create more opportunities for integration between classrooms and specialists, and communicate successes across campus. We have made great strides in encouraging teachers to take risks and develop the skills necessary to be technology liaisons for their teams. We are excited for what this group will continue to accomplish! “Being involved in the Tech PLC has helped me to recognize where we can use library classes to support what is being taught in the classroom, specifically in regards to research and technology use.” ~ Ashleigh Finn, Lead Librarian

“I have learned so much from my colleagues and have been inspired to try new things with my own students. My involvement on this PLC has strengthened my technology understanding and provided valuable tools to bring back to my team members.” ~ Jess Williams, Grade 4 Teacher Graland Today

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Middle School News

Making the Most of the Learning Commons By Mimi McMann, Associate Director of Communications

For middle schoolers, the Hunt Family Learning Commons has quickly become a popular hub for learning and collaborating. With easy access from the Gates Middle School Building, students in Grades 5-8 and their teachers are actively using this area in creative and meaningful ways.

Extension of the Classroom Teachers say students constantly ask to work in the Learning Commons as they research, create presentations and prepare for tests. Eighth grade science teacher Dan Barklund says, “We took our online computer simulation lab to the Learning Commons and kids spread out to work independently. They like the change of scenery.” Drama teacher Dan O’Neill meets with his filmmaking students in the upstairs classrooms where they can quickly move to the Digital Media Studio for hands-on learning.

Creativity and Technology

Book Learning Librarians are delighted to see middle schoolers take a new interest in checking out books. “Our circulation numbers for Middle School have tripled since we moved into the Corkins Center,” says Linda Sears, library coordinator, adding that there is a new young adult fiction section for older students. The fifth grade student/parent book club has also begun holding their after school meetings in the Learning Commons.

Tech Help Relocating the technology help desk to the Learning Commons was a stroke of genius. The new proximity to the Middle School building means Graland’s two technology education specialists are kept busy supporting student learning, troubleshooting and offering all kinds of assistance with laptops, iPads and apps. No problem is too big or too small for our tech experts.

Speaking of the new Digital Media Studio, it’s a major upgrade, says Martin Twarogowski, director of innovative learning. “The infinity wall, cameras, lighting and editing stations allow students to be creative in developing projects and presentations.” Recently, John Caldwell’s history class frequented the studio and used its technology to make videos about the Renaissance. After researching the people, places, art and architecture of the era, they developed a newscast, Jeopardy-style game and virtual tours of Florence, Italy.

Social Spaces

Small Group Work

Teacher’s Retreat

Throughout the area, thoughtfully designed meeting zones facilitate collaboration. Upstairs, two rooms feature whiteboards and conference tables where small groups brainstorm, plan and develop projects. The wide open library floor makes use of movable furniture and the popular “cheese wall,” where students write ideas and notes for their projects with dry erase pens. Staff members in the Learning Commons exercise their right to rearrange the furniture frequently, so you never see the same configuration twice.

Many teachers take advantage of the movable furniture to create spaces for meeting and collaborating with other adults. Others settle into the booths with their devices to work on lesson plans, grading or other projects. Kimm Lucas, Grade 5 English teacher, says she is drawn to the Learning Commons when she needs to “focus intently.” Writing comments and reviewing assessments are two good reasons to hole up in the new space.

Middle school students come in before, during and after school to socialize, complete a project or just take a quiet break. They use the bean bags in the “Treehouse” and cozy sofas to visit quietly with their friends. “There are a lot of good spots that are comfortable for reading,” says Olivia, Grade 7. Her friend Mia adds, “It’s nice that we can come in during recess. I like the cool, open spaces.” Advisory groups also use the space in the morning for team building activities.

A Deeper Happiness: The Importance of Strong Character By Josh Cobb, Associate Head of School

In all honesty, parenting books intimidate me. I often have a stack of these sort of books on my bedside table or in my Kindle library. Every so often I find one that grabs me, but they mostly collect dust or the digital equivalent. So, when I saw the book The Parents We Mean To Be by Richard Weissbourd, I immediately doubted that I would crack the cover. My hesitation was easily understood: the title already insinuated that I had come up short. As a parent of a pre-teen and a teenager, I didn’t want to find out how I had already done everything wrong. I imagined Weissbourd’s advice would be too little, too late. Still, as I reluctantly began his work, I was pleased to see that many of the vignettes were about teenagers, some older than my own children and was struck with how his ideas resonated with my own thoughts as an educator. In The Parents We Mean To Be, he claims that in our drive to facilitate our children’s happiness, we have focused too much on achievement and too little on morality. For children to develop a moral identity, he believes they need to become selfobservant, to respond well to feedback, to manage negative emotions and to develop empathy. These abilities are very similar to the social-emotional skills laid out by Daniel Goleman, author of the bestseller Emotional Intelligence, who stresses that children must be self-aware, aware of others and aware of the larger world. More and more educators like Weissbourd argue for a renewed focus on the social-emotional and hence the ethical development of students. In collaboration with high school and college administrators, Weissbourd helped craft

a document entitled Turning the Tide from the Harvard Graduate School of Education’s Making Caring Common that presents a new vision for college admissions. In the introduction, he states, “Too often, today’s culture sends young people messages that emphasize personal success rather than concern for others and the common good.” Now, Turning the Tide argues, admissions officers should examine the depth of the ethical engagement of each applicant as much as or more than the extent of their academic success.

Measuring Ethical Growth But how can Graland or any academic institution measure its success at deepening the level of ethical engagement in its students? Though not perfect, there are relatively objective measures of academic ability. In contrast, there are no such metrics for moral development. This March at the National Association of Independent Schools Annual Conference, Ben DeVoss and I will present a workshop, “Soft Skills and Hard Data? Validating the Character Traits that Matter Most.” Our hope is that while emphasizing the importance of emotional intelligence, we also address the challenge of integrating these skills throughout the curriculum and the bigger

HOSTED BY THE PARENT EDUCATION NETWORK

BOOK CLUB WITH RONNI

The Parents We Mean to Be by Richard Weissbourd Thursday, February 9, 6-7 p.m., Hunt Family Learning Commons

challenge of trying to measure these skills. Specifically, we will explore our experience using the Mission Skills Assessment (MSA), an endeavor to measure the competencies most mission-essential for independent schools. The MSA, which Grades 6-8 took in November, is an approach to assessing certain character traits—teamwork, time management, resiliency, curiosity, creativity and yes, ethics. Still, the MSA in its current form will not help colleges develop some sort of SAT for morality. It does not provide individual results. We can only track the trends of the entire grade through the last three years of middle school. We look for concerning changes of a full class, not of an individual, as we ensure that our community as a whole is developing the ethical, collaborative and resilient approach so necessary in life. Although this metric is far from perfect, the venture to measure these traits is becoming more and more significant, not because college admissions will be looking at the ethical progress of our students, but because, as Weissbourd argues, ethical development may be more important to the lifelong happiness of students than reaching the peaks of academic achievement. JOSH COBB holds a master’s degree in education, a master’s in English literature and a bachelor’s degree in creative writing. He loves the blend of progressive and traditional teaching methods at Graland and how teachers combine diverse strategies to best serve their students. Graland Today

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“To be a part of the community, we need to be a partner in the community.” ~Ronni McCaffrey, Head of School

Building Community:

Graland Expands its Educational Outreach By Kieffer Williams, Associate Director of Admissions and Outreach

In the 2011-2017 Strategic Plan, we committed to making the Graland experience available to a broader population and to create effective partnerships with community organizations. When Ronni McCaffrey asked me to spearhead the development and implementation of a new outreach plan focusing on this goal, I was thrilled. Outreach opportunities naturally deepen Graland’s connections with the broader Denver community. When Graland can engage with and learn from other schools and organizations while also sharing resources and expertise, our school community benefits from greater social consciousness and cultural diversity. The outreach plan identifies four goals that offer opportunities to engage with others in meaningful ways.

Building New Relationships Graland has exceptional human resources. Our teachers are knowledge specialists in their fields of expertise and passionate about sharing their knowledge with others. So far our outreach has allowed us to nurture exciting connections with the African Community Center, Center for Latino Leadership and Research Organization, University Preparatory School, Rocky Mountain Prep, Girls Athletic Leadership School, Boys School of Denver and others. Art teacher Andrea Crane shared her creativity and art skills with new parents in a community group called MamaHood. Kindergarten teacher Wendy Demartini visited a Mothers of Preschoolers (MOPS) group to share insights about the importance of play in early childhood development. Interactions 8

like these allow Graland teachers to be important liaisons between the school and the community, giving us a greater connection to local families.

house and yard work. More opportunities are scheduled during the school year as a way to connect with each other and the community at large.

Knowledge is a Resource

Improving Graland Admissions

An innovative aspect of our outreach work has been the launch of an easy-to-access online education resource for Denver families and educators. Educational Insights (www.graland.org/insights) is a new feature of the Graland website with articles on thought-provoking topics relevant to parents and teachers. Written by Graland faculty and staff, these essays address social and emotional learning, innovation, diversity and professional development.

We are also working to assure that our admission process is more inclusive and that families have the necessary resources during their application process. This year, we were the leaders in providing an instructional webinar in Spanish for parents completing their financial aid application online. This resource is not only available on the Graland website, but School and Student Services has also posted it as a resource for Spanishspeaking applicants to independent schools throughout the United States. Part of Graland’s mission is to prepare students to be engaged citizens and thoughtful leaders and pursuit of this goal must occur in the context of community. Our outreach plan will continue to evolve as we build stronger connections, important partnerships and beneficial relationships throughout Denver.

Inviting Social Responsibility As part of our outreach effort, we facilitate volunteer opportunities for Graland faculty and their families. Faculty and staff recently helped run bingo nights at the Ronald McDonald House and enjoyed a service day with A Little Help, an organization that assists seniors with

Cultivating Compassion Through Service Learning By Christi James, Service Learning Coordinator

The Service Learning program at Graland helps the school fulfill its mission to prepare students to become engaged citizens and thoughtful leaders. Our grade level service experiences and optional service clubs cultivate compassion in our students and empower them to make a difference in their community and the world. To get to the heart of cultivating compassion, I will explore three concepts: hospitality, obstacles and a moral imagination.

Defining Hospitality Henri Nowen, a noted writer and theologian, defined hospitality as the creation of free space where the stranger can enter and become a friend, instead of an enemy. The purpose of hospitality is not to change people, but to offer them space where change can take place. Each month, our seventh graders visit elders at a nearby senior residence. We plan the logistics of the visits, but we can’t orchestrate the human exchanges and connections that take place. The students and the elders are invited, so to speak, into a space where they can engage. Shy and awkward moments are soon transformed into smiles, story sharing and warm hugs. Whether our students are conversing with elders and immigrants, bowling with special needs buddies or greeting a homeless guest by name at a soup kitchen, these open spaces allow our students to change and embrace a fuller understanding of humanity.

Acknowledging Obstacles

Developing Moral Imagination “Moral imagination” is a term coined by Jacqueline Novogratz, the founder of a nonprofit venture capital fund that uses entrepreneurial approaches to address global poverty. Moral imagination starts with putting yourself in another person’s shoes to see the world from a different perspective. But it is more than empathy. It is the ability to envision a world in which all people matter and then actively work to make this goal a reality. Graland teaches its students that innovation can transform lives and challenges them to be creative problem solvers. I like to think of moral imagination as the service learning term for innovation. Seven years ago, a Middle School service club invested $2,000 in Kiva, a microfinance organization that connects lenders to low income entrepreneurs all over the world. Every year since the initial investment, sixth graders select new grant recipients and reinvest the money that has been repaid to the Graland Kiva account. The impact of our loans now exceeds $10,000 and the students’ loans have helped entrepreneurs in 45 different countries. Although we can count service hours, how do we measure compassion? Instead of assigning a grade or percentage, we look for evidence of caring and growth. Anecdotally, I can attest to the positive outcomes of our program. My goal, however, is to conduct a qualitative research study that captures moments, stories and connections in such a way that we can say with certainty that Graland’s service learning program cultivates compassion and prepares students to be engaged citizens and thoughtful leaders. And to what end? Not to pat ourselves on the back, but rather to inspire others to envision a world in which all people matter.

There is a tendency in community service to think of deficiencies and to view the world through a lens of what is missing. The danger is that donors and volunteers can adopt a paternalistic attitude and try to fix what is broken and fill what is empty. Our aim in service learning is to acknowledge obstacles and work alongside those who are overcoming challenges. This is especially evident in our fourth grade Unified Neighborhood Buddy program. Graland fourth-graders are paired with special needs students from other schools and spend a year getting to know one another. The emphasis of the program is finding what the children have in common and acknowledging the differences with respect and dignity.

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Alumni News

Alumni Thrive in Nonprofit Careers By Kristin Eklund ‘88 Weber

Meet three Graland alumni working for three very different organizations in the nonprofit sector in Denver. SERVING STUDENTS AND FAMILIES Japera Higley ‘02 Walker works at Stanley British Primary School as the assistant director of admission and summer programs. She finds the work personally and professionally rewarding as she helps families determine whether the school is a good fit for their children. Japera graduated from the University of Colorado-Boulder with a bachelor’s degree in political science and continued her studies at the University of Colorado-Denver where she earned her master’s. She serves on the Graland Alumni Board. Japera and her brothers Nicolas ’94 and Joaquin ’98 all attended Graland, and reflecting back she says, “Graland gave me a great foundation and drive for learning. I also gained confidence in myself and who I am during my time there.” Another influence on her life is her mom. “My mom encouraged us to do things that we love. She gave us many opportunities. I hope to do the same for my daughter. Advocating for her and being a good example for her and other children is forefront in my mind.”

THE CHALLENGES OF POVERTY Antonio Lucero ‘90 brings his passion, faith and diverse experiences to work every day at DOOR, a faith-based organization where he serves as program director. “We provide opportunities for service, learning, and leadership development within the urban context. We partner with area churches and other non-profits to address the complexities of poverty.” His Graland education still influences him today as Antonio works with young adults interested in affecting an urban setting through social justice, restorative justice, community and spirituality. “I remember a trip to Honduras with Señora James. The experience was life changing for me because I learned that while it is well intentioned, sometimes charity can hurt. There is a lot more to solving problems of poverty than simply giving money.” With a fifth grader at Graland, Antonio is also a member of Graland’s School Climate Advisory Committee to the Head of School.

A LOVE OF ART Clayton Kenney ‘02 majored in art practice at Stanford with his preferred mediums of photography and sculpture. “Graland’s art program, which for me began in first grade, along with my parents’ support has kept me focused on the arts.” Today he is the director of marketing and communication at the Museum of Contemporary Art Denver. Previously he worked in the corporate world at Red Bull. “I was pleasantly surprised that almost all of my skills transferred directly,” he shares. “We are implementing similar tactics as big brands, but applying them to the museum setting.” MCA Denver is an innovative forum for contemporary art where Clayton uses his marketing skills to enhance the public facing part of the museum. He says, “We help tell our stories and excite our visitors,” specifically teens whom Clayton calls a “very important” customer segment for the museum. 10

New on the Alumni Webpage: graland.org/alumni ▶ C lass notes: Did you know Iain Hyde ‘02 released his debut album, Green and Blue? Join the Class Notes conversation and let us know what is happening in your life!

▶ G raland History According to

Mr. Hickey: Mr. Philip Hickey has written very informative and entertaining articles on the history of Graland. Check it out and relive your memories!

2017 ALUMNI REUNION WEEKEND ALL ALUMNI INVITED!* June 2-4, 2017 *MILESTONE CLASS YEARS FOR 1967, 1972, 1977, 1982, 1987, 1992, 1997, 2002, 2007 Friday, June 2 • Graland Carnival - bring your kids and be a kid again • Cocktail Reception celebrating the Class of 1967 and Class of 1992

Saturday, June 3 • Signature Alumni Reunion Party (21+). The Ruth Gorham award will be presented to Phil Hickey and we will celebrate Ronni McCaffrey and Robert Romero ‘69 as they prepare to retire.

Sunday, June 4 • Kicks and Coffee on campus for all alumni and entire family; kickball game for the classes of 2010-2017

Endowments Fund Financial Aid and Faculty Development By Jessica Goski, Director of Development

The Corkins Center is a fantastic facility where students and faculty innovate, collaborate, read, explore, build and problem solve each day. Graland celebrates this huge achievement made possible through the ASCEND campaign, and we now direct our full attention on growing the school’s endowment. The endowment funds increased financial aid for students and high-level professional development, compensation and benefits for faculty. For those less familiar with the endowment, it’s important to note the distinction between this type of giving and the more familiar annual fund. An endowment is a fund that is restricted to one or more specific uses in which only interest from the fund can be spent, and not the principal which serves as an anchor for the endowment. The endowment is intended to last in perpetuity and serves as a financial reserve for both long-term financial security and to position an organization to seize new and dynamic opportunities in the moment. Annual fund gifts, on the contrary, are used 100 percent when they are received, going to immediate use through the school’s current operating budget. Graland hopes to raise an additional $1 million in endowed funds by June 30 to successfully close out the ASCEND campaign. Endowed gifts can be designated toward any of the following: • Financial aid: Increasing tuition assistance to ensure accessibility of a Graland education to a variety of students • Faculty professional and program development: Providing

GRALAND

ANNUAL FUND The Graland Annual Fund is the most impactful annual fundraising effort at Graland and supplements the costs of educating each student that are not

303-316-3534) to discuss how your gift to Graland makes a difference!

If you are interested in making an endowment gift or if you have any questions, please contact Jessica Goski at jgoski@graland.org or 303-336-3705.

CASH CHECK CREDIT CARD STOCKS

A gift of appreciated securities is eligible for a charitable deduction for the full fair market values of the gift.

covered by tuition. Contact Sean office (skeller@graland.org,

All of these endeavors are priorities for Graland as they enrich our campus, our faculty and our students’ experiences. In advance of Ronni McCaffrey’s retirement in June, we do extend a special opportunity to contribute to the on-site subsidized childcare program within the Early Childhood Learning Center (ECLC) and to honor Graland’s imminently departing 12th Head of School. Ronni was instrumental in making it possible for faculty to enjoy and afford having their own young children on campus, thus allowing them to focus more on fully meeting the needs of their students. As she prepares to leave Graland, her hope is for the ECLC subsidized childcare program to be fully funded and sustained for faculty members, current and future. Endowed gifts directed to the ECLC are eligible for the Colorado Child Care Tax Credit which allows donors to leverage their gifts even further, with significant tax benefits. Gifts of $1,000 or more designated for Graland’s ECLC Endowment may be eligible for a 50 percent Colorado state income tax credit.

WAYS TO GIVE

go beyond

Keller in the development

additional funding for teachers to take part in field research, coursework and task forces, and to bring their learning into their classrooms • On-site subsidized childcare: Sustaining the program established by Head of School Ronni McCaffrey in 2011, a benefit that both attracts and retains top-level employees at Graland

9 0 % T O GOAL

CORPORATE MATCH

Many corporations offer matching gift programs that can often double or triple your gift.

ESTATE GIVING

Making a gift through your will is an easy way to leave a lasting legacy.

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Focusing in on Math

mathematical deliberation strengthens understanding. Survey answers also pinpointed our professional development focus for the year and highlighted areas where supplemental resources could be added.

Home-School Connection Engaging children in mathematical discussions and working on math skills at home is just as important as reading to and with your children. Here are several math apps and games to try: Motion Math, Wuzzit Trouble, Mathbreakers, Dragon Box, Refraction, Set Card Game, Muggins, Blockus and Mancala. Math tasks you can do at home: youcubed.org/tasks.

Scaled Scores Versus Stanines Did you know the CTP-4 scaled score is a better indicator of student growth than the stanine? Stanines are determined on a standard bell curve with a range of possible scores falling within each stanine. When looking at your child’s ERB scores, focus on the scaled score which offers a more accurate picture of their growth. You want to see a minimum of five points growth in their scores every year.

Math Task Force Members Gail Sonnesyn, Director of Curriculum and Instruction Nanette Newman, Math Department Chair Parthenia Williams, Associate Head of Lower School Jorge Chavez, Grade 8 Math Teacher Camille James, Grade 7 Math Teacher Nikki Spiers, Grade 4 Teacher, Leader of the Lower School Math Professional Learning Community (PLC) 12

Middle School Students were surveyed so we could better understand the effectiveness of using a flipped classroom model in eighth grade and whether modifications to instructional methods would benefit students. They shared that the videos are effective for reviewing concepts, allowing them to work at their own pace, and mitigating competitiveness within the classroom. Students also requested more repetition of concepts. As a result, videos are now being used to reinforce rather than introduce concepts. Class time is devoted to providing direct instruction, guided inquiry and one-on-one help. Math in Focus: Does it meet our needs? The Educational Record Bureau’s Comprehensive Testing Program (CTP-4) assessment was used to compare concepts taught through the Math in Focus (MIF) program. We used this metric not to increase test scores or “teach to the test,” but rather to cross check skills and concepts students are taught and tested on nationally. We found probability, visual perception and logical thinking were not strongly represented in MIF. These findings were shared with facwulty so instruction could be increased win these areas. We also wanted the wGrade 8 curriculum to be enhanced by using Dimensions Math, an algebra curriculum, during the second half of the school year beginning this year. Graland Graduates: Do they have strong foundational math knowledge, problem solving ability and flexible thinking? The CTP-4 assessment was also used to examine math achievement and quantitative reasoning scores for Graland students. We conducted two studies. Test scores were tracked for a diverse sample group over a five-year timeframe. Next we explored three years of testing results for students from the classes of 2015 and

2016 who had been at Graland all three years. The data showed Graland students perform well in comparison to other independent schools and that students attain solid growth from year to year. Math Placement: What are the beliefs and practices of area high schools? Area high schools approach the math placement process in a variety of manners. Each has its own philosophy around how and why students are placed in certain courses. Task force members had conversations with math department chairs at Kent Denver, Colorado Academy, Regis, St. Mary’s and East High School. They unanimously shared that Graland students are well prepared for their high school math programs and that they enjoyed having our students join their communities. We learned which schools conduct placement exams, how much weight is put on teacher recommendations and which schools let students self-select courses. Our eighth grade families will receive a letter outlining placement test information relevant to their children. Practice tests continue to be available upon request, and phone calls will be made to families with students entering Regis, as this school has the strictest placement policies. Conclusion Continually reviewing our curriculum allows us to be responsive to current needs and ensures we are providing a top-quality program for students. The math task force was pleased to learn Graland students are high performing and are well prepared for high school math. We responded to our findings by modifying some instructional methods, offering targeted professional development and providing supplemental materials to augment the Math in Focus curriculum. GAIL SONNESYN earned a master’s degree in curriculum and instruction from the University of Colorado and joined the Graland faculty in 2004 as a Lower School teacher. She recently served as assistant head of Lower School before working full-time in her current role. Gail’s twin daughters, Sara and Megan Hill, graduated from Graland in 2012 and are now freshmen in college.

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Infuse your Home with Kindness

Making Kindness Intentional

and inspired teachers to create a culture of kindness in schools, with research to back up the value of intentionally teaching social and emotional skills. A 2011 study by the Collaborative for Academic and Social and Emotional Learning found that teachers who actively implemented social and emotional programs saw a significant increase in academic scores, as much as 17 percent. This past fall, we started a pilot program using components of the RAK curriculum to help Grades 4/5 students further develop kindness skills. Through discussions and activities, students practice and model what it looks like to act kindly toward one another. They also journal what compassion looks like at school, develop class kindness projects and discuss the role they play in building an inclusive community. One fourth-grader described what kindness and inclusivity looks like at Graland: “Sometimes it is not only thinking about what you want to do; it’s thinking about what your friend wants to do.” Another student added, “We are really thinking about how to be more inclusive in our classroom. We don’t always include everyone every day, but we are working on it.” Teachers are noticing a difference. Kathy Riley, Lower School counselor, shared, “Graland students developed a goal to perform one act of kindness a day. We are creating an environment where the norm is kindness and empathy, rather than name-calling.” The RAK program fits hand-in-hand with the tenants found in the Responsive Classroom program used in Lower School and the advisory program in Middle School. Kindness isn’t discussed for just a few minutes; it is the expectation for Graland students throughout their day. Students at The program is two-fold; it connects Graland also have other opportunities students to the community where to develop kindness they can focus on helping others in skills through our hands-on ways and guides students in service learning curriculum. The understanding the challenges faced by program is two-fold; various members of society. it connects students to the community ~Kathy Riley, Lower School Counselor where they can focus on helping others in hands-on ways and guides students in understanding the challenges faced by various members of society. A few examples are the Unified Neighborhood Buddy program, Spark Change (formerly known as Penny Harvest), serving meals at the Capitol Hill Community Services Soup Kitchen and building relationships with seniors at a local senior center. See more about our service learning program on page 9. Developing the characteristic of kindness is central to our inclusivity efforts and instills a trait that will serve students far beyond their years at Graland. Aesop said in ancient times, and it is still true today, “No act of kindness, no matter how small, is ever wasted.” NAN REMINGTON taught in the classroom for 20 years before moving to the administrative side of the school. Every day, she uses her master’s degree in educational psychology to lead the Lower School and to approach challenges with confidence and skill. Nan’s goal is to support young students and their families in finding the best path for a positive elementary education.

What can parents do at home to support and expand the kindness work that is occurring at Graland? Here are a few suggestions from Jacoba Urist, a journalist in New York City who covers health, education and gender issues for The Today Show. Walk the walk. Your child models how they see you treat other people. What do your interactions look like with the cashier at the local store, your neighbors or work colleagues? Let your child learn kindness from his or her most important role model - you.

Talk the talk. Helping children label their emotions provides a structure to discuss and understand feelings. Julie Masterson, a professor of communication science and disorders at Missouri State University, states language and learning kindness go together. Masterson says that validating a child’s feelings and also giving them another perspective to consider is crucial.

Don’t go overboard in rewarding acts of kindness. Daily acts of kindness should be expected and be the norm in your family. Simply say, “I noticed you helped your sister clean up after dinner without being asked.” This statement gives your child a clear message on what kindness looks like and that you are watching.

Provide opportunities for your child to get out of his or her comfort zone and learn empathy. Being kind to a grandparent or neighbor can be easy, so try to find situations where they can interact with people from different backgrounds such as working in a youth center in another part of the city or volunteering at a local nursing home. This type of experience allows them to place themselves in someone else’s shoes.

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GRALAND PARENT ASSOCIATION’S

PARENT EDUCATION NETWORK (PEN) PEN volunteers plan informative, educational activities for all Graland parents interested in learning about diverse topics related to child development. We hope you will enjoy these upcoming opportunities! For information, contact parents Laura Bonnett-Lohr and Tobey Borus.

BOOK CLUB WITH RONNI Thursday, February 9, 6-7 p.m. Hunt Family Learning Commons

Join Head of School Ronni McCaffrey for a discussion of The Parents We Mean to Be. Harvard psychologist Richard Weissbourd theorizes that parents are responsible for shaping their children’s morals. Books are available for purchase through the online Graland Store (graland.org/store). Please join us whether you’ve read the book in advance or not!

Coming in Ma GPA Council Nominations Are you looking for a way to get more involved at Graland? Consider nominating yourself or someone you admire to join the Graland Parent Association (GPA) Council. Online nominations begin in March. In the meantime, reach out to Lisen Kintzele to learn more!

Spring Book Fair March 15-17

Hunt Family Learning Commons

THE SURPRISING IMPORTANCE OF EARLY MATHEMATICS: MYTHS AND MISCONCEPTIONS Thursday, February 23, 6:30-7:30 p.m. Caulkins Boardroom

While you’re on campus for parent/student/teacher conferences, be sure to visit the Spring Book Fair in the Learning Commons. Watch Graland Online for details!

raland parents of students in preschool through G kindergarten won’t want to miss this presentation by Doug Clements, the Kennedy Endowed Chair in Early Childhood Learning and a professor at the University of Denver, as he answers today’s questions about math learning: What are the building blocks of mathematics? How important are they? Do math and literacy instruction need to compete with free play and choice time in order for children to be successful? A former kindergarten and preschool teacher, Dr. Clements has conducted extensive research and published widely in the areas of the learning and teaching of early mathematics and computer applications in mathematics education. Register online.

Save the Date:

ANTI-BIAS EDUCATION AT SCHOOL AND HOME Tuesday, April 4, 6:30-7:30 p.m. Fries Family Theater

ark your calendar to hear Emily Chiariello speak to M parents about the importance of a multicultural education and the home-school connection. With nearly 20 years of experience, Emily is an educational consultant supporting diversity and equity work in schools and was formerly a curriculum developer for Teaching Tolerance at the Southern Poverty Law Center. She is currently leading Graland faculty in the Diversity Cohort. 14

SPRING G

arch Roll Up Your Jeans or Slip on Your Poodle Skirt:

NOW STARTIN G AT NOON!

IT’S TIME FOR THE LOWER SCHOOL SOCK HOP! Friday, March 3, noon-1:30 p.m., Graland Fieldhouse For students in preschool-grade 4 only, accompanying adults and younger siblings. Admission: $15/student ($20 at the door), free/adults

in?

cuzz What’s buzzin’ Great DJ spinning Rockin’ tunes Hula-hoop contest Face painting Photo booth Diner

All students must be accompanied by an adult. Watch Graland Online for details and learn more at graland.org/sockhop.

GOLF EVENTS

GPA CALENDAR SHOP THE GRALAND STORE! Online at graland.org/store On campus: ▶ Friday, Feb. 10: 2:30-3:30 p.m. ▶ Friday, Mar. 3: noon-1:30 p.m. ▶ Wednesday, Mar. 15: 2:30-4 p.m.

PARENT ASSOCIATION MEETINGS All Graland parents invited! ▶ F riday, Feb. 10: 8:15-9:15 a.m., Caulkins Boardroom ▶ F riday, Mar. 3: 8:15-9:15 a.m., Caulkins Boardroom

COMMUNITY VOLUNTEER OPPORTUNITIES: METRO CARING

▶ F riday, Mar. 3

noon-3:30 p.m.

▶ F riday, Mar. 17

noon-3:30 p.m.

2017 EAGLE INVITATIONAL GOLF TOURNAMENT Friday, May 19, 8:30 a.m. shotgun start CommonGround Golf Course in Lowry

Register online or become a sponsor at graland.org/golf. For more information about sponsorship opportunities, download the brochure or contact tournament co-chairs Rachel Brown or Tricia Youssi.

JUNIOR EAGLE INVITATIONAL Thursday, May 18, 3:30-6:30 p.m., $30 per player* CommonGround Golf Course, Lowry Does your Graland student know a “birdie” from a “bogey” or a “duck hook” from a “flyer”? If so, sign that golfer up for the Junior Eagle Invitational! The 9-hole, par 3 tournament is open to all Graland students who are experienced players, know the general game of golf, can carry their own clubs, can keep proper score, and are independent enough to navigate the par 3 course on their own with a playing partner (fellow Graland student). Prizes will be awarded to the top players as well as contest winners such as “closest to the pin” for boys and girls. Watch for online registration coming this spring! *Registration includes green fees, food, drinks, goodie bag and range time.

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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

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Community Calendar

February 9 PEN Book Club with Ronni (see page 14)

February 20 School Holiday: Presidents Day

February 21 Professional Development No school for students

February 23

17TH ANNUAL GATES INVENTION EXPO Thursday, March 9, 1-3:30 p.m., Hamilton Gymnasium

Come see what our Gates inventors have been working on all year -- and prepare to be amazed! It’s our annual Gates Invention Expo where middle schoolers vie for top awards and the chance to apply for a U.S. patent. The entire gym floor will transform into a world of innovation. Don’t miss it!

STAY CONNECTED AND GOGRALAND!

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Join us on

PEN Speaker: Doug Clements (see page 14)

March 9 Gates Expo

March 15-17 Graland Book Fair (see page 14)

March 27-31 Spring Break

Update your contact information. graland.org/stayconnected

Visit campus for a community event.

Please recycle this publication or view it online at graland.org in the news section.