TODAY
NOVEMBER 2015 - JANUARY 2016
SETTING NEW GOALS By Ronni McCaffrey, Head of School
Educating the Whole Child By Nan Remington, Head of Lower School
By now you know Graland is a school that never sits still and that we are constantly looking over the horizon to make our program the best it can be. This year is no exception. Now that the start of the school year is behind us, we have reflected on the accomplishments of the previous year and set new goals to bring a higher level of excellence to our program and school.
Strategic Plan 2011-17 The Board of Trustees recently reviewed and approved my goals as Head of School for the 2015-16 school year. We are operating under the five initiatives of the Strategic Plan 2011-17, a clear, ambitious and intentional course that guides us in fulfilling the school’s mission. For the past continued on page 8
Nearly every educational journal, periodical or website I have seen in the past several years has written about the “21st century skills” that students will need to be successful as they enter the future workforce. Collaboration, communication and critical thinking are often cited as the cutting-edge tools that should be taught and added to the curriculum. But we may need to step back and remember some of the basic reasons we send our children to school. I am not talking about the typical basics — “reading, ‘riting, and ‘rithmetic.” Rather, the real basics of learning: pursuing excellence, embracing experiences, instilling integrity and helping all children reach their potential. These skills have always been the heart of Graland’s mission. Graland has long believed in the whole child development, not routine or standardized teacher-directed learning. Information found on the Graland website shares why we believe in teaching to whole child: “Graland’s approach to teaching was influenced by the philosophy of educator John Dewey, who believed in ‘progressive education’ and an educational system adapted to the needs of
▶ Inside this Issue:
continued on page 9
Library Class Page 5
Integrity Page 6
Alumni News 11 Mindfulness 12 Parent Events 14
GOGRALAND
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“People with dyslexia struggle and it’s hard to explain. For me, information
comes in and gets scrambled. I have to
work really hard and concentrate really hard to put the letters in order.” -Bambi Mayo, see story page 7
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. 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 4, Issue 2 Graland Today archives can be found at graland.org/News Send correspondence to: Associate Director of Communications Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org
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COMING IN 2016:
Your Opinions Needed Early next year, the Board of Trustees will kick off the development of the school’s next strategic plan. Objectives outlined in the current strategic plan, covering 2011-17, are nearing completion and it’s time to start setting new goals for Graland. To prepare, in January Graland will offer an anonymous, online survey to assess the school climate. Surveys yield important data that helps our leadership understand how we can continue to improve the way we serve our community. Unlike the Assessment of Inclusivity and Multiculturalism, which was given in January 2015 and managed by the National Association of Independent Schools, the school climate survey is customized and developed by Graland. When we administer similar questions at regular intervals (every 3-4 years), we can see trends and implement solutions to address community needs, according to Karyn Huberman, director of marketing and communications. “The survey is a chance for our community to give input and share their Graland experiences,” Karyn says. “It’s critical to see a broad response so we can understand different points of view about life at Graland. We will be sharing the survey link with current parents, alumni, faculty and staff.” The questions will cover topics including educational programs, administration, communications, community, facilities, finances and tuition, philanthropy, and strategic objectives. The Strategic Planning Committee will analyze results and use them to inform the next strategic plan cycle, underway in 2016. Everyone is encouraged to set aside time in January to complete the questions and share opinions. Details are coming soon.
Searching for Home:
AN EXHIBIT ON HOMELESSNESS Friday, November 6, 10 a.m.-12 p.m., History Colorado Center, 1200 Broadway Make the most of this day off from school by joining the Graland community for a private preview of History Colorado’s newest exhibit, Searching for Home: Homelessness in Colorado History. The exhibit invites visitors to reflect on life without the shelter, health care, safety and relationships provided by stable housing. A light breakfast will be served and families are welcome to peruse the museum’s other exhibits, including Toys of the ‘50s, ‘60s and ‘70s, El Movimiento, and History Colorado’s permanent collection. Admission is free to all Graland families; however, you are asked to register online. The event is a program of the GPA’s Graland Inclusivity Forum and Taskforce (GIFT).
A ROUND OF APPLAUSE FOR
As fewer American schoolchildren are offered art, drama, and music during the academic year, Graland is proud of its continuing commitment to an enhanced education that includes these creative classes. Staffed by a team of nine professionals in our visual and performing arts program (VAPA), Graland is exceptionally well equipped to provide opportunities for students to explore their imaginations.
Learning in Lower School: Preschool to Grade 4 Younger students rapidly absorb and retain new knowledge and skills, and visual art opportunities support their learning in a variety of ways. “Exposure to art an early age maximizes learning potential and teaches skills that help in reading, writing and math,” explains Andrean Andrus, art teacher. “Young children are naturally creative and they love to express themselves. Encouragement at a very young age will nurture self-confidence and enhance a lifetime of appreciation in the arts.” The National Association for Music Education touts that, “Music is a natural and important part of young children’s growth and development.” Our music classes provide a developmentally appropriate program of singing, moving, listening, creating and playing instruments which helps children to develop emotional and intellectual bonds with others through artistic expression. Introducing children to dramatic play is another important component to a well-rounded education. Drama builds confidence, helps concentration, develops language and communication skills, fosters cooperation and empathy, builds emotional intelligence, and obviously, encourages creativity. A great example of both process and performance is the Grade 2 Peter Pan play. Children have both solo speaking experiences and ensemble coordination.
VAPA
benefit from art, music and drama as well. “The introductory arts skills of the younger grades translate to deeper expressions for older students,” says Justin Miera, chair of the visual and performing arts department. In fifth grade, children apply general music concepts to formal band and choir experiences. By sixth grade they are then informed enough to choose which type of ensemble is a better fit. “These music ensemble experiences have shown through many studies to enhance brain development and expand understanding in other curricular studies,” Justin says. Middle School drama productions also take the general acting and storytelling skills of early childhood and hone them through the formal rehearsal and performance process. The Shakespearean plays of sixth grade and the eighth grade musical provide high stakes, stand-and-
deliver experiences, for example. The Middle School film classes are another way students learn to apply acting and writing skills. This year students will show off their efforts at a Graland Film Festival in May. Visual art opens other doors. Each year, Middle School art is faculty-selected to enter the Scholastic Art contest where many Graland artists have earned regional and even national recognition. Arts education is valuable in and of itself for developing an appreciation for the beauty around us, and giving young people the ability to enjoy new and relevant expressions. While studies show that students who participate in artistic outlets are more intelligent and perform better academically, we at Graland also experience the wonder of original and inspired creation. All good reasons to go sing, go play, go perform and go create!
“One of Graland’s greatest attributes is its commitment to encourage students to perform in front of the classroom or school audience starting in kindergarten. Those experiences alone helped prepare my children to be comfortable with who they are in any social element and in other situations which might require them to engage in public speaking.” ~ Ginny Freyer, Graland grandparent and former Graland parent
Maturing in Middle School: Grades 5-8 The advantages of arts education don’t stop after Lower School; older students Graland Today
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Lower School News
Developing Culturally Responsive Classrooms By Johnnie Romano, Director of the Early Childhood Learning Center
In 2015, teachers in our Early Childhood Learning Center completed a survey assessing their perceptions about diversity within Graland’s teaching and learning environment. I became interested in the results and how I could personally become involved in affecting change for the ECLC while working on my master’s degree in administration leadership and policy studies at the University of Colorado-Denver. It was through this coursework that I had the pleasure of meeting Rosemarie Allen, a professor in the School of Education at Metropolitan State University and the owner of a consulting firm specializing in culturally responsive practices in education. Professor Allen is a global leader in designing early childhood programs that allow young learners to thrive in a culturally responsive environment. Thanks to a grant from the Marsico Family Foundation (Graland grandparents Cydney and Tom Marsico), Graland has asked Allen to lead professional development opportunities for the ECLC team throughout this school year. The training
will challenge faculty to reflect on culturally affirming and culturally responsive practices by first recognizing their own biases. Goals of this program, custom designed for Graland, include: • Developing mindfulness and suspending judgment • Creating open lines of communication • Identifying and reducing potential conflicts • Learning ways of relating to others that bring out the best in everyone. Teachers will also learn about the impact of microaggressions and will engage in a series of exercises that will assist them in identifying issues of power and privilege. It is our vision that we will nurture mindfulness, continue to develop a cohesive and compassionate early childhood team and support our faculty in their professional growth. It is our privilege and honor to blend the talents of our ECLC team, the Marsico Family Foundation and Rosemarie Allen to bring a new level of cultural competency to our program. JOHNNIE ROMANO received a degree in physical education from the University of Northern Colorado but went to work in preschool education and never left. Her entire career has been devoted to early care and educational leadership.
“Graland values each student as a unique individual and considers every student’s strengths and needs. Graland students learn to value individual differences and divergent thinking. As they grow, they seek inclusiveness and justice in a multi-faceted and diverse world.” ~ Honor Individuality, Graland Guiding Principle
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Probing Family History Leaves Questions By Tara Jackson, Support Teacher
This summer, I enrolled in a multicultural counseling course and a social psychology course that focused on learning. These courses overlapped quite significantly and both required me to ask, “Who am I, and where do I come from?” Finally, a way to answer some of life’s most burning questions! For an assignment, I created a cultural genogram, a family tree that not only displays relationships but cultural and ethnic lineages, too. As an adopted, only child, I was skeptical that this project would hold meaning for me. I thought I had a relatively uncomplicated history, but the most meaningful takeaway from the genogram was that it left my book open, so to speak. It was one of the greatest assignments I’ve ever had. It left me with more questions than answers. In terms of narrowing down my cultural identity, it didn’t. I was left in awe of how complex and unending my own history was, and this information helped me situate myself in this diverse world. My family history is just as diverse as anyone’s, and I’ve gained a sense of pride and wonder in that. I realized that I knew very little about myself, and that left me feeling both excited and sad. I’m constantly encouraging students to try to understand themselves, yet I have failed to do this in my own life. My professional development challenged my thinking on culture, identity, diversity, and how we begin to understand others and ourselves. As educators, one of our biggest goals should be to leave the book open -- to leave questions unanswered and foster the drive to keep learning. There’s not always an answer and there will always be more questions -- and, as a lifelong learner, that’s the best part.
GROWING OUR LIBRARY PROGRAM By Ashleigh Finn, Librarian
The 2015-16 school year is a time of construction on Graland’s new science, technology and learning commons. As we break new ground with the Corkins Center, so too are we undertaking the rebuilding of the library curriculum. Our goals during this time are to provide support to students, faculty, and staff and further develop a strong community of diverse learners and readers. The library is working very closely this year with Lower School teachers to align the library curriculum with the social studies curricula in K-4 classes.
A Day in the Library Beginning in kindergarten, information literacy and research skills are taught, establishing a foundation that will be built upon year after year. Students will move forward to Middle School with a solid understanding of research and citation skills, as well as what it means to be a digital citizen in this changing, developing world. Recently, third graders learned how to properly take notes about Colorado animals and life zones. Independently, they can find online sources and understand the importance of citing works and copyright. Fourth graders have individual iPads and worked with their teachers and librarians to sign a digital citizenship contract, acknowledging the privilege and responsibility that comes with having access to such a device.
Valuing Literature and Literacy While digital citizenship and technology are interwoven into the library curriculum, we are also using library class to expand a child’s literary knowledge. When thinking about our community of readers, I often recall a quote from the poet Adrienne Rich: “When someone with the authority of a teacher, say, describes the world and you are not in it, there is a moment of psychic disequilibrium, as if you looked into a mirror and saw nothing.” As educators, our responsibility is to provide opportunities for every student to discover a world with which they can connect and in which they belong. Literature can provide these very mirrors for self reflection and expression. Books give students a chance to connect with characters who are experiencing their same struggles, challenges, feelings and accomplishments. Authors and illustrators from all walks of life offer children access to unbelievable worlds, worlds where readers can find and discover new and fascinating things about themselves and others. Through the forms of author studies, read-alouds and library projects, students are exposed to a wide array of authors and illustrators, including the works of Kadir Nelson, Ezra Jack Keats, Dr. Seuss and Allen Say. Brick by brick, the construction for the new library is underway with completion set for Fall 2016. Yet the most important groundwork for students as they progress through Graland is the skills and literacy established with our new library curriculum. As educators, we hope to provide a solid footing on which students can take risks and thrive. What better tool can there be than literature itself to lay the foundation? What better building blocks can there be than those that stimulate our students’ self-expression and imagination? ASHLEIGH FINN earned a bachelor’s degree in English and two master’s degrees in children’s literature and elementary education. She was born in Brazil and lived in Hong Kong, Switzerland and England as a child. Graland Today
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Middle School News
Building Integrity Island: Insight from By Josh Cobb, Head of Middle School
This summer I went to see the movie, Inside Out, with my wife and daughter. Though the five emotions vying for control inside 11-year-old Riley’s head entertained me, the fate of her “personality islands” truly captivated me. When the movie begins, Riley has five pillars of her character: goofy, honest, hockey player, good friend, and loving daughter. Some of these elements of her identity seem typical. We are often defined by what we do (hockey) and who we are (friend and daughter), but other components of our personality are character traits that we value so much that
they become part of us (honesty). As I watched Riley struggle with the challenges of preadolescence while also enduring a move to a new city, I was particularly intrigued by the impact of that transition on Riley’s integrity.
Interpreting Integrity At Graland, we have a set of guiding principles that help guide us toward our mission. To keep these principles at the forefront of our minds, we ask faculty to choose a guiding principle and share its impact on their lives with the entire Middle School. We call these “UpWords
assemblies.” This year, we are also asking every eighth grader to give an UpWords speech to his or her classmates. Over the years, we have had faculty speak on “Embrace Experiences,” “Promote Independence,” “Celebrate Perseverance,” and several others. No one has yet to speak on “Instill Integrity.” Speakers may avoid this topic because it is challenging to define integrity, to capture all that it encompasses in a 15-minute speech. Unlike a speech, a film like Inside Out can use powerful images to create meaning. The brilliant animation that depicted the destruction of Riley’s Honesty Island clarified my understanding of integrity. The first definition of integrity in the Oxford English Dictionary is “completeness,” deriving from the Latin word, “integer,” meaning “whole.” Though further definitions directly link integrity to morality, the concept of wholeness is most instructive. Before her family’s move to San Francisco, Riley feels intact. Yet, as she struggles with that transition, her identity begins to dissolve. Specifically, her vision of herself as an honest person shatters, shaking the completeness of her character. Watching Riley’s Honesty Island collapse made me realize the significance of our integrity. If we are honest and reliable, we feel whole. If we are dishonest, if we cheat, or if we let someone down, our character begins to disintegrate. Though there are times when we are all tempted to dodge a relatively small consequence by fudging the truth, there is always a bigger consequence: the crumbling of our character.
Instilling Integrity Since it is our mission to “build strong character,” we cannot ignore the integrity of the Rileys, the 10- through 14-year-olds, who inhabit our Middle School. We have events, like UpWords assemblies, in which we share the values that make up strong character, yet we also want students to have a chance to discuss and discover the values that make them who they are. These conversations 6
Inside Out happen throughout the day from advisory to academic classes to athletic endeavors. They happen during a private conversation with a teacher after class or in an administrative office after a student makes a mistake. Of course, we want each student to have a completely established moral compass that guides him from right decision to right decision, but the reality is that the identity and the integrity of preadolescents is still in progress. Like Riley, sometimes students can make a choice that goes against what they truly value, and they then have to work to rebuild the wholeness of their character. Though our school rules are a good starting point to help students avoid mistakes, we don’t believe developing integrity happens by simply demanding adherence to school policies. Understanding integrity takes time and experience; therefore, we help facilitate that process through education, conversation and reflection. Though some students may stumble through this journey, we believe that they have the resilience of Riley. During the movie her identity was shaken, but she was also quick to rebuild. Our students’ personalities are still forming, some islands will go, some will stay the same. At my opening speech this school year, I asked the students to think about the islands that are essential to who they are and do their best to maintain those throughout this year and throughout their life. I concluded by telling them, “I look forward to seeing you build and rebuild your character this year. As Riley’s story tells us, it is not always easy growing up, sometimes sadness takes the reins from joy, but in the end, we are strong, we find ourselves whole again.” JOSH COBB holds a bachelor’s degree in creative writing, a master’s in English literature and a master’s in education from Columbia University in New York City. He loves the blend of progressive and traditional teaching methods at Graland, and how the faculty works to combine diverse strategies in order to best serve their students.
Celebrate Perseverance:
COACH MAYO SHARES DYSLEXIA JOURNEY
October is Learning Differences Month, and Coach Bambi Mayo stepped up to talk about her very personal experiences with dyslexia in the year’s first UpWords assembly in the Middle School. UpWords gives Graland faculty the chance to share their journeys and connect with students on topics related to our guiding principles. The youngest of five children, Bambi was the third to have the dyslexia diagnosis. Dyslexia is a learning disorder that causes otherwise intelligent people to have extreme difficulty reading, spelling and processing words. “People with dyslexia struggle and it’s hard to explain,” Bambi shares. “For me, information comes in and gets scrambled. I have to work really hard and concentrate really hard to put the letters in order.” Still, Bambi told students that her dyslexia is a gift. “It taught me to work hard and it taught me lessons that I couldn’t learn any other way. Lessons like never, ever, ever give up.” She also applauded other students who come to school each day and
manage the Graland workload with a learning disorder. “Courage is going into a situation where you know you will fail, and going in anyway,” Bambi says. “But the truth is, we all fail. We’re supposed to fail and fail often. The key is to learn and move on.” Bambi studied kinesiology at the University of Colorado at Boulder with a dream to become a PE teacher and share her love of athletics with other students. But her dyslexia presented an obstacle. “To be a teacher you have to pass a test,” she explains. “I failed the spelling section three times.” Fate stepped in. Bambi was invited to speak before the State Board of Education at the Colorado State Capitol. At the young age of 22, she publicly shared her story and made such an impact that she was given the chance to retake the test orally. She passed and has successfully taught in Denver’s best private schools for more than 30 years. Bambi went on to earn a master’s degree in education psychology and child development and now mentors her own son who also has dyslexia.
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Setting New Goals
four years we have directed our efforts at achieving these objectives: 1. Provide a program that brings the Graland Mission Statement to life. 2. Create a dynamic learning community composed of highly effective teachers, administrators and staff. 3. Foster an inclusive community focused on supporting Graland’s Mission Statement and Guiding Principles. 4. Ensure financial sustainability and maintain campus and facilities that optimize Graland’s program. 5. Implement Board governance practices that serve Graland’s Mission. I once wrote about American Olympic runner Wilma Rudolph who overcame extreme physical challenges to become one of our country’s most inspirational athletes. Rudolph said, “The potential for greatness lives within each of us,” and I believe we, as a school community, are still realizing our potential. Graland’s potential for greatness lies within the collective gifts of each student and every adult in our community. Through the hard work of the Board, faculty, staff, students and community, nearly all of the subtasks within these initiatives have already been completed and the Strategic Planning Committee is in the early stages of designing a new strategic plan. To complete the current plan, I have identified four key aspects of Graland (program, personnel, community, finance/development) and the tasks yet to be accomplished. I’m excited to share my goals for the 2015-16 school year.
Expanded Program At Graland, we commit to cultivating engaged citizens and thoughtful leaders who are equipped with strong intellect and character. We seek to fulfill this promise through a vigorous program of academics, arts and athletics. In the coming year, I have several goals related to enhancing the Graland program. • Ensure the campus and community are prepared to fully utilize the features of the new Corkins Center. • Develop a job description that will aid us in hiring an exceptionally qualified person to serve as our Charles C. Gates Chair of Innovation. • Initiate planning to expand our enrichment and after school programming to serve our Graland community. • Implement recommendations of the Athletics Task Force. • Implement recommendations of the Assessment Task Force. • Ensure alignment between the early childhood program and Grades K-4. • Continue development of the Student Support Program.
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Dedicated Personnel I’m the first to say our faculty is the heart of Graland. The best teachers can change lives, and our program depends on teachers who are passionate about education and dedicated to their students. To ensure we continue to recruit and retain the best educators for preschool through Grade 8, I will be working on the following goals: • Continue to improve the faculty/staff compensation program. • Align the professional development program with school goals and keep the community informed about professional development work.
Community My focus this year is to continue building an inclusive school community that is welcoming to all families. The Board has recently expanded our definition of diversity and reaffirmed the importance of that work in the school community. With this in mind, my goals are to: • Explore how we can expand our bus service to reach a wider geographic region. • Create an action plan that addresses results of the AIM (Assessment of Inclusivity and Multiculturalism) survey that the school community completed in early 2015. • Continue outreach that successfully welcomes new families into the Graland community.
Finance and Development Earlier this year we announced Graland’s most ambitious fundraising campaign to date and my goal is to see it conclude successfully. We are well along in funding construction of the Corkins Center and endowments for professional development and financial aid. In addition, we plan to renovate the vacated spaces during summer 2016 to create a campus that operates effectively and efficiently in the space we have available. I look forward to your support as we work together to achieve a learning environment that is better than ever and one that brings Graland closer to its potential.
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Educating the Whole Child
children. As it was then, Graland’s focus today is on the whole child and on the development of a well-balanced individual of strong character who excels intellectually, athletically and creatively.” Educating the whole child requires tending to a child’s academic and emotional growth, providing a supportive community and developing societal changes that reinforce lifelong learning.
see how to compromise and negotiate. A fourth grader shared, “In morning meeting, we learned how to talk with each other, using the right tone so we wouldn’t have hurt feelings. This was handy when we talked about how to pick teams for a football game.”
Whole Person There are many aspects to a child’s learning; socio-emotional, physical, creative and cognitive capacities that are all connected and equally important in ensuring a child’s well-being, learning and growth. That is why Graland teachers take the time to get to know their students on a personal level. The advisory structure in Middle School and the Responsive Classroom techniques practiced in Lower School allow teachers to have meaningful conversations with their students. During these meetings, students are taught those important soft skills that play a crucial role in character formation, perseverance, curiosity and grit. These gatherings are often the “testing ground” for students to work through situations in a safe, low-risk environment where they can practice and apply these Seventh graders cultivate friendships with senior buddies for their service learning. skills. Before the fifth graders took their fall trip to La Foret, Whole Communities discussions in advisory revolved around the teamwork activities that students Healthy human development is often would experience. There were also achieved through a student’s interaction opportunities to bring up concerns and and experiences in a stimulating they all worked together, brainstorming environment. Effective schools use the solutions as a group. Teachers took an local environment to enhance and further active part in these discussions, modeling instruction in the classroom. Graland the behavior and setting the tone for a students can often be found out in successful outcome. the community visiting neighborhood When students, teachers and other schools, local nursing homes, exploring adults demonstrate soft skills, students art museums or taking hikes. By begin to see how these skills can be used expanding the classroom into the to communicate effectively and work community, students begin to understand collaboratively. Using real-life situations, their role and how they can become teachers work together with students to effective leaders in the community.
Recently our seventh graders adopted Alzheimer’s disease as their class service project to complement their work as buddies to local senior citizens. In a crossdepartmental learning opportunity, they employ thoughtful writing, compelling art, science and math to educate others about the devastating facts of this disease in an effort to raise both awareness and funds. In just two years since launching this project, they have raised $6,500 to support Alzheimer’s research at the University of Colorado Anschutz Medical Center. These students are displaying compassion with action and making a difference in the fight to end Alzheimer’s disease. Utilizing community resources and local partnerships can enhance academics and broaden the learning experience. By fostering student interest in their own communities, these strategies sow the seeds of citizenship and help students understand their responsibility as a community member. When students see themselves as citizens, they take responsibility for what happens to their neighborhoods, communities and country. The result? Learning that lasts well beyond the last test, and a commitment to service that lasts a lifetime.
Whole Societies We’re all in this together. Society as a whole—families, community members, and educators—share the responsibility in preparing young people for future success. By paying attention to the whole child, our hope and dream is that Graland students will be equipped to become engaged citizens and thoughtful leaders in the community. How will we measure our success? By seeing our students living productive lives, engaging in lifelong learning, finding gainful employment and contributing to civic life. NAN REMINGTON has a master’s degree in educational psychology and was an elementary classroom teacher for 20 years before moving into school administration. Graland Today
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ASCEND UPDATE COFFEE WITH THE CAMPAIGN DIRECTOR
Top 4 Reasons You Should Give Before Dec. 31 1. Matching gift: Donations up to $10,000 that are made by December 31 will be matched by the Gates Foundation. Double the impact of your giving! 2. Tax benefits: You will think of us fondly on April 15. 3. Holiday giving: If friends and family are hard to buy for, make a donation in their honor. It’s stress-free and meaningful!
Karen Kennedy, ASCEND Campaign Director
Interested in ASCEND? Schedule a one-on-one meeting with our campaign director, Karen Kennedy, to get your questions answered and get exclusive updates on the construction progress. Karen joined Graland in September from the University of Colorado Anschutz Medical Campus; she is excited to meet members of the Graland community and keep campaign momentum going strong. 303-336-3705 or kkennedy@graland.org
4. Check it off: Start the new year knowing you helped Graland go further in 2016.
“We are excited by the momentum of the ASCEND Campaign and look forward to reaching our goal very soon. If you have already given, we thank you on behalf of students, teachers, and families. For those who are still considering a gift, please contact us to discuss how you can be a part of this historic effort to enhance the community, learning spaces and faculty at Graland. Every gift matters and brings us closer to our goal!”
GOING BY THE NUMBERS
~ Jon-Erik and Brooke Borgen and Geoff and Marty Lord ASCEND Campaign Co-Chairs
10
35%
Parent participation as of October 21, 2015.
1:1
dollar match up to $10,000 if made by December 31.
100%
Faculty and Staff participation. Graland employees gave 20% more than last year!
Alumni News GRALAND TRADITIONS:
How Field Day has Evolved By Kristin Eklund ‘88 Weber, Director of Alumni Relations
Did you know that Field Day at Graland was once celebrated by the entire school community with events such as the long jump, high jump, tug of war and foot races? Dressed in togas, we carried banners, paraded in formation and cheered the student runner carrying the “Olympic torch.” Field Day emulated the spirit of the Greek games and provided a venue for student athletes to perform and compete. Athletics remain an important part of a Graland education and today we have two different celebrations of sport that stem from the Field Day of yore.
Buddy Field Day In October students celebrate Buddy Field Day, a time to foster relationships between older and younger students who are matched for the year. Side-by-side with their buddies, students “competed” in a variety of activities in the gym and on Preisser Field to show their speed, agility and teamwork. For example, one course requires problem solving to cooperatively move a ping pong ball along a track. It’s all about helping buddies get to know each other so they can start to form relationships.
Sam Loewi Unified Neighborhood Games
About Sam Loewi (1989-2012)
The fourth grade service learning program pairs Graland students with special needs friends from four Denver public schools. The students participate in events throughout the year designed to build rapport. Each spring we celebrate this partnership with the annual Sam Loewi Unified Neighborhood Games. The entire school and many guests assemble to cheer on participants as they parade into the gym while the Olympic anthem plays. One child from each school helps to carry the Olympic torch and, standing hand in hand, fourth graders and their buddies sing We Are The World, underscoring our common need for acceptance. Spilling out onto Preisser Field, the kids gleefully race to participate in Special Olympics-style games.
The event is named for Samantha Loewi ’05, who had muscular dystrophy and was in a wheelchair her entire short life. Sam recognized the importance of inclusivity and worked to expand this special event which is now an integral part of the school curriculum. Because of Sam’s spirit and indomitable commitment to speak up and speak out, our students are experiencing the rewards and challenges of compassion. Sam led a powerful life from a place not commonly perceived as powerful, the seat of a wheelchair. Sam is dearly missed and memories of her bubble up around this event. Were it not for her perspective and her diversity of thought, we would not have this incredible program that profoundly impacts all who participate: the kids, their parents and caregivers, and the faculty and staff who join in the celebration.
Join Us for Fall Fun!
A fall cocktail party for Graland alumni (21+) and their guests Visit with former classmates and favorite faculty members • Appetizers, wine & beer will be served
Friday, November 6 · 6PM
Graland’s Anschutz Commons · 55 Clermont St, Denver, CO Celebrate with Duke Beardsley ‘85 and Browning Cannon ‘85, recipients of the Nancy Nye Priest ‘39 Alumni Award Kindly RSVP by November 2 to RSVP@graland.org or by calling 303-399-8370 Graland Today
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Breathe Here Now:
The Importance of Mindful By Brenda Stockdale, Dean of Grades 7/8, Secondary School Placement Counselor
I fill up my lungs and it seems so unnatural, so forced, so loud. Sitting in a crowded room at the Greater Good Science Center (GGSC) in Berkeley on a June morning, getting “comfortable” in my chair, just six inches from a colleague I barely know, I’m reminded of the intentionality of this kind of breathing. I close my eyes. I breathe in through my nose…one one thousand, two one thousand, three one thousand. HOLD. I exhale through my mouth as slowly as possible, Darth Vader-style. I do this over and over again, soon forgetting where I am, focusing on my breath and letting go of my thoughts. Before I know it, I’m transported to another place. When I open my eyes, I can see more clearly, and life’s possibilities seem endless. I’m practicing mindfulness. Mindfulness has been a buzzword in education for a while now, as socialemotional learning has gained attention.
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It’s being present in the moment with a sense of curiosity and awe. It’s what I call being “here now,” focused on the moment without judgment. It’s forgetting the past; it’s not worrying about the future. It’s embracing what’s in front of you right now. For the past two decades, social scientists have researched human behavior and have found convincing evidence to suggest that learning is 50 percent cognitive and 50 percent social-emotional. According to Vicki Zakrzewski, PhD, education director at the GGSC, emotional health and prosocial behavior (such as helping, sharing, cooperating and giving) are the most effective childhood predictors of life satisfaction in adulthood. Zakrzewski says, “Research has shown that students who experience a caring relationship with a teacher are more motivated to learn, and, hence, they enjoy school more and demonstrate greater academic success.”
What are we doing at Graland to promote the development of emotional health and pro-social behavior in our students and faculty? At the core of our social emotional curriculum is the Middle School advisory program. Providing students a “family” with whom they check in each morning gives them a sense of belonging and a place where they can feel safe at school to be silly, serious, curious or vulnerable. Character education is embedded in advisory lessons, whether it’s examining the Graland Guiding Principles, or sharing a personal story. Because relationships give meaning to our lives, the advisory program provides the foundation on which students continue to build prosocial behaviors and strong relationships with peers and adults. Students begin each day with a greeting and sharing activity, which allows each of them to practice mindfulness; they pay attention to one another in real time with kindness and what Meena Srinivasan, author of Teach Breathe Learn, calls, “non-judgmental present-moment awareness.” Students and advisors build powerful relationships as they practice self-management, self-awareness, communication, empathy and responsible decision making. The goal is for our students to build joyful lives filled with compassion, gratitude and resilience. In addition to advisory, many other programs and practices in the Middle School develop mindfulness and foster a sense of joy in our students and faculty: • The seventh and eighth grade Peer Leaders create community and connections through random acts of kindness and acknowledging students for helping others. • Wellness classes emphasize selfcare, good decision-making, and healthy relationships with peers. • The Buddy Program fosters connections between older and younger students through curricular activities and holiday celebrations.
lness • Our service-learning program develops altruism in our students and enables them to give back to people in the community. • The Mission Skills Assessment (MSA), measures important skills like creativity, ethics, teamwork, resilience, curiosity and time management. The results are used to predict “academic outcomes, student quality and student well being better than other standardized tests.” Adding the MSA as a measurement of our students’ non-cognitive skills underscores the value Graland places on teaching and measuring these important aptitudes. Faculty believe in mindfulness, as well. Whether it’s visiting one another’s classrooms to observe and learn, attending peer-led workshops during professional development days or enjoying a hike in the mountains during the summer, we value opportunities to connect with one another. These activities help us further develop ourselves as individuals, colleagues and educators. There’s no question that socialemotional learning is a priority at Graland. With a popular culture focused on test scores, school placement and job success, these “soft skills” often get short shrift. But if social-emotional skills are equally as important as cognitive development – as research suggests – then don’t we owe it to our students to take time to breathe, to connect with others and to develop a healthy sense of self? You’d be surprised how a moment of mindfulness can make just about any situation seem bearable, better, or even downright fantastic. Take a deep breath. BRENDA STOCKDALE has 30 years experience in middle school education, and holds a bachelor’s degree in international relations and a master’s degree in liberal studies. She was a Graland parent before joining the staff in 2004.
Graland Gallop: Everyone was in the Running From preschoolers to middle schoolers, younger siblings to grandparents, the Graland Gallop enjoyed another rousing success thanks to you! The entire community came out in force to support Graland and enjoy the hard work of event chairs and their awesome committee members. Katrina Benes and Rachael Rhine – Co-Chairs Sarah Hunt and Jennifer Terry – Registration Marty Lord – Awards Katrina Benes, Rachael Rhine and Liz Arnold – Fundraising Tonya Frank – Food and Beverage Coordinator Tatyana Chashnik and Max Popov – Ice Pops Dina Bleecker and Kristin Baker – Organizers of Grade 8 Volunteers
Liz Arnold and Georgianna Forbes – Bagels Erin Neren – Graphic Design Maureen Kechriotis – T-Shirts Jake Dresden and Andrew Bermingham – Emcees Josh Cobb – Awards Presentation Pam Decker and Kelly Gaudet – Water Stop Amy and Max Birner – 5K Turnaround Tia Wolkov and Kelly Eisinger – Gate Keepers
More invaluable volunteers: Craig Benes, Shannon Burke, Christina Caulkins, Aimee Coleman, Amy Dodge, Kristen Fox, Karyn Goodman, Jessica Gurfinkel, Kelly Jenkins, Alissa Knepper, Brad Rhine, Alison Roper-Zuckert, Leslie Rose, Julie Swaney, Samantha Thompson, Tina Wais, Grade 8 students. Please support the local businesses who sponsored this year’s Gallop, and take time to thank them and the families who made it such a wonderful event:
GOLD SPONSOR
The Lord Family SILVER SPONSORS
Colorado State Bank and Trust Dean Electric Denver-Vail Orthopedics Fitness Together of Cherry Creek/ Washington Park
Nest Children’s Boutique Old Greenwich Builders Seth and Jennifer Terry Western Orthopaedics
BRONZE SPONSORS The Agron Family Another Just Sold – Kimberly Austin Apex Dermatology The Arnold Family The Baker Family Bishop-Brogden Associates Inc.
The Benes Family Burke and Associates Canopy Advisory Group The Chandler Family The Cole Family Eberle Orthodontics The Fox Family The Gart Family
Graland Board of Trustees Levin Orthodontics Parisi The Rhine Family Zuckert Group – Alison Roper-Zuckert and John Zuckert
MARATHONER Children’s Dentistry of Cherry Creek and Aurora In-kind donations: Eldorado Water, Great Harvest, Hail Mary, Hammond’s Candy, Larabar, Larkburger, Sports Authority and Swoozies. Graland Today
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A Grand Celebration! Birch Street Bash volunteers stepped up to make the Bash a smash! The evening brought parents, faculty, staff, alumni and grandparents together to honor Graland’s rich history and exciting future. Special thanks to the committee led by chair Holiday Goodreau: Kathryn Albright, Amy Corrigan, Healy Parks, Leslie Vidal, and Griffen O’Shaughnessy. Thanks also to Colt & Gray, Little Pub Company, Arta Tequila, Paper Lady, Tunisia and Tambi Grenfell Catering.
Guest Speaker: Pediatric Sports Medicine Tuesday, November 10, 6:30-8 p.m., Anschutz Commons Graland will welcome K. Brooke Pengel, M.D., to discuss sports specialization and issues related to the prevention and treatment of youth sports injuries. Dr. Pengel is the medical director of the Youth Sports Medicine Program at Rocky Mountain Hospital for Children. The event is free; however, you are asked to register online. Event sponsored by the GPA’s Parent Education Network (PEN).
Graland Cares Campaign Kicks Off November 9-20
Each year, Graland’s parent community comes together to help low-income seniors and disabled adults who live at Volunteers of America’s (VOA) Sunset Park in downtown Denver. To kick-off the Graland Cares campaign, the Graland Parent Association invites you to sign up online to fill one small gift bag. Fill your bag with items such as hand lotion, lip balm, hat, earmuffs or gloves and deliver to Diane Street’s desk by Friday, November 20. The goodie bags will be delivered on Friday, December 4, when the GPA hosts its annual Snowflake Holiday Party at Sunset Park. For more information about Graland Cares, contact Josie Burke.
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FESTIVAL OF LIGHT AND HOLIDAY SING-ALONG Friday, December 18 8:30-9:30 a.m. Fieldhouse Please join students, faculty and staff as we welcome the holiday season in song! Students should wear their holiday finest or Sunday best.
Ordinary Purchases, Extraordinary Rewards The Graland Parent Association (GPA) has two very simple ways for you to give back when you shop for things you’re already buying. It’s like free money to support GPA activities and events. Please think of us when you do your holiday shopping this year! For more information, contact Alison Gillis or Laura L’Herault.
King Soopers and Safeway Pick up a reloadable grocery card for King Soopers or Safeway at the Graland Store and earn money for the GPA each time you purchase groceries, prescriptions, even gas. Simply give the card to your cashier before your purchases are scanned and use your credit card to add money to your grocery card. Then, use the card to pay for your purchases. You’ll earn rewards for your credit card plus earn 5 percent for the GPA.
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AmazonSmile By signing up for AmazonSmile, the GPA will earn back 0.5 percent of your eligible purchases. AmazonSmile is exactly the same as Amazon – the same products, process and service. All you have to do is shop via smile.amazon.com and request the rewards go to Graland.
Guest Speaker: Empowering Kids with Differences Tuesday, January 5, 6:30-8 p.m., Anschutz Commons Justin Bachman, an inspiring 17-year-old with Tourette’s syndrome, ADHD and a fine motor skills disorder known as dysgraphia, will bring his message of embracing and tolerating differences to the Graland community. He is the founder of Honor Good Deeds, an organization that “empowers people to live loud and embrace their differences.” The victim of bullying throughout his young life, Justin somehow found the strength and courage within himself to rise above it and to encourage others to do the same. Don’t miss your chance to hear his uplifting message! Watch for information later this year about how to register for this free event.
SAVE THE DATE:
EAGLE INVITATIONAL GOLF TOURNAMENT Friday, May 13 CommonGround Golf Course 8:30 a.m. Shotgun Start While weather watchers wait for El Niño to bring fierce winter snow storms to Colorado, we encourage you to focus on the spring when the annual Eagle Invitational Golf Tournament will return. Watch for online registration coming soon!
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
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Community Calendar
November 6 Professional Development Day (no school for students)
November 10
December 21-January 4
PEN Guest Speaker: Dr. Brook Pengal “Sports Specialization” (see page 14)
Winter Break
November 20
Classes Resume
Noon Dismissal
Searching for Home: An Exhibit on Homelessness (see page 2)
November 6 Alumni Cocktail Party (see page 11)
November 9-20 Graland Cares Campaign (see page 14)
November 23-27 Thanksgiving Break
December 18 Festival of Light and Holiday Sing-Along (see page 14)
December 18 Noon Dismissal
January 5 Empowering Kids with Differences (see page 15)
January 18 School Holiday (Martin Luther King, Jr. Day)
January 28 Community Dinner (details to come)
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.