Graland Today by Graland Country Day School

WINTER 2023-2024

GRALAND

IN THIS ISSUE:

August-October 2017

Today

Fall 2019

From Gymnasium to Fieldhouse - Traditions of Importance and Excellence at Graland

Creating the Conditions to Thrive: Lessons From the PGP Program Josh Cobb

Jim Arneill ’66

In this issue:

Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse See pages 9-17

GRALAND COUNTRY DAY SCHOOL

Forever an Artist: Finding Joy Throughout Life 3 Surviving and Thriving During the Mid-Year Slump 6 Green Is for Growth 8

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“Buildings are often considered as ‘bricks and mortar’ - but the Fieldhouse has transcended that over the past twenty years. Just as older alumni and I have special memories of Graland’s first two gyms, those who now benefit by going to the Fieldhouse for gym classes, assemblies, and special events are building their own, which they, too, can share in future years. The Graland experience is everlasting.” – Jim Arneill ’66 See Article Page 12

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Graland Today is a monthly publication of Graland Country Day School Volume 11, Issue 2 Send correspondence to: Communications Manager Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org

At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.

Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community

Ascende Omnem Montem

You’re Invited! Family Innovation Night Wednesday, February 21, 2024 5:30-7:00 p.m. Corkins Center Bring your children of all ages to work side-by-side with you on innovation skills as you solve design problems, Tinker Time style! Whether you succeed or fail, you win when you learn from experience. Gates coaches will be on hand to guide you, but the solutions are all yours. Don’t miss the chance to tinker in the Corkins Center with your kids! Refreshments and snacks will be served. This Innovation Night is open to all Graland families, extended family members, neighbors, and friends. If you already attended a Tinker Time event earlier this year, we invite you to come again for new challenges! We’re excited to share the Gates Innovation Lab experience with the Denver community.

Forever an Artist: Finding Joy Throughout Life By Tara Neeley, Artistic Director

Pablo Picasso is remembered for famously stating, “Every child is an artist. The problem is how to remain an artist when we grow up.” Here, Picasso recognized the value of uninhibited creation that comes with childhood and emphasized the need for creativity and the same freedom of mind to continue into adulthood. Why, though, is it important for children and adults alike to create? What is it that happens when we create? In the last issue of “Graland Today,” I wrote about the arts providing a vehicle of expression for self and others. Simply put, the arts communicate and alter perspectives, which is integral to arts education. Yet, there is also something happening at a deeper, internal level when we creatively express ourselves in any medium. Just as much as the arts have the ability to affect others, they produce a powerful tonic for our well-being. Watch any child paint, play instruments, dance, design with blocks, devise a play, or write a fairytale, and there you will find unabashed joy. To be sure, this joy is not the same as happiness predicated on a set destination or material object where the yard marker is always ahead of us. Rather, this joy is encapsulated entirely within the moments of the creative experience and provides an inner contentment that cannot be replicated. To be human is to feel this magical essence of true inner joy, but how does this occur? As humans, we have the unique ability to explore the depths of our imagination, boldly test “what-ifs,” and contemplate our

emotions, all of which exist inside until we vulnerably transform them through creation. When we make the intangible tangible by creating something that never existed before that moment, we find this inner joy, or as artists might say, we feel most alive. Creative vulnerability that produces joy seems inherent to childhood, where creativity is central to play and development, but somehow its perseverance past adolescence and well into adulthood is the problem to which Picasso referred. Counter to this societal norm, though, artistic creation isn’t just child’s play. As much as the world needs the arts as an outlet for personal expression, we also need the arts as an outlet for joy. In times when it’s easy to feel overcome by the world around us, artistic creativity allows us to push pause on our left-brained, strategic, analytical thinking and instead open ourselves to inner peace and presence brought through joy. When we consistently cultivate joy in our lives, we build resilience, reduce stress, improve our overall well-being, and entertain new possibilities. For these reasons, we must continue to encourage creativity even as our children grow into adulthood, and we must engage in artistic creativity ourselves. Children need adult role models who demonstrate the importance of creativity throughout all of life’s stages, regardless of occupation or innate skill. They also need adults who exude the joy found when creating, such as our late colleague, Dan Hazlett. Dan was the epitome of joy found in the arts. For him, any moment of creating music was a moment of smiles, pure joy, and passion. I encourage you to take a moment to reflect on how you remain an artist as a “grown-up,” what artistic endeavor brings you joy, and how you can share that with others. What will you create today?

In Memory of Graland Music Educator Dan Hazlett

The Graland community mourns the loss of former Graland Music Teacher Dan Hazlett, who passed away on October 13, 2023. Teaching more than 3,500 young instrumentalists in his career, Mr. Hazlett joined the Graland community in 2014. Throughout his tenure at Graland, Mr. Hazlett taught Lower School music, Middle School band, music enrichment courses, and coached lacrosse. Remembered for his love of music, Mr. Hazlett shared this passion with his students, whether they were learning to play the recorder or performing in the jazz band. In 2022, Dan had to step away from teaching at Graland due to being diagnosed with glioblastoma, a type of cancer that starts as a growth of cells in the brain or spinal cord. Throughout this time, Dan was surrounded by his family, two sons, and the many friends he made at Graland over the years. Graland Today

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Creating the Conditions to Thrive: Lessons From the PGP Program By Josh Cobb, Head of School

hen we began our professional growth partner (PGP) program at Graland, we intended to restore the fabric of our entire educator community after the strain of the pandemic. By including all faculty and staff (all educators), we came together and built relationships throughout the school, no matter what role you had in educating children. While those relationships were strengthened, we also looked to inspire individuals to strive toward a professional and personal vision, ideally to thrive. What we did not expect was that our work with the PGP program would begin to define our overall approach to professional growth. As we all experienced the program, either as coaches or coachees, three core elements of the program manifested to not only the PGP program, but to all professional development endeavors—belonging, empathy, and agency. Our strategic plan visual shows a culture of belonging encircling the three key components of our community: empower educators, inspire students, and engage families. It makes a clear statement that belonging is required to thrive. In the PGP program, it is also essential that each coach intentionally co-creates a container of belonging with their coachee. This container refers to everything from the place they meet to a defined, shared purpose. While establishing those agreements, the coach places the coachee at the center. Similar to how a teacher places students first and asks what is best for them, this partnership focuses on the needs of the coachee and looks to ensure that they feel cared for, 4

seen, and valued. Ali Waggener ’94 Boyd, a consultant from Evolve Leadership Partners who has trained our PGP coaches, who are also administrators at Graland, over the last two years, introduced us to a book, “Helping People Change: Coaching with Compassion for Lifelong Learning and Growth” by Richard Boyatzis, Melvin Smith, and Ellen Van Oosten. The book captures the tenets that have been guiding the PGP program, including the importance of centering the coachee: “Our point is this: to help other people, we have to focus on them, not on our vision of how we think things should be. We have to understand them. To understand them, we have to talk to them and discover their views of the world, their situation, and how they feel.” The focus on understanding creates that culture of belonging and resonates with our character attribute of empathy and its associated behavior, “seek to understand.” To seek to understand and develop empathy, the coach needs to rely on being present, asking open-ended questions, and active listening (another behavior from our character framework). A 2018 study by researchers Guy Itzchakov and Avi Kluger “advocate(s) that attentive, empathic listening encourages others to feel relaxed, be more self-aware, and expand their capability to openly reflect.” These strategies, based on curiosity and empathy, not only help create that container of belonging, but also help trigger the “positive emotional attractor” (PEA) network; a neural network that enables a generative learning mode. Ultimately, if the coach does give their full focus to the coachee, they will feel awash with kindness. Receiving this compassion also provokes the PEA. Once a coachee’s PEA is enlivened, they are more open to possibilities and the awe, gratitude, and discovery that comes from lifelong learning. As Boyatis, Smith, and Van Oosten assert, “The PEA

enables us to thrive by activating stressalleviating hormones that produce feelings of safety, hope, and even joy.” Throughout our training with Boyd, we have all seen the potential of creating spaces devoted to stimulating the PEA and thereby reaching our strategic goal of empowering educators. Inspiring the PEA–and its associated feelings of safety, hope, and joy–is a first step to empower both the coach and coachee. From there, the efforts of the coach focus on agency because as Boyatzis et al. suggest, “People tend to change their behavior when they want to change and in the ways they want to change. Without an internal desire to change what or how they behave, any noticeable differences are often short-lived.” By asking open-ended, non-judgmental questions, the coach looks to discover where the coachee would like to arrive and what destination the coachee wants to achieve. Once that vision is clear, the coach looks to the coachee to share the steps needed to realize their goals and then returns to those steps in subsequent meetings to understand their impact and to hear the reflections of their partner. By avoiding fixing the problem or immediately giving advice, the coach ensures that the path to the destination is defined by the coachee. Researcher Angela Passarelli, director of research at the Institute of Coaching, McLean/Harvard Medical School, found that “vision-based coaching (coaching that emphasizes the PEA) left participants feeling more uplifted emotionally, reporting higher quality relationships with their coaches and setting a higher number of goals.” Across Graland, these coaching techniques look to build individual agency and intrinsic motivation throughout all educators as they strive toward their professional or personal vision and ultimately enhance the educational experience of students. Graland’s guiding principle, Pursue Excellence, reflects a tradition of striving. We want this ethos of continuous improvement to be reflected in our students and our educators, and we want it to manifest from the spirit of lifelong learning. That is why we chose the word “Thrive” to sit in the center of our strategic plan visual. Our pursuit of excellence must be sustainable. Similar to the behavior associated with the attribute of adaptability, we all aspire to embrace a growth mindset and look for opportunities to grow. For educators and students, the elements of

belonging, empathy, and agency ensure the sustainability of that pursuit. Without feeling acknowledged and understood for who you are and without feeling efficacy in the pursuit of your goals, it is easy to feel powerless. The PGP program looks to empower educators in their sustained and healthy pursuit of excellence. As we have learned and lived the philosophy of the PGP program, its potential impact expands beyond the program itself into other arenas, including peer observations, instructional coaching, and sphere transitions, specifically, by honoring the impact of the PEA on an individual’s growth. Our compensation model sets up a growth trajectory for lead faculty that begins at the professional sphere and moves through the distinguished, the influential, and the transformative spheres, each defined by a clear set of criteria emphasizing the values of classroom mastery, innovation, collaboration, and leadership. A sphere transition occurs when a faculty member decides to apply to advance from one sphere to another. When their application is approved, they launch into a ten-month process to demonstrate their growth in

three specific criteria of that subsequent sphere. On this journey, they are supported by a team of three individuals, their advocate (usually their direct supervisor), a feedback partner of their choice and a feedback partner of their advocate’s choice. Like the PGP program, it is essential for their advocate to center the process on the individual going through the sphere process and make sure they feel supported. Though the scope of these conversations may be much more narrow than the holistic discourse of the PGP program, it still relies on triggering the PEA by emphasizing belonging, empathy, and agency. As I look at other elements of our professional learning programs through the lens of the PGP program, I am excited about how the lessons learned from this initiative will help us achieve the strategic objective to foster a collaborative culture of growth. The more educators can feel empathy, belonging, and agency while they strive toward their professional and personal vision, the more our students and, therefore, our families will benefit. The synergy of the strategic plan will spin towards a thriving community.

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Lower School News

Surviving and Thriving During the Mid-Year Slump By Nan Remington, Head of Lower School

Teachers have often described January, February, and March as the Bermuda Triangle of the school year. Students who displayed motivation and excitement earlier in the year can now appear lackluster and tired. The excitement of the breaks and holidays is over, the days are short, darkness falls earlier, and completing homework or reading time begins to feel like a battle. What happened to your child’s enthusiasm that was there at the beginning of the year when they wanted to go to school on the weekend? Your child couldn’t wait to go to school, and now, they may be struggling with getting out of bed, or you may be hearing, “Do I have to go to school today?” Motivation seems to be at an all-time low. The mid-year slump is a common phenomenon in schools, affecting students and teachers. Spring break is still weeks away, and the end-of-year finish line is way out of reach. However, with the right strategies and support, you can help your child overcome the mid-year slump and rekindle their enthusiasm for learning. One way to break out of the slump is to revisit, with your child, their goals for the year. During the fall conferences, teachers 6

often share the goals your child had for the school year. Discuss with your child the progress you see as they work towards that goal. If your child’s goal at the beginning of the year was to learn to read chapter books, you might want to show them a chapter book they read in the fall and compare it to what they are reading now. If learning to divide was a math goal, give them a few division problems and have them solve them while you watch them work through the problem. Comment on what they did well and how it looks different now. Encourage them now to set new goals and rekindle motivation to practice and improve their skill set. Another approach is to have your child create a calendar for the last few months of school. Use the calendar to highlight upcoming events, such as a family member’s birthday, an out-of-town trip, or family or friends coming into town to visit. Making a calendar of events not only provides a “looking forward” attitude but is also great practice in organizing and planning, which is a necessary executive functioning skill that helps with sequencing, timing, and due dates. Providing choice and ownership when possible also helps your child take on some

tasks that may feel repetitive or wearisome. Is there some flexibility on the timing of homework or household chores? When students feel empowered in a small way, they often take on the “to-do” list with a renewed sense of purpose. Sometimes, when a child is feeling stuck in the doldrums of winter, trying a new activity, book, or experience can provide a renewed interest. Signing up for an outdoor sports class or grabbing a new board game to play in the evenings or on weekends adds some fun to the winter routine. Also, at this time of the year, negativity can creep in, and helping your child feel gratitude can keep the days look a bit brighter. In Lower School assemblies, students have been urged to find moments of “awe,” such as watching a beautiful snowfall, having a steaming cup of hot chocolate after being outside, or climbing into a warm bed on a cold night. Finding one point of gratitude each day is a good practice, and research shows that people who find gratitude in their lives tend to be happier and less depressed. The mid-year slump has the potential to be a challenging period for students, but with the right strategies and support, families can get through it! By employing some of these strategies, your child can persevere and thrive throughout the entire school year, not just at the beginning and end.

Wacky Problems, Creative Solutions By Elise de Geus, Lower School Science Teacher

Odyssey of the Mind (OM) is a unique blend of engineering challenges, art, and theatrical performances that are centered around student innovation and independence. Students across the country (as well as a few international teams) spend time creating skit-based solutions to wacky problems that are then performed at regional, state, and world competitions. At Graland, our oldest Lower School students in Grades 3 and 4 join OM teams with five to seven of their classmates. Led by fearless parent volunteer coaches, these teams spend almost six months together working to solve their OM problem. Starting in November, teams meet for practices once a week, where their first team challenge is choosing the problem they’re going to solve. There are five problem categories that remain the same from year to year. However, the national Odyssey HQ writes new specific problem parameters each season. No two years are ever the same! Problem 1- Vehicle: In this problem, team-made vehicles must travel through a course to solve the problem. Problem 2- Technical: Teams create technology ranging from

basic engineering to advanced robotics to solve the problem.

Problem 3- Classics: Using historical events or mythology as the backdrop, students write and perform an original theatrical performance. Problem 4- Structure: Using just balsa wood, students build a structure and test its strength with weights (sometimes over 1,000 lbs!) while performing a skit complete with sets and costumes. Problem 5- Performance: Using set changes, lighting, and

costume changes, students solve problems in a theatrical way!

Once the problem is selected, teams must work together to build sets, design costumes, and solve their problems, all without adult assistance. OM pushes students to think creatively by limiting teams to a small budget and encouraging the use of recycled and thrifted materials. Teams have made backdrops with shower curtains, costumes out of cardboard, and vehicles out of laundry baskets! At the competition, teams are judged on how well they solved the problem, as well as their style, creativity, and performance. On competition day, teams must also solve a “spontaneous problem.” This requires students to think on their feet and work as a team to solve problems in a short amount of time. Spontaneous problems range from “naming things that are green,” to building the tallest structure out of toothpicks and straws. This challenge is designed to judge how well a team can work together under pressure and come up with a creative, quick solution! As an educator, Odyssey of the Mind is one of my favorite ways to see student creativity and innovation in action. I have had the privilege of judging the competition for the last two years, and I am always blown away by the student performances. The independent nature of the program allows students to come up with unique solutions to problems that showcase their creativity and innovative thinking. It teaches students responsibility, how to work as a team, and perseverance. Odyssey of the Mind is a great stepping stone into the Gates Invention and Innovation Program in Middle School and directly aligns with our innovation skills of creativity, critical thinking, perseverance, experimentation, and collaboration. I am excited to continue to work with the students participating in Odyssey of the Mind as the faculty liaison, and I can’t wait to see the results of all of the hard work and creativity at the competitions this spring.

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Middle School News

Green Is for Growth By Erik Burrell, Dean of Grades 7/8

The eighth-grader sitting in my office during lunch assiduously typed away at their laptop. On their screen were reflection questions centered around responsibility, and they were considering their actions from the day before. When they completed the task at hand, I read over their responses and discussed each one with them. They were thoughtful both with what they typed, as well as our discussion. We finished the conversation considering choices they made, and the possible ones that could have led to a better outcome. This is the typical aftermath of the Graland Green Slip, with the conclusion being me stressing to the student that we were going to learn from the experience and continue with no other repercussions from the particular incident; however, at this particular lunch reflection, I was met with a response that makes me appreciate being an educator. The eighthgrader at the conclusion of our discussion looked at me and remarked, “You know, Mr. Burrell, I think this is really good for me. I needed a reset.” At the beginning of this school year Head of School Josh Cobb introduced Graland’s Character and Community Framework to educators and families. I find it particularly applicable when the result of a student’s choices and actions is a Green Slip, a behavior referral for students and their families. Consequences can be frightening, but the purpose truly 8

is for students to recognize and take responsibility for their actions, participate in a restorative process, and ultimately learn and grow from the experience. Considering the framework, we want students to “go with agency” and “recognize [their] role in a situation.” This requires an effort to think beyond themselves so that they can “go with empathy” and “seek to understand’’ others. These are important skills, and we as a community understand that they take practice. That is why a Green Slip is always kept internally and never shared outside of Graland. Indeed, when our mission states that we “build strong character,” the verb indicates that this is an ongoing process. This character-building works in conjunction with our goal to “achieve intellectual excellence.” In other words, allowing our students to experience consequences not only builds better character, but also can improve academic learning. In “How to Raise an Adult’’ by Julie Lythcott-Haims, the author stresses the importance of how we handle “life’s so-called curveballs.” She asserts that allowing “our kids to have those essential experiences-to flail, fail, and fall-isn’t just a good way to help them learn and

grow, it’s the best way. Mistakes can be life’s greatest teacher.” Lythcott-Haims worked at Stanford University where they developed the Resilience Project, a program centered on the belief that reflecting on mistakes and the choices that led to them is imperative for students to succeed. Similarly, in the Graland Middle School, we believe that the consequence of a Green Slip is critical to building student resiliency, empathy, and character. Coincidentally, Lythcott-Haims lists twenty various “so-called curveballs,” one of which is “getting detention.” I have to admit that the eighth-grader who was in my office may have had one or two more “resets” before the school year ended. However, they were also one of the leaders in the class who regularly set good examples for others and continued to grow throughout the year. Like all adolescents, they were testing boundaries, and like any good educator, we reminded them of where those boundaries lay. In fact, they made it a point to find me after the eighth-grade awards dinner at the end of the school year to thank me for holding them accountable throughout the year. It was the ideal we want for all of our graduates. They took the time at Graland to “go with adaptability” and “embrace a growth mindset.” And, at least at Graland, they’ll never have to worry about a Green Slip again!

Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse

The Evolution of a Middle School Athlete By Ann DeBoe, Physical Education Teacher, Coach

In today’s world, with so much controversy, especially in televised sports, what impact do Middle School sports have on its athletes? Let’s face it, many behaviors we witness at professional, collegiate, high school, and even little league levels are questionable at best. Throughout the years, our young ones look up to higher-level athletes in awe and a desire to mimic their skills and behaviors. Colorful language and inappropriate antics flood the media. So, what potential value does Middle School athletics provide? I believe the answer is the opportunity to build life skills of sportsmanship, teamwork, self-actualization and, most importantly, responsible personal and social behavior that respects self and others. We have a unique opportunity at Graland. With a robust scope and sequence physical education program, our students learn the foundational skills of sports beginning in kindergarten and progress through Grade 5. Our students have daily opportunities to learn and work on not only pertinent skills, but also the importance of positive sportsmanship and the value working as a team brings. In addition, their exposure to a wide variety of sports lends the opportunity to make an informed decision once they reach Grade 6. Yet again, given our “no cut-everyone plays” policy, every student has opportunities to experience a different sport each year or to build on one specific sport. As a physical education teacher, it is a privilege to be by students’ sides from the moment they begin their athletics voyage at Graland. For example, in kindergarten, while many students may struggle to run and finish a lap, over the years they eventually realize the value and turn it into a personal challenge to improve their speed. In Grade 1, we

teach students “BEEF” (Balance, Elbow, Eyes, Follow-Through) and proper shooting form with six-foot baskets. While at first they may only get the ball halfway to the basket, you can imagine my excitement when they sink their first basket in a competitive Grade 8 basketball game. Additionally, nothing is better than witnessing the evolution of a student who was initially fearful of a volleyball, evolving to make a gritty dig and score a point in a Middle School match. Former students often return for a visit either in or after college and express their gratitude for the confidence and subsequent success they gained through Graland’s sports programs. Each athlete ultimately gained confidence as a learner, both on and off the court/field. Through each individual’s curiosity, determination, and credence, we observe middle schoolers grow as individuals, friends, teammates, and competitors. But more importantly, through their involvement in sports, they have matured and embraced the thrill and humility of victory, and shared and supported one another through agony and heartfelt defeat. They have faced life challenges and turned downfalls into opportunities, gaining self-confidence, self-esteem, independence, self-respect, and respect for others. Through this expansion, they have discovered their own personal sense of self-worth, all of which will be instrumental in their achievements throughout their lives! These are their victories… their successes… and their self-actualizations!

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Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse

Q&A With Graland’s Athletic Director,

Monica Johnson

In celebration of the 20th Anniversary of the Fieldhouse, Graland is excited to feature athletic director, coach, and PE teacher Monica Johnson in the winter issue of “Graland Today.” Please continue reading to learn about Coach Johnson’s thoughts on the school’s current athletic program and philosophy, and what’s to come for the Eagles in the future.

Q: Please introduce yourself and tell us about your background before coming to Graland A: “My name is Coach Monica Johnson, and I started at Graland in July 2022. In my previous role, I taught physical education and health at Denver Academy for students in Grades 1-12, where I was also a member of the DEI (Diversity, Equity, and Inclusion) team. Over the years, I have coached a variety of sports at the varsity and Middle School levels, including basketball, volleyball, soccer, ultimate frisbee, cross country, and track & field. I also worked at St. Anne’s Episcopal School for several years prior to that.” Q: What types of athletic experiences have you had throughout your life? How did they shape you into who you are today? A: “I gravitated towards individual sports when I was young. Track and cross-country were my go-to’s. The most influential adults in my life when I was growing up were my coaches. I am grateful to all of them for instilling in me a good work ethic and a sense of accountability to my teammates. I still prize these values today. I think my love of the outdoors partly comes from all the miles my high school cross-country team ran through our metro-park trail system in Cleveland. Coaching kids feels like paying it forward to me. I love the closeness and connection that comes 10

from building traditions and persevering through adversity together. It’s really a beautiful experience.”

school’s mission statement. The fact that athletic endeavors are prized as learning experiences here at Graland means everything! Also, Graland has an outstanding coaching staff and a great reputation among our partnering schools.”

cornerstone of the athletics program at Graland. Nationally, 70% of students stop playing sports by the age of 13. Our program provides exposure and support to students who might not otherwise elect to participate. We strive to create a positive experience for all students in the hope that they will continue to pursue athletic endeavors in high school and beyond. And I cannot leave out the coaches! We have an outstanding and bullpen of coaches that truly care about children and follow the pedagogical approach to coaching.”

Q: What do you love the most about Graland’s athletic program?

Q: What brings you the most joy as Graland’s athletic director?

Q: What excited you the most about being named Graland’s athletic director?

A: “I love that athletics is part of the

A: “The kids! Our students are

enthusiastic, hard-working, and fun! The highlight of the day for most of them is when they take the field. For that reason, I think compulsory sports are a

A: “I love it when students share their successes with me! When a group of excited players are beaming with pride as they share experiences from their game, I can’t help but feel excited for them.”

Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse Q: What is your philosophy on the role of athletics in K-8 education? A: “One of the reasons I wanted to be at Graland is the K-8 model. The daily PE scope and sequence are designed to provide scaffolding for eventual participation in the athletic program. Our Middle School athletes are recognized as school leaders and get the attention and support they deserve. They don’t have to play second fiddle to a high school program. I strongly believe that the K-8 model provides students with the confidence and leadership skills to be successful and make good decisions when they get to high school.” Q: In what ways do you see Graland’s Character & Community Framework and its attributes (responsibility, agency, adaptability, empathy, and curiosity) coinciding with the school’s athletics program?

form new friendships, and when young people find their untapped potential. Q: What are your hopes for the Graland athletics program going forward? Where do you see the program in the next 5, 10, 15, 20 years? A: “My hope is to continue to offer a robust program that services the needs of all Graland students. Both individual and team sports should be supported equally, which I am an advocate for. I would like for Graland to be a desired school, not only for academic excellence, but also for providing foundational athletic experiences that set them up for success in high school and beyond. My hope is to build more traditions around the athletic program that get younger students excited to one day wear an Eagles uniform. Pep rallies, spirit days, and homecoming-style events are just some of the ideas that are in the works or already happening.”

A: “All of the attributes of Graland’s Character & Community Framework can be cultivated through athletics. Students are responsible for managing their time and fulfilling a commitment. They must advocate for themselves when they need support on or off the field. Sometimes, they advocate for opportunities for themselves or a teammate. Adaptability is key when finding your role on a team. Empathy is a must for coaches and teammates. It is the glue that keeps a team together when things get tough. It takes curiosity to try a new sport and push yourself to greater heights.”

Q: What qualities do you find most important for student-athletes? How about for coaches? A: “The most important quality in a student-athlete is a growth mindset. Talent will only get you so far. Kids who are willing to push their limits, embrace failure as an opportunity to learn, and receive constructive feedback not only become skilled athletes but also leaders. As for coaches, they are teachers first and foremost. I think a great coach makes every member of their team feel valued and meets them where they are. A great coach appreciates even the smallest successes and helps athletes to build upon them.” Q: How do you define “success” in athletics? A: “Success is not measured in points and wins; rather, it is measured in growth and resilience. To me, success is when teams come together, when students Graland Today

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Celebrating CelebratingGraland GralandAthletics Athleticsand andthe the 20th 20thAnniversary Anniversaryof ofthe theFieldhouse Fieldhouse

From Gymnasium to Fieldhouse - Traditions of Importance and Excellence at Graland By: Jim Arneill ’66, School Archives Committee

ince Graland’s incorporation in 1927, physical education and sports have been an integral part of the school’s curriculum with its progressive education philosophy of developing the whole child. Generations of students have experienced strong physical education programs that not only teach a progression of important motor skills, but also promote sportsmanship, teamwork, confidence, and self-esteem. Lifelong learning and fitness are seen as major goals of the physical education department. The story of Graland’s first gymnasium to its current Fieldhouse is one of notable history and reveals how the school campus came to house such a versatile structure. In addition to its primary function of nurturing young The current display in the Corkins Center celebrates the 20th Anniversary of athletes, the spacious Graland Fieldhouse also unites the Graland Fieldhouse. Items of interest include “bricks and blueprints” of the the entire Graland family with many special events magnificent two-story structure, which represented the largest construction throughout the year. project in school history. Older alumni and I remember the first Graland for approximately twenty-seven years; the building was torn down gymnasium as a relatively small space on the second floor of in 1994. the original Georgia Nelson Building that was built in 1927 by Chester Preisser, for whom the large sports field in front prominent local architect and parent Jacques Benedict. The gym of the Fieldhouse is named, was the school’s first physical had a shiny, varnished wood floor with basketball hoops at each education teacher, and he taught generations of students from end and climbing ropes with giant knots at the bottom hanging 1928 to 1971. Mr. Preisser emphasized fitness, sportsmanship, from the ceiling. Scattered around the floor were mats and different pieces of gymnastics equipment, including parallel bars, gymnastics, and fun. One of his memorable annual events was a a pommel horse, and a trampoline. This was Graland’s only gym gym show and circus. 12

Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse The current mission statement of Graland, “Achieve intellectual population, in 1996, the Fieldhouse evolved when the “Graland Strategic Plan 1999-2005” was being developed to prepare for the excellence, build strong character, enrich learning through the 21st Century. A top priority was to construct a Fieldhouse with arts and athletics, and prepare our students to be engaged citizens understructure parking. and thoughtful leaders,” demonstrates the importance placed on Two of the major driving forces for the new Fieldhouse were the athletics, which has existed since the school’s founding. need for more gym space due to the importance of having daily With a growing student population in the 1950s, and to PE classes, and to provide understructure parking for ensure that students could attend physical education faculty and staff. Graland had been operating classes every day, a larger gym was built in 1955 under a temporary city variance because at a cost of $77,000. The new building, the available parking was insufficient. which adjoined the junior high classroom The new underground structure would building, became the “Elmer Nelson provide 82 parking spaces, eliminate Gymnasium” in honor of Georgia the need for a city variance, reduce Nelson’s brother, who helped with traffic on nearby streets, and improve some of the daily operations. campus safety. Other factors were Located in the same proximity as the legal requirements for handicap the current Fieldhouse near the accessibility as well as the need corner of First Ave. and Bellaire St., for regulation height ceilings and the gym was a much smaller version floor space for certain sports, large of the current structure. assembly seating for athletic and During a busy academic day, non-athletic events, and better locker hurrying down the steps from the rooms for home, visitors, and coaches/ adjacent classroom building into the “The Bubble” served as temporary space officials. wide-open space of the Elmer Nelson for physical education classes and other events until the new building The architectural firm of Clip Colussy Gymnasium, was a memorable experience was complete. Jenks DuBois Architects, P.C. was selected, and for me and others in my generation. We had their design’s exterior “matched the beauty and grace outstanding gym teachers; Chester Preisser and Dave Rice for the boys and Joy Archer for the girls. Since then, Graland of Jacques J. Benedict’s original architectural vision.” After an has continued a tradition of esteemed physical education teachers, extensive and successful capital campaign in which over $9.8 million was raised under the leadership of Ellie Caulkins, too numerous to mention. Ted White, and Marshall Wallach; the ceremonial groundbreaking For almost fifty years, the Elmer Nelson Gymnasium served as took place on November 1, 2002. the venue for indoor physical education classes, basketball and volleyball games, and important school events such as holiday continued on next page programs and all-school assemblies. With a growing student

The trampoline, one of the first ones in Denver at the time, was a favorite piece of equipment in the earliest gym. (1948 photo)

Gym circus tickets were sold to raise money to buy athletic equipment with standing room only crowds. (1948 photo) Graland Today

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Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse

The first holiday program inside the Elmer Nelson Gymnasium took place in December 1955.

Classmates and I pulling the Yule Log in 1961. Holiday program in the Elmer Nelson Gymnasium.

continued from previous page

large equipment room, and office space. The large seating capacity facilitates large gatherings for sporting contests in addition to Kindergarten Rodeos, Winter Wishes holiday programs, Permanent Art assemblies, Master Teacher Ceremonies, commencements, and many other events. The second floor of the Fieldhouse is also widely used. In addition to the fitness center, utilized by both students during PE class and educators, the multi-purpose room is aptly named, and some of the main events held inside are Grade 5 Knighting and the Gates Invention & Innovation Expo. Buildings are often considered as “bricks and mortar,” but the Fieldhouse has transcended that over the past twenty years. Just as older alumni and I have special memories of Graland’s first two gyms, those who now benefit by going to the Fieldhouse for gym classes, assemblies, and special events are building their own, which they, too, can share in future years. The Graland experience is everlasting.

From Gymnasium to Fieldhouse - Traditions of Importance and Excellence at Graland

During Fieldhouse construction, a temporary structure known as “The Bubble” was set up on the southern part of Preisser Field near E. Ellsworth Ave. With a rubberized floor and some loud fans, this served as the setting for physical education classes and other events for about a year until the new building was completed. Gerald H. Phipps Company, which had built other campus buildings, was again hired as the general contractor and finished the project on time and on budget. Twenty years after its dedication in early November 2003, the Fieldhouse has been used extensively, and it has met and exceeded expectations. With a large curtain that divides the space in half and others that divide each half again, the Hamilton Gymnasium accommodates four classes at once or several when classes are combined. There is also a climbing wall, spacious locker rooms, a

Save the Date!

Alumni Reunion 21+ Event

Saturday, May 4, 2024, 5-8 p.m. Graland Anschutz Commons 25th Reunion for the Class of 1999 50th Reunion for the Class of 1974 With a special presentation of the Ruth Gorham Alumni Award to Jason Cooper ’84. All alumni 21+ are invited. Invitation to follow in the spring.

Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse

We Asked MIDDLE SCHOOL STUDENTS

ANSWERED! A Q&A WITH GRALAND MIDDLE SCHOOL ATHLETES

What do you love about Graland Athletics, and what has it taught you? “I love Graland Athletics because it shows me I can do so much more than I thought. I love that everyone can show their athletic side at school and just let loose. Through playing sports at Graland, I have learned you have to stay ready for anything that comes your way.” - Garrett E., Grade 6 “I love Graland Athletics because it sparks a joy in me that is unimaginable. Athletics at Graland has taught me that it’s not about how much you win or how good you are at the sport. Don’t get me wrong, I love winning, but it’s about the relationships that you build within your team. The memories I have built this year are memories that I will forever cherish.” - Laine F., Grade 7 “I love Graland Athletics because no matter if you have played a sport or not, coaches encourage you to still give it a try and push you to be your best. For example, in Grade 6, I had never played volleyball or basketball and was nervous to try new sports. Graland made me confident and comfortable to learn a new sport because, eventually, volleyball became my favorite sport, and I have continued to play outside of school. This taught me to not be afraid of trying new things or jumping outside of my comfort zone.” - Victoria M., Grade 8

Which of the Graland character and community attributes (responsibility, agency, adaptability, empathy, and curiosity) do you feel most connected to in an athletic setting and why? “Through my experience with Graland Athletics, I have not only enhanced my physical skills and strength but also honed my mental and emotional capabilities. I have learned to approach challenges with a sense of agency, adaptability, and responsibility. In addition, my time with Graland Athletics has allowed me to cultivate a greater sense of empathy towards others, both on and off the playing field.” - Lily Z., Grade 6 “Graland Athletics has taught me responsibility because I respect my coaches and their time. If I have to miss a practice, I email them and tell them I will not be attending. In addition, I have learned empathy. For example, if a teammate had a bad touch, I go up to them and say ‘it’s ok,’ or ‘you will get it next time.’”- Finley T., Grade 7 “Playing sports at Graland has taught me curiosity because I have played new sports that I wouldn’t have tried otherwise. In addition, I learned curiosity through tennis because, before Graland sports, I never played tennis. Now I love tennis.” - Angel D., Grade 8

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Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse Alumni Spotlight:

Graland Athletics

As we celebrate the 20th Anniversary of the Fieldhouse, the alumni office would like to highlight several former students whose journeys in the areas of sports, athletics, and health & wellness started right here at Graland. We hope that their pursuits and experiences serve as inspiration to fellow alumni, current students, and the entire Graland community.

Ali Levy ’00

Ali Levy’s athletic and professional career was shaped in many ways by her time at Graland. A 2000 graduate, Levy continued to ski competitively throughout high school and ultimately earned her spot on the U.S. Ski Team in December of 2003. As a member of the U.S. Freestyle Ski Team, she competed at the World Cup level and was crowned 2x North American Cup Grand Prix Champion. After finishing her ski career in 2005, Levy obtained a bachelor’s in geography from Middlebury College and a master’s in sport psychology and counseling from Boston University. Following graduate school, Levy held key roles at Lululemon and Spartan Race prior to landing at O2X Human Performance, where she is the director of education. Currently, she works with leading researchers and experts around the country to create tailored, integrated programs to meet the unique demands facing tactical athletes and elite organizations. In 2015, Levy was inducted into the Ski & Snowboard Club Vail Hall of Fame and Wall of Excellence. Levy still enjoys skiing and now fuels her athletic spirit with endurance sports, including completing a 1,100-mile cycling trip and multiple 50-mile ultramarathons.

Alex Smith ’97

Alex Smith graduated from Graland in 1997. Following his time at Graland, he attended Mullen High School, where he was recruited for football at numerous Division I programs, ultimately attending Stanford University on a full scholarship. An accomplished student-athlete, Smith graduated from Stanford University in 2004 with a bachelor’s degree in economics and entered the NFL as a third-round draft selection by the Tampa Bay Buccaneers. After a successful 11-year football career in the NFL, Smith retired as a professional athlete and joined the front office staff of the Tampa Bay Buccaneers as a pro scout in 2016. Smith is currently pursuing a master’s in business from Indiana University and is presently the assistant director of pro scouting with the Buccaneers. 16

Jonathan Vaughters ’88

Jonathan Vaughters, a 1988 Graland graduate, attended Cherry Creek High School before obtaining his bachelor’s degree at the University of Colorado-Denver and his master’s degree at the University of Denver. His cycling journey began at the age of 13, ultimately making his professional debut in Spain in 1994. Throughout his professional career, Vaughters cycled for prestigious teams, including the U.S. Postal Service, Credit Agricole, and Prime Alliance, achieving career highlights such as the U.S. time trial championship in 1997, a team time trial victory in the Tour de France in 2001, and stage wins in the Dauphine Libere in 1999 and 2000. In 2009, Vaughters assumed the role of president of the International Association of Professional Cycling Groups (AIGCP). During this time, he found success in mediation, most notably between the Amaury Sports Organisation (ASO) and Union Cycliste Internationale (UCI), as they worked to come to an agreement regarding the Tour de France. Additionally, Vaughters was a key player in the establishment of clear Tour de France participation rules and advocating for increased compensation for cyclists. Taking the helm at Slipstream Sports in 2005 as CEO, Vaughters spearheaded cuttingedge anti-doping policies, later adopted by the UCI and World Anti-Doping Agency. In 2018, Vaughters assumed the role of CEO at EF Pro Cycling.

Celebrating Graland Athletics and the 20th Anniversary of the Fieldhouse Alumni Spotlight:

Questions with Ali, Alex and Jonathan How did your time at Graland and in Graland’s athletic program shape you into the person and professional you are today? Ali: “My time at Graland was instrumental in shaping the trajectory of my life. While at Graland, the faculty and staff played key roles in teaching me the importance of work ethic, determination, and positive mentorship. The teachers and projects taught me to approach challenges with a growth mindset, to view things through a lens of curiosity and continuous learning, and always to strive to make a positive contribution to my community.” Alex: “Graland’s athletic program allowed me to try various sports: soccer, basketball, and lacrosse, which aided my overall athletic development. I gained the knowledge associated with teamwork and fair play. I learned never to give up and always put forth my best effort. I was able to translate that knowledge into the academic program, which was very rigorous and totally prepared me for high school and college.” Jonathan:“I wasn’t a very athletic kid, which is ironic considering the direction of my life. However, I have very strong memories of Mr. Petitt, our gym teacher, who always pushed and encouraged me in athletics, even if I wasn’t particularly talented.” Which Graland guiding principle do you relate to the most? How do you still live it out to this day? Ali: “Critical thinking is a guiding principle I strive to live out daily. Graland taught me valuable lessons about thinking through complex problems, seeking information, and making educated decisions. In my professional career, I work with clients to help identify challenges and create solutions, enabling them to create sustainable lifestyle and performance improvements so they can finish their careers as strong as they started. This is a role that I would not be able to fill without critical thinking.” Alex: “Pursuing excellence in whatever you’re doing was consistently messaged to me at home and at Graland. I strongly believe in excelling academically, athletically, and professionally and not being content to get by.” Jonathan: “Celebrate perseverance. As I mentioned, I was not a natural athlete. For me to become a professional athlete and guide professional athletes now, perseverance is the most important trait to have. Bike racing, unlike most sports, is not a scenario where one team wins and the other loses. Rather, one team wins, and 21 teams lose. You have to pick yourself up after losing, over and over again. That’s perseverance.”

What advice do you have for current Graland students? Ali: “My advice is to work hard and get frustrated, and know it’s okay to ask for help when needed. The teachers and staff you have now are the ones who will help shape the way you problem-solve, and will provide the tools you need to succeed throughout the rest of your education. You get to do so many great projects at Graland, go on amazing trips, and learn from incredible people. Make sure to enjoy them and have fun!” Alex: “Always put your best foot forward. You are the only thing stopping you from achieving everything you want in life. If you fall, keep picking yourself back up. The worst thing you can do is quit on yourself or your teammates.” Jonathan: “Everything big starts with really small steps. I think in our age of being able to access so much information via social media, the world looks like a place where, in 15 seconds, you can become an expert at anything. The reality is far from that. Big dreams take patience and stubbornness and a willingness to take the first small step, even if it’s not very Instagram worthy.”

Save the Date!

Alumni Back-to-School Night Thursday, February 8, 2024, 6-9 p.m.

Graland alumni are invited to return to campus for a fun evening event. Feel like a student again by participating in interactive workshops, engaging lectures, enjoying delicious food and drinks, and reconnecting with old friends! Details to follow. If you do not receive correspondence from Graland via email and/or mail, please contact Anna Natassja Scheitler ’13 in the Alumni Office at ascheitler@graland.org or 303-398-3263.

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2023-2024

Parent Education Network (PEN) Events Save the dates for an exciting lineup of PEN events throughout the school year! To register, visit graland.org/PenEvents.

Josh’s Book Club

Wednesday, January 24, 2024 • 6 p.m. “A Whole New Mind” by Daniel Pink In 2005, four years before the release of “Drive,” Daniel Pink published “A Whole New Mind.” Though this book was also a bestseller, it ultimately didn’t garner the same attention as “Drive,” except maybe in educator circles. Now, almost twenty years later, it returns to prominence as we consider the intellectual attributes students need to differentiate themselves from machines to thrive in a world dominated by technological advances. Please join Josh Cobb as he leads a discussion on those differentiating traits or, as Pink calls them, “senses” – design, story, symphony, empathy, play, and meaning.

Dr. Aliza Pressman

Monday, March 11, 2024 Reception 6 p.m. • Speaker 6:30 p.m. Join us for a lively discussion with Dr. Aliza, the well-known host of the popular podcast “Raising Good Humans,” and the co-founder and director of The Mount Sinai Parenting Center. She is a leading parenting expert who brings the latest child development research directly to parents, empowering them to parent with skill and confidence. Dr. Aliza’s first book, “The Parenting That Matters: Your Essential Guide to Raising Good Humans,” will be published in January 2024. For more info, visit draliza.com.

Graland Alumni Panel Discussion Tuesday, April 16, 2024 Panel Discussion 6 p.m. The 2023-24 PEN series will conclude with a panel discussion featuring distinguished Graland alumni moderated by Josh Cobb. This thought-provoking event will focus on excellence vs. perfection, what authentic success looks like for every child, and how we can help our children achieve it. More details to come! 18

Spring Book Fair & Used Book Drive Used Book Drive March 4-8, 2024 & Book Fair March 13, 2024 The Book Fair is returning to Graland in person on Wednesday, March 13, from 3:15-6 p.m.! Mark your calendars and look for more information coming soon on how your purchases can help fund GPA initiatives and events throughout the school year! In addition, the GPA will be collecting used books March 4-8 for Reach Out and Read Colorado, a nonprofit that partners with healthcare providers across the state to encourage families with young children to read aloud together. Books can be dropped off during morning carline or in the Corkins Center and Georgia Nelson Building. Thank you!

The Graland Art Show & Ice Cream Social Save the Date: Friday, April 12, 2024 The Spring Art Show and Ice Cream Social is an annual opportunity for the community to come together on campus to celebrate student creativity across every grade level. Each spring, the art department selects pieces of art from every student at Graland and curates a show that is displayed throughout several buildings on campus. The colorful afternoon will include a gallery walk, scavenger hunt, art activity stations, photo booth, delicious treats sponsored by the GPA, and more!

Graland Spirit Store: Get Cozy This Winter Temperatures are dropping, so come and get cozy with some coldweather Graland gear! Vests, sweatpants, sweatshirts, hoodies, beanies, and more are available for purchase online or at the store. All proceeds from store sales fund community engagement opportunities throughout the year, such as speakers, events, and programming. So shop online and GO GRALAND by supporting the school you love!

Now Slating GPA Officers & Volunteer Leaders 2024-25 The Graland Parent Association works to support the school by building community, promoting volunteerism, supporting the Graland mission, and raising funds to benefit the school community. Each year, dozens of committed parents/guardians step up to lead, plan, and achieve these goals, and now is the time to begin to look at next year’s volunteer leaders. Please visit: graland.org/GPALeadership to self-nominate or to nominate someone else for a leadership role

graland.org/GPAVolunteer to join a committee

graland.org/store

Save the Dates!

Eagle Invitational Golf Tournament 2024 The Eagle Invitational Golf Tournament is an annual GPA

Save the Dates!

Community Dinner

Wednesday, January 31, 2024 6-7:30 p.m. The Graland Parent Association invites you to gather to celebrate our community over dinner. This will be the evening before community day and a chance for students, families, and educators to all come together for a casual meal in the fieldhouse. Register at graland.org/CommunityDinner

Community Day Assembly & Keynote

fundraising event that takes place in May (weather permitting). Great golf, camaraderie, food, and prizes are what make the Eagle Invitational an event that you do not want to miss! Student golfers can partake in the fun during the Junior Eagle Invitational. There will also be a Junior Clinic that will give students in our community who are just discovering the game of golf the opportunity to be a part of this fun day. Whether you are an avid golfer or just learning the game, there are opportunities for all who want to participate.

Thursday, May 16, 2024 Junior Eagle Invitational 3:30-6:30 p.m. CommonGround Golf Course Junior Eagle Golf Clinic (K-4) 4:00-5:00 p.m. CommonGround Golf Course

Friday, May 17, 2024 Eagle Invitational Golf Tournament 8 a.m., Shotgun Start CommonGround Golf Course

Thursday, February 1, 2024 8:30 a.m. This year we are pleased once again to extend the Community Day experience and learning to our parent and grandparent community. Please join us in an all school presentation On February 1 at 8:35 a.m. for the opening assembly, kick-off activities and keynote speaker presentation. Register at graland.org/CommunityDay Graland Today

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Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org

Community Calendar

GRANDPARENTS

& SPECIAL FRIENDS DAY FRIDAY, APRIL 19, 2024 We are looking forward to this special day in person on campus in April! An invitation with the details will be sent to grandparents in February. Please contact Associate Director of Community Relations, Jeri Volpe, at jvolpe@graland.org or 303-399-8370 if you do not believe we have your home address.

January

15 School Closed - MLK Jr. Day 22 SCAC Community Meeting 24 PEN Event: Josh’s Book Club (see page 18) 31 Community Dinner (see page 19)

February

1 Community Day 8 Alumni Back-to-School Night (see page 17) 19 School Closed - Presidents’ Day 20 Professional Development for Educators - No School for Students 21 Family Innovation Night (see page 2)

March

4-9 Used Book Drive (see page 18) 7 Gates Innovation Expo 13 PEN Event: Dr. Aliza Pressman (see page 18) 13 In-Person Book Fair (see page 18) 14-15 Student-Led Conferences: LS & MS, No Classes Spring Break March 23-April 1

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