The Petroglyph Magazine, Spring + Summer 2023

Who We Are & What We Value

From the Head of School

B elonging. E ngagement. A dvocacy. R esilience.

– The Alexander Dawson School Core Values

Dear Dawson Community,

The Alexander Dawson School’s reimagined Core Values have me feeling reminiscent of the conversations from 23 years ago when we gathered in the summer of 2000 to identify the values that would become the fabric of our school. As I met my new colleagues for the first time, I marveled at the opportunity to be on the ground floor of building the anchor documents that would guide our path forward. Just a few buildings comprised our beautiful 33 acres at that time, yet I envisioned with hope and determination the incredible school that would eventually come to be, the one that exists this very day.

Over the course of Dawson’s history, I’ve witnessed incredible growth both in physical space and as a community. This school and the people who love it have developed a deep commitment to our connectedness. We have some incredible stories we are able to tell of Dawson’s earliest days, and we are eager to put pencil to paper to craft the stories of our future. Who do we want to be? How do we live with purpose? Our Core Values will serve as the framework for these impactful narratives.

When I envision the years ahead, I imagine Belonging, Engagement, Advocacy, and Resilience alive and evident in all we do. Dawson’s Core Values will become deeply ingrained in lessons both within and outside of the classroom and will serve as the foundation for countless opportunities in which students discover more about themselves and the world around them. The most important learning occurs when education intersects with global ambitions and personal passions.

This issue of Dawson’s Petroglyph magazine will introduce our new Core Values – who we are and what we stand for – as we embark upon an exciting future. From saying goodbye to the graduating Class of 2023 to teaching new generations of learners, we are proud to illustrate the accomplishments of our faculty, students, and alumni in the pages ahead. This is a school full of amazing Dawson BEARs.

The Petroglyph is the magazine of The Alexander Dawson School at Rainbow Mountain. Its Mission is to celebrate Dawson’s growth and the achievements of its students, alumni, and faculty.

HEAD OF SCHOOL

Roxanne Stansbury

ASSISTANT HEAD OF SCHOOL

Andrew Bishop EDITOR

Rachael Lachhwani, Communications Manager

MARKETING & PHOTOGRAPHY

Shea Phillips, Marketing & Digital Content Manager

PHOTOGRAPHY

Dawson Faculty

GRAPHIC DESIGN

Tanja Nikolic Design

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The Alexander Dawson School Education Blog

Learn more about Dawson at adsrm.org/blog

Roxanne Stansbury, Head of School The Alexander Dawson School

During the second semester, our Early Childhood students learned about the life cycle of caterpillars, butterflies, ladybugs, plants, and flowers. After several weeks, they ended their studies with their annual butterfly release in May!

Learn more at adsrm.org/butterflyproject.

Who We Are & What We Value

By Roxanne Stansbury, Head of School

“If we want to do what matters in any domain – any context in life – we have to be able to give attention to the right things…. If we can’t do that, it’s really hard to do anything.”

–Johann Hari, author of Stolen Focus: Why You Can’t Pay Attention and How to Think Deeply Again

Our lives are not the same as they were ten, five, or even one year ago. From how we communicate and acquire information to the products we purchase and the way we prioritize health and wellbeing, things continue to grow and evolve. To successfully navigate a fast-paced landscape where adaptation is the only option to thriving in a world with advancing automation and artificial intelligence, we all need something to keep us grounded in what

matters. And at a time when uncertainty has become the norm, core values can serve as a foundational guidepost for how to behave, connect, and find meaning within the Dawson community.

A Shared Purpose

Core values are the cultural touchstones that guide The Alexander Dawson School. They are our foundational principles and the mile markers we refer to throughout every journey upon which we embark to ensure our community always acts with integrity. If the School’s Mission is the “why”, our Core Values are the “how”; they anchor us to the work we do each and every day with our students and confirm what we stand for as a community. Twenty-three years ago, I gathered with Dawson’s founding teachers and administrators for the unique opportunity of writing the values that would become

the bedrock of the Dawson experience. We discussed our shared thinking over how students learn and the type of education that would build competencies for future success. We committed to creating a school that used a well-rounded approach to fostering growth in mind, body, and character. We expressed common beliefs that every student deserves a joyful, caring, and creative experience shaped by meaningful connections with nurturing adults. We planned for a human-centered school where students found the safety and acceptance to celebrate their identities and listen to understand the lived experiences of others. The result of these conversations was 16 belief statements classified under three umbrellas: Teaching and Learning, Dawson Community, and the World. These statements served us well for 23 years, and we

embedded this language in our employee interview questions during the hiring process, our prospective parent Admissions materials, and our student learner profiles and project rubrics. The length of our core beliefs proved to be the only limitation to the achievement of rooting these guiding tenets in the hearts and minds of our students. Last year, we decided it was time to streamline our Dawson Core Beliefs into values with succinct value statements that all community members – from the youngest student to the oldest alumni and everyone in between –can recognize and explain.

What We Value

The journey to our revised Core Values was long and comprehensive. It began with whole-staff activities during

multiple Teacher Academy professional development sessions in which we first introduced the concept through the power of images. Using inspiring photos of our students during Dawson events both within and outside of the classroom, our faculty and staff broke into small groups to create statements that spoke to who our students are as learners, what modern learning means to us, and what we value as a community. Once we had several different iterations, the next step was forming a small task force of Dawson faculty, staff, parents, and Board members. Specific individuals who find joy in understanding the meaning of language and the changing nuance of language over time were selected. Yet still, we wrestled and grappled

with the exact words that would capture everything that matters at Dawson. In January of 2023, Tim Fish, chief innovation officer for the National Association of Independent Schools, joined us for a day-long retreat dedicated to writing our values. He spent time with us learning about and understanding our community – from our personalized needs to our differentiators – to determine how we could best communicate who we are and what’s important to us. We discovered so much about what distinctions define us and what it means to belong to the Dawson community.

Next, we revealed the values and statements at a Dawson Parent Association meeting through an interactive lesson that asked parents to share

an example of how connected they or their child might feel to the words. That feedback led us to craft four very specific values – Belonging, Engagement, Advocacy, and Resilience – to create the acronym BEAR, something everyone on campus can recite and understand.

It was important to those who had a hand in this redesign that our value statements align with the vision and character of our founder, Girard B. Henderson. Mr. Henderson’s innovative mindset and the way he saw solutions in every challenge is the inspiration for the Dawson experience. After years of successful entrepreneurship, Mr. Henderson incorporated the most significant details of his life into this school. His two mottos “Nothing Without Labor” and “Love

of the Land” – the second of which we sought to honor with the student photography illustrated on the cover of this very magazine – to be the driving force behind Dawson’s Core Values. This is how we, as The Alexander Dawson School of today, give respect to Mr. Henderson’s lasting legacy.

Taking Root

Too often, core values can become hollow sentiments that live beautifully as mere words on websites but never take root in the behaviors and interactions of an organization. We plan to ingrain our values into the fabric of our culture. From the first communication our students receive from their new teachers to culminating performances, projects, and exhibitions of learning, we will all understand what it means

to be rooted in values. The 2023-2024 school year will be dedicated to identifying what our values look like in practice, allowing them to breathe new, invigorating life into everything we do. From the School’s Strategic Direction action plans at the leadership level to the classroom lessons that demonstrate an inclusive, realworld educational experience that is reflective of our global society, Dawson’s Core Values serve to keep us tethered to one another and focused on shaping the lives of our students.

THE ALEXANDER DAWSON SCHOOL

CORE VALUES

BELONGING ENGAGEMENT

Our community exhibits empathy, integrity, humility, and kindness. We are accountable for our actions and learn deeply from others. We uplift diverse voices and build experiences that honor identity. We listen for understanding to develop and nurture purposeful partnerships.

DAWSON

Our community believes wonder and joy result in thoughtful and enduring learning. True to the legacy of our founder, there is no limit to what we dream, do, try, and solve. Our learners exert voice and choice during the journey toward new competencies and skills. Our commitment to evolve and take ownership of our growth reflects our engagement with lifelong learning.

ADVOCACY

Our community appreciates the sacrifices of others for freedom and social justice. We aspire to positively impact our school, local community, and the world. We investigate root causes, analyze solutions, connect with people in need, and are empowered activists in the problem-solving process. Dawson changemakers value global perspectives and a “Love of the Land”.

RESILIENCE

Our community believes learning should inspire creativity, collaboration, and innovation through experiences that embrace trial and error, failing forward, an iterative mindset, and reflection. Our founder believed in “Nothing Without Labor” and a transformative student experience that requires productive struggle.

INNOVATION & DESIGN

Dawson’s Innovative Programming:

Serving Our Students and Making a Difference

By Rich Lehrer, Director of Academic

Innovation

& Design

John Dewey, the father of modern progressive education, famously stated, “We do not learn from experience...we learn from reflecting on experience.” Reflection is a critical 21st-century skill that Dawson students, from our youngest to oldest, are taught to make sense of what they are learning and to improve the quality of their work and understanding. But reflection is not just for our students; it is equally as important for us, as professionals, to carve out the

necessary time to think back on what we have accomplished and how we can use it to inform what lies ahead. In this spirit, I want to share some of my reflections on the progress of two of our innovative educational initiatives. Our productive struggles and accomplishments offer a glimpse into interesting developments we’ve ideated on and implemented this year so we can fully actualize our goals next year.

In July of 2021, Dawson collaborated with PBL Works (PBLworks.org), an organization whose mission is to help build the capacity of teachers to design and facilitate quality ProjectBased Learning with all students. PBL Works partnered with our teachers in the use of Gold Standard Project-Based Learning, a pedagogy that seeks to provide students with meaningful, engaging, and real-world contexts in which to learn course content and skills. Our initiative continued in July of 2022 with the training of our second cohort of teachers, and I am proud to share that our final cohort of teachers was trained during Dawson Teacher Academy in February of 2023. The benefits of all teaching faculty having a common understanding

of PBL cannot be overestimated, and we are excited about the potential for the deep learning that lies ahead for all of our students. Additionally, February Teacher Academy saw a small group of teachers leading a “PBL Level Up” session with select faculty, a workshop that resulted in the creation of a Dawson-specific PBL Handbook. This resource will allow faculty to deepen their universal understanding of the pedagogy, help train future Dawson teachers, and share exemplary projects that are created and implemented by our teachers with their colleagues.

Gold Standard Project-Based Learning

One important thing to note about our PBL initiative is the extent to which the tenets of Project-Based Learning are embedded in our newly revised Core Values of Belonging, Engagement, Advocacy, and Resilience. PBL recognizes the importance of student reflection, including opportunities to revise and improve their work, have voice and choice in their learning, discover solutions to problems, and use their learning to create impact, engage in sustained inquiry, and see the real-life applications of their projects. These elements resonate throughout our Core Values, contribute to deeper learning on the part of our students, and point to areas of focus and growth for our faculty. For more information about our reimagined Core Values, please read Head of School Roxanne Stansbury’s article in this magazine.

Dawson’s Design Technology Program

My Fall/Winter 2022-23 Petroglyph article about Dawson’s Design Process outlined the ways in which we Leveled Up our design technology programming through developments that include increased Design Lab time for our K-4 students and the creation of our own Dawson Design Process. The second half of the year saw some notable developments in our Middle School design programming; in addition to design technology courses that carried over from the previous school year, we implemented Dawson Design Lab electives in the fifth and sixth grades, allowing students to build on the skills being taught in Lower School. Additionally, our seventh and eighthgrade Tech for Good elective introduced some innovative approaches toward teaching design

tech skills. One of these was the piloting of a design and entrepreneurship project called the Dawson Design Company in which students created and digitally fabricated high-quality pieces that were then sold in the community. Funds raised from sales supported the Tyler Robinson Foundation (trf.org), an organization that supports the families of individuals with pediatric cancer.

A second Tech for Good initiative that also broke interesting ground was our “Design-ata-Distance” project in which our Las Vegas Middle Schoolers collaborated with students

from our sister school in Boulder, Colorado, to create a co-designed and digitally fabricated marble run for the LEGO wall in our K-4 Design Lab.

Dawson‘s authentic design and changemakers initiatives continue to make waves, not just here in our community but on the national stage as well. I had the great honor of delivering two presentations about our work at national conferences: “Innovative Programming, People and Places” at the Online Education Strategies for Independent Schools (OESIS) Conference hosted on Dawson’s campus in February, and a co-presentation entitled “Creating

Changemakers: Teaching Students to Make a Difference”, delivered at the National Association of Independent Schools (NAIS) Annual Conference in Las Vegas this past February.

The 2023-2024 school year promises to be even more exciting once construction wraps up on our new Middle School Design Lab in August. This innovative new space promises to be a game-changer for Dawson’s design technology program. In conjunction, we are thrilled to launch two new Middle School design tech courses, the seventh and eighth-grade Dawson Design Company elective that promises to build on proof of concept achieved this semester, and Dawson‘s first coding and robotics class, Creating With Code. These are exciting times for Dawson’s design technology initiatives, and we look forward to the exciting future directions and developments in our programming and places.

Empowering Campus Changemakers: Redesigning

Genius Hour for Community Action

By Lana Mouzoon, Dawson Faculty

In the past, Dawson’s quarterly Genius Hour class provided students with a valuable opportunity to explore their interests and passions through projectbased learning. This seventh-grade insights course always sought to help students prepare for their eighth-grade Capstone project, when they would bring positive change to the larger Las Vegas community. However, the course had limitations in terms of promoting collaboration among students and connecting their projects to the Dawson community. In response to these challenges, the course was redesigned to focus on empowering students to make positive changes within our school through a year-long collaborative community action project. This article explores the benefits of the new course format, shares student success stories and their lasting impacts, and celebrates the many ways this course serves as a guidepost for high-quality PBL projects across other courses and disciplines.

The redesigned Genius Hour course, now known as the Seventh-Grade Community Action Project, centers around a year-long project that requires students to identify a problem or opportunity in the Dawson community and develop a solution or initiative to address it. Although it is a year-long project, students join this insights class for only one quarter throughout the year. Students collaborate through Google Spaces to share files and ideas with others who participated in the same project across the other three quarters. To support students

throughout this process, the course is structured around the Dawson Design Process: Investigate and Define, Brainstorm, Propose, Iterate and Improve, Share, and Revisit. While the Dawson Design Process is primarily used in our science and design classes, this was the perfect opportunity to apply the process toward no-tech to low-tech design solutions resulting in community change.

During the Investigate and Define phase, students conduct interviews and use surveys and other research methods to better understand the problem they are trying to solve. The Brainstorm phase has students generating ideas ranging from no-tech to low-tech and immediate change to longterm change. In the Propose phase, students use design thinking and project-management tools to develop a feasible plan for their initiative. In the Iterate and Improve phase, students put their plan into action and assess its effectiveness. In the Share phase, they present their solution to community members and receive feedback. Finally, in the Revisit phase, they reflect on their work and identify opportunities for further improvement by future student groups who select the same project topic. Using the Dawson Design Process, students can develop solutions grounded in research, iterate, and respond to feedback from their peers and community members.

The new course format has numerous benefits for students. First, it provides them with agency over their learning and encourages them to take ownership of their projects. Additionally, it promotes collaboration among students because they work together in groups to develop their initiatives. This teamwork aspect fosters leadership skills, communication, and empathy. Lastly, students have the opportunity to work on highquality, real-world projects that have a tangible impact upon their community.

Several successful student-led initiatives have emerged from this Community Action course.

RECESS EQUIPMENT

Mentor: Chris Estrella, Director of Middle School

Through their efforts, students achieved several successes that will leave a lasting impact on their school. From surveying their peers about the state of recess equipment to researching and ordering a ball box well-suited to their desert climate, this group showed incredible dedication to their cause. They took ownership of collecting and tracking the balls and worked with Dawson’s facilities team to retrieve them from the roofs of buildings. Their commitment to building community awareness is truly inspiring, and they launched the “See a Ball, Save a Ball” campaign to encourage others to take action. Additionally, the group’s collaboration with Dean of Athletics Mike Buchmiller and their presentation to school administration regarding ordering budgets demonstrated their strong leadership skills and ability to effect change on a larger scale.

STUDENT VOICES

Mentors: Justin Hermanek, Senior Systems Administrator, and Rachael Lachhwani, Communications Manager

Through their various projects, this group showed deep commitment to promoting student engagement and involvement within their school community. By surveying their peers about their familiarity with Dawson’s school publication the Petroglyph, the group gained valuable insight into the needs and interests of the student body. They then set up a listening station with current and past issues of the Petroglyph to encourage more students to engage with the publication. Additionally, their creation of a student version of the Dawson Journal provided a platform for students to share their own perspectives and ideas with the community. The group’s efforts to increase community involvement with the School’s social media accounts were also incredibly impactful, launching an awareness campaign that helped to elevate the School’s online presence. By filming a “A Day in the Life of a Middle School Student”, the group showcased the unique experiences of their peers and created a deeper sense of understanding and connection within the community. Lastly, the group’s development of their own news show, the Bears’ Broadcast, demonstrated their skills in media production and ability to communicate effectively with their peers.

NEW STUDENTS

Mentors: Krista Jacobsen, Director of Early Childhood & Admissions, and Dr. Nicole Zito, Dean of Teaching & Learning

Through their various projects and initiatives, this group worked to ensure every new student feels valued and included as members of our community. By surveying new students and members of the Admissions team, the group gained valuable insight into the needs and experiences of those who are new to the School. They then used this information to create welcoming notes to be placed inside each new student’s locker, as well as a friendship club that served to help new students to connect with peers. The group also collaborated closely with the Admissions team on several projects, including the creation of “Welcome to Dawson” videos for newly admitted students and the drafting of personal letters to rising middle school students. These efforts helped to create a sense of connection and belonging for new students, even before they arrived on campus. The group’s “Meet Up and Munch” event was a great success, as it allowed new and returning students to bond over shared interests and hobbies. Through thoughtful questions and active listening, the group gained helpful knowledge surrounding how to make the new student experience even more inclusive and supportive in the future.

STUDENT VOICE GROUP WEEK

Mentors: Roxanne Stansbury, Head of School; Meg Aumann, Director of Talent Acquisition & Community Engagement; and Shea Phillips, Marketing & Digital Content Manager

This project was a testament to the passion and dedication of one Dawson student who took it upon herself to Level Up our Student Voice Groups. Dawson’s ally-based and affinity-based groups give every student a safe space to participate in critical conversations about race, equity, diversity, and inclusion to grow personally and as a global change agent. The student organized a week-long event in May for different middle school groups to showcase their important work and the topics they discuss. This student even presented independently at a DEI faculty meeting, demonstrating her leadership skills and commitment to making a difference. The success of Student Voice Group Week is a shining example of the Dawson Difference and a reminder of the power of student-driven initiatives.

UNSTRUCTURED ACADEMIC TIME

Mentor: Nissa Reynolds, Dean of Student Services

This project was initiated during the quarter-four rotation of the insights class, giving students the option to continue an existing project or select a new area of focus that aligned with their interests. Students recognized the need for more unstructured time in the Dawson cycle and conducted surveys to gather information about student workload and teacher perspectives on unstructured class time. They met with administrators to discuss scheduling for the upcoming year, researched other schools in Las Vegas for inspiration, and learned how being Nevada’s first Challenge Success school affects Dawson’s day-to-day schedule. Lastly, they created a goal-setting solution to test in various classes for students to prepare for and reflect on opportunities for unstructured time during the day.

of the buddy system to Dawson. From scheduling events and communicating with administration and staff to facilitating activities and gathering feedback, they successfully organized activities that brought students from different grade levels together, including STEAM-focused egg-drop challenges, reading buddies, combined health and fitness classes, and shared grade-level snack events. Their dedication and commitment to building a stronger, more connected community through the buddy system is an inspiration to all.

LESSER-KNOWN STAFF

Mentors: Torry Martin, Senior Director of Safety & Security, and Rich Lehrer, Director of Academic Innovation & Design

CROSS-GRADE BUDDIES

Mentors: Dr. Brandon Wiley, Chief Academic Officer, and Amanda Musgrave, Director of Lower School

This project group demonstrated the power of bringing joy and connection to our Dawson community through thoughtful planning and execution. The cross-grade buddies program builds relationships and understanding across grade levels, helps develop students’ social and listening skills, creates mentorship opportunities for our older students, and gives our younger students a positive role model on campus. With a deep understanding of the positive impact the program has on students, the group passionately researched and planned various events to bring back the joy

This project group recognized the importance of acknowledging and uplifting the staff members who have a direct impact on the daily lives of students but often go unnoticed. With a deep sense of curiosity and empathy, they conducted research and interviews with department supervisors to compile a database of lesser-known staff. Students then took the time to interview each staff member in person to learn about their hobbies, interests, and favorite foods. Using graphic design software, they created personalized posters for each staff member for display in the Dining Hall to showcase the diversity of the Dawson community. The group solicited feedback and took time to reflect on their design throughout the process, culminating in the launch of “Behind-the-Scenes Bears Day” in collaboration with fourth-graders in the Lower School during Dawson Appreciation Week. The group’s dedication to highlighting the unsung heroes of the Dawson

community serves as a powerful reminder of the importance of empathy, connection, and community.

After teaching the freshly redesigned Community Action Project class during the 2022-2023 school year, it is evident that all students would benefit from having a course like this in school. I presented “Empowering Campus Changemakers” at both the Online Education Strategies for Independent Schools (OESIS) Schools of the Future Conference and for a group of educators visiting Dawson during the National Association of Independent Schools Annual Conference this past February. My session highlighted the Community Action course’s redesign and its success in empowering students to make positive changes in their community. The presentation also provided other educators with best practices for implementing similar project-based learning changemaker initiatives in their schools. It highlighted the importance of providing students with agency, promoting collaboration, and focusing on projects that have a meaningful impact on the community.

The success of Dawson’s Community Action course is just one example of how schools can use project-based learning, the design process, and a changemaker mindset to empower students to create positive change. By engaging students in authentic, realworld projects and equipping them with the skills and tools to develop effective solutions, schools can help students see themselves as capable agents of change in their communities. Additionally, by focusing on collaboration, creativity, and empathy, these initiatives can promote the development of key 21st-century skills that are critical for success in the workforce and beyond. As more schools incorporate these elements into their innovation initiatives, we can expect to see a new generation of empowered, engaged, and socially responsible young people who are capable of making a positive impact on their communities and the world.

Seventh-Grade Genius Hour Student Quotes

How can a community change project help students develop skills that are useful beyond the classroom and in their future careers?

“A community change project at our school helps students develop skills that are useful beyond the classroom and in their future careers because it enables them to become changemakers. They are learning problem-solving skills and how to take charge from a young age, giving them skill sets that will be useful no matter where they are. Collaborating with a mentor and learning how to develop ideas of their own will later contribute to a student’s future life.”

– Isabelle Giger

Why did you choose to pursue your Dawson issue?

“Grade-Level Buddies matters because I was a part of the buddy system when I was younger, and I think it’s important for kids to experience teaming up with older or younger kids.” – Jasmine Liu

How did your project and community change efforts impact your personal growth and sense of purpose within the Dawson community?

“It impacted my growth by helping people and this project was very fun. It created a sense of purpose within Dawson because it took teamwork and a group effort.” –

Kai Stryker

In your opinion, what is the most important lesson that students can learn from participating in a community change project at their school?

“The most important lesson that students can learn from participating in a community change project at their school could be just to be a good person, like kindness, respectfulness, and so much other things that can make a good human.” –

Rylin Kohl

What advice would you give to other students who are interested in pursuing projects aligned with their passions and making a difference in their community?

“I would tell other students that as long as you put enough effort in, you can make almost anything happen in your community. In order to be successful, you need to work hard to make your dreams come true. When making change in your community, you must stay open-minded, because your ideas need to be able to adapt.” –

Amelia Giger

FOOD PRIVILEGE IS NOT A

IT’S A RIGHT

By Lucy Shulman & Inaya Pirani, Class of 2023

D uring their eighth-grade year, our students embark upon a meaningful service-learning capstone project. This project allows students to connect directly with community members to learn about the complexities of real-world problems, the value of service work, and the importance of civic efficacy. Students gain a behind-the-scenes glimpse into the daily operations and decision making that occurs as an organization strives to address and solve a specific community need or challenge. Students are guided by capstone mentors through the research process and given the opportunity to take action in the field before sharing a presentation that synthesizes the knowledge they gained. Two of our graduating eighth-graders provided their reflections on this experience, and the following is an article written in their own words.

OUR JOURNEY

Throughout our capstone project, we had multiple tasks and assignments that taught us so much knowledge. We not only learned about food insecurity, but also how to handle everything professionally. The highlight of our capstone project was getting to speak to adults in the food insecure world. From the beginning of this project, we were supposed to compose a video that would explain why food insecurity should be Congress’s number one concern. The making of this video taught us a lot about what everyone facing food insecurity has to go through on a daily basis. After the video, we started to talk about how to expand our project into something that could make an impact on food insecurity, so our group decided to write an article

Nine eighth-graders went to the Just One Project headquarters on North Decatur Boulevard on Friday, March 31, 2023, to assist with packing food boxes for the elderly. Erin Koester, the volunteer organizer, welcomed us and distributed our assignments as soon as we arrived. We began working right away. Four of us put the food that would be delivered to the elderly into double-bagged brown grocery bags. The rest of us began stocking various foods for an assembly line: a variety of nourishing and nutrient-dense canned foods, such as apples, peaches, sweet potatoes, corn, tomatoes, pinto beans, salmon, chicken, cartons of milk, apple juice, cereal,

showing what we have done and what we have seen.

rice, and grits. Using our completed stock, we packed boxes of food for senior citizens. That day, we packed 200 boxes – two pallets-worth – of food.

WHAT WE FELT

Volunteering was never a constant in our lives. Everything has always been handed to us, and we don’t realize the privileges we have. That day, we were among the fortunate individuals with the opportunity to experience passion, a passion for helping others. Our hearts were filled with joy as we gazed at those pallets piled high with boxes. We felt accomplished that day. We realized it doesn’t take a lot to make sure someone doesn’t go to bed hungry. In those 3.5 hours, we helped over 200 seniors, seniors who would otherwise starve if we hadn’t volunteered on that exact day, at that exact moment. Meeting various people involved in the nonprofit industry provided us with a vast amount of knowledge. Everyone we spoke with had something to teach us, something we had never heard before. “Food is not a privilege; it’s a right.” Not only did we find out how to make a change in this world, we also learned how to make a change in ourselves. Because of this charity, lots of the volunteers wanted to

make a bigger difference and have started to volunteer more often.

CONNECTION TO GENIUS HOUR

In the seventh grade, we participated in Genius Hour, a structured class that taught students about using their creativity to invent a solution to a problem so we could improve Dawson. Whether it was decreasing the number of balls that get lost at recess or trying to improve the campus as a whole, we all made a change. Later, we would have to learn the basics of sending an email, creating an engaging and interesting presentation, and pitching and presenting our idea to a panel of judges. Throughout our eighthgrade capstone project, we naturally had a sense of how to address adults in emails and how to pitch our ideas to teachers because of the skills we learned during our Genius Hour class. In addition to Genius Hour helping us with our presentation skills, we were also able to learn how to become changemakers. We realized our ability to find a passion for an issue and then take action for its benefit. Our success throughout the final capstone project can mostly be credited to our participation in the seventh-grade Genius Hour insights class.

Inaya Pirani

Lucy Shulman

Pioneer Experiences & The Power of Different Perspectives

By Rachael Stratmeyer, Dawson Faculty

The ability to take an alternative perspective in a situation is woven throughout the Dawson experience. Recognizing that two people can see the same situation very differently helps students develop empathy, resolve conflicts, and build positive relationships. How do we teach students to see a situation from a different point of view, particularly when they are emotionally invested in a situation? Like all skills we wish to make automatic, we start by practicing outside of emotionally-charged situations. In the early grades, we expose students to diverse literature and experiences to build awareness that we are part of a vast world filled with unique individuals. We also spend time discussing

similarities and differences in an attempt to help students recognize that while two people’s experiences may be very different in some ways, they also have many things in common.

In the fourth grade, we try to unlock the power of perspective-taking. One strategy we use is examining optical illusions. For example, one traditional optical illusion is an object that appears to be a bird or a rabbit. We use these images to show students the mental power they have over situations. By simply telling their minds to see a rabbit, they are able to change how they see the image. Nothing else has changed; they merely changed the way they chose to interpret

the image. Once students are exposed to the power of perspective-taking and have concrete experiences where changing their perspective literally changed what they saw before them, they are better equipped to utilize this skill in higher-stakes situations. We practice these skills with hypothetical situations during morning meetings and coach students to consider other perspectives when resolving social conflicts. We also apply these concepts to deepen our content learning.

Fourth-grade students at Dawson and across the country focus on learning state and regional history. Traditionally, fourth-grade social studies instruction

at Dawson has focused on famous Nevadans and the pioneer experience. Through research and class simulations, students took on pioneer identities and learned about this pivotal time period in our country’s history. This is a memorable piece of the fourthgrade Dawson experience, and years later, students can still recall the terrible fates they encountered and whether they survived the journey. Having not grown up in this region, my knowledge of the Oregon Trail experience was limited to the popular computer game simulation of the 1980s. As a teacher new to Las Vegas and Dawson over the last few years, I was learning alongside my students. What I noticed was we were only telling part of the story: While we

touched on the experience of Indigenous Peoples, most of our social studies learning was from a single perspective. Knowing the power of perspective-taking, and with a desire to deepen student learning and understanding, I set out to help students discover more about the accurate pioneer experience from a variety of perspectives, thereby expanding our understanding of westward expansion. I double majored in elementary education and history as an undergraduate student, so I was excited to dig into resources and get started on this research. Aside from information on the traditional lives of Indigenous Peoples, what I initially found was there is a shortage of resources, particularly student-

friendly resources, from diverse perspectives on the topic of westward expansion. Although I was not surprised, I was disappointed. However, as I dug a little deeper, I discovered recently created resources focused on Black pioneers, Chinese immigrants, and the first Mexican Americans. New this year, in addition to our traditional pioneer simulation, fourthgrade students examined quilts from the James Museum that were commissioned to celebrate Black pioneers. They also studied primary sources and learned about specific pioneers through lessons designed by the non-profit organization Oregon Black Pioneers. Groups of students became experts about different pioneers and presented what

they learned to the rest of the class. Students discussed similarities and differences between the various pioneers’ perspectives, journeys, and experiences.

Thinking about perspectives helped us in social studies when we were learning about the Oregon Trail and pioneers. A lot of pioneers had a hard time…. Some perspectives were harder than others. – Cash

Back then, it was really different from now. If we didn’t understand perspectives, we wouldn’t understand what things were like back then. There were many differences.

Juliana

We were trying to be in the perspective of the people who were there, so we were trying to imagine their point of view.

Ava

We also studied the book Coolies when learning about the vital role Chinese immigrants played in building the transcontinental railroad. Additionally, we learned a little bit about the MexicanAmerican War and the experience of over 100,000 people who became American citizens by conquest. To facilitate this learning, students worked in groups to find text evidence to support inferences about these diverse

immigrants’ experiences. This allowed students to make cross-curricular connections and engage in authentic skills practice by stating generalizations and inferences and supporting them with evidence. The ability to support an argument with evidence and examine the reasoning and evidence of others is a competency that will be useful to students in Middle School and beyond. Students also dove deeper into their study of Indigenous Peoples by exploring traditional life, historical changes, and current efforts to respect, celebrate, and continue traditions today. As part of this learning, students created proposals for a monument or mural to be installed on campus to recognize and acknowledge local Indigenous Peoples. At the culmination of our study of westward expansion, students were asked to reflect on the big ideas from this unit. They identified the diverse groups of people involved in this piece of history, as well as the concepts of danger, inequity, and perseverance. Students also used their knowledge of perspectivetaking to solve other problems at school, including and especially interpersonal conflicts. This is uniquely important because it provides real-world opportunities for the authentic application of many of the 21st-century skills kids need to be successful in school and the workforce.

Exploring diverse social elements through partnerships is important for our students’ collaborative endeavors and helps to enhance their communication, leadership, flexibility, social skills, and more. What happens outside of the classroom can importantly impact what happens inside, and this is often where some of the most deep, reflective learning takes place for young students.

I like taking a different perspective. It helps me in arguments. – Jude

When I am mad at a friend, I try to see their perspective and then I know how they feel.

– Taylor

Taking a different perspective means to me that, when you feel like someone did something and they feel like they didn’t do it, then you have to look out of their eyes. – Charles

Taking a different perspective means thinking in a different way to find a solution.

– Ben

When I tried taking a different perspective, I got into less fights and felt more calm.

– Andrew

My intended outcome is that by learning about significant historical events from multiple perspectives, students can deepen their understanding of the subject and be able to better seek multiple points of view to broaden their understanding across several contexts: personal, social, historical, and current events. While students still remember the challenges of their simulated pioneer journey and their final fate, they took away a broader understanding of the diversity, inequity, and perseverance that existed during this notable time in our country’s history. Hopefully, as they learn and grow in the future, they will continue to consider whether there are multiple sides to one story. We live in a complicated world, and we are doing a disservice to students when we oversimplify complex topics. As a teacher, I am dedicated to reflecting on my practice, continuing to learn, and improving the work I do with all students. I am certain student learning will continue to evolve as we uncover further resources and seek additional perspectives. This is one of the best parts of being a teacher at Dawson.

The Alexander Dawson School is pleased to welcome Mr. Nic Steele as an asset and ambassador to the Board as our newest School Trustee.

Around the Table with Dawson’s Newest School Trustee

The Alexander Dawson Board of Trustees are guardians of the School’s Mission. It is the Board’s responsibility to ensure our Mission is relevant and vital to the community it serves and to monitor the success of the School in fulfilling its Mission. Selection of the Board’s members is a critical process that requires an evaluation of areas where expertise and knowledge is needed to support the leadership teams’ strategic direction efforts.

In May of 2023, Dawson said farewell to School Trustee Dr. Jeff Shih. In addition to years of collaborating with faculty and parents as a UNLV mathematics professor, Jeff served the Alexander Dawson Board of Trustees for two years and was instrumental in helping the School to actualize its goals for academic excellence and inclusivity. Jeff’s daughter Abby graduated from Dawson in 2019, and his daughter Penelope graduated this past May. With both of his children on to new adventures, Jeff also said goodbye to his long tenure at Dawson. For his time, knowledge, and support of our community, the School extends its deep gratitude toward Dr. Shih.

Beginning July 1, 2023, The Alexander Dawson School was thrilled to welcome Mr. Nic Steele as the newest Board of Trustee member. Nic is already a long-term part of the Dawson community as a parent to Class of 2023 alum Jackson and rising sixth-grade student Jordan, as well as having served on the Finance Board Committee. Nic’s expertise, perspective, and financial acumen are valuable assets in achieving the strategic objectives of the School.

Nic’s professional background is impressive. He currently serves as executive director of Access Community Capital, Inc., the only community loan fund providing affordable capital to small businesses in Nevada. The organization supports local entrepreneurs, childcare providers, and other businesses, as well as helps to create jobs for the city. His previous experience includes serving as chief financial officer for the Downtown Project, an investment group responsible for building and overseeing real estate ventures in the revitalization of downtown Las Vegas. Nic is very committed to supporting and enhancing our local community.

We recently interviewed Nic about the importance of his new role as School Trustee and continuing to support Dawson as a center of academic excellence.

As the parent of a Class of 2023 alum and a rising sixth-grader, how has your parent experience influenced your decision to accept a position with the Board?

I feel incredibly lucky to have found Alexander Dawson 10 years ago. I remember quite vividly being in the middle of relocating, having just three days to visit Las Vegas and decide on a school for my eldest child. After interviewing several educational centers, the choice was clear: Dawson was my hands-down favorite. The environment in which our kids have grown up has had a tremendous influence on not just their education, but their character. I have seen my son grow into a leader in the classroom and in athletics. I’ve seen him be unafraid trying new things and feel comfortable in what many would think are uncomfortable situations. My daughter confidently

approaches mathematics with the same enjoyment as she does performing on stage. I am keenly aware that my wife and I pour our hearts and souls into our kids. However, I am also cognizant that our kids spend more time during the day with the wonderful people at this school. And everyone – the teachers, administration, security, coaches, and advisors – have impacted their development. Accepting a position with the Board was an easy decision and one of the ways I can say thank you to this institution that has done so much for me and my family.

Why is serving as a parent on the Board of Trustees important to you?

From the first day our kids entered school, my wife and I looked for ways to be involved. Honestly, my wife did a much better job than I participating on committees and being involved with extracurricular activities. To remain “connected”, I tried to learn about the various teaching methods, the continuity of the curriculum, and the School’s Vision to see how the Dawson experience was the Dawson Difference. Over time, I’ve developed real relationships with school staff, and I truly care about their wellbeing. Serving on the Board of Trustees is a position I cherish because I can now add value, helping to advance the Vision of the School and strengthen its financial position, providing not only a finance perspective but an opinion from the vantage point of an invested parent.

A criterion for a Dawson Board of Trustee candidacy is serving for a full year on a Board committee. For the past few years, you were a member of the Finance Board Committee. A major goal of this committee is to be a guardian of the School’s financial success and longterm sustainability. Can you talk about your perspective of the School’s work in this area and how you contributed to this committee over the years?

I presently serve on a number of boards and understand the fiduciary responsibility that comes with accepting such a trusted position. As a member of the Finance Board Committee, one of my primary goals is to ensure the long-term sustainability of the School by being a good steward of the School’s resources. The past year has been a tumultuous one

for many organizations and businesses. As interest rates have climbed, organizations have had to be incredibly mindful regarding their investment and cash management strategies. I’ve been able to rely on over 20 years of experience in the capital markets to provide valuable insight as we navigate this interest rate environment. I hope my contributions are well received by the other members of the committee. I look forward to contributing in any capacity that is beneficial to the School.

What is your vision for Alexander Dawson five years from now? How will your Board partnership with the School support this vision?

I believe Alexander Dawson is in great hands with our Head of School Roxanne Stansbury. She is compassionate and understanding. She shows empathy and is approachable. She astutely monitors the latest in educational research and is respected amongst other independent schools. She is steadfast in her resolve to keep Alexander Dawson as the preeminent day school in Nevada. Her vision aligns with mine, which is to continue preparing our students to be the leaders of the future. To do so, she continues to position Alexander Dawson as a thought leader in education.

Dawson’s goal is to continue creating a robust talent pool of community members dedicated to sharing their expertise and experience in support of advancing the strategic direction of the School. Head of School Roxanne Stansbury shares, “Nic and his wife Janpeg are trusted thought-partners invested in the quality of the Dawson experience for all. The deep commitment they have made to our entire community is immeasurable, and they embody our Core Values in their personal and professional dedication to the School. I am so grateful for the time and talents they give to our Board committees, and I look forward to the perspective and wisdom Nic will bring to Dawson’s Board of Trustees.”

The Alexander Dawson School is pleased to welcome Mr. Nic Steele as an asset and ambassador to the Board as our newest School Trustee.

Nic Steele with wife Janpeg Avignon-Steele and children Jackson (‘23) and Jordan (‘26)

DAWSON STUDENT LIFE

Challenge Success Week

Dawson’s Challenge Success team of teachers, administrators, and Middle School student leaders Leveled Up during Challenge Success Week in January! With a continued focus on mental health awareness and support, students participated in activities that help create a more balanced and academically fulfilling life for kids. Students enjoyed free dress and pajama days and also spent time outdoors enjoying some unstructured fun.

Scholastic Art & Writing Awards

The Scholastic Art & Writing Awards identify students with exceptional artistic and literary talent and present their remarkable work through public exhibitions. In January, 10 of our Middle School students were recognized for their work in writing and photography during a ceremony at the Springs Preserve. In the photography category, three students won Gold Key, four won Silver Key, and five received an Honorable Mention.

Global School Play Day

As a Challenge Success School, we believe that kids of all ages benefit from play – unstructured time for social interactions and playing informal sports, games, and other activities for fun – every day for healthy development. The purpose of Global School Play Day each February is to offer students opportunities to interact with each other, take time away from technology, use their imagination, cooperate, and resolve conflicts.

STEAM Exhibition

In February, Dawson hosted its first STEAM-based career exhibition by inviting practicing professionals to campus to speak with students about potential job paths. This real-world exposure to STEAM allowed students to see value in using their creativity, exploring diverse social elements through partnerships, and developing the intrinsic motivation to succeed. Read more about this event and how STEAM prepares our students for the jobs of the future at adsrm.org/blog.

Early Childhood Peace Parade

In February, our Early Childhood students learned about changemakers and how these individuals work to spread peace, love, and unity. Developmentally appropriate stories helped students understand how their voices can impact, motivate, and uplift others and themselves. In celebration, EC students embarked upon a Peace Parade throughout campus with the rest of our community cheering them on!

National Junior Honor Society

In March, we were excited to induct Dawson’s newest seventh and eighth-grade members to the National Junior Honor Society, led by faculty advisor Neil Ellis with participation from faculty council members Matsuko Freeman, Isis Lopez, Nancy Myster, and Nissa Reynolds. Current NJHS students led the ceremony and spoke about the five pillars of Scholarship, Service, Citizenship, Character, and Leadership.

#AmazingDawsonAlum Alert!

We were honored to welcome back Class of 2013 alum Jacob Langsner to visit one of our third-grade classrooms in March. Jacob was a double major in theater and film at Las Vegas Academy of the Arts, graduating as valedictorian in 2017. He studied political science and art history during his undergrad at Stanford and is now in law school at Stanford, focusing on business and transactional law. Jacob was excited to share his Dawson journey with our current students.

Dawson Family Dance

The Dawson Family Dance is a spring favorite of everyone on our entire campus! The 2023 theme was “Let’s Glow Crazy”, and the Gym was transformed into an awesome glow party. Thank you to the Dawson Parent Association for hosting this event; the DPA’s ongoing efforts are a thriving part of the Dawson experience and a wonderful way to engage, connect, and build our remarkable School community!

EC’s Week of the Young Child

Every April, our youngest Dawson Bears celebrate Week of the Young Child (WOYC), an annual event hosted by the National Association for the Education of Young Children (NAEYC). Students spent a fun-filled week

Cooking up Kindness as Master Chefs! They enjoyed activities such as a pancake breakfast and pajama day, a bike day, a cooking competition and kitchen demonstration from Dawson’s own SAGE Dining, an international food tasting experience, and Dawson’s schoolwide Field Day.

7th & 8th-Grade trips to Washington, D.C.

Our seventh and eighth-graders were beyond excited about their traveling field trips in the spring! Students and faculty toured Washington, D.C., and Virginia to learn more about our nation’s history at important places such as Jamestown, Monticello, the U.S. Capitol, and Arlington National Cemetery. These experiential learning opportunities allow our middle schoolers to take healthy risks, develop an understanding of the School’s culture, structure, and goals, and make connections with peers and teachers outside of the classroom.

4th-Grade Leadership Project

During the second semester of the school year, all fourth-graders participated in a weeks-long leadership project centered around the driving question, “Who am I as a leader, and how can I create change using my leadership skills?” Students took an age-appropriate personality assessment to determine their strengths and areas for growth and then chose smaller internship groups to join. Several Dawson administrators and faculty partnered with the students to serve as mentors in areas that included events, cyber-security, health and fitness, library, dining, the health office, and more!

Middle School Student Voice Week

In May, our Middle Schoolers celebrated a special Student Voice Week with daily activities that allowed individuals with similar experiences to share, collaborate, and give time, space, and peer support to sponsor a sense of belonging. The week kicked off with a special presentation by the local organization Poetry Promise. Students participated in lessons in class that raised awareness about mental wellness and neurodiversity with reflections about inclusion and why student voice groups are important.

EC-4 Vocabulary Parade

Our families loved watching words come to life during our annual Vocabulary Parade! Students from Early Childhood through fourth-grade start by picking a word that is new and interesting to them, and then using common materials and items found in their homes, they design costumes and accessories that represent their chosen word of study. Teachers embed vocabulary lessons and books into daily instruction, and this creative event heightens students’ understanding of the importance of word knowledge.

PERFORMING & VISUAL ARTS

Middle School Choir & Orchestra NAIS Conference Performance

Dawson belongs to the National Association of Independent Schools (NAIS), a non-profit that co-creates the future of education by providing services to more than 2,000 schools and associations of schools in the United States and abroad. The NAIS Annual Conference was held in Las Vegas this past February, and our Middle School choir and orchestra students were honored to perform two songs, “Stand By Me” by Ben E. King and “A Million Dreams” from the movie The Greatest Showman

3rd-Grade Musical Music Matters

The third-grade music curriculum uncovered why music matters to each student individually and how it helps us connect with others. This musical performance further allowed students to Level Up their learning through the exploration of popular songs with two-part harmonies and the meaning behind the lyrics. Students were challenged to make a connection with one concert song and write about their experiences, which then served as the introduction to the songs during their performance.

1st-Grade Musical A Tale of a Shark

A Tale of a Shark is based on the children’s book The Three Little Fish and the Big Bad Shark . Song selections are from the Rat Pack era and included fun tunes by legends Frank Sinatra, Bobby Darrin, and Dean Martin.

EC-8 Spring Sing-A-Long

This all-school sing-a-long was held in celebration of Dawson’s commitment to Leveling Up and the desire to dream big through different genres and styles of music selected by Dawson students. Songs included “Let it Go” from the movie Frozen, “Party in the USA” by Miley Cyrus, “Count on Me” by Bruno Mars, and “Ain’t No Mountain High Enough” by Marvin Gaye & Tammi Terrell. Students also saw a special performance by our new Bears Band, an ensemble of musically talented faculty and staff. This event was a super joyful experience for our community!

Community Arts Expo

This celebration of Dawson’s student artists welcomed families to campus to enjoy displays of student artwork throughout the hallways of our campus from Early Childhood through the eighth grade, as well as live musical performances from our middle school choir and orchestra students.

5th & 6th-Grade Acting Showcases

Our fifth and sixth-grade theater acting students took the stage by storm during the second semester! Fifth grade performed Everything You Always Wanted To Know About Middle School (But Were Too Busy Being Stuffed in a Locker to Ask) , a comedy guide to middle school, and sixth grade performed Bestest Bedtime Stories As Told By Grandpa ( Who Messes Them Up ), a fun twist on childhood fairytales. The students flourished on stage and off, building their talents and gaining the confidence to share their voices.

Middle School Choir & Orchestra Dream Big Concert

This was Dawson’s first-ever combined choir and orchestra concert! Our Middle School students showcased their talents during a special spring celebration of music and collaboration. Building upon the skills they learned during the first semester, our fifth through eighth-grade students continued to perfect their work as individuals and as an ensemble. Our students find a lot of reward through public performances, which includes culminating concerts that allow them the chance to express their passion for music, singing, instruments, and community.

Early Childhood Spring Showcases

All five Early Childhood classes participated in developmentally-appropriate spring musical showcases that fostered self-esteem, creative thinking, and teamwork. They learned new songs and played bells, and this was their first time taking the stage in the Music Building to perform in front of a live audience. Additionally, students each chose their roles for the performances, and the classes were involved in all of the preparation for the shows, including design and creation of their costumes, save-the-dates, backdrops, and programs. The springtime theme complimented students’ second-semester studies of the life cycle of bugs and butterflies.

7th & 8th-Grade Musical Performance of The Wizard of Oz

This stage adaptation of the classic movie was a fun opportunity for our musical theater students! The timeless cast of characters were exciting roles for our seventh and eighth-grade students. And for the first time, our fifth and sixth-graders were thrilled to be cast as supporting characters, including the Munchkins and the Flying Monkeys. The musical was complete with beautiful stage and prop designs courtesy of our tech theater students, digital backgrounds provided by our digital art students, and Flying Monkey drones provided by our aeroSTEM students.

Early Childhood Obliteration Room

Our EC students learned about artist Yayoi Kusama during the beginning of the second semester. She incorporates polka dots into all of her work, from painting to fashion, and creates installation areas called obliteration rooms. These rooms begin as a blank “canvas” with furniture and details all blended together in white.

Art teachers Kara Blais and Lony Klein created a similar room on campus, and as visitors happened upon the dedicated white space, they used polka dot stickers to decorate the area until it grew to become a unique explosion of color! It was an inspiring and calming space for everyone to enjoy.

DAWSON ATHLETICS

We teach our student-athletes to develop a flexible and healthy mindset toward competitive activities, as well as important life skills such as teamwork, collaboration, time management, leadership, risk-taking, and goal-setting. Our student-athletes represent the School’s Mission and Core Values with pride. By continuing to form purposeful partnerships with local sports clubs and recruiting knowledgeable coaches and mentors, we can enhance an athletics program that is inclusive, dynamic, and beneficial to all of our students. We congratulate each of our student-athletes for their incredible strength, skill, and trust in one another both on and off the court and field. Here’s a recap of our winter and spring sports seasons with the Red Rock Athletic Conference (RRAC) and the National Choice Schools Athletic Association (NCSAA).

Boys’ Basketball

Coached by Jackie Lewis, Dawson faculty Malcolm Hodge and Marco Mercado, and Dawson alum Remmington Penn (‘08), our three boys’ basketball teams had incredible seasons as part of the RRAC! The 5/6 White team made it to the semi-finals, and both the 5/6 Navy and 7/8 Grey teams won The Red Rock Athletic Conference Championship!

Girls’ Basketball

Our girls’ 5/6 Navy basketball team, coached by Dawson faculty member Cal Govang, had a truly exciting season! They went all the way to the championship game and finished second place in the RRAC. This basketball season was a stellar one, offering big wins, tough losses, hard work, and numerous learning opportunities for all teams.

Baseball

Coached by Dawson faculty Jahvin Cosey and Cal Govang, the second season of Dawson baseball demonstrated that we have an incredible starting line-up. The team had some great success, finishing the season with a record of 3-4. The team explored different opportunities this year by playing infield and outfield and pitching. Dawson continues its school partnership with the local arm of the national Rawlings Tigers Baseball program, which through high-performance instruction and relentless dedication to players and families, provides resources to advance players’ skills as students and athletes.

Golf

Coached by Dawson faculty Anamika Phukan, Dean of Athletics Mike Buchmiller, and PGA Golf teaching professional Collins Tamashiro, the golf team had a stellar season on the course. The team finished second in pool play and fourth overall, and second in scoring out of 12 schools. In May, the team won the Southern Nevada Middle School Golf City Championship! Our golfers finished with a combined score of 121 with Dawson placing first in the sixth-grade boys’ division and second in both the fifth and seventh-grade boys’ divisions.

Tennis

Dawson’s tennis team was coached by alum Payton Buchmiller (‘18), Dean of Athletics Mike Buchmiller, and faculty Nancy Myster. The boys’ team played hard all season long. The girls’ team qualified for the Southern Nevada Tennis League playoffs, finishing fourth in the regular season. During the finals in May, the team took home eight trophies total in both the individual and doubles categories, with three players being named champions.

Track and Field

Coached by Dawson faculty Jessica Balzano, Isabel Guerra, Rachel Ferguson, Mady Conway, and Corey Drummond, Dawson’s track & field team trained all season in sprints, distance running, and throwing events. They showed incredible improvement from the first day of practice to the end of the season. The season was highlighted by Dawson seeing top finishes in several competitive track meets. Dawson qualified for the championship meet in May with 13 participants and officially ended the season with two top finishes.

Soccer

Coached by former Dawson faculty David DeLia, the second season of Dawson soccer was one for the books. Our team hustled all season long and won several of its games against other local schools. They qualified for the RRAC playoffs and made it to the semi-finals, finishing the regular season in fourth place. The fancy footwork demonstrated on the field confirmed this is a team to watch closely in the years ahead.

Dawson Athletics Bears Night

The 7th & 8th-grade football team triumphantly won its second Red Rock Athletic Conference championship this past November! We recognized the team’s back-to-back successes with a special half-time celebration during a home basketball game in January, complete with a visit from Class of 2022 alums Hudson Borsari and Giacomo Ferrence. Congratulations to our student-athletes and coaches!

Cheer

Coached by Dawson faculty Jessica Lopes and VGK Vegas Vivas Co-Captain Sara Simpson, the Dawson Cheer team supports our programs throughout the year and keeps school spirit high on game days and other important school events. The competition team qualified for the national JAMZ competition and placed fourth. They also won two first-place titles and two Grand Champion titles for earning the overall highest score at several NCSAA competitions during the second semester.

Class of

of 2023

Dawson’s Class of 2023: Where Are They Going?

THE ADELSON EDUCATIONAL CAMPUS

Sebastian Gephart

Sofia Hafter

BISHOP GORMAN HIGH SCHOOL

Calvin Abin

Maya Ali

Caitlyn Baynosa

Bradley Bell

Aliana Breitling

Dino Carullo

Allyn Marie Creel

Cash Creel

Oliver Feit-Leichman

Marlynn Fike

Asher Flansburg

Ella Freestone

Rose Gheblehzadehyazdi

Chloe Golden

Kavya Gururaj

Grayson Herrera

Steele Herrera

Aryana Maini

Charles Maurer

Reid Nelson

Robert Neri

Eric Quintana

Lucy Shulman

Harrison Smith

Luca Wright

BOARDING SCHOOLS

Levi Finfrock, Midland School

Penelope Shih, The Thacher School

Jackson Steele, Cate School

FAITH LUTHERAN HIGH SCHOOL

Brooke Carr

Bobbie Lynn De Lew

Daniel Elardi

Avery Figg

Mieka Phillips

Rocky Ramsey

Sienna Rourke

THE MEADOWS SCHOOL

Ioanna Ge

Marly Gitlin

Pepper Jung

Inaya Pirani

Zoey Wu

OUT OF STATE

Barrett Backman, Dawson Colorado

Genevieve Thai, San Marino High School

UNDECIDED

Luella Gregory

Cami Moreno

CLARK COUNTY CTA/MAGNET SCHOOLS

Anjali Gupta, West Career & Technical Academy

Henry Kluger, West Career & Technical Academy

Cozy Lowen, Las Vegas Academy of the Arts

Bryson Peterson, West Career & Technical Academy

Axel Tamir, Clark Academy of Math, Science & Applied Technology

Rodrigo Tramontana, West Career & Technical Academy

The G.B. Henderson Award Winners

Each year, a small number of graduating eighth-grade students are selected to receive The G.B. Henderson Award. This award is named for the business executive and philanthropist Girard

B. Henderson, whose generosity – coupled with his belief in the power of education – made the founding of The Alexander Dawson School possible. The award, which recognizes outstanding achievement in academics, athletics, and citizenship, is a reflection of our Mission and Vision. From left, the students who received The G.B. Henderson Award for the 2022-2023 school year are Avery Figg, Oliver Feit-Leichman, and Penelope Shih.

Additionally, the Alexander Dawson Foundation honored two Dawson employees with The G.B. Henderson Award at our eighth-grade graduation ceremony. This acknowledgment is awarded to employees who have gone above and beyond to live Dawson’s Core Values through founder Gerard

B. Henderson’s legacy of innovation, hard work, and a lifelong learning mindset. The award recognizes Dawson employees who are stellar performers committed to the cause of creating a community of national excellence. The G.B. Henderson Award is the highest honor an employee at The Alexander Dawson School can receive, and for its inaugural year, the two employee recipients are faculty member D. Smith and staff member Maria Mercado.

Photos courtesy of Chelsa Christensen

D. Smith, faculty recipient of The G.B. Henderson Award

Maria Mercado, staff recipient of The G.B. Henderson Award

Penelope Shih Class of 2023 Dawson Graduate Essays

Photo courtesy of Chelsa Christensen

Hi, I’m Penelope Shih, and welcome to my Dawsoninspired TED Talk. Today, I would like to talk about two things with you all: choices and success.

As I reflect upon my eleventh and final year at Dawson, I cannot believe how much has changed since I first stepped onto this campus. Eleven years ago, iPads and Siri were novel concepts. But more importantly, at Dawson, there was no Design Lab. The Ruffin Organic Garden did not exist yet. We did not have STEAM Career Exhibitions or affinity groups.

We did, however, have Country Studies, the Gingerbread Event, and some pretty off-key Early Childhood musicals. The most important thing we have always had, what we have always been fortunate to have as Dawson students, is choices.

As Coach Ted Lasso said, “To quote the great UCLA college basketball coach, John ObiWan Gandalf,” or, in reality, Dumbledore, “‘It is our choices…that show what we truly are, far more than our abilities.’”

First, I would like to acknowledge and thank those who have given us so many opportunities through their own choices. As the saying goes, family first. Family members, you chose to send us to Dawson. You chose to drive us to our many activities.

You chose to help us with our homework – until fourth grade when lattice multiplication understandably became too much to handle. You chose to show up at our events, from our kindergarten graduation to our eighth-grade Commencement Ceremony. You chose to be present and, for making all of these choices, thank you.

Faculty and staff, as well as everyone else who makes Dawson, Dawson – including SAGE Dining, maintenance, security, and the custodial staff – you chose to show up each day with a smile, ready to support us in so many ways. Our accomplishments would not have been possible without your enduring encouragement. Mrs. Stansbury, your deep care for the community is especially appreciated. Thank you.

And, of course, the graduates. You chose to come to school and exhibit empathy, integrity, humility, and kindness. You chose to persevere and be resilient despite any challenges you faced. You chose to be open-minded about improving. You chose to take advantage of the experiences this school offered, whether that was immersing yourself in the arts, getting involved in athletics, or during our Washington, D.C. trip. While we’re on the topic of the D.C. trip…some choices were bolder than others. Some of you chose to dance during the dinner cruise. Mr. Estrella, I will

never be able to unsee that.

And while at Dawson, with so many choices, I would also like everyone to think about the outcomes of those choices. With choices can also come “success”. But what is success? What does it truly mean to be successful?

This quote, this time actually from Coach Wooden, resonates with me: “Success is peace of mind, which is a direct result of self-satisfaction in knowing you did your best to become the best you are capable of becoming.”

Despite the fact that he and his team won 10 national championships in 12 years, he never defined success as winning. If you are genuinely successful, you do not need to compare yourself to others to be sure of it. That’s the thing: The only one who really knows if you did your best is yourself. Did you study as hard as you could? Did you really put in the time on that group project? Could you have been kinder? As we take this time to reflect before we move to the next chapter of our lives, I encourage us all to always consider our choices. Choose to learn. Choose to grow. Choose to really try your best to become the best you are capable of becoming.

Congratulations, Class of 2023. I wish you good luck. But most of all, I wish you success.

Corrie Ten Boom once said, “Memories are not the key to the past, but to the future.”

Whether you were a student at Dawson for one year or for 10, every single one of us gained unforgettable memories here – experiences and morals you can utilize for every different occasion in high school. I would like to ask the eighthgrade grads to remember their first year at Dawson. It could be your first day of school, an event, or even the first time Ms. Freeman gave you a little tough love (trust me, we’ve all been there). The internal growth is simply astonishing! Our class has evolved from awkward and insecure adolescents to the mature and intellectual young adults who stand before me.

During my 11 years at Dawson, I learned and accomplished many things. From learning the alphabet in preschool to becoming student council president in eighth grade, I acquired so much knowledge. I learned to walk my own path and make every moment count, but most of all, I learned to work hard for what I want. To quote one of my favorite books, The Fault in Our Stars by John Green, “The world is not a wish-granting factory.” Dawson taught me that, in this crowded and talented world, you can’t just get through life hoping for your dreams to come true; you must work hard for what you want, and if you don’t, then you never really wanted it.

Our peers, teachers, and parents all helped shape who we are. However, Dawson’s fundamental principles and Core Values are the root of our growth. As stated, “Dawson

graduates are complex problem solvers and collaborators; empathetic, flexible, and innovative; and critical thinkers who develop into resilient, lifelong learners and leaders.”

This brings me to the word resilience. A funny thing, really. No matter how much life beats you down, forces you to give up, or makes you feel a wave of solemnity, somehow, in some way, something in us tells us to keep on going. Now, I believe our class has seen firsthand how life sometimes doesn’t meet our expectations. We’ve seen resilience. We’ve seen flexibility. We had some pretty unfortunate luck when it comes to class trips. I mean, remember Camp Surf without the surf? Despite our inability to surf, we still had fun. We made the best of it! We hosted sandcastle contests, strolled through the boardwalk, and watched Coach Cal get demolished in multiple games of Gaga Ball. I will also never forget the way Oliver and Ryan ran seven miles away from camp and into the city after dinner.

Recently, a few seventh and eighth-graders visited Europe to enhance their abilities to speak French and Spanish. The trip’s entire itinerary was wrecked when we discovered that our flight had been delayed. We had to travel across the country to find a new flight that would take us to France. Once again, the resilience instinct every Dawson student possesses was awakened. We explored the airport shops in Chicago and enjoyed various Belgian cuisines, aka Belgian gas station food. We discovered that sometimes having no plan is the best plan, and the real

adventure is never knowing where you’ll end up next. So as you can see, Dawson taught us the power of resilience not only within the walls of our school, but also outside the walls of our school.

When I think of Dawson, I think of the welcoming feeling, the “you can” mindset, and most especially, the teachers. Dawson’s entire faculty is incredibly extraordinary. I met teachers who had an immense impact on me and teachers who guided me through some of my toughest times. I would like to thank Ms. Lindley for always engaging us in her lessons; Mr. Estrella for always providing us with an ebullient welcome; D. Smith for always bringing out the goofy parts of us; and Ms. Kym, of course, for always keeping us in check; Mrs. Hudson, Mr. Lewis, and Mr. Reynolds for their appreciated patience when teaching us math; and Ms. Maria for never leaving us without a kiss on our heads. The list could go on perpetually; however, I’ll stop here, for I can see all of your antsy faces in the crowd.

As I end this speech, I want everyone to think about how every experience you have creates a story and life is your book. Write it well and take every opportunity you can. We all have a different plot, so you don’t have to make the same memories or experiences as the person next to you. Everyone has a special, equally important place in our community, so stand tall with confidence as you turn the page of this exciting, rewarding chapter in your book.

Inaya Pirani Class of 2023

Photo courtesy of Chelsa Christensen

#AmazingDawsonAlums: Where Are They Now?

O ne of the most incredible facets of measurable success for The Alexander Dawson School is the accomplishments of our graduates. As illustrated in our Vision, a Dawson student exits our doors ready to achieve their individual potential, savor life, and meet the challenges of the world. Marketing & Digital Content Manager Shea Phillips interviewed three Dawson alums who graduated from high school and college this year to learn more about their experiences since leaving Dawson and to see what advice they have for our Class of 2023 graduates.

Zephyr Simus, Dawson Class of 2019

High School: Choate Rosemary Hall, Connecticut (‘23) College: Yale University, Connecticut

What was your favorite class in high school?

Among my classes in high school, the ones which I felt most prepared for included calculus (thank you, Mr. Lewis), international relations, and photography and digital design (thank you, Mr. Finfrock).

What’s your best high school memory?

My best high school memory, similar to my best Dawson memory, is the many great friendships I made along the way.

What are you going to miss most about Choate?

I will miss the friends I had and the connections with peers, coaches, and faculty while here.

Any advice for Dawson’s graduating eighth-graders?

The advice I’d offer to graduating eighth-graders is to stay curious, dream big, and help others. I have very special memories of my time at Dawson with both teachers and friends alike. As I graduate Choate Rosemary Hall and look forward to starting at Yale, I reflect on how well Dawson helped prepare me for both these steps in my academic life.

What was your favorite class in high school?

My favorite class is, by far, my horse and ranch internship. Each class period, I work with my assigned horse on riding, groundwork, patterns, cattle work, and more. It’s only fed into my desire to make horses a part of my professional life.

What’s your best high school memory?

I often feel as though when I’m asked, “What’s your best memory?”, I should know right away, and no matter how great or poor my experience has been, there must be some stand-out moment. But for me, there’s not. I know what things make me happy at school and what people I like to be around, but for some reason, my general well-being is more important for my mindset than focusing on individual events that are past and done. Once I’m finally in college or starting my professional life, the things I look back on will be the emotions that came from being at this place; the good and the bad. Midland has helped me in so many ways, and I know the benefits I’ve reaped will guide me as I continue to live.

What are you going to miss most about Midland?

One of my most favorite things to do on campus is be with the horses. We have a herd of 24 horses, and one in particular made my time at Midland the best it could possibly be. His name is Buckaroo, and he’s a 24-year-old, liver-chestnut, quarter horse gelding. He first arrived at Midland in spring of 2020 – my freshman year – and it was not love at first sight. One afternoon, I was

Photo courtesy of Cavan Hadley

riding in the arena on Buckaroo as a very inexperienced rider, and I got hurt. My foot fell out of the stirrup while we were trotting patterns, and I strained my back trying to stay on. I was out of commission for a few weeks after that, and I was not thrilled to get back on that horse. But, of course, my instructor insisted I should give him at least one more try, to give both him and myself some closure to the incident. She explained to me that Buckaroo may have felt some anxiety in that moment too; that when I started to shift in the saddle so quickly, it might have scared him as much as it did me. And ever since then, I’ve done my best to operate with the knowledge that horses have emotions too, and in order to be the best partner I can for them, I need to take their perspective into consideration. This has drastically changed my mindset around horses because, I’ll admit before coming to Midland, I was terrified of them. I forced myself to give the Horsemanship Program a try, and I’m so glad I did. I don’t think I could have made it through all four years of boarding high school without the experiences I’ve had with these horses and wonderful horse-people. From that very first day – our first meeting that ended so poorly for me – Buckaroo taught me how to become a better person. I’ll never give up horses, and I’m going to college for a Bachelor of Science in Equine Studies and Ranch Management, something I never thought I would do. I came to Midland because it’s such a unique place, one where I had to build a fire to take a hot shower, chop firewood to heat my cabin (yes, cabins! Not dorms!), and do a job everyday to help maintain our 2,860-acre campus. However, I can say with certainty that the horses were not a stand-out feature of this school for me. Buckaroo is my rock and my best friend. I don’t know what I’m going to do without him. All I know is it’s going to be so hard to say goodbye.

Any advice for Dawson’s graduating eighth-graders?

It doesn’t matter whether or not you know what you want to be when you grow up. Now is the time to make a decision that may change your life, but it doesn’t have to. Know that whatever choice you make for high school now, you’ll have the ability to change your mind about later. Perhaps there’s some reason why staying where you’re at is the best choice – for financial, family, or some other sake. However, you are not confined by your interests and abilities. Make mistakes, make decisions, and maybe they’ll be the wrong ones, but at least then you’ll know. If you are at all curious about one thing or another, take a chance on it. I never thought I would be on the path I am now, and I can’t count the number of times I’ve said, “I want to go home”, but I couldn’t be more glad that I chose to stay. It was hard, but I know it was worth it. That being said, pick your battles; sometimes you have to take a loss. Just be proud that you’ve taken your future into your own hands, and if an opportunity comes your way, take it. Weigh your options, but be careful of missing out. Regret is a hard thing to overcome, so do what makes you happy and never apologize for being an individual.

Gillian Kissel, Dawson Class of 2019 High School:

Midland School, California (‘23)

College: Feather River College, California

Katie Wang, Dawson Class of 2015

High School: Clark Academy of Math, Science & Technology, Las Vegas (‘19)

College: Georgetown University, Walsh School of Foreign Service, Washington, D.C. (‘23)

What was your favorite class in college?

One of the best classes I’ve taken at Georgetown is business & global affairs. I love that these classes are heavily studentfocused; meaning, professors pose complex questions and have students discuss among themselves, which is both challenging and refreshing. We’d also have end-of-semester international trips to learn more about the intricacies of politics and business abroad. My class went to the Dominican Republic and Ghana to learn about local banana plantations, gold mines, and more. A few other amazing opportunities we had included projects for Sweetgreen and the International Finance Corporation, assisting the former with international expansion plans and the latter with climate control projects. There’s honestly so much to see, learn, and do in this program, and these classes were such a foundational part of my Georgetown learning experience.

What’s your best college memory?

It is quite hard to choose, but one would definitely be sneaking up Healy Tower on a chilly fall night and taking in the view of D.C. from the very top of Georgetown! We saw everything from the Washington Monument to the students on the rooftops below us, and it was such a fun, beautiful (and a little dangerous) experience. A chunk of the tower actually fell on my friend while we were up there and we were able to take it home as a souvenir!

What are you going to miss most about Georgetown?

I’m definitely going to miss the events and people. Campus isn’t that big, but there’s always something interesting going on, from a visiting guest lecturer (we often get distinguished professionals, from U.S. presidents to foreign kings) to a simple barbecue on the lawn or free sundaes

in the common room. I really liked filling every week with something new, and I’ll also miss exploring D.C. I’ve gotten so used to all of the national monuments that it’s almost surreal to think I won’t see them so often anymore.

Any advice for Dawson’s graduating eighth-graders?

Definitely chase your interests and dreams! At this point in your education, you probably have an idea of what you enjoy, so as long as you hone in on your likes and/or strengths, I’m sure you can cultivate your passions into something great.

Any advice for Dawson alums who graduated from high school this year? Congrats, you finally made it – almost! But get ready for a very exciting next four years! Take the time to really explore and try as many things as you can, because that’s what college is all about: discovery, learning, and meeting people along the way. The next few years will go by so quickly, so try to make the most of it!

For more inspirational stories about our Dawson alums, or to share your own amazing alum story, please visit adsrm.org/alumni.

To meet Dawson’s Alumni Council, visit adsrm.org/alumnicouncil.

Dawson Alumni Event

Dawson continues to build its alumni network, and we were excited to welcome back all graduates to campus for a special event in April that featured a faculty versus alumni basketball game, with teams coached by Head of School Roxanne Stansbury and SAGE Dining’s Chef Susan! Afterward, our graduates voted on their favorite Dawson lunch as their dinner meal in the Dining Hall and enjoyed some free play on the Middle School playground and in the Gym. It was a great chance for our former students to reconnect with friends and faculty to share stories, memories, and fun. Forever Dawson Bears, it is an honor to celebrate our alumni and their accomplishments each year. Learn about more opportunities for our alumni to get involved with Dawson by visiting adsrm.org/alumni.

Photo by Anthony Stallings (‘24)

Photo by Lucy Shulman (‘23)

Middle School students in Dawson’s fine art photography elective spent the semester exploring the world of dynamic imagery and visual communication. This powerful medium of self-expression and creative composition allows students to share their vision of profound ideas, messages, or emotions.

Photo by Bianca Raddue (‘25)

Photo by Sebastian Gephart (‘23)

Photo by Steele Herrera (‘23)

Photo by Axel Tamir (‘23)

Photo by Savannah Teems (‘24)

Photo by Max Lehrer (‘25)

Photo by Sofia Hafter (‘23)

Photo by Bobbie De Lew (‘23)

Photo by Cozy Lowen (‘23)

Photo by Levi Finfrock (‘23)

Photo by Elliot Khavkin (‘25)

Photo by Barrett Backman (‘23)

Photo by Reid Nelson (‘23)