The Petroglyph Magazine, Fall + Winter 2023-24 by The Alexander Dawson School at Rainbow Mountain

p magazine

THE ALEXANDER DAWSON SCHOOL • F/W 2023-2024

ROOTED IN VALUES

Belonging, Engagement, Advocacy & Resilience

CONTE NTS

Features

6 Belonging

#AmazingDawsonAlums: How a Values-Driven Journey Leads to a Destination of Happiness

14 Engagement

Student Engagement & Well-Being: Why Modern Learning Matters

26 Advocacy

Service Learning: Student Advocacy in Action

32 Resilience

Resilience by Design: Finding Strength in the Creative Process

52 Student Life 62 Performing Arts 68 Athletics 76 Annual Fund 78 Visual Arts Cover Photo by Nina F., Class of 2027

From the Head of School

p 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-IN-CHIEF

Dear Dawson Community, The first semester of the 2023-2024 school year filled me with great pride and optimism. I watched our students’ determination and hard work result in many fulfilling accomplishments, and their individual achievements are a testament to the power of being “Rooted in Values”. When we proudly introduced our reimagined Core Values as Belonging, Engagement, Advocacy, and Resilience last school year, it sent a clear message of importance to our entire community. Dawson’s Core Values are the source of inspiration that fuels our collective journey. They are our foundational principles and the mile markers we refer to throughout every journey. They anchor us to the work we do each and every day with our students and confirm what we stand for as an educational institution. Dawson’s Core Values aren’t just mere words, they are the wellsprings of our school identity and what we want each of our students to aspire to in their own lives. When times get tough and challenges seem insurmountable, our Values provide the strength to overcome and the reminder that we are a part of something much larger than ourselves. The belief in our Core Values roots us, keeping us grounded and unshaken amidst uncertainty. Inspirational stories are often authenticated by schools that wholeheartedly embrace their Core Values. The same is true of Dawson, and you’ll see this emerge from the pages within this Petroglyph magazine. The words of each article and the joy illustrated in each photo show how Belonging, Engagement, Advocacy, and Resilience are the common thread woven throughout all of the stories we endeavor to share. These stories make us who we are, proving that with our Core Values as the nurturing root, the possibilities are limitless.

Roxanne Stansbury Head of School The Alexander Dawson School

Rachael Lachhwani, Communications Manager COPY EDITOR

Jill Moschella, Lower School Program Coordinator MARKETING & PHOTOGRAPHY

Shea Phillips, Marketing & Digital Content Manager PHOTOGRAPHY

Dawson Faculty & Students GRAPHIC DESIGN

Tanja Nikolic Nobert

CONNECT WITH US! FACEBOOK @AlexanderDawsonSchool INSTAGRAM @dawson_bears TWITTER @DawsonSchool VIMEO vimeo.com/ alexanderdawsonschool ISSUU issuu.com/ alexanderdawsonschool YOUTUBE The Alexander Dawson School

The Alexander Dawson School Education Blog Learn more about Dawson at adsrm.org/blog

Belonging

#AmazingDawsonAlums: How a Values-Driven Journey Leads to a Destination of Happiness By Rachael Lachhwani, Communications Manager

In October of 2022, Dawson conducted a confidential survey through Independent School Management to dig deep into what our families value about their Dawson experience. We continuously reevaluate our strengths and areas for growth to ensure we’re offering the most relevant and personalized education for our students, and the narratives that shape our families’ school experiences assist us with setting our priorities for the future. For a portion of the survey, families were given a leading question and then asked to rank 15 possible responses in order of importance. While reviewing some of the data, I found the responses to three specific survey questions interesting. For What does success look like in your child’s future?, “Happiness” was the number-one answer. For What is most important when

defining success for your child?, “Happiness” was again the number-one answer. And for What do you worry about most regarding your child?, “Being Unhappy” was the numberone answer. Let’s lean into all of this by considering what type of educational environment provides the strong academic experiences that result in a happy, complete, and fulfilling life. As an employee – and also as a proud parent to three of our students – I can confidently answer that it’s Dawson. But don’t just take my word for it; it’s actually the stories of our alums that prove this time and again. A values-driven education is an approach that, in conjunction with essential academic knowledge and skills, places strong emphasis on instilling specific values, principles, and ethical beliefs in students. It aims to point a student’s moral compass

in the right direction by encouraging their growth into conscientious, caring adults and promoting the importance of social responsibility. Academics are still very much a necessary part of the overall picture, yet the type of modern education Dawson offers travels beyond this more traditional focus to further develop a learner’s mindset, work habits, and character development. Dawson’s Core Values of Belonging, Engagement, Advocacy, and Resilience serve as the guiding light for the School’s approach, and there’s tons of research indicating that belonging is especially foundational to learning. To start, school should be joyful for young learners. This type of environment provides numerous benefits for students, including active engagement that develops social skills like cooperation, teamwork, and creativity; better self-

esteem, emotional resilience, and mental health; and a stronger sense of inclusivity and belonging. When students feel a sense of belonging at school, it further enhances their academic involvement and performance, fosters a culture where students are motivated to learn and eager to form deeper connections with others, and promotes a safer school environment for everyone through increased well-being. I want to introduce you to three Dawson alums: Chloe (‘08), Johnny (‘10), and Mia (‘17) Spilotro. Theirs is a fascinating story about how three children from the same family traveled three distinct paths that each resulted in destinations of personal happiness and fulfillment. One significant similarity? They each credit their Dawson experience with

providing the confidence and sense of belonging needed to undertake a journey that was meaningful and purposeful to them as individuals. “From the moment I stepped foot into Mrs. Stansbury’s class on the first day of third grade, I knew I was home,” recalls Johnny. He was a student eager to make new friends and explore challenges, with an innovative mindset of searching for answers beyond the pages of a textbook. Johnny was a competitive critical thinker invested in teamwork, and he feels the educators at Dawson best prepared him to seek a healthy balance of academics and athletics, which began with playing flag football on the fields of Dawson with friends. “The best part of it all is this was with a group of guys I still call my brothers today,” he says. This perspective served

him well once Johnny moved on to Bishop Gorman High School, proudly following in his father’s footsteps. Mia agrees with her brother’s first sentiment, “From the moment I walked through Dawson’s doors, I immediately felt so welcomed by the loving energy from all of the teachers and staff. They created the best atmosphere for learning. Dawson was truly a home away from home.” She was a curious, engaged, and inspired young learner whose favorite Dawson memory is of being on stage as the lead during A Midsummer Night’s Dream. Although difficult for her to part ways with her friends, Mia knew in her heart that pursuing dance at magnet high school Las Vegas Academy of the Arts was the best place for her to explore her creativity and passion for performance.

“The greatest gift Dawson provided me was thinking outside of the box and exposing me to real-world issues,” Johnny continues. “I learned that we as individuals can make an impact on the way the world functions, regardless of how small it may seem. Dawson allowed me to be more free and comfortable in my personality while learning how to accomplish goals and difficult tasks as a responsible young man.” Chloe feels similarly to Johnny in that the real-word experiences she received at Dawson were crucial to her future successes. She was a driven, inquisitive, and creative problem solver who never shied away from a challenge. Chloe thrived at The Meadows for high school because the love-oflearning philosophy Dawson nurtured helped grow her excitement for academics

and gave her a deeper understanding of who she was as a learner. “Applying classroom lessons to realworld experiences prepared me greatly for ‘the real world’. Moreover, learning how to be resourceful – knowing what you don’t know and how to find the answers — is how Dawson equipped me with the knowledge and confidence to be happy and productive in the world.” Belonging is an integral part of our supportive educational community bound by shared experiences and deep relationships. As a Challenge Success School, Dawson nurtures students’ happiness and well-being by understanding and cherishing their uniqueness, and empathy and support flow freely through academic experiences that live in alignment with our Core Values.

“Dawson celebrated the individual and encouraged free thinking, which prepared me to believe in myself,” says Mia. “Dawson was a safe place for me to explore and experiment without judgment. This environment allowed me to be my most authentic self, which led me to the most fulfilling high school experience and dance career.” Chloe thoughtfully echoes what her sister shares, “I always felt a sense of belonging at Dawson. When I think back to my relationships with my teachers, the faculty, my friends, or even other students’ parents, I always had a sense that the Dawson community really cared about me. It’s such a blessing to know that other people cared deeply about my emotional well-being, my academics, and my overall development. I didn’t know how important that was then, but looking

back on it, that sense of belonging and safety really was the foundation of such a happy childhood.” Happiness thrives when purpose and fulfillment are grounded in values, authenticity, and genuine connections. Each of the Spilotro siblings cite the values Dawson instilled in them – values that include individualism, creativity, the collaborative atmosphere of teamwork, and the importance and impact of community – for the individual success they’ve reached as adults, success that is defined by their wholeness, quality of life, ability to think for and express themselves, and achievement of personal accomplishments. These are values they continue to call on today in their professional lives. “The way I measure individual success is by knowing my core values, living by them, and seeing that success in the outcomes of my choices,” says Chloe. “Dawson helped me to see that the core values instilled in me by my parents and my school is like a compass. Making decisions in alignment with the ‘north star’ of my values has always led me to the right path for me. I’m so proud to say I consider myself to be very successful and happy.”

“When I first came to Dawson, I was immediately welcomed with open arms and since then, I’ve made it my mission to make everyone else feel that same way,” Mia continues. “Connection was constant at Dawson throughout my classes, the grades above and below me, the teachers, and the staff. With this foundation, I am

drawn to giving back to others, whether it be through teaching or philanthropic endeavors.” After completing high school, Mia relocated to Los Angeles, where she still resides today, living her dream of becoming a professional dancer. “I was fortunate enough to quickly receive job opportunities; I can confidently say these jobs would not have been attainable without the communication, organization, work ethic, and personable skills I developed at Dawson. I know these are life skills that

will stay with me beyond my dance career, no matter what I choose to pursue in life.” After graduating from high school, Johnny earned his Bachelor’s degree in kinesiological sciences and his Master’s degree in biomechanics with a concentration in strength and conditioning, both from the University of Nevada, Las Vegas. He is now a strength and conditioning coach, designing and implementing training programs for former tactical athletes and postoperative individuals. He is also enthusiastic about racing NASCAR Pro Late Models at the Las Vegas Motor Speedway Bullring. “All I want to be remembered for is being a good man who worked as hard as I could to build a life for my family by uplifting others around me. That’s it,” says Johnny. “I will always remember to make a difference and not an influence. I believe in intelligence and diligence fostered with decency toward others.” After high school, Chloe graduated from the University of San Diego, where her father also attended, with a dual degree in business and communications. She knew USD was the perfect fit for her after shadowing, when the level of engagement she 11

Chloe with fellow Dawson graduate and current Early Childhood teacher Rebecca Schwartz (‘08). Says Chloe, “One of my favorite (new!) memories of Dawson is that one of my childhood best friends, Becca Schwartz, is now a teacher at Dawson! It feels incredibly special to know such an amazing person is a part of the community and sharing the Dawson spirit with more children.”

witnessed between the students and professors reminded her of Dawson. Today, Chloe is a senior account executive at the Las Vegas technology company Switch, working with businesses to find the right data center solutions to meet their IT infrastructure and data management needs.

your parents, as well as very influential people who helped shape the world into a positive place. And of course, despite what anyone tells you, never give up on what you want to work for and always stay learning because the world is full of surprises that may change the way you think!”

What are the Spilotro siblings’ parting words of advice for our current Dawson Bears? “Be involved in as much as you can! Dawson provides a phenomenal academic background, but learning goes beyond the classroom,” says Chloe “I remember some of the times I learned the most about myself and grew was when I tried a new elective or an after-school event.”

“Know that your teachers truly care about you like their own,” Mia imparts. “Show gratitude for the beautiful space you are in and the safety that surrounds it. I am so grateful to share this Dawson legacy with my siblings, as our education is something we bond over often.”

“You are at an age where you are learning to stand on your own two feet and develop into a leader,” Johnny shares. “Learn these qualities from

The values-driven education Dawson provides its students might not be the only way to the mountaintop, but it’s the one we know provides the most solid boost when beginning the climb. We encourage our students

to blaze their own trail, one marked by unique experiences, backgrounds, and aspirations. Twists and turns offer opportunities for personal growth, learning, and self-discovery, and a diverse range of passions, experiences, careers, and relationships all lead to a sense of purpose and wellbeing. We want each of our Dawson students to seek and celebrate what truly resonates with them as individuals, as a destination of happiness and fulfillment often lies in the journey of embracing who you are, finding moments of gratitude, and staying true to your values. For more stories about the accomplishments of our #AmazingDawsonAlums, please visit our website at adsrm.org/alumni. 13

STUDENT ENGAGEMENT & WELL-BEING 15

Engagement Student Engagement & Well-Being: Why Modern Learning Matters By Dr. Brandon Wiley, Chief Academic Officer Awkward. Confusing. Change. Exciting. Turbulent. These are just a few words that can sometimes describe a student’s middle school journey. Adolescence is a time for self-discovery, change, and tremendous growth. For some Dawson students, the transition from lower to middle school is rife with a mix of emotions from excitement to frustration, camaraderie to loneliness, triumph to defeat. Marked by increasing social, emotional, and physical changes, middle school can feel a little like navigating a maze – one marked with twists, turns, challenges, and uncertainty – until you find your way out the other side. When asked if they’d like to go back in time to experience Middle School again, most adults would exclaim, “No way!” How, then, can the middle school years at Dawson feel and look different than what many of us experienced as young adolescents? Dawson has endeavored to create an engaging learning experience for our fifth through eighthgrade students that addresses students’ needs now and also prepares them for the demands life will require in high school and beyond.

As our society continues to change, so too do the needs of our students. Dawson takes time to listen to indicators that students are changing, and in some cases, even struggling today. As a school, we must remain nimble and willing to act on the information we collect from faculty, students, and families. Because we are grounded in Stanford University’s Challenge Success framework, Dawson’s ability to pivot and respond to students in a constantly changing world is what sets us apart

from most independent schools. In alignment with our Core Values, student voice and choice is at the forefront of what we do, and Dawson’s commitment to evolve and take ownership of our growth reflects our engagement with lifelong, modern learning.

A Call to Action National data about teens and the challenges they face today are sobering. Teens are feeling overwhelmed by constant pressures both in and out of school; students are often focused on achieving certain grades and test scores, balancing extracurriculars with family obligations, and building and maintaining friendships, all while figuring out who they are and what they care about in life. This stress has led to an imbalance for many children, as they focus on “doing school” or trying to meet expectations that may not match their ability, interests, or passions. In a 2021 advisory from the National Library of Medicine, U.S. Surgeon General Vivek Murthy described the mental health crisis amongst teens as complex and layered: “We know that mental health is shaped by many factors, from our genes and brain chemistry to our relationships with family and friends, neighborhood conditions, and larger social forces and policies. We also know that, too often, young people are bombarded with messages through the media and popular culture that erode their sense of self-worth—telling them they are not good looking enough, popular enough, smart enough, or rich enough.”

Challenge Success succinctly summarizes the adversities we face as a society and school. “Far too many adolescents in the U.S. are struggling with their mental and physical health, sense of belonging, and interest in school. Our educational system is broken, focusing on grades and test scores rather than engagement with learning, relationship building, and community. For too long, the field of education has viewed academic engagement, well-being, and belonging as separate areas of focus. Our innovative research shows that these three dimensions of the student experience are intrinsically linked, and that when we positively impact one, we also impact the others.” (Challenge Success, 2023)

Word on the Street In an effort to better understand what the lived experience of Dawson students looks like, we asked our middle schoolers last year to engage in the Challenge Success-Stanford Survey of Adolescent

School Experiences. In general, middle school students reported a high sense of engagement, well-being, and belonging. However, there were several data points that led to concern and deeper discussion among faculty and students: • Fifty-six percent of middle school students reported that they felt stressed by their schoolwork • A quarter of our students do not feel like they can fully be themselves at school • Eighteen percent do not feel accepted • Twenty-one percent do not feel other students like them the way they are • Ninety-four percent of middle school students reported that they participated in at least one extracurricular activity after school (e.g., sports, music lessons, dance, etc.) • Seventy-seven percent felt like they had at least one adult they could go to on campus if they had a personal problem

When asked how the school could help them better navigate the stressors of school: • Fifty-two percent asked for more time during school hours to complete projects and receive academic support • Sixty-one percent asked for fewer classes and/or transitions within the school day • Forty percent asked for de-stressing activities, spaces, or techniques While encouraged by some of what students reported, it was just as apparent that we needed to examine how we use time within the school day to foster relationships (student-to-student and student-to-adult), and give students different learning opportunities without simply adding more to an already-packed school day. When considering the national trends, research, and what we hear from our own students and families, we’ve taken a concerted effort over the last three years to reflect on our practices as a school. Dawson’s approach to modern learning requires us to think about fostering three key domains for students: engagement, belonging, and wellness.

Engagement As Dr. Denise Pope, founder of Challenge Success and senior lecturer at Stanford University’s Graduate School of Education, stated during her visit to Dawson in November 2022, “We want to create learning experiences that don’t perpetuate students just ‘doing school’. Instead, we strive to ensure that the learning they experience every day allows for engagement on three levels: cognitive, affective and behavioral.” Cognitive engagement describes students who are challenged academically and feel that the instruction is sufficiently stretching them and giving them an adequate amount of challenge. Cognitively engaged students feel they are learning new things and completing assignments that are not just “busy work”. Academic challenge is critical for all students’ growth, but also ensuring that the challenge is age and developmentally appropriate is key. Fostering a positive mindset around productive struggle and learning from failure is an important aspect of learning and eventual success. Affective engagement means students care about the work, understand the purpose behind the learning, 18

and show enjoyment and interest in the learning. The greater a student’s interest level, enjoyment, and sense of purpose for the learning, the greater their affective engagement, overall positive attitude, and successful output in the learning. We may know this domain better by the timeless question, “When will I ever use this?” Finally, behavioral engagement focuses on students working hard and exerting mental effort. Often, students demonstrate behavioral engagement (they do what they’re asked to do), but don’t find the cognitive or affective engagement. Much of what student engagement looks like is predicated on the relationship with the adult in the classroom. Dawson teachers work hard to connect with students on a personal level to understand their strengths, areas for growth, and individual passions and interests. It’s incumbent upon our faculty to make learning relevant, purposeful, and connected to a broader ambition, such as solving a local or global issue.

Belonging Belonging is “an individual’s experience of feeling that they are, or are likely to be, accepted and respected as a valued contributor in a specific environment.” (Healey and Stroman, 2021) In an era marked by digital interconnectedness that lacks depth and nuance, belonging is more important than ever, and the significance of genuine, tangible relationships cannot be overstated. Schools play an essential role in facilitating these meaningful connections. It’s important for all Dawson students to feel there are adults and classmates who see them, know them and care about them. They must also experience at least some other students and adults who look like them and work and think like them, regardless of their identity, learning style, or individual needs. Middle school can already be a tumultuous developmental time where selfdoubt, insecurity, and loneliness can be powerful emotions. To the extent possible, we need to diminish these feelings and encourage confidence, individualism, safety, and security. Studies show that when students feel a sense of belonging at school, it increases their academic engagement and performance, helps with emotional well-being, results in more support from peers and teachers, and promotes a safer school environment.

Well-Being Emerging from the pandemic, even more has been researched and written about the physical, mental, and emotional well-being of both adults and students. The most obvious aspect of wellness – physical – involves students taking care of themselves by getting enough sleep, eating nutritious meals that support their growth and development, and staying active inside and out of school. Dawson provides students multiple opportunities to focus on their physical fitness through their health and fitness classes, daily recess, and nutritious meals and snacks provided by SAGE Dining. Mental and emotional well-being is harder to monitor and ascertain, especially among early adolescence when emotions can change at the drop of a hat. Dawson strives to teach students how to advocate for themselves, seek help when needed, and not be afraid to name their struggles when they encounter them. Involving students in the decision-making process is one way we elevate student voice and help them practice taking ownership of their learning. Managing their emotions, expressing frustrations in healthy ways, and seeking help when needed are all an important aspect of middle school. We build in purposeful breaks throughout the day (snack, lunch, passing periods, etc.) to help students “reset” and refocus before their next class. Students also have a voice in what electives they take, what student voice groups and clubs they participate in, and how they use some of their time at school. We have been asked from time to time if our focus on belonging and well-being comes at the expense of academic rigor. Yet, for students to be successful in middle school and beyond, we believe strongly that the School must focus equally on engagement, belonging, and well-being. Challenge Success helps answer this question well on their website:

Academic rigor and student well-being are not mutually exclusive. Research shows that cultivating a sense of well-being and belonging enables students to be engaged in the rigorous learning experience we want for them. Too often, however, we use the word “rigor” (how assignments challenge, interest, and engage students) in schools as a synonym for “load” (how much work is 1620

assigned). Research suggests that school workload – and the “more is better” mindset – is a primary source of stress for students and is associated with higher levels of depression, sleep deprivation, and other physical health problems.

How Dawson Makes the Difference Dawson makes data-driven decisions to ensure we model and encourage a culture of continuous growth and improvement, establish a deeper understanding of our students’ needs, and implement a cohesive approach to the long-term relevancy of our modern learning program. Beginning in August of the 2023-2024 school year, in response to the national data and our students’ survey responses, Dawson implemented some important changes to the middle school schedule. These enhancements address the need to more deeply focus on engagement, belonging, and well-being. The most significant change was the addition of a seventh day (the “Plus” Day) to our sixday DAWSON cycle. The “Plus” Day serves three main purposes: 1. Provide students extended time for deeper learning Some of the activities on “Plus” days include opportunities for targeted instruction (‘What I Need’, or WIN, periods), a longer elective block, and focused insight or capstone classes intended to teach key success skills students will need to be successful in school and life. Contrary to what some may believe, there’s a lot of teaching and learning happening on “Plus” days, and it’s integral to the overall program Dawson offers its students. 2. Provide students extended time to make connections with each other and their grade level Activities that meet this goal include extended time for community meetings, advisory lessons, and student voice groups and clubs. 3. Allow students extended time to connect with our Core Values Activities that meet this goal include inviting guest speakers to campus, engaging students in service-learning or volunteer projects, and offcampus field trips.

Core Academics In addition to these stated goals, “Plus” days also allow the School to isolate and schedule activities and events that would have normally reduced core instructional time on other days. This creates preserved, uninterrupted blocks of time in which deeper, more reflective learning can take place over longer periods. Understanding that students desire more time to work on important assignments and projects with the assistance of their teachers, we increased the core academic classes from 50 minutes to 60 minutes. In addition, one class each DAWSON cycle is now 75 minutes in length. These changes have afforded more time daily for teachers to work with students on their core skills (e.g., reading, writing, speaking) across the content areas. This increases the opportunity for teachers to conference 1:1 with students; extended time for project-based learning, writing tasks, science labs, and varied modalities of instruction including small-group conferencing; and time to begin homework with ready access to the teacher when questions arise. Because of slightly longer core classes, students take one less class each day and have fewer transitions throughout the day.

Embedded time for Academic Enrichment Each middle school student now participates in a class called “What I Need”, or WIN. This 50-minute class meets three times during the DAWSON cycle and is geared toward providing targeted instruction based on what the faculty believe each student needs. Using data from classroom observations, unit assessments, and ERB milestones testing, these flexible groups focus on additional instruction in the areas of critical literacies (reading and writing) or mathematics. WIN is taught by core teachers and members of the middle school learning support team, allowing students to experience diverse teaching styles and the opportunity to work with a variety of adults across campus with different expertise.

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Embedded time for Clubs and Student Voice Groups As most Dawson students report they are engaged in activities beyond the school day, the opportunity to belong to a club or student voice group has been limited in the past. By embedding these opportunities into the schedule, it allows all middle school students the opportunity to engage in these meaningful structures to explore their interests and passions while making meaningful connections with other students and adults on campus. Clubs are intended to provide students with a non-academic activity of their choosing once every other Dawson cycle for 60 minutes. Voice Groups meet on the opposite cycle, also for 60 minutes. Voice groups are divided into three types: advocacy, ally, or affinity-based groups. Voice Groups and Clubs empower students by giving them the time and space to discuss their opinions, find commonalities through passion projects and shared activities, make positive changes within our school community, and develop important skills needed for the future such as collaboration, leadership development, communication, and more.

Advisory Students in grades 5-8 are assigned to an advisor for the duration of the school year. The advisor serves as their primary advocate and point of contact if they need anything throughout the school day and year. Advisors focus on the social, emotional, physical, and academic health of each student in their advisory. Advisory meets each day for at least 10-15 minutes and has extended advisory blocks on “N” and “Plus” days to teach critical lessons geared toward: • social, emotional, and physical well-being • students’ educational goals • executive functioning and self-organization • self-care and self-advocacy for their needs While Dawson’s advisory program is not a new addition, we implemented a special Advisory Task Force during the summer of 2023, comprised of middle school faculty and administrators, that works to set clear and consistent expectations for the student experience across the division. This includes daily

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routines and procedures, policies, communication standards, academic practices, and more.

School Counselor and Dean of Student Life Also not a new development but an important ongoing service the School provides is a robust counseling program. The school counselor and dean roles work in collaboration to provide students with dedicated support surrounding personal accountability and social dynamics in accordance with our climate of care. There are two full-time school counselors on campus, one for early childhood through grade 4 and one for grades 5-8. Mrs. Asti Ptak, Dawson’s middle school counselor, is available for all students in 1:1 or small-group conversations as needed. She also facilitates whole-group lessons in the classroom in partnership with advisors and core teachers. Dawson’s Dean of Student Life Mr. Wayne Pittman is available to work with students 1:1 or in small groups to resolve conflicts. He helps students make sound decisions about how they manage their stressors so they can engage in classes and the broader Dawson community in meaningful ways.

Culture of Feedback To continue to support the evolving needs of our students, Dawson re-evaluates what we do and how we do it to help move the needle on student engagement, belonging, and well-being. No one strategy will “solve” the challenges faced by our students, but holistically, we believe our new learning structures and our use of time will make a difference. Early indications from students suggest that these changes have already helped in positive ways. During informal student focus groups during the fall semester, several students reported the following: • “I really like the ‘Plus’ day. It gives me a chance to take a little break mentally from all of my core classes. We’re still learning, but it feels different on that day.” • “I love my Student Voice Group. I’ve made some new friends in the school from different grades, and I’m passionate about our group’s topic.” 24

• “WIN has been really helpful for me to stay on top of my assignments this year. I struggle with math, but this helps me improve my skills. I feel like I’m getting better at math.” • “I don’t feel as rushed in my classes this year. I’m able to start my homework in most classes and sometimes even get it done before I go home. I’m so busy after school, so this helps me.”

Unlocking the Outcomes Engagement, belonging, and well-being are essential for academic success in a modern learning environment. When students are actively invested in their education and find it fulfilling, it results in a stronger sense of self and wonder and joy grown from thoughtful and enduring experiences. Students develop trusting and meaningful relationships built on open communication, honesty, and care, and are equipped with the skills and competencies needed for the future. All of this helps lay the groundwork for a positive school culture that benefits our entire community.

How You Can Help at Home In addition to putting these structures in place during the school day, we want to partner with families to ensure you have the tools and resources necessary to monitor your child’s growth and development at home:

• Discuss your family’s definition of “success”. This includes striving for one’s best, finding comfort in learning from failure, becoming a well-rounded person focused on academic growth, and being someone who makes contributions to the Dawson community and larger society • Make time for the Challenge Success “PDF” Tips: Playtime, Downtime. and Family Time • Set expectations about getting sufficient sleep each night and limiting technology use to age-appropriate levels • Balance school work and extracurricular activities. Do not “over program” your child to run from one activity to another with no time for rest and reflection • Discuss coping strategies to deal with stress and anxiety (for kids and adults!) • Balance expectations about high school admissions, standardized test scores, and overall grades

Advocacy

Service Learning: Student Advocacy in Action By Audrey Chatterley, Development & Events Manager

When I first toured Dawson’s beautiful campus through the lens of a parent, I was immediately drawn to the idea of an “educational experience” for my children. Striving for academic excellence is obviously important, but there’s so much more children can learn in school to further the growth of who they are and who they are to become as strong, independent, well-rounded individuals. I am thrilled that Dawson not only markets their belief in the development of mind, body, and character being essential to an enriched, happy, and fulfilling life for students, but the School actually executes its Mission. There is clear purpose and clarity in these beliefs, and Dawson exemplifies this through their student and community experiences, particularly service-learning. Service-learning is a relatively new teaching and learning strategy. The goal is for students to connect personally with causes and issues to grow their passion for projects that lead to positive societal change. Dawson is deeply invested in a servicelearning program that promotes our students’ personal, social, and intellectual development. When students are part of the problem-solving process, they acquire important skills and valuable knowledge that leads to impactful outcomes. There are three types of service-learning Dawson applies that focuses on the advancement of meaningful endeavors: indirect service, direct service, and advocacy. Demonstrating the third type, advocacy, means students use their agency, voice, and skills 26

to recommend and support what is important and ethical to help eliminate the causes of identified problems. Each year, Dawson engages in a school-wide service-learning project that involves all community members. This past September, our annual initiative was brought to a new level when Dawson partnered with Relay for Life, the world’s largest volunteer-based fundraising event in support of the American Cancer Society. Dawson’s alluring campus hosted hundreds of advocates for a day filled with fundraising, food, games, music, and most importantly, Relay for Life laps around our athletics field. Dawson faculty member Becky Kinney was the incredible force behind the event. Becky participated in her first Relay for Life event 18 years ago after losing her mother to cancer and has since held numerous leadership roles within the organization. She was instantly drawn to the “love, support, and sense of community for cancer survivors and their families, as well as the families who lost their loved ones to cancer.” Becky joined Relay for Life of Southern Nevada when she moved to Las Vegas in 2021. Co-leading with her dear friend Jacki Somerville, it was their responsibility to find a location for the 2023 event. Inspired by Dawson’s “commitment to its Core Values, including advocacy”, it was easy for Becky to pitch this partnership to Head of School Roxanne Stansbury. “There were a lot of discussions that

STUDENT ADVOCACY IN ACTION 27

had to happen behind the scenes to ensure having Dawson host the event would not only be a benefit to the School and community, but that we could actually be successful in holding an event of this size on campus,” Becky explained. Fortunately, after some logistical brainstorming, Roxanne was proud to say, “We are excited to partner with the organization and raise money for this great cause!” Becky knew the importance of this event was, “not only raising money and having fun while doing it, but also spreading the word as to all the services that the American Cancer Society provides, including life-saving research, fighting legislation, helplines, and much more.” There was also a tremendous amount of thought and creativity that went into incorporating fun, educational, and age-appropriate servicelearning opportunities in the classroom around Relay for Life of Southern Nevada’s purpose. One of the school-wide initiatives put into place was a coin drive, a simple yet effective way to spark interest and create buzz about Relay for Life of Southern Nevada while also fundraising for the cause. Students brought in coins from home, which led to natural conversations with their families and the ability to correlate how donations ultimately help the fight against cancer. As a divisional contest, the coin drive ended up raising just shy of $1,500, with Early Childhood winning an ice cream party prize! Developmentally appropriate, hands-on student projects were organized for each grade level, allowing students to learn how volunteerism and their personal actions can create an impact. Lower School students made personal connections by writing motivational postcards to cancer survivors that were placed on the tables during the Survivor Luncheon hosted in Dawson’s Dining Hall just prior to the Relay for Life of Southern Nevada event. 28

Our Middle School students made posters that were used to advertise the event around campus in hopes of generating more excitement and community participation. Arts and crafts were constructed by several grade levels, using items such as empty water bottles, beads, glitter, and ribbon to make shakers and pom-poms for the Relay event itself. Students and families were encouraged to join together and decorate luminaria bags to honor survivors and lost loved ones, culminating in a heartfelt candle-lit ceremony that concludes the Relay for Life festivities each year. Along with Relay for Life coloring pages and helping to paint the bricks for the luminaria bags, our Early Childhood Bears even made Valentine’s Day cards last February that were mailed out to the registered survivors. Although they may be too young to fully understand the true kindness and intent of their work, shaping advocates at such a young age is the true definition of being Rooted in Values, Dawson’s throughline for the 20232024 school year. Just as our curriculum highlights conceptual learning over the rote memorization of facts, the act of which results in students taking the transferable skills learned in the classroom and applying them to real-life experiences, Dawson’s service-learning projects are not introduced just to check a box. Rather, students are educated on a problem, deliberate effective solutions, and work toward meaningful, productive results. Shastina Osibov, an amazing Dawson parent and member of our Parent Outreach Program (POP), was instrumental in developing the student activities. The primary purpose of our POP committee is to assist Dawson administration with the recruitment of Mission-aligned families, promote the School’s brand, expand belonging within Dawson, increase alumni connections, and create opportunities for

students and families to serve the greater Las Vegas area. The POP committee members are actionoriented and were happy to step up when Relay for Life help was needed. The teamwork between Becky’s Relay for Lifers, POP, and Dawson’s faculty in creating fun, service-based lessons within the classroom for our students was impressive. “I was honored to represent like-minded Dawson parents by creating hands-on activities for students to play a part in making Relay a success,” says Shastina. “The projects completed were a stepping stone for students to bring home information about the event and plans to further participate. It was fantastic that Dawson families then made Relay for Life teams, fundraised, and walked for the cause.” 30

Dawson staff took part as well, forming teams with faculty, family, and friends to show school spirit, give time and energy toward fundraising, and spread the word on the importance of Relay for Life. I was on the Henderson’s House team, named in honor of our school’s founder, philanthropist and innovative entrepreneur Girard B. Henderson, whose life’s goal was to inspire children to not just learn but to be responsible citizens who lead purposeful lives. There was such joy found in spending time together at Relay for Life and socializing away from the daily work grind. I brought my husband and two young boys, who had a blast running around our grass fields, eating from delicious food trucks, playing games, and doing their laps. The deejay was awesome, with lively music keeping the vibes upbeat

and energetic all day. We were honored to spend our free time together on a Saturday, with our students and the larger community, as advocates in the fight against cancer. Educating our students about our Core Value of advocacy helps build engagement through authentic, real-world acts of social change. When our students see what’s possible within our smaller school community, they are motivated to envision what can be accomplished on a larger scale. They develop a personal, passionate connection to important causes and an enduring understanding of how their individual actions can make a difference. Dawson’s Relay teams collectively raised $43,761, and the event itself raised $98,745 – almost double the goal of $50,000. Yet regardless of the numbers, we were all advocates for the right reason on that beautiful September day on Dawson’s campus. It truly was a wonderful, heartfelt experience for the School, our larger Las Vegas community, and Relay for Life of Southern Nevada.

RESILIENCE BY DESIGN 33

Resilience Resilience by Design: Finding Strength in the Creative Process By Lana Mouzoon & D. Smith, Dawson Faculty In the Middle School Design Lab, the air is often filled with the sounds of Glowforge laser cutters, the rhythmic clicking of the vinyl cutters, the hiss of spray paints outside the garage door, and the excited chatter of students. Phrases like, “Check this out”, “What if we change this?”, and, “That didn’t work, let me try again” are common in Dawson’s Middle School Design Lab. This is where students experience a creative journey of exploration, problem-solving, and self-discovery. For our middle school students, this isn’t just about bouncing back from failure but about persevering amidst challenges. Following the Dawson Design process isn’t always smooth, and this is where the concept of resilience finds its home. It’s not just about what students create but how they grow as creators, problem solvers, and individuals.

The Role of the Dawson Design Process The Dawson Design process isn’t just a set of steps; it’s a framework that guides our makers on their creative journey. It’s about understanding that great ideas don’t always come fully formed, and successful designs often involve learning from mistakes. 34

Students begin by brainstorming, researching, and sketching their proposed idea. In the creative world, we rarely get things right on the first try, and that’s okay. As students iterate through their projects, they develop a deep understanding that failure isn’t the end; it’s a valuable and essential part of the journey. The Dawson Design Process prompts students to reframe problems as design opportunities in which innovation through experiences that embrace trial and error and productive struggle result in a transformative outcome.

Preparing Students for Life-Readiness In our Middle School Design Lab, tenacity is like a superpower our students learn to develop. It’s not just about bouncing back from challenges; it’s about staying strong and positive when things get tough. Students have the chance to work with cool and emerging new technologies, learning alongside the knowledgeable instructors in this space every day. These technologies are designed to serve the purpose of teaching students how to iterate and improve their thinking as makers. These high-tech tools are perfect for introducing students to the idea of them becoming problem finders and solvers, but our eventual goal is for them to move from being “high tech” changemakers to “low tech” and then “no tech”. This is the key to iterating solutions to any problem: As students take on exciting creative projects, they learn to solve problems and become more independent in their learning journey.

Yet, a deep belief in resilience isn’t just for the Design Lab; it’s a skill that helps students do well as they progress along their academic journey and enter adulthood, no matter what challenges come their way. A large part of our school program ensures students receive the necessary worldreadiness leadership skills to work with and relate to others in the workplace. Developing this expertise helps people navigate the complexities of life by remaining adaptable to change, effectively manage stress and regulate emotions, maintain positivity

in the face of adversity, and enhance decision making through cognitive flexibility. It’s how we find comfort in the ambiguity and give ourselves the grace and space needed when failing forward. Most importantly, resilience is how a mindset of ongoing personal growth is nurtured, as studies show that when individuals are committed to continuous improvement and development, it results in a more fulfilling and meaningful life, which is exactly how we want our students to define personal success. 35

Intentional Opportunities for Resilience Often, students in Middle School Design Lab classes design with a specific client’s needs in mind. When they know they’re creating something special for someone, it motivates them to keep making it better and better. They work hard to meet the client’s needs and make a product that fits the purpose it was designed to address. Throughout the process, 36

students gather feedback from the client and think critically about how they will incorporate that feedback into the design. It’s the authentic, realworld connection and the desire to meet a client’s expectations that serve as the fuel for their creative journey in the Design Lab, reinforcing the idea that developing fortitude is not just about facing challenges—it’s a natural, positive, and integral part of designing solutions that work.

Dawson has spent time and effort building our Problem Bank to establish the pathways that help our students become agents of positive change in their lives, schools, community, and world through practice. Members of our community submit problems or “design opportunities”, and students in our seventh and eighth-grade Tech for Good elective

class use the design process and digital fabrication to create solutions. This is a repository of original, community-generated “design opportunities”, and Dawson is at the forefront of helping other schools to use this same model.

Learn more about The Dawson Problem Bank by using the QR code. 37

Constructive Feedback Rounds

Educators Modeling Resilience

Another cornerstone in our approach is the regular rounds of constructive feedback. In these sessions, students exchange ideas, insights, and critiques with both their peers and teachers. When a student is deep in the design process, it is difficult for them to view their work objectively. Critique and revision are the keys to getting different perspectives on their work. It’s an opportunity for them to receive input, refine their work, and persevere by accepting feedback as a catalyst for improvement. Our students quickly learn that constructive criticism is a powerful tool for personal and creative growth.

In the Middle School Design Lab, the faculty lead by example, serving as resilient models traveling our own creative journeys. The adults aren’t just teachers; they are also designers and problem solvers using the same tools, skills, and processes the students are learning while solving their own problems. When our teachers model influential behaviors for our students and demonstrate a commitment to lifelong learning, it sets a positive example, provides a real-life example of adaptability, and illustrates the necessity for striving to always better oneself. Through our collective experiences navigating creative challenges and setbacks, we underscore that resilience isn’t just an abstract concept but a practical, real-world skill. It is this shared learning journey which aids the fostering of a culture of optimism and continuous improvement. This is the Dawson difference.

Goal Setting and Self-Reflection When students are engaged in a longer-term design project, it can be challenging for them to decide what next steps actually need to be. We use the design process to help remind them of where they are in the process, using daily goal setting and reflections to break the larger tasks into more manageable pieces. At the beginning of each class, we all take our time to write our goal for that specific Design Lab session. Further, students hold themselves and each other accountable when these goals are set. This also serves to keep the teacher apprised of where students are in their project, what next steps need to be, and helps the teachers coach students toward the creation of their solution.

DAWSON DESIGN PROCESS

The Dawson Design Process was developed by our design and science teachers to ensure consistency in how we teach students to use design. Students are encouraged to see problems as opportunities and are taught to thoughtfully and logically use positivity, empathy, empowerment, and enthusiasm. After investigating problems and brainstorming ideas, students propose potential solutions and enter an iterative cycle of improvement during which they revise their designs, test them, receive feedback on their efforts, and then redesign until completion. Once students are satisfied, the finished designs are openly shared, and these public exhibitions of work help teachers understand more completely what students know and can do. Throughout this entire Project-Based Learning experience, students are asked to reflect upon their work, how they performed as learners, and how they can continue to grow and improve. These hands-on learning experiences teach that “process over product” is crucial; this illustrates the importance of achieving mastery of a task through commitment and confidence rather than simply working toward an outcome. The journey is just as important as the destination because of the “Hey, it works!” moments that students experience when they’ve tried, tried, tried, and finally are successful. Benefits Include:

Skills Development: Working through obstacles allows new skills and

knowledge to be acquired Adaptability: Flexibility and other problem-solving skills are learned when overcoming challenges Innovation & Creativity: Experimentation and exploration result in breakthroughs and new solutions Personal Growth: Learning to recognize one’s strengths and areas of improvement results in reflection, empowerment, and enriching experiences Collaboration & Team Building: Working with others leads to better communication, trust, and cooperation Enjoyment & Fulfillment: A successful journey results in achieving a sense of purpose, accomplishment, and satisfaction

7th/8th TECH FOR GOOD This STEM-based elective allows students to join a global community of digital humanitarians attempting to change the world. Using the Dawson Design Process to find and solve authentic problems within our community, learning outcomes include understanding the principles of human-centered design, engineering, and other STEM concepts. Students deepen their understanding of CAD design and broaden their technology skills by using our laser cutter, CNC mill, and professional printer cutter.

The Dawson Design Process in Action Example One: Amelia G. INVESTIGATE & DEFINE I am going to design a holder for the ratchet and the pieces that go with it for a Dawson faculty member. The holder needs to hold all of the pieces, be silver, and fit onto the peg board.

BRAINSTORM 1. A design that holds the ratchet in the middle and then the pieces go around it in a semicircle. 2. A design that holds the ratchet at one end, and then the pieces go in a horizontal line in decreasing order. 3. A design with a rectangle that would have the ratchet in the middle, and then four pieces on either side.

PROPOSE I am proposing a design that would be a rectangular prism. There would be a hole in the middle for the ratchet, and then four holes on either side for the eight pieces that go with the ratchet. The four holes on either side would actually be more like hollow cylinders to put the pieces in because the eight pieces would fall through a hole. Client feedback: My client said that she likes this design, but she would want small size labels for the pieces.

Build: The first iteration of my ratchet holder is made of cardboard. I cut out squares for the ratchet pieces and the ratchet itself, yet the squares would be circles. I also think that if I am making the holes smaller, I will also make the entire thing smaller, especially because my client didn’t want it to be too large.

Moving to 3D Design: I tested it by trying to fit in the pieces but most of the measurements were too small. The hole for the ratchet fits, and interestingly, the two largest holes actually perfectly fit the two smallest pieces. I will need to go back into TinkerCAD and make the holes larger. I will measure the pieces again and see how large they were. I also need to space the holes further apart since they are too close right now.

3D Printing a Design Slice: I printed a slice of my design on TinkerCAD. I printed all of the holes. This time, the holes were larger and farther away. I tested it by trying to fit the pieces, and the first five of them fit perfectly. However, since the larger ones are cylinders, they just went straight through their holes. The pegs were also not the correct distance apart. For my next design, I need to make pegs or cups for the cylinder pieces. I also need to move the pegs that would go into the wall closer together so they will fit into the wall.

3D Printing My Entire Design: For my next iteration, I designed the complete ratchet holder on Tinkercad and printed my design. Mr. Lehrer hung it up on the peg board. It worked, but it broke when he took it down because it was only 15 percent infill. I then printed the ratchet holder with 100 percent infill to make it stronger and sturdier to hold up the ratchet better. It is now working perfectly.

SHARE My end result was I designed a ratchet holder for the tool board in the Middle School Design Lab. The final design had full pegs and measurements for each piece. Everything fit and it worked very nicely. “I had to keep working at it in small increments. I learned I can be creative in my thinking.”

Final Design

Amelia G. With Her Design 43

The Dawson Design Process in Action Example Two: Will S. INVESTIGATE & DEFINE A Middle School teacher needs four copies of a shelf holder. She is going to use it to hold up a shelf in her office. She has no color preference.

BRAINSTORM I’m going to design a replica of a shelf holder that looks like an L with a brace in between the two lines.

Proposed Sketch 44

Iteration 1: Play-Doh Prototype I created a Play-Doh prototype of the shelf holder. We held it under a shelf and it performed well, but it needs to be more sturdy.

Iteration 2: Design Slice

Iteration 3

I created a design slice of the peg that will go into the wall. I stuck it in and it fit perfectly, but the teacher told me it should be longer.

I created a shelf holder for a cabinet. I stuck it in the hole, but the peg was too long. I cut it down and it was mostly flush. To improve, I need to make the peg shorter so it is flush.

25 45

SHARE My end result was a replacement bracket to help hold the teacher’s shelf in place. “The process seemed hard, but if you slowly go through it, you can simplify the problem and brainstorm better solutions. I learned I can make cool things.”

Final Design Final Design In Use

Will S. With His Design 46

7th/8th STUDENT DESIGN PROFILES

EMMA M. Emma designed a Dremel holder for the tool board in the Middle School Design Lab. “Design takes a lot of patience and problem solving. I learned I can struggle, but I also learned how to breathe. I was most proud that everything worked.”

MAX M. Max designed a wheel stand to prevent his table on wheels from rolling away while he’s working in the Middle School Design Lab. “I struggled at first, but I grew my computer skills and excelled. It was difficult because it was new to me, but I learned to keep trying.”

7th/8th DAWSON DE$IGN COMPANY Using digital fabrication tools such as laser cutters, vinyl printers/cutters, 3D printers, and CNC routers, this elective teaches students to run a business by creating and selling original designs for profit. Students learn the principles of CAD design, digital fabrication, technology, and what it takes to make a difference by supporting an important social cause, all while having fun.

EDA F. Eda designed three sports-based picture frames for volleyball, basketball, and football and a custom nameplate. “Multiple iterations, mistakes, and failure are a regular part of the Dawson Design process because it’s really hard to get your design right on the first try. You need to persevere through any challenges you might face during a project, you need to be creative in thinking up solutions for the project, and you need to be flexible enough to change your project if it doesn’t work out.”

MAX L. Max designed a Dawson Bear picture frame, a Boston city skyline, and a layered, laser-cut shark. “You have to make mistakes before you succeed. You have to keep trying when you have an issue with a design, persevering to figure out the problem. If your design is not selling, you have to figure out how to make it more marketable so it makes a profit.”

6th-GRADE DESIGN LAB: “IN THE DETAILS” Students embrace a “maker mindset” by exploring their passions and learning to use tools such as 3D printers, laser cutters, and coding software. Through imagination and innovation, students plan, prototype, iterate, and collaborate to design fun and creative solutions that address human-centered, community needs.

6th-grade student design examples

Morgan and Ginger both 3D printed and engraved images on wooden boxes they assembled.

GINGER F.

MORGAN G.

“Design is about working hard, asking questions, and having fun. Just the slightest mistake can crash the project, but when I have a difficult problem, I tend to ask Ms. Mouzoon or Mr. Lehrer for help or I ask a friend.”

“I learned design takes a long time. If you make one tiny mistake, you have to redo everything. I asked for help when I needed it and had a positive mindset. My project ended up successful.”

CHARLIE B. Charlie designed earrings for the Grandparents & Grandfriends Day Garden Market. “Design is fun, educational, and creative. I used resilience during my project because it kept breaking and I didn’t get upset. I worked through it and tried my best. I knew it would turn out alright. You can also use peer advice to make your design better.”

CASH D. Cash designed earrings for the Grandparents & Grandfriends Day Garden Market. “One challenge I had was I couldn’t get a project to work properly because it kept breaking. I overcame this through my resilient mindset. I told myself, ‘I can do this. Let’s go, Cash!’”

5th-grade student design examples

Students embrace a “maker mindset” by exploring their passions and learning to use tools such as 3D printers, laser cutters, and coding software. Through imagination and innovation, students plan, prototype, iterate, and collaborate to design fun and creative solutions that address human-centered, community needs.

5th-GRADE DESIGN LAB: “MAKER MINDSET” 51

DAWSON STUDENT LIFE

High School Planning Fair Our High School Planning Team, a center of excellence at Dawson, works with each of our eighth-grade students and their families to ensure the members of the Class of 2024 are admitted to their first-choice school. In September, Dawson hosted 22 local public, private, and Magnet/CTA schools and boarding schools on campus to meet with students and families from all across the Las Vegas Valley. During a “Plus” Day in September, our eighth-graders got the chance to engage in interactive seminars designed to help with interview preparation and writing a high school admissions essay.

Welcome Back Assembly Dawson’s annual Welcome Back Assembly was an amazing way to kick off the new school year! We sang along as Dean of Student & Alumni Engagement Chrystal Miller and Security Team member Tim Wells of the Dawson Roots Band premiered the song “Rooted in Values: The Dawson Bears Way”, met our new Dawson Bear mascot, watched the welcomeback slideshow, and cheered on our kindergarten and eighth-grade students during the ceremonial handshake, a beloved tradition between these two grade levels.

Back-to-School Bash Our entire community joined us for our annual special Back-toSchool Bash in September! With the students as the guides, families visited classroom spaces to see modern learning in action, stopped by the Ruffin Organic Garden for a fun harvest activity, shopped at the Book Fair, gained a sneak peek of the new Middle School Design Lab, and enjoyed our beloved campus tradition of Spaghetti Dinner.

Kindergarten Meet Up This kindergarten family event was an incredible opportunity to build grade-level community among our newest Lower School Bears. On a special Saturday morning, parents mingled while students enjoyed free play on the playground, a fun soccer game on the field, and glitter tattoos from Middle School student volunteers.

International Dot Day International Dot Day, celebrated annually in September, is a global celebration of creativity, courage, and collaboration. Our Early Childhood students participated in activities that recognized the importance of these characteristics and learned about having a growth mindset from the book The Dot. The thematic unit consisted of play-based centers, writing lessons, and art projects to celebrate how a mistake can lead to a fantastic learning experience. Plus, the entire Early Childhood Family dressed in polka dots to show unity on this beautiful day. 54

Challenge Success Annual Fall Conference Under the mentorship of Dawson faculty Elena Boroski and Dean of Student Success Matsuko Freeman, our Challenge Success Team of six Middle School students presented at the annual fall conference at Stanford University at the end of September! For two months, the team worked tirelessly before, during, and after school to plan, design, and rehearse their interactive presentation about how other schools can implement the Challenge Success framework. Says Head of School Roxanne Stansbury, “It feels so good to know our students are responsible for helping other schools understand how to live the principles of Challenge Success. (They) modeled the importance of student voice and emphasized the need to focus on balance and wellness.”

5th & 6th-Grade Traveling Field Trips The experiential learning opportunities provided to students during the Middle School traveling field trips each year build community and culture among peers and teachers, allow students to take healthy risks with trusted adults, and create awareness for environmental stewardship during meaningful experiences in the natural world. During the first semester, our fifth graders traveled to Yosemite National Park and our sixth graders embarked upon a Grand Circle Adventure to Bryce Canyon National Park, the Grand Canyon, and Zion National Park.

Veterans Day While most schools across the nation observe Veterans Day as a holiday, Dawson holds classes and joins together for an in-school commemoration to honor those in uniform for their dutiful contributions of sacrifice and service. Our community spent the day in reflection; we held a morning meeting in which we raised the American flag with military members and student helpers, recited the Pledge of Allegiance, and enjoyed student-written reflections and “The Star-Spangled Banner” sung by our advanced vocal ensemble. Students participated in critical and purposeful discussions in the classroom and with retired and active military members about what it means to be a veteran. Students wore red, white, and blue clothing in unity, created bookmarks, and wrote letters to veterans thanking them for their service.

Annual DPA Gingerbread Event Dawson’s amazing Parent Association is committed to building a strong community that fosters a supportive learning environment and embraces the Mission and strategic goals of the School. Their time, talent, and energy are displayed in countless ways through their many volunteer and fundraising initiatives, including and especially our annual Gingerbread Event. Each December, our community joins together to adorn gingerbread houses amidst a winter candy land-decorated Dining Hall abuzz with music, laughter, and excitement. 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!

Ruby Bridges Walk to School Day The Ruby Bridges Foundation shares how six-year-old Ruby Bridges stepped into the history books in 1960 when she integrated William Frantz Elementary School in New Orleans, becoming a national icon for the civil rights movement. Today, her story continues to inspire the next generation of leaders to end racism together one step at a time. November 14 is now recognized annually as national Ruby Bridges Walk to School Day, a day of dialogue to commemorate her historic steps, and for students to continue the conversation and take part in their own forms of activism to bring an end to racism and all forms of bullying. The Dawson community wore purple in solidarity, attended an all-school assembly in the Gym, and if possible, walked to school this day. Teachers shared resources and had conversations within the classroom to help students make personal connections to this important day in history.

Grandparents & Grandfriends Day is a community-wide celebration honoring the people who have a special place in the lives of our students. In addition to classroom visits, Dawson held a Garden Market in the Ruffin Organic Garden with items harvested and packaged by all of our students. Grandparents and grandfriends further enjoyed performing and visual arts showcases in the Dining Hall, exploring the Lower and Middle School Design Labs, and visiting the Dawson Library to dedicate a book to their grandchild. Grandparents & Grandfriends Day is one of our most enjoyable and memorable Dawson traditions, and we are grateful for the care and kindness our community’s loved ones show our school.

Novel Engineering Exhibition Our sixth and eighth-grade students partnered together for a semester-long project that merged science and reading. The students read survival-themed books and STEM narrative books to identify problems facing the characters and then presented their engineered solutions and prototypes to the Dawson community in a culminating Novel Engineering Exhibition. The sixth and eighth graders also collaborated with our Early Childhood students for a similar cross-grade-level PBL project called Novel Engineering, Jr. in which they read picture books to small groups of EC students and helped them engineer solutions to a problem for each story’s character.

DAWSON PERFORMING ARTS

7th & 8th-Grade Coffeehouse Concert

7th & 8th-Grade Coffeehouse Concert Our seventh and eighth graders brought their orchestra and choir skills together to perform a wide array of solo and small ensemble pieces. Students demonstrated resilience by working hard on intricate string solos, singing in Japanese, and belting out Sinatra. It was a cozy performance complete with light refreshments and beautiful music.

7th & 8th-Grade Nutcracker Performance at The Smith Center Our Middle School advanced vocal ensemble and advanced orchestra students showcased their musical talents at a pre-performance experience for The Nutcracker ballet in the lobby of The Smith Center for the Performing Arts in December.

1st-Grade Performance Cookies! The Musical This sweet and scrumptious musical celebrated togetherness, friendship, and learning to accept each person for their differences. Through fun songs and several speaking parts, students performed as bakers and special cookie characters that came to life at a bakesale. The focus on belonging fit in perfectly with Dawson’s Core Values.

Early Childhood Winter Showcases All five Early Childhood classes participated in developmentally appropriate winter musical performances that fostered selfesteem, creative thinking, concentration, and teamwork skills. The students chose their roles in the performances, and each class was involved in all of the preparation for their shows. This process included brainstorming what they wanted their costumes to look like and then sketching the designs, gluing pieces, and helping with the sewing machine to make them. Students also used their finger-painting skills to design the backdrops, save-the-dates, and programs for their shows.

Middle School Acting Showcases During the first semester theater-acting elective, students had unique opportunities to unleash their creativity, build self-confidence, and immerse themselves in a world of storytelling and live performance. Fifth grade performed a hilarious play about the end of the world, 10 Ways To Survive The Zombie Apocalypse, sixth grade performed a play about the drama surrounding a drama club production in The Rehearsal, and the seventh and eighth grades performed Back To The 80s, a play about a modern teen sent back in time. 65

Middle School Choir & Orchestra Concerts Our Middle School students spent the first semester focusing on perfecting their craft as individuals and as an ensemble through collaborative musical efforts. With a theme centered around holiday music, students had the chance to showcase their talents as soloists, small ensembles, and large groups during their winter choir and orchestra concerts. All students enjoyed the chance to express their passion for music, singing, instruments, and community, and they gained a wealth of knowledge about music theory, history, and appreciation.

Kindergarten Performance We Honor the Brave Set at a Veterans Day parade, this musical celebrates and honors those who have risked or given their lives to protect our country and those who are currently serving in all branches of the military. Families and faculty attended this special performance in observance of Veterans Day, a holiday recognized by our entire community with in-school commemorative activities and events.

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 fall sports season with the Red Rock Athletic Conference (RRAC) and the National Choice Schools Athletic Association (NCSAA).

Swim The swim team, coached by Dawson faculty Nancy Myster, had a fabulous season. All of the swimmers enthusiastically supported one another and contributed to the team. The team’s best finishes from the relay meet in November included two swimmers finishing fourth in the 50-meter backstroke, one finishing third in the 50-meter freestyle, one finishing third in the 100-meter individual medley, and one finishing first in the 50-meter breaststroke. In the Championship meet, one swimmer placed second in the 50-meter freestyle, one placed fourth in the 50-meter backstroke, and one placed third in the 50-meter backstroke. The swimmers finished fourth in the Championship meet overall and ended the season with four ribbons. 68

Cheer The cheer team, coached by Dawson faculty Jessica Lopes and former VGK Vegas Vivas cheerleader Sara Simpson, supports our Athletics program throughout the year and keeps school spirit high on game days and during important school events. Over 40 middle school students are on the squad, and we are grateful for their boundless energy, leadership skills, and positive community impact. The cheer team performed in the Disneyland Holiday Parade in Anaheim this past November, a truly exciting and magical opportunity that has become an annual tradition! Our 5th-8th cheer team also spends time throughout the year mentoring our BASE Enrichment Lower School cheer team, also coached by faculty Jessica Lopes. The Middle School squad attends practices to share techniques and invites our younger Bears to cheer with them from the sidelines of our Middle School games. This builds relationships and understanding across grade levels, helps develop students’ social and listening skills, and gives the younger students positive role models on campus. 55 53 69

Football Coached by faculty Malcolm Hodge, Dawson alum Mikey Tuccelli-Margolin (‘08), and Joe Dembowski, all three of our flag football teams had great success on the field this season. The 5th Red team showed dedicated growth and teamwork, playing hard in the NCSAA league. The 6th Blue team finished the season on a superb high note, winning the RRAC Championship! The 7th/8th White team went undefeated the entire season to also win the RRAC Championship! This was the 7th/8th team’s third championship in the last three years, an incredible accomplishment for our student-athletes.

Volleyball Coached by Stacy Sykora of Sykora Volleyball, Traci Callahan, and Dawson faculty Lily Monares and Cal Govang, each of our volleyball teams had incredible seasons. The 7th/8th White team showed tremendous athleticism, taking second place in the RRAC! Both the 5th and 6th-grade teams made it to the semi-finals, demonstrating their dedication and teamwork. Dawson is excited to continue

its school partnership with Sykora Volleyball Academy, a high-quality program that strives to develop its players into the best athletic teammates and community members through competition and life skills development. Owner and coach Stacy Sykora is a three-time Olympic athlete who took silver with Team USA Volleyball in 2008.

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Cross Country Coached by faculty Corey Drummond and Isabel Guerra, our cross-country runners showed incredible drive and motivation this year, improving their race times over the season. Dawson had several top finishes over the course of the season, and the entire team showed up well during the NCSAA Championship meet in October with our 5th and 6th-grade girls taking first place!

Dawson Bear Mascot Can you hear the roar of excitement? Dawson’s new Bear mascot is this season’s champion of fun! Whether it’s rallying the crowd in the Gym or spreading good vibes during classroom visits with students, the Dawson Bear mascot is our MVP – Most Valuable Provider of laughter and joy!

The Dawson Annual Fund

It takes a lot of dedicated effort to operate a school like Dawson, from the simple things like the supplies our students require daily to the resources needed to strengthen and protect the school-home partnership with our families. By supporting the School through the Dawson Annual Fund, you help to enrich an equitable educational experience for our students beyond what is possible through tuition alone. There are several areas in which you can contribute to help Dawson as we actualize our Mission and Vision: • Access & Affordability • Campus & Facilities • Modern Learning • Teaching & Learning • Any area of greatest need

Your participation matters most, and we invite you to show just how much you support the Dawson Difference by visiting www.adsrm.org/ giving or scanning the QR code to give a gift today. Thank you for your continued support of The Alexander Dawson School!

available at adsrm.org/annualreport

DAWSON VISUAL ARTS In Dawson’s Early Childhood and Lower School visual arts classes, students are empowered to express themselves as artists and are offered real choices for responding to their own ideas and interests. They solve problems through their art while asking questions and seeing possibilities within the world around them. In the fifth through eighth-grade visual arts elective, students explore different mediums to grow their artistic skills and navigate creative ideas. They gain the skills needed to express the message behind their works of art through key components such as self-reflection, developmental growth, and fun.

Hollin F., 7th grade 78

Victoria M., 8th grade

Coco L., Early Childhood

Liam G., Early Childhood

84 Sai P., Early Childhood

Ella K., Early Childhood

Erin H., Early Childhood

Benjamin K., Early Childhood

Aria K., Early Childhood

Sloane N., Early Childhood

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Brooks C., 2nd grade

Sonia F., 2nd grade 8682

William D., Kindergarten

Victoria J., 1st grade

Cristiano R., 1st grade

Sadie C., 8th grade Kylie M., 3rd grade

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NONPROFIT ORG. US POSTAGE PAID LAS VEGAS, NV PERMIT NO. 302

THE ALEXANDER DAWSON SCHOOL 10845 WEST DESERT INN ROAD LAS VEGAS, NEVADA 89135

DAWSON'S VISION Our graduates will be ready to achieve their individual potential, savor life and meet the challenges of the world.

Learn more at AlexanderDawsonSchool.org or Call (702) 949-3600

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@dawson_bears

@DawsonSchool