The Petroglyph Magazine - Fall & Winter 2012-13

Fall/Winter 2012-13

In the upcoming Spring issue of Independent School, a quarterly magazine published by the National Association of Independent Schools, NAIS President Pat Bassett projects into the future, in an attempt to answer the following question: “What are the skills and values that 21st century society and occupations will require of our students?”

He answers this provocative question with his “6 C’s”: 1. Collaboration: the ability to work effectively in a group setting 2. Critical Thinking: the ability to apply high-order thinking skills to problem solving 3. Creativity: the ability to apply curiosity and divergent thinking 4. Communication: the ability to apply written, spoken, and technical skills to others 5. Cosmopolitanism: the ability to apply cross-cultural competencies to real-world problems 6. Character: the ability to apply compassion, caring, empathy and integrity in a genuine manner All of the above “C’s” are intricately and intentionally implemented across all divisions and in all disciplines here at Dawson. Our students work collaboratively, using critical thinking, high-level communication skills and creativity to elucidate divergent outcomes. Sr. Ken Robinson, the world famous educational philosopher, once said of 20th century American education, “School is where creativity goes to die!” I can guarantee you, this is not happening at Dawson!

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Through our global focus and our robust language offerings, our students are gaining a clear sense of our place in a diverse world.

As you all are aware, character education is among the most important pillars of the Dawson philosophy. In all that we do during the school day, we hope to embed in our students the positive traits of consideration, sharing, giving, respect, collaboration, generosity and appreciation for others in different economic and social circumstances. Our partnership with Petersen Professional Development School is part of this ongoing mission.

The purpose of this partnership is to fulfill Dawson’s private school/public purpose mission through our robust Community Service outreach program. We believe that “to whom much is given, much should be expected.” We hope to broaden the perspective of our students by supporting the positive momentum already started by the new leadership at Petersen in a mutually beneficial exchange through service learning.

I can say without hesitation or reservation, that our Dawson students are being prepared at a very high level for the opportunities and challenges that await them in this fastmoving and ever-changing world!

Michael Imperi, Headmaster

Ms. Molnar’s second-grade class puts on their shades for their performance of Desert Poetry .

4 | Private school, public service Dawson has partnered with a local Title 1 school, Petersen Elementary.

16 | eighth grade visits washington, d.c.

8 | mandarin at dawson Meet Dawson’s new Mandarin teachers.

10 | dawson alumni Dawson 2010 graduate Lara Findley is a sophomore at Rosemary Choate Hall in Conneticut.

Dawson eighth-grader Michael Woloson reflects on his experience in Washington, D.C.

18 | all the difference The Dawson Parent Association needs you!

20 | meet nancy wood Dawson’s new Development Manager

21 | New! graduate tributes available 12 | sixth grade trip to camp stevens Dawson sixth-grader Natalie Mavroidis writes about her Camp Stevens experience.

The Petroglyph will publish graduate tributes in the Spring/Summer 2013 edition.

22 | amazing student work 14 | Seventh grade trip to camp surf Dawson seventh-grader Grace Pan on the trip to Camp Surf.

See what students have been up to in photograghy and performing arts this semester.

ON THE COVER: Middle School students Carson Van Kalsbeek, Nico Politis, Diego Martinez and Marco Mercado perform on Grandparents & Grandfriends Day

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Above: Dawson and Petersen students and teachers pose for a picture at Petersen.

Private School When Zakeisha Jones, Dawson’s new Community Outreach Manager, first visited Petersen Professional Development School - a Title 1 elementary school in the heart of downtown Las Vegas - she knew she was in for something special.

Jones and a crew of Dawson Lower School teachers, parents and students arrived at Petersen one November morning bearing truckloads of boxes full of food and other essentials for Petersen’s food pantry. They were greeted by Petersen Principal Kim Swoboda and four student ambassadors. Jones wasn’t surprised 4

that Dawson students were eager to get to work and stock shelves.

What she wasn’t expecting was the reaction by the Petersen students to Dawson’s donation.

“It was fantastic!” said Jones. “Yes, the Petersen students were grateful and excited. But what was so incredible was their readiness to reciprocate. The Student Ambassadors were impressed with our giving and wanted to know how they could serve us. It was a central question for them, what can we do for you? For me, this just further validates the importance of partnerships and of a mutual

Top: Noah Kennedy and Junior Reynolds, third grade, unpack food at Petersen.

Bottom: Lyndee Moser and Maesen Peshina, kindergarten, help stock Petersen’s pantry.

Public purpose exchange when working with Petersen students, or any other group that we are helping. It’s so important for our students to learn to give as well as to receive.”

greater community instills a sense of self worth and fosters respect for a larger social group, as well as reinforces values like honesty, humbleness, gratefulness, respect and being non-judgmental.

At Dawson, character education is among the most important pillars of the Dawson philosophy, and the School has a rich history of community service. In fact, for most private schools, community service experience is a requirement, and lessons in “giving of oneself ” is as much a part of the curriculum as math or English.

Behind this lies a shared belief that a feeling of responsibility to the

Community service experiences and partnerships also require action and initiative, and can provide the kind of life lessons that go beyond the boundaries of school or home. As Jones’s experience at Petersen shows, students quickly learn that the effects of giving to others can be wonderfully surprising, inspiring the receivers of charity to give back or pay the good will forward.

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While it’s clear that engaging in community service learning has many benefits for private school students, meaningful service partnerships - like the one forged between Dawson and Petersen - are invaluable for Title 1 schools. To qualify for Title 1 funds, a school must have at least 50 percent of their students qualify for free and reduced-price meals. There are more than 600 students at Petersen Elementary, and 100 percent of them qualify for the free meal program. Principal Swoboda notes that for many students at Petersen, the meal they receive at school is often their only meal of the day. Though this is an everyday reality for Petersen students, such levels of hardship can be hard to comprehend for most Dawson students.

That’s why for Janet Ishkanian, Dawson’s Head of Lower School, the overall mission of the Petersen partnership is as much about finding ways to reinforce Dawson’s message of social responsibility and personal excellence as it is about helping to alleviate hunger.

“It is not easy to teach children about poverty, illiteracy, homelessness and hunger, when they have all the food they want, go to the best schools and live in comfortable homes,” said Ishkanian. “That’s why community service is absolutely essential to the overall learning environment at Dawson. The primary concern is to get our students to think beyond themselves and consider how they can meet other people’s needs, rather than assuming it’s someone else’s job.”

“I feel that it is essential to begin teaching young children as early as possible about the importance of helping, giving and doing kind things for others. If these life lessons are developed at an early age, they tend to become part of who the child is at their core,” said Williams. “The importance behind forming new friendships is at the center of what we teach in the Early Childhood Division.”

Amanda Musgrave, Dawson pre-kindergarten teacher and longtime Community Service Committee member, agrees. “As educators, it is our hope that these experiences will teach the value of community service to our students, whether they’re in Early Childhood or Middle School. The division-level projects that we conduct here at Dawson are intended to help those currently in need, but also to instill in our students the importance and power of community service so they can, in turn, make a true impact on our world.”

Zakeisha Jones, Community Outreach Manager

Each day, Dawson faculty strive to help students focus on being responsible, caring and respectful citizens to one another. But the opportunities to take those lessons outside the classroom are as important, Ishkanian stresses. “Once students develop a sense of we rather than I,” she said, “they gain a better understanding of the pleasure and emotional fulfillment of service learning.”

Ishkanian was also there for the Petersen food donation delivery, and she was moved to see Dawson and Petersen students working side by side, organizing, talking with and supporting one another.

“The day our students were able to meet those who would be receiving the food they’d collected, and watching as they worked alongside Petersen student representatives to unpack and organize the cans of food, baby diapers, and an array of other items, is a great example of providing real-world context to what we’re teaching about service,” said Ishkanian. “For our students, that kind of experience brings everything full circle.”

There’s no “right” age at which to introduce these concepts.

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Tara Williams, Dawson’s Head of Early Childhood, notes that lessons in kindness, friendship and giving begin in preschool with students as young as three years old.

How we instill these values and approach community service goals with our students is also important because, as Jones notes, it shouldn’t always be about writing a check - which can be a challenge in a community where financial and social resources are relatively abundant and easy to lean on.

“Our goal for this partnership was never about just handing Petersen money. Instead, we have our students collecting and donating food, books, blankets - you name it. Middle School is collecting shoes because so many Petersen students have shoes that are worn through or don’t fit them properly. Dawson faculty and staff collected gifts so that every fourth and fifth-grader at Petersen would have a present to open on Christmas,” said Jones. “It’s easy to give money or make a phone call to make things happen in our community, but I believe it is more valuable to work toward establishing some intrinsic motivation and connections for our students. It’s about recognizing challenges and problems in our community and working to create solutions, and then taking action.”

And what does Jones, also the mother of two Dawson students, see as the ultimate goal in Dawson’s community service mission?

“Essentially, we want to use these years to plant the seeds of service in our students, so that we create amazing citizens of the world,” she said. “I can already tell you that we’re well on our way.”

ECEC assistant teacher, JoJeen Richers, makes fleece blankets for Petersen pre-school students.

ECEC’s “Pioneer Packs,” which include a blanket and a set of pajamas, to be delivered to every Petersen pre-schooler.

Sabrina Robertson, kindergarten, helps stock the shelves in Petersen’s food pantry.

Dawson students (from left) Sophie Gray, Anya Gururaj, Stella Spiegel, Katie Rosenblum, Treyson Le, Michael Rosenblum, and Nayan Gururaj join Dawson art teacher Normalynn Beagle and Dawson mom Anne Mazzola to decorate the Dawson/Petersen Tree at Opportunity Village’s Magical Forest. Ornaments were made by Dawson and Petersen third graders.

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MANDARIN AT

DAWSON To enter into Chaohui Huang’s classroom, Dawson’s new Lower School Mandarin teacher, is to gain instant insight into her teaching philosophy. Huang has created a classroom that is a feast for the eyes and the mind: bright artwork, red Chinese lanterns, maps of China, and various Chinese characters fill the walls. Props are everywhere, which Ms. Huang uses as part of her curriculum instruction, along with song, dance and expressive gestures.

Taken as a whole, Ms. Huang has created an inviting and stimulating classroom environment for the more than 130 Lower School students enrolled in Mandarin. It seems to be working: as she engages a group of kindergarteners in a Chinese song, their enthusiam is obvious, as is Ms. Huang’s.

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Across the hall from Ms. Huang is Haiyan Yue’s classroom, the new Middle School Mandarin teacher, and many of the same visual elements apply here. Ms. Huang notes that teaching methods that are both visual and interactive are considered to be far more effective in teaching languages such as Mandarin to young children than those that use rote memorization and sequential techniques.

“At the end of the day, my goal is simple: make the learning process easy, fun and enjoyable. I believe a colorful, stimulating classroom environment can better help my students to acquire new vocabulary and grammar, and the cultural references on the walls start daily conversations about Chinese culture and life,” said Huang.

Ms. Haiyan Yue and her class of fourth graders.

Ms. Huang’s and Ms. Yue’s classroom displays of Chinese art and culture are also a delightful reminder that learning a language is about more than grammar and vocabulary; it’s also about social-cultural knowledge and awareness.

Ms. Yue says, “We want our students immersed into the Mandarin language and Chinese culture when they enter our classroom, and a colorful and stimulating classroom environment keeps our students engaged for the short period of time that we have them.”

Dawson’s Mandarin program has arrived at the right time: Mandarin, the national language of China, is fast becoming one of the most widely spoken languages in the world. Modern Standard Chinese (a Beijing-based variation of Mandarin) is one of six official languages of the United Nations.

Mandarin offers students a different and important understanding of other cultures, evidenced by China’s rich history of literature, art, music and philosophy. Learning Mandarin also provides Dawson students with unique opportunities to study a characterbased language, which is quite different from English, Spanish or French.

“China plays an important role in the world’s politics, economy and resources,” says Ms. Yue. “And as China continues to grow, learning Mandarin is a great way for students to not only acquire a new language, but also to learn about China’s culture, people and politics. For American students interested in China, or in future jobs in the global economy, mastering Mandarin will be a tremendous benefit.”

Ms. Chaohui Huang and Ella Maurice, first grade.

earning her Master’s degree in Educational Leadership from The University of Nevada, Las Vegas. Now at Dawson, she’s eager to improve her students’ language skills.

“There are more than 200 students taking Mandarin at Dawson.

By the end of the year, I want them to be able to communicate well with Chinese people and have the confidence to express themselves in Mandarin.”

Ms. Huang, born and raised in Hunan, China, received her B.A. in History Education from Hunan Normal University, and her M.Ed. in Instructional System Design from Penn State University. Before coming to Dawson, she taught Mandarin at different private schools throughout Henderson for more than five years.

“My father was a high school teacher. I mostly lived in schools in my childhood, watching my dad teaching in classrooms, listening to his stories about how important his job is because teachers can impact people’s lives by either giving them essential skills or being a positive influence,” she said. “I enjoy my teaching at Dawson because I get to watch my students from different grades make progress daily. It is a lot fun to see their curious eyes, teach them what I know, and see all my efforts bear fruits.”

Ms. Huang is very happy with her Lower School students’ performance in classes. She says, “They like to be challenged.

During the short period I have been teaching them, most of my students already mastered simple conversations about their Chinese name, age, birthday, family members, calendar, weather, and so on. They show excellent capability and potential to learn a new language.”

Ms. Yue was born and raised in the northwest part of China, and she moved to Shanghai to attend the Shanghai International Studies University. She moved to the United States in 2005, 9

Lara Findley I really miss the Dawson community and my friends.

Choate is nice, but Dawson’s community was closer.

- Class of ‘10

When it came time to research high school options in her

too homesick. Now in her junior year at Choate Rosemary

eighth-grade year, Lara Findley, Dawson class of 2010, decided

Hall, a boarding school in Wallingford, Connecticut, she knows

she wanted a less traditional experience. With the help and

she made the right choice.

encouragement of her parents and several Dawson faculty, she made the decision to apply to boarding schools.

“I really enjoy the entire boarding school experience. I love how I’ve met so many diverse people

“The boarding school experience is

from different places. I have friends from

rare. I believed that in the long run,

all over the world, including Italy, Japan,

boarding school could offer me many

and even Ghana. I also like the freedom

more opportunities in the future. Most

boarding school gives you.”

importantly, both of my parents were extremely supportive and thought it

2005

was a great opportunity too.”

2010

That same freedom proved to be Findley’s

greatest challenge as a high school freshman. While living at home and attending Dawson, Findley’s parents were always

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The decision to go away for high school wasn’t easy – she

there to help her with homework and ensure assignments were

admits that she sometimes doubted whether she was ready for

finished on time. Once at Choate, having to manage her time

boarding school, worried that she wouldn’t fit in or would be

independently was much more difficult than she anticipated,

and procrastination became a real obstacle to her academic

but I know it will have to do with foreign relations, especially

success.

China. Because of my background, I am very interested in Chinese culture.”

“I definitely had issues with time management my freshman year. The workload at Choate was much harder than what I

When the discussion turns to her years at Dawson, Findley talks

expected, and no one was constantly there to check on me. I

about one of her favorite teachers, Mr. Josh Keilty.

procrastinated, and my physics grade hit an all-time low by the end of fall term. I got a physics tutor and began to see my

“Some of my favorite memories at Dawson happened in my

teacher for extra help. I’m glad that my friends helped me focus

biology class with Mr. Keilty. I’ll always remember dissecting

and get back on track. By the end of winter term, my grades had improved, and now I’m doing very well.”

a fetal pig in his class! I also loved playing freeze “Don’t be afraid to take chances or try new things. Know when

Though her favorite subjects are English and History, Findley already has a few ideas of what she’d like to major in when she heads to college.

to study but don’t forget to have fun. High school is very different from middle school, and you can only experience it once. Enjoy it!.”

tag with my friends. I really miss the Dawson community and my friends. Choate is nice, but Dawson’s community was closer. I really regret that after I graduated from Dawson, I didn’t really keep in touch with many of them.”

Findley has some final words of wisdom for those Dawson students on the verge of high school:

“I was just talking to my parents about this!

I think I want to major in Finance, and I

“Don’t be afraid to take chances or try new

really want to get a master’s degree in International Relations.

things. Know when to study, but don’t forget to have fun. High

I’m learning Chinese at Choate, and I know I’ll end up using

school is very different from middle school, and you can only

it in any job I have. I’m not sure what I want for a career yet,

experience it once. Enjoy it!”

Class of 2012 Eighth Grade Class Gift Dawson’s Class of 2012 is leaving their legacy on campus with the installation of a special bear art sculpture, designed by teacher Scott Clemson. The glass sculpture will be a beautiful addition to our school and will be enjoyed by Dawson students each day as they travel through the heart of campus. A special plaque will recognize the class for their generosity and legacy. Thank you to the following families for their support of the class gift: Francis & Melanie Alexander

David & Cathi Muckle

James & Michelle Bischoff

The Murren Family

Brent & Anne Caldwell

Robert & Marci Murdock

John & Patricia Curtis

Travis & Christi Richards

Frank & Tammy Gatski

Joseph & Kimberly Riggs

Scott & Jill Gragson

Gregory & Jennifer Rosebeck

Edward & Cheryl Harrison

Allan Rosenhek & Alexis

Heather Heath

Kennedy

Timothy & Lisa Herbst

Anthony & Karin Toti

Rodger & Catherine Hughes

David & Carla Van Kalsbeek

David & Elizabeth James

Mark & Dana Walton

William & Jodie Lasky

Ken & Amy Wiles

Rick & Sheila Mantin

Fiona Yeh 11

6TH GRADE VISITS

CAMP STEVENS

BY NATALIE MAVROIDIS SIXTH-GRADE STUDENT Camp Stevens was amazing! It had surprisingly great food and very nice councelors. In my dorm, I looked outside and saw the archery range. I could not sleep the first night because I was so excited!

favorite part of camp. Later that night we went to bed, but before that I called my mom and talked to my family. I missed them a lot.

The first day of camp, we thought our team color was green, so we came up with the name “Green Goblins,” but we later found out that we were “The Outlaws” and our color was really brown.

We also had something at camp called “hosting.” It is where one group would serve and clean up after the others. The menu sounded strange, like pumpkin lasagna and protein pancakes, but it was actually really good. Our group also tried the rock climbing wall, and I learned that I was really good at rock climbing.

On the second day we went to the farm. To get to the farm, it was a beautiful walk that I enjoyed greatly. At the farm we looked at all the animals (and I learned how to identify different types of animal scat) and we picked carrots, tomatoes and onions. Every night we had a community gathering where we would talk about our day and sing songs.

Camp was something I would never forget because we did all these awesome activities while working together. I liked my group even though I was not with all of my friends. I learned more about all of the people in my group, and I learned how to trust people I never thought I could trust.

The third day, we had a camp fire with my group, The Outlaws. At the campfire, we ate soup, s’mores, and we made quesadillas from scratch. The campfire was my

Camp Stevens really brought out the best in all of us. That is what I experienced at Camp Stevens, and I hope to go back soon.

The 7th Grade

Camp Surf

Experience

By Grace Pan, Seventh-Grade Student From the bus ride to actually surfing on the beach, there wasn’t

come up with good, creative solutions and work together as a team.

a single moment that I wasn’t smiling and enjoying myself, and

I had skipped sixth grade and was attending seventh grade, so I

being able to attend the Camp Surf field trip in California was an

didn’t know very many people in my new grade; I hardly knew

amazing experience. We were right by the beach, and after learning

everyone’s name. However, being able to spend the entire day with

the basics of how to surf, we were able to surf and play in the ocean

my classmates for almost a week helped me notice new things about

for hours.

them. I learned more about the friends I had already made, as well as learning that I got along well with people I never expected. We

I had never tried surfing before and the thought of it was a bit scary,

were divided into groups for the majority of the time, and I learned

but I tried anyway. Even though I was never able to stand on my

about the people in my group’s strengths and weaknesses and their

board and fell off numerous times, being there with my friends and

personalities.

trying new things was exciting.

Going on this field trip to California wasn’t only about learning to Besides surfing, we learned about things to do in case of emergencies,

surf and medical emergencies, it also allowed me to get to know

and we even had to tend the injuries of our teachers who had been

everyone better. Those four days at Surf Camp were amazing, and

“hurt.” Even if there were things we didn’t know, we were able to

I learned so much about many things there.

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S

N Washington, D.C. N

Reflections

by Michael Woloson, Eighth-Grade Student As the four of us marched down those white marble stairs with our arms by our sides, all we could hear was silence in the air, for there were no other sounds but the wind softly whistling past our ears, the snapping sound of the cameras capturing photos of us, and the sharp click of noise coming from the shoes of the soldier walking among us. All four of us were very nervous, especially me, but we had a good reason to be, for along with our peers, there were at least 50 people watching us. The opportunity to represent our school in such a way as we were was exciting yet overwhelming, and though we were nervous, we could not have been more honored to do so.

The experience of being a part of the wreathlaying ceremony was such a great privilege, and the experience began on Tuesday night when we four were called out into the hotel hallway: Capri, Bori, Marley, and myself.

Thinking that we might’ve done something wrong, we were all slightly anxious. However, they began to explain to us that we had been chosen for the laying of the wreath ceremony in the Arlington National Cemetery. I was shocked. The words hung in the air like a slightly deflated balloon, and none of us knew what to say. Breaking the silence, they told us their reasons for choosing us were that each of us had shown leadership throughout the trip. They also told us that we stood out to them, and deserved the opportunity. The four of us looked to each other for help, for we didn’t know what to make of this announcement. After the gathering, I know that we all had a small feeling of pride because out of 49 others, it was only the four of us who were chosen. , I didn’t quite know yet how important this opportunity really was.

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I was asked if I was nervous about the ceremony several times.

I didn’t understand why I would be nervous, considering the only role I was playing was just laying a wreath. I was wrong.

I was representing my school in front of over 50 people, and if I made a mistake, there was no way to redeem it. It was so incomprehensible to see so many graves at Arlington, and it really made me realize how many people are giving their lives for our country.

While at Arlington, I began to feel slightly edgy about the ceremony. I then began to realize that I was playing a larger role then I expected. I started pondering about all of the different bad scenarios that could occur. The tension was building up as we were escorted to a small outdoor area, and given instructions as to what to do during the ceremony. The man gave many directions and he spoke so quickly that it was difficult to comprehend all of it. However, before the ceremony began, the soldier who would walk beside us refreshed our minds and gave us directions again, and made it seem a lot easier.

The ceremony began and I could feel my heart racing, and I was relieved that I was in the back of the two-bytwo formation, so I didn’t have to perform any kind of noticeable action. My only fault during this ceremony was that when the five of us were walking back up the stairs after “Taps” was played, I stepped off of the wrong foot, and I had to try to fix it by quickly switching feet on each step. It went unnoticed. It was still a great experience despite the small mistake I made. The ceremony was truly a once-in-alifetime opportunity that I was honored to be a part of.

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THE DAWSON PARENT ASSOCIATION

All the Difference

From the squeals of delight emitted from children on the zip line

We are excited to report that the 13th Annual Gingerbread Event

at Dawson’s Fall Festival, to the sugar-induced giddiness from

set attendance records this year. In addition to being a fun-filled

more than 300 children during the 13th Annual Gingerbread

highlight of the school year, this event is The Parent Association’s

Event, to the annual Mother/Son and Father/Daughter events in

biggest fundraiser, helping to raise money for Faculty and Staff

the winter and the Faculty/Staff appreciation event in the spring

appreciation.

… it all happens thanks to The Dawson Parent Association.

While they may be the most visible aspect of The Parent Technically, members of The Parent Association include every

Association’s involvement, events are just a part of what keeps

parent or guardian of a Dawson student. However, the group

its committee busy. The School’s Room Parent Program has a

is headed by a nine-member Executive Committee which

representative from each division, and with other members of the

coordinates all of the moving parts—and there are a LOT of

Executive Committee, they meet monthly to discuss school news,

moving parts. The Parent Association provides a voice for the

provide feedback from parents, discuss any concerns and ensure

parents and supports the School and its mission, playing a vital role

that the communication lines are flowing.

in the Dawson experience. Members also help foster community

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spirit, make new parents feel welcome and help organize some of

Staffed by parent volunteers, the Bear Cave provides a variety

the School’s biggest family events.

of Dawson Spirit items for children in which to “invest” their

allowance — and for one week each December, the Bear Cave

volunteers go above and beyond. Parent Association Committee

is transformed into Reindeer Lane, a place where students can

members are quick to point out that being involved doesn’t have

do a little holiday shopping of their own for family members.

to take up a lot of time, however. “When we have our big events,

Proceeds from the Bear Cave and Reindeer Lane help to support

it takes more time, of course, but we enjoy it; it’s fun to see it

faculty and staff appreciation.

come together and, of course, the end-product is always a lot of fun,” says Chang. For those parents who don’t have as much

With so much going on, The Parent Association relies heavily

time to give, that’s okay, too. “I can give more time right now, so

on volunteers who step up and give generously of their time

I do. But other volunteers can only volunteer a couple of hours

and humor. “Our parents seem to be more involved than other

once in a while, and that’s perfect. Together we make it work,

schools—which is one of the reasons parents pick Dawson,” says

and it’s really rewarding.”

Volunteer Coordinator Tracie Chang. “It’s really rewarding to be so involved.”

To learn how you can be more active with The Parent Association, making Dawson even more Amazing, contact

Whether it involves glue guns and gingerbread houses, schlepping

Amy Wiles, Director of Development and school liaison to the

bales of hay and water bottles, running errands to Costco or

Association, at awiles@adsrm.org.

cleaning up after the masses have come and gone, our parent 19

AMAZING

happens here.

Meet Nancy Wood Dawson’s New Development Manager The timing couldn’t have been more appropriate: on Monday of my second week at Dawson, the inspirational quote on my page-a-day calendar was from William Butler Yeats: “Education is not the filling of a pail, but the lighting of a fire.” Indeed, truer words have never been spoken.

“Amazing Happens Here.” It’s a theme emblazoned across campus. As one of the newest members of the Dawson team, each day I am struck by how literal that expression is. I feel it in the energy of the staff and faculty, I see it in the eyes of the students who pass by my window throughout the day, and hear it in the voices of the parents I’ve already had the pleasure of meeting. From the classrooms to the lunchroom, you see Amazing at work.

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All of this is why I made my own personal pledge to the Annual Fund. I’m not a Dawson parent; in fact, I’m not a parent at all, unless you count being a pretty awesome cat mom. But I believe in doing what I can to help make the entire Dawson experience even better, whether it’s enhancing our alreadyterrific programs or helping extend tuition assistance to a deserving family who might not otherwise be able to give their child the opportunity to excel in an environment best suited for his or her needs.

Obviously, tuition fees play a major role in making all of this possible. But, just like tuition, your participation in the Annual Fund is an investment in your child’s future. A strong Annual Fund is the difference between great … and Amazing.

Few would argue that the most important investment you will ever make in your life is the future of your children. Dawson is committed to offering your child an experience that includes unparalleled education and personal enrichment … whether it’s our phenomenal language programs, our award-winning science and math programs, our student photography programs or our state-of-the-art technology. That experience also extends beyond the classroom, with our after-school programs and our school-wide commitment to community service and kindness for others.

If you haven’t already, please join me. You can give online at www.asdrm.org/giveonline or use the envelope included in this issue of Petroglyph. Or, better yet… call me and I’ll be happy to take your pledge personally. I welcome any opportunity to visit with you and hear more about your personal Dawson experience.

We have 600 pretty great students here at Dawson. I am confident they will become pretty amazing adults.

Nancy L. Wood Development Manager

Graduate Tributes Available Next Petroglyph!

We are happy to anounce the addition of Graduate Tributes to the Spring/Summer 2013 edition of the Petroglyph. These tributes make for a wonderful keepsake for your Dawson graduate.

For $50, we will create a 4�x6� tribute that can include up to two

pictures and up to 30 words. This edition of the Petroglyph will also have the 2013 eighth grade class portrait, high schools they will be attending and the winning graduation essay.

Spaces are limited, and the deadline to submit your tribute is Friday, May 31st. For more information, please contact Megan Gray, Communications Manager, at mgray@adsrm.org.

SAMPLE GRADUATE TRIBUTE

CONGRATS John Smith!

We are so proud of you and all of your accomplishments.

Love, Mom & Dad

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Student Photography

“Dark Forest,” photographed by Claire Mason, eighth grade.

“Untitled,” photographed by Aaron Bailey, seventh grade.

“Camera,” digital composition by Stone Wachs, seventh grade.

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“Drain,” photographed by Alex Perez, seventh grade.

“Untitled,” photographed by Natalie Chaisson, eighth grade.

AMAZING

student work & performances ECEC’s Pre-K Holiday Performance

Sadie Kent

Ammon Flowers

Tristan Saxe and Adnan Shaukat

Madeleine Browne and Sophie Smeeton

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

10845 W. Desert Inn Rd. Las Vegas, NV 89135

Lower School’s Halloween Performance

Petra Morton, first grade.

Remy Levasseur, Braeden Shroeder, and Ruby Heath, first grade.

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Tessa Maddox, first grade.