The Petroglyph Magazine, Fall + Winter 2020-21

PETROGLYPH THE ALEXANDER DAWSON SCHOOL FALL & WINTER 2021

Standing Together As One Community

DAWSON’S SCHOOL-HOME PARTNERSHIP

From the Head of School 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. It is published twice a year.

EDITOR Megan Gray Chief Communications Officer EDITORS AND CONTRIBUTORS Rachael Lachhwani Advancement Manager MARKETING

“It’s a dance, a dance between teacher and student and parent and child and parent and teacher and so on. Knowing when to respond and when to let go and let them find out on their own is a dance, a subtle communication of letting each other know what our needs are and how we can help each other.”

-- Source: Parent-school collaboration: Feminist organizational structures and school leadership

Shea Phillips Marketing Communications & Events Manager HEAD OF SCHOOL Roxanne Stansbury ASSISTANT HEAD OF SCHOOL Andrew Bishop

Dear Dawson Families, So much of our school communication in recent years has focused on what is “new” in our approach to modern learning: learning spaces that allow students to create, explore, and play; innovative service-learning experiences that connect our students with real-world opportunities; and research about high-impact teaching strategies that deepen thinking and understanding. And while each of these initiatives provides a window into the next 20 years at Dawson, there is one piece of the Dawson fabric that has not changed: the school-home connection. Family relationships remain central to who we are as an academic institution.

The world is changing at a rapid pace and Dawson, as a leader in education, is responding in our typical, forward-focused manner. But what remains unchanged is our unwavering commitment to forming powerful partnerships with our families.

When schools and families commit to weaving together diverse perspectives, insights, and expertise, the outcome is a beautifully choreographed dance that displays unity and synergy. This type of partnership takes time, deep listening, and the willingness to lean in when collisions occur. The result of strong connections is collaboration, and student success always increases in collaborative environments.

This issue of the Petroglyph magazine will highlight some of the many intentional ways Dawson educators build the bridge between home and school. Recent changes in our world compel us to revisit what it means to be a part of a community, and the strength of our network begins with the unified investment of parents, teachers, administrators, and students.

Roxanne Stansbury Head of School The Alexander Dawson School 2

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

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On this page: Third-grade student Jordan Steele and first-grade student Jackson Anh were excited to be back on campus this past fall during the first semester - and always with their masks on!

On the cover: Cover art created by fourth-grade student Anthony Caputo

Contents 4 | THE PARENT-PARTNERSHIP DANCE Goals, Culture, and Celebrating Parents 8 | FROM THE DAWSON BLOG This Isn’t an Upbeat Education Blog

20 | STUDENT VOICES Student Lessons From a Pandemic Education

24 | DAWSON ALUM PROFILE Jaccob Langsner, ‘13

12 | STUDENT HEALTH & WELLBEING Finding Opportunities During the Pandemic

26 | ANNUAL REPORT Annual Report and By The Numbers

14 | DAWSON COMMUNITY & CULTURE How a Banana Helped Shape Dawson’s Community and Culture

30 | 100 IN 100 Annual Fund Kickoff

16 | FALL SEMESTER HIGHLIGHTS Staying Connected Without Contact

32 | ARTISTS’ CORNER Desert Awareness and Our Environment

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Parents as Partners

The Parent-Partnership Dance

By Roxanne Stansbury, Head of School

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Twenty-one years ago, I prepared for my first parentteacher conference as a fifth-grade teacher at The Alexander Dawson School. With sweaty palms and a nervous stomach, I was intimidated to meet with families who invested a great deal of time, energy, and money into their child’s education. Receiving the best education possible was a priority to these families, and I assumed this was their sole priority. I knew their expectations would be high and their questions would be tough. Those nerves lasted until I was about 10 minutes into my first conference, when I realized we all shared the same endgame: We wanted their child to grow into the best version of themselves. Parents understood how much I cared about their child’s growth and success, and I realized that for each family, it wasn’t only about getting the best education possible. Equally as important to each family was the confirmed reassurance that their child was loved and appreciated as a unique individual.

This common ground created a powerful foundation, and as long as I listened and didn’t lose sight of the value of a parent’s perspective, their student’s learning journey was primed for optimal growth. From that moment forward, I placed an important emphasis on teacher-parent partnerships. For education to truly be transformational, this partnership is essential.

Dawson’s commitment to providing the promise of a transformative education means that family and school must intersect around the life of the child. Our Mission and Vision are actualized when we harness the collective potential of those within the school community. Further, one of our Core Beliefs states, “Although families are the primary educators of their children, student achievement throughout life is increased when the School and families work together as partners.” This trust and reliance only proves successful if Dawson is understood and accepted as part of the extended family. Although this may not always be a common concept at the beginning of a family’s academic journey with us, the beauty of belonging to an independent school is that parents are invested. And while the first role of educators is usually to cultivate parent commitment to their child’s learning journey, this is a given at Alexander Dawson.

THE SHARED GOAL OF STUDENT ACHIEVEMENT From the very beginning of our admissions and enrollment process, the School makes a concerted effort to ensure we work to welcome missionappropriate families to our community. This means collaborating with parents who seek to instill in their familial structure the same fundamental philosophies and beliefs upon which Dawson operates. Although Dawson’s precedent behind the interconnectedness of parents and teachers lays the foundation for mutually responsive relationships, the increasing complexity of relationships, roles, and functions can complicate collaboration. Despite all of the proactive strategies contributing to the choreography of the school-home dance, messages to or from parents are sometimes a tough pill to swallow. In those moments, our work of living our Core Beliefs is called into action. These are the times when we model for our students what it looks like to manage our feelings and decipher the needs of the student and their family. During these moments, we must push ourselves to stay curious and dig beneath the surface to understand that student growth and achievement are at stake. As we lean into hard conversations, both parents and teachers need to maintain the unwavering stance that parents are experts on the topic of their children, and teachers are experts on the topic of learning. Yet mutual respect, even when a message is difficult, is essential for the parent partnership dynamic. When parents are knowingly and willingly in partnership with us, and we all make the effort to avoid putting students in loyalty conflict situations, students experience consistency and predictability in their expectations for growth and excellence. Students feel empowered and responsible for their lives and seek to do better, and this culture of care allows for a child to explore and develop agency both at school and at home.

Knowing when to let go and allow for productive struggle is a tough balancing act, and no parent or teacher can make this call without an effective, twoway partnership built on honest communication, trust, and support.

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RESPECTFUL LISTENING AND A CULTURE OF DIGNITY For schools to become equitable spaces for every student, education must break down school-family barriers and listen deeply to parents. Listening is a competency that sets people apart in their adult life; it requires the ability to refrain from judgment and to resist the urge to insert responses without reflection. Dawson is intentional about building parent-school structures that allow for quality alliances, clarity of purpose, and empowerment. At the beginning of each school year, teachers and advisors schedule meet and greets so the parent partnership can begin with a discussion designed for attentive listening. This opportunity is for parents to share important information that will help teachers differentiate classroom instruction and advocacy, significant components of a student’s personalized learning plan. It’s a simple but valuable formula: Teachers prompt parents to tell them about their child, their child’s goals, and the values of their family framework, and the teachers and advisors listen and take notes intently. These meet and greets also purposefully set a communication protocol for the rest of the school year.

PARENTS AS COMMUNITY PARTNERS When Dawson shifted to crisis-driven school operations in response to COVID-19, we knew parent perspective and knowledge were essential components of designing a resiliency plan. We welcomed stories about student experiences during virtual learning and solicited feedback about the challenges of online learning, we pivoted and shifted instructional approaches, and we reassigned faculty roles so personalization could be provided through this digital landscape. By late spring, we realized our parent body was going to be the key to a safe reopening. Our leadership team modeled what we always teach our students – smart people learn from others – so we sought the wisdom and insight of parents with medical expertise to develop the School’s first-ever COVID-19 Task Force. This group of resolute individuals help us keep our community as safe as possible, a dedicated and thoughtful responsibility that is of immeasurable value to every family, student, and faculty and staff member at Dawson. The willingness of those who serve on this task force to provide guidance and expertise as

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physicians and healthcare leaders helps reinforce the strength of our community’s adherence to health and safety. In addition, we spoke with parents in the casino industry who helped us identify systems and tools for heightening safety measures, and we consulted with parents in the construction field who helped us obtain PPE products. At no other time in the history of Dawson has the power of a community rooted in strong parent partnerships been so evident. We relied on each other, learned from each other, supported each other, and found unity in pursuing a common goal: reopening our school with the best interest of students and teachers at the root.

Learning together has been an ongoing message at Dawson and each year, Dawson hosts its Parent University speaker series and Parent Education Piece sessions to encourage families to learn together.

All of our community events are designed to more deeply involve each parent in their child’s educational experiences, as well as provide an open window into the intentional instructional practices we use and the research behind our curriculum selections. Each conversation gives families resources and suggestions for at-home applications that extend the learning activities students experience in the classroom. By recognizing that nobody has a lock on this incredibly complex job of parenting, we offer resources to relevant topics that make every parent feel validated and equipped to navigate challenges. We find strength in the fact that we are together in this struggle.

The parent partnership priority is also a common thread throughout the structure of our Dawson Parent Association (DPA). General Parent Association meetings are organized with the hope that our entire community of parents attend and participate, as these interactive gatherings are utilized to solicit perspectives and feedback about school initiatives.

Along with our parent ambassadors, the contributions of the entire DPA – their time, energy, knowledge, and involvement in school-wide events – fortifies strong and vital connections between the School and our families with our parent population front-of-mind; we want to hear what parents need in order to nurture the trust between home and school.

CELEBRATING PARENTS AS PART OF THE DAWSON FABRIC We’ve weathered a lot of trying times this school year, and I would be remiss not to acknowledge there is likely more to come. Yet, more vividly illustrated this year, Dawson must prioritize parent partnerships through community connections. Concrete, visible support of this priority is how we create – and openly welcome – building connections with one another. So at a time when the world can feel isolating and divisive, the school-parent partnership can be a beacon of light.

This relationship is built on common ground: the investment in helping our Dawson students to become their best selves.

When I first assumed the role as Head of School in July of 2020, I took a moment to gratefully reflect upon the successful relationships cultivated during my time at Dawson over the last 21 years. I am so fortunate to have found a place where my personal passions intersect with such a special school that speaks so deeply to my beliefs, and I wish the same for all of our parents.

During uncertain times, we often need to dig below the surface to find our pillars of strength. For me, it has been the support, generosity, and outpouring of offers to help that have fueled this commitment to achieve excellence during a school year riddled with obstacles.

As our students embark upon their individual futures, Dawson remains confident that we are a school where strong partnerships help every community member feel both challenged and supported.

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From The Dawson Blog

This Isn’t an Upbeat Education Blog

By Megan Gray, Chief Communications Officer

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A Special Note: Over the course of winter break, I wrote this blog about the challenges of keeping a school open during the pandemic, firmly believing that with some time away from campus to reflect on the year so far--more specifically, on the need to continue supporting each other through the next wave of the pandemic by “holding” one another--it would help me and others feel more connected and hopeful about the new year and new semester. I could have never anticipated that five days after we shared this blog, our community would suffer an indescribable loss with the tragic passing on New Year’s Day of Aumnie Halper, a bright, vivacious Dawson eighth-grade student.

This blog uses tidal waves as a metaphor for the challenges that the pandemic has wrought; this was a different tidal wave to hit our campus and, unlike all the processes and protocols we put in place to control some of the effects of the pandemic, there is simply no way to prepare for the loss of a life. Over and over, the sorrow and disbelief continues to slam into each Dawson student, family, faculty, and staff member who knew her. Our collective grieving has just begun, and the only way to work our way through it is together, as one school community. For me, the concept of holding is more real and precious than ever before, and we must continue to hold one another without judgment or expectation. It is in this spirit that we are resharing this blog post. While framed within the context of the pandemic, we hope the general emotions and thoughts the blog conveys are relatable on a larger scale and the resources shared on grief and holding are just as helpful.

This isn’t going to be a blog with good advice, nor are you going to read about the importance of resilience, the necessity of remaining nimble, or how to maintain your sense of optimism and positivity. Those of us who opened a school in the midst of a pandemic and worked tirelessly to keep it open in spite of the odds do not have much need for more you can do this! messages. We know we

can do it because we have done it; we also know it is one of the most difficult things we’ve ever had to do. And it’s not over yet. So as 2020 comes to a close, I’m no longer interested in good intentions and upbeat advice–my own especially– and would much rather start every conversation with complete honesty and say, “Hello, so good to see you. Has this year been hard for you? Yes? It’s been hard for me, too. Let’s talk about it.” Oh, how I wish connecting with others was this easy.

The pandemic has upended life globally in ways both massive and minor, and no one is untouched.

This is, for the first time in a generation or more, something upon which the whole world can agree.

What’s more, we are collectively experiencing the same critical human emotional struggles, from the long-term effects of loneliness and isolation to deep exhaustion, fear, and crippling anxiety. It’s no wonder, then, that authentic connection with each other is the most valuable emotional currency there is today. For many, authentic connection at this moment is the ability to be vulnerable and say, “This is hard and I am struggling,” and to give others a safe space to express the same. Sounds simple, right? But just that admission–this is hard and I am struggling–is tough for most people to admit even now. And if you’re in a position of leadership, being this vulnerable can be even more difficult.

happens when leaders like me (I am a solid 10 on the emotional sensitivity scale) find that, over the course of this pandemic, maintaining a veneer of steadiness and resilience begins to seem impossible? Case in point: I keep coming back to the shame I feel at the number of days I’ve not shown up–whether out of exhaustion, sadness, or being overwhelmed–as the leader I know I should be, letting down those with whom I work.

While I’m at it, let’s talk about the even deeper and more pervasive shame that I’ve let down all the people I love during the pandemic by not being a consistently good enough friend, parent, daughter, sibling, aunt…the list goes on. And self-care? It feels too selfish so I don’t do much of it, either. Take all of this in totality and, suddenly, my ability to keep it together truly feels hopeless, and there is no feeling more lonely and isolating than believing I cannot do right by anyone in my life at a time when they need me most. The effects of shame, I’m rediscovering, are devastating.

After a lot of reflection, the only answer that makes sense to me is to continue to practice being honest and vulnerable no matter how hard and scary it is, to make sure to connect even when shame makes me want to retreat, to accept that it’s okay to not be okay right now, to listen well, and to never give up searching for hope. And when I think about where I most often find hope personally, it is in my capacity As one of several leaders at The to love fiercely and care deeply.

Alexander Dawson School, I know Professionally, hope is in the people the struggle with vulnerability all I work with every day, in each too well. In a “normal” year, we want Dawson faculty, staff member, and everyone to see us as emotionally administrator. stable, reliable, resilient, and capable. Magnify this want by 100 In the early stages of the pandemic, during the pandemic. I’ve had some I read two outstanding Harvard time to think during winter break, Business Review articles that I credit and the first question I’ve been with helping me navigate many of turning over in my mind is, what the unknowns: One is about the 9

From The Dawson Blog collective grief we’re experiencing, and the other is about effective crisis leadership. As the pandemic grew in scope and intensity, and as it became clear we were in not for a sprint but a marathon, I referenced the articles continuously, squeezing out every drop of wisdom and advice in a valiant attempt to carry myself and others–family, friends, and colleagues alike–through tidal waves of challenges. And I wasn’t the only one; as weeks turned into months, the same people took turns carrying me, too.

The problem is there are more crises to come and we’re all so very, very tired from fighting the tidal waves. Although the recognition of this makes me want to call it a day and pull the covers over my head and sleep through it, I know this is not an option–not for me, our head of school, or our faculty, staff, and leadership teams. But the messy truth is, try as I might to retain some optimism and shift my mindset even a little from fixed to growth, I am officially beyond the reach of positive affirmations, the you-got-this speeches that reference the pulling up of bootstraps, and the reminders to be grateful because things can always be worse. Of course they can be, I want to yell, because they have been worse before and will be again, so please tell me something I don’t know.

To be clear, I am not a total victim of the toxic affirmation hit parade.

I’ve found myself repeating some of the same well-meaning but wrongheaded refrains in an attempt to buoy spirits. As winter break approached, I grew more weary every time I heard myself say, “Remember to take time to relax and recharge. We all need it!” Have you ever heard of anyone taking a 10

moment to relax and recharge while essential. In groups whose leaders preparing for the next tidal wave to can hold, mutual support abounds, hit at any moment? Me neither. work continues, and a new vision eventually emerges. When leaders This brings me to the second cannot hold, and we can’t hold question I have spent winter break each other, anxiety, anger, and thinking about: Even though we fragmentation ensue. have managed to maneuver through the tidal waves up to this point, what I referenced earlier how I and others has kept us motivated to continue are working together to “hold our to show up each day, ready to run heads above water” and the concept a school, and, more importantly, is the same. We know this pandemic what will keep us going when we will continue to bring wave after know winter and spring will bring wave of crises before it’s over, and more of the same? The answer, I it’s our job as leaders and educators believe, can be found in the Harvard to be upfront and honest about this Business Review article I mentioned fact. But just as important, we must previously on effective crisis continue to hold each other through leadership. What we continue to each crisis as it comes, be honest and do is make safe spaces for people to transparent about the challenges share openly that they’re struggling, we face collectively but open and tired, scared, and stressed. When vulnerable about how it affects we do this, we also reinforce that us individually. This “holding” they’re not alone and we’ll continue approach to leadership is, as the to make it through these challenges author notes, far more useful and as a community. I can’t speak for motivating in a crisis, and it will other schools, but I do feel that have much better outcomes overall Dawson has done this particularly than distracting people by telling well; our head of school, leaders, and them to avert their gaze and think faculty strive to model what it means good thoughts as the next tidal to be vulnerable, acknowledge the wave approaches. difficulties with transparency, and validate tough emotions while also What’s more, this concept of holding moving us forward, together. doesn’t just apply to organizations and leadership. In fact, the term As it happens, there’s a specific term “holding” originated with British for this type of leadership and I psychoanalyst Donald Winnicott think it’s perfect: It’s called holding. (the same person Dr. Michael Holding is what leaders, whether Thompson, in his Dawson Parent in our classrooms or on our teams, University presentation, credited do when they allow individuals to with coining the phrase “the good be vulnerable and express difficult enough parent”) as a way to describe emotions while also being honest how parents build resilience and about the work to be done and the a sense of security, particularly challenges to be faced. The article’s during times of uncertainty, in their author, Gianpiero Petriglieri, notes: children. Petriglieri notes: Holding is a more obscure and seldom celebrated facet of leadership than vision, but no less important.

And when crises hit, it becomes

Caretakers who held well, Winnicott noted, did not shelter children from distress and turns of fate. But they buffered children enough that they

could process distress, and helped them find words to name their experiences, and ways to manage it. Good holding, in short, not only makes us more comfortable and courageous. It makes us. That was Winnicott’s major insight, one as revolutionary now as it was then.

reliance is only magnified during times of crisis, and this is where good holding helps all of us to feel less alone and more secure; to feel cared for, seen, and heard; and to relate better and more honestly to one another. It gives us the courage to continue onward in the face of adversity because we feel a part of Pretty remarkable, really, that something bigger than ourselves. one can take an insight into good parenting and understand its As one of Dawson’s highly flawed incredibly impactful use in the but very human leaders, I would broader working world of adults say my efforts overall to keep many as well. This convergence of heads above water, including my parenting theory with work-life own, probably failed far more than theory is particularly salient for succeeded – just ask my waterlogged those of us working in schools. colleagues, friends, and family. Yet, These are highly emotional places as I take more time in the coming by nature where both viewpoints, days to reflect upon what I can that of a caretaker and a working continue to do better in 2021 as a adult, can be readily applied. leader, a friend, and a parent (other than to forgive myself for failing Regardless of our age or profession, and hope others will do the same), we are thinking and feeling human honing my holding skills will be beings who need and rely on paramount. In my mind, and in my one another for support even in experience this year, holding people the best of times. That need and well is the single most important

aspect of crisis leadership, and one that can be just as easily applied to parenting, friendship, or any relationship that needs extra love and care. There is no better opportunity to practice the act of holding one another than this long, dark, and absolutely hellish pandemic.

Hopefully, as I strive to hold people well even as the waves of crisis continue to pound us, and as I practice being honest and vulnerable about my personal struggle to remain afloat, someone will be sure to hold me, too.

In addition to being Dawson’s Chief Communications Officer, Megan is also the parent of two Dawson alumni. She is passionate about the kind of education Dawson provides and is willing to stand on her soapbox whenever she’s asked.

She also likes to read articles and books about education and listens to way too many podcasts.

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Student Health & Wellbeing

Finding Opportunities During a Pandemic

By Coordinator of Student Services Nissa Pearson, 5-8 Counselor Asti Ptak, and EC-4 Counselor Melissa Robinson

An unprecedented pandemic created a new reality none of us could have envisioned prior to the onset.

With these changes came stress, anxiety, and obstacles to face. As time continues to pass, even if it feels like slow motion, we can start to see the fruits of these challenges emerge. On the other side of overcoming difficulty comes new-found resiliency. When we are faced with overwhelming thoughts, we have the ability to challenge our mindset. Through constant change, we develop stronger executive functioning skills. Without minimizing the hardships of 2020, it is important to highlight the growth, skills gained, and the incredible resilience and adaptability of our youth. We all have been changed in many ways, but in some skill areas, our youth may have gotten stronger.

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Resiliency is our ability to recover quickly in high stress, anxiety-provoking situations.

It is about our ability to hold negativity and positivity side by side. When we can worry less, we can rebound quicker, allowing ourselves to be mindful of the moment.

Building resilience in children allows them to reset their bodies, and they are less likely to have high and low dips in their emotions. We see resiliency in our youth emerge in different ways through their ability to emotionally recover during this unprecedented time.

Faced with complex situations that have changed our lives as we know it – for example, distance learning, canceled activities, and less time with friends and family members – the pandemic has forced us all to learn strategies to help us cope. Children have learned how to make connections virtually, interact while wearing masks, focus on what they can control, and adjust to new rules put in place that are often changing daily. If we stop and reflect on the circumstances our children have had to overcome this year alone, when it comes to resiliency, we realize they are building a strong foundation for their future.

This pandemic has also presented our children with the opportunity to grow their habits of mind.

When we start to feel disappointed or have negative thoughts, we are given the opportunity to reframe those thoughts, find a positive focus, or become more flexible in our thinking. All of our children have shown incredible flexibility in the year 2020; this can be seen in their online school work and adapting to new learning platforms, their virtual engagement, and how they have honed their interpersonal communication in a digital world. They have grown

their ability to check in with others’ feelings while facial expressions are covered by masks and have adapted to their ever-changing daily routines. The ability to think outside of the box will prepare them for what an unpredictable future holds.

from offices to work-from-home. Whether Dawson students are enrolled in the Distance Education Option or participate in school-wide digital learning days, children benefit from the unique opportunity to increase specific, digital-age skills.

While we are unaware of what new careers await their futures, this ability to critically problem solve and morph with different situations will be invaluable to their success. This adaptability has also appeared within family units. As days went on, instead of focusing on loss, we started finding ways to focus on gains, such as more quality time with family, time to catch up with friends (even if it was virtual), and more rest and more time for creative outlets. So many of our students have shared their new selfcare routines or creative outlets at home, including artwork, mindfulness, and culinary creations! All of these changes took looking at the situation through a flexible lens that allowed for problem solving and adaptability. Each time your child conquers productive struggle, they build confidence and skills. A byproduct of the pandemic may be our youth becoming more effective in overcoming future obstacles.

Children also must learn where to go for help and independently recognize when they are struggling because they won’t always have synchronous feedback from an adult. Is it faster and easier to ask a friend, email their teacher, or complete a Google search to answer their question? Additionally, students begin to self-monitor their productivity and build a workspace that meets their individual needs. Do they need a few areas to bounce between throughout the day, or one desk that contains all of their supplies? Do they work best in the morning or by splitting work throughout the day with frequent breaks? A virtual school setting provides students the occasion to fully embrace selfdirected learning.

By highlighting our Core Belief, “Dawson graduates are complex problem solvers and collaborators; empathetic, flexible, and innovative; and critical thinkers who develop into resilient lifelong learners and leaders,” 2020 has provided students myriad Distance education also provides possibilities for opportunities to grow from challenges. Our students to develop their executive functioning skills. community continues to strengthen our resolve Students’ ability to manage their time, navigate an to build a brighter future. We will continue to online learning environment, and use electronic celebrate and grow resiliency, mindset, and executive educational platforms is expedited in an online functioning, while adapting to any unknown obstacles setting. High schools and colleges increasingly our future may hold. include virtual courses, and many careers have moved

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Dawson Community & Culture

How a Banana Helped Shape Dawson’s Community & Culture

By Rachael Lachhwani, Advancement Manager

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Modern learning, a philosophy Dawson applies when evolving our curriculum and classroom experiences, involves looking at the world and its global challenges through a lens of curiosity, creativity, and innovation.

With the ever-changing landscape of education, this means teachers must use the most current techniques and methods proven to help students become true independent learners, thinkers, and problem solvers, all while navigating seismic shifts within long-standing pedagogical practices.

Modern learning concepts are illustratively woven throughout our quarterly seventh-grade genius hour insights course, a class where students working in small, collaborative teams apply the design-thinking process to solve real-world problems challenging our community. Students use their agency and important critical-thinking skills to identify a unique learning path and discover outcomes based upon one simple challenge: How can we all work together, in partnership, to make Dawson a better place?

“Genius hour is a perfect example of competencybased education, where community partnerships are at the heart of the learning experience,” says Head of School Roxanne Stansbury. “When students engage in the interactive process of design thinking, they quickly realize that their analysis of campus problems and their ideation about solutions requires resourceful teamwork and support from many different people.”

During the fall semester, seventh grader Ausum Kwon saw the broken banana sculpture on campus as a community issue that needed to be addressed. For Ausum, the damage inflicted upon this beloved piece of art directly impacted Dawson’s Climate of Care, a strategic goal essential for building reciprocal partnerships steeped in thoughtfulness and mindfulness. “A lot of people care about the banana and were affected when it broke,” Ausum explains. “The banana has been at Dawson for a very long time so it is a big (part of our) culture. The broken banana hurts our culture.”

Dawson administrators and visual arts teachers contacted professional artists around the country for help with the restoration, yet this step proved unsuccessful; many said it couldn’t be done and others wanted to charge too much money. So Ausum did what any Dawson student would do: he identified the problem, researched how to solve it, and then went to work reconstructing the banana on his own. He researched the materials initially used to build it, consulted our campus maintenance team about how to reconstruct the broken portion, and worked with visual arts teacher Hung Le to learn more about the outdoor mosaic technique used in crafting the sculpture. “The hole in the banana was patched up by mesh,” says Ausum of his hard work.

“A cement mortar made the patch stronger and, finally, the broken ties were glued back on.”

“Ausum tackled a big problem all by himself,” says genius hour teacher Alex Villalta. “He is incredibly selfless. He showed exceptional determination and a great deal of consideration for others. I am proud of the young man Ausum is becoming; he is an inspiration to our entire community and has left a lasting impression upon all of his classmates.”

A curriculum inspired by modern learning allows students the opportunity to discover their voice and advocate for what is important, ethical, and empathetic. Adds Head of School Roxanne Stansbury, “The advocacy Ausum displayed is an important 21st-century skill. We teach our students to identify the people who can help them achieve their goals. We hire teachers and model for students the importance of being able to learn from others.”

Students being given the space to pave a personalized path toward who they are and a vision for how they want to be seen in the future is an essential piece of the Dawson Difference.

Modern learning is largely a paradigm shift toward students taking an active role in discovering how to become experts themselves, often taking the lead and setting the pace for their individual educational journey. Initially, 155

Fall Semester Highlights

BEAR DEN NEWS

Staying Connected Without Contact During these challenging times, we continued to collaborate with our community members and offer support to see one another through this crisis, together.

ORIENTATION & WELCOME BACK ASSEMBLY ...................................................................

In August, Dawson welcomed back its students with our first-ever hybrid Orientation of virtual and in-person events, followed by a virtual Welcome Back Assembly to close out the first official full week of school. Our teachers found a creative way to launch our 2020-2021 throughline “Discover Your Voice” during the assembly, with four mystery faculty members singing songs behind a stuffed bear. Students then guessed each faculty member’s identity in a special Dawson edition of the television show The Masked Singer.

VIRTUAL PARENT UNIVERSITY ......................................................................................................

In October, best-selling author and international speaker Michael Thompson, Ph.D., offered advice to our community about the best way to balance our children’s physical wellness with their emotional and developmental wellness during the pandemic. In December, Dawson parent Dr. Mary Choi Kelly led a discussion about teaching our children empathy at a time when it’s so important for them to grow the confidence to break down barriers, discover their voice, and build caring relationships.

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OUTDOOR ACTIVITIES

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Dawson’s sprawling 33acre desert campus features many beautiful outside areas where students can socially interact with one another at a safe distance.

From the playgrounds and fields to the new table and chair sets along the Lower School patio to the amazing Ruffin Organic Garden, our community is lucky we get to enjoy the fresh air outdoors!

*Note: There were no fall or winter athletics seasons or school musical performances due to COVID-19.

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Fall Semester Highlights

VIRTUAL K-8 CURRICULUM NIGHT ...............................................................................................

In September, Dawson’s first-ever Virtual K-8 Curriculum Night traveled the innovative path the School is paving during the pandemic. Our students’ critical-thinking skills, collaboration, and character in support of the Dawson Difference were front and center.

Important features included the how and why behind Dawson’s curriculum and instruction strategies, how we personalize modern learning, and the supportive social-emotional components of each student’s day.

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DAWSON PARENT ASSOCIATION VIRTUAL BINGO NIGHT .........................................................

The dedication of our Dawson Parent Association is truly amazing. This group of thoughtful volunteers worked hard this semester to reimagine our community events due to the pandemic, successfully launching the School’s first-ever Virtual BINGO Night! Held at the end of October, students were excited to showcase their Halloween costumes, win some exciting raffle prizes, and play for a day of free dress! This event was so popular with our students that the Parent Association held another BINGO Night in December in conjunction with our virtual Gingerbread Event!

From Top Left Across: Leslie Brodie, Courtney Loughridge, Amy Joseph, Haley Duarte, and Amanda Gumberg. From Bottom Left Across: Julie Anderson, Jen Blais, Stacy DelZotto, Scarlet Abin, Crystal Lone.

Not Pictured: Lisa Cyrus and Mary Murphy.

PARENT COFFEE CHATS ......................................................................................................................

Head of School Roxanne Stansbury and the Dawson leadership team held frequent virtual parent coffee chats over Zoom during the first semester to showcase the important work of our community. Topics covered included the reopening of our school, governance within our Board of Trustees, the high school placement process, and our partnership with Stanford University as Nevada’s first Challenge Success school. *Note: There were no fall or winter athletics seasons or school musical performances due to COVID-19.

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STUDENT VOICES

CLASS DURING COVID: STUDENT LESSONS FROM A PANDEMIC EDUCATION Eighth grader Pierce Kelly shared what it’s like to be an on-campus student this school year, while eighth grader Oliver Arenson shared his experience of being a distance education option (DEO) student, all in the midst of the coronavirus pandemic. Read on for their observations of what it was like to resume school after a months-long quarantine and how the pandemic has impacted our students’ empathy, leadership skills, and social justice awareness and advocacy.

By Pierce Kelly and Oliver Arenson, Eighth-Grade Students

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By Pierce Kelly With coronav irus already a f fect i ng hu nd red s of millions worldwide, the act of returning to school could be considered a huge risk.

In the United States, the prediction of approximately 400,000 deaths by February, according to the Institute for Health Metrics and Evaluation at the University of Washington School of Medicine, represents what’s going on as we head into 2021. States and school districts have responded differently to this once-in-a-century virus crisis. While many schools are solely online or not doing anything, there are other schools in the country that have taken few precautions

against students catching the coronavirus. To stay safe at Dawson, we embody responsibility and the greatest likelihood of safety by allowing students to choose to learn online or in person. In order to accomplish these goals, we understand that washing hands, temperature checks every day, social distancing, wearing masks, and using disinfectant wipes to clean our classrooms must happen to protect students’ safety at Dawson.

These actions help dramatically.

Still, there are things that happen despite the rules, requirements, and suggestions: Kids (and even adults) make bad choices sometimes. After being in quarantine for about half a year, students’ excitement to see their friends again becomes overwhelming. Upon returning, students can’t help but gather around and talk about their summer.

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Parents also started to get more comfortable than they should with allowing for risks concerning their children. With this sense of comfort, students began to hang out with one another outside of school. After a couple of weeks, some students displayed symptoms of the coronavirus, and the school had no choice but to quarantine all people who were in contact with those few people. If everyone is cleared to come back to school, we can hope students will understand the consequences and learn from their past mistakes.

To make the world a better place, we have to trust science to help us stay safe through this crisis.

fellow students to use their voices to support the organizations they believe are helping the community.

The large number of cases in the United States, Nevada, and Las Vegas come from citizens ignoring and disregarding safety precautions. There are also known news channels that are inf luencing listeners and watchers without any credible evidence to back up their claims. This misinformation gets absorbed into people’s heads, especially young students’ heads. This leads to biased opinions that are not necessarily true. In the city, people argue to keep restaurants and stores open without thinking their arguments through. The Alexander Dawson School would hope if a Dawson student should be introduced to any out-of-the-world statistic, they should analyze it and either prove it wrong or learn that it is credible. Although this holds true as an expectation, this will not be universally true for every student. Because some media makes claims so persistently, some students accept untruths as facts when they should be checked.

Being a leader in these times is hard considering COVID-19 interferes with our everyday life. One way students can be leaders during coronavirus is to start clubs, hold meetings in support of their interests, or correct people if they are doing something that is not within the guidelines or the rules. As “Discover your Voice” is Dawson’s slogan this year, students can follow it and get encouragement from the faculty without being embarrassed in front of their peers.

Being Dawson students, my peers and I— fortunately—go to school during this pandemic. We should empathize with students in different states and in different districts or schools who don’t have access to an in-person school. Across the country, different levels of quality of educational instruction exist, and it is hard for students to learn as equally as students who are fortunate to be able to go to inperson school.

During the end of last school year, Dawson took a poll asking families and students if they would like to stay home and learn online or learn in person for the next school year–this year. Dawson analyzed the poll and it turned out that 89 percent of the families wanted their kids to go to school in-person. Social justice is the distribution of equal opportunities and privileges in a community. Dawson gave an equal chance to all of the families and students to be able to go back to school. In Las Vegas, school districts One thing I have been working on through Dawson’s did not give an option to families and students to National Junior Honor Society is a public service go back to in-person school. Other independent/ announcement encouraging students to donate and private schools don’t give the same freedom to support a group called HELP, an organization that families like Dawson does. For example, other holds up to 100 food drives each year. Because of schools may require students to be at school unless COVID-19, they are now aiming at 50 for 2020. there are underlying health conditions at home.

Every year during the month of November, We can advocate for these students, following this they hold a Thanksgiving food drive that feeds year’s slogan “Discover Your Voice” to empathize hundreds of people in need. As an activist in the and lead as Dawson students.

Dawson community, it is my job to campaign and promote organizations like HELP. I encourage my

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By Oliver Arenson

year, it has been a major adjustment. It has been harder to build connections with my teachers and “Global citizens investigate take advantage of Dawson’s full curriculum. But root causes, analyze solutions, this has made us all more resilient and more able connect with people in need, to face the next challenge. It has also broadened a nd b ecome empower ed our perspective on how interconnected the world act iv ist s in t he problemis and how what one family, city, state, or country solving process.” There is no does affects many others. We have seen people better time to think about this suffer both physical and financial loss because of statement, one of Alexander the virus. This has created a more empathetic and Dawson’s Core Beliefs, than the present. The compassionate community. impact of COVID-19 has spread across the entire world, and we have been given the opportunity as While the Core Belief, “Global citizens investigate global citizens to learn from other countries and root causes, analyze solutions, connect with people communities about their successes and failures in in need, and become empowered activists in the their response to the virus. problem-solving process,” mostly addresses what we should be doing in the present, it also creates From the perspective of a Dawson student, the a roadmap for the future. Facing conf licts head-on primary challenge facing our community is how will not only bring about a resolution faster, but it to continue providing a meaningful education will also prepare us for the next one. This building while keeping students, faculty, and staff safe. of resiliency and problem-solving skills is vital Dawson emerged as a leader in this regard early in creating the environment we strive for: one of on, enacting on-campus safety protocols and a empowerment, understanding, and kindness. robust virtual alternative. And as cases surge and the virus rages on, distance education options are becoming the reality for more and more schools.

But those alternatives are not a perfect solution; there is still plenty of room for improvement, which is why I ref lect back to Dawson’s Core Beliefs. It is clear that if we all continue to be active participants in the discussion and engaged learners from other examples and leaders in the broader community, our response can be a model for other schools.

Going to school in-person during a pandemic has certainly been a challenge. As someone who has participated in the Distance Education Option (DEO) program since the beginning of this school year, I too have experienced the difficulty of these times. Staying at home has impacted both the way I learn and my social interactions. Fortunately, through the use of technology, I am able to stay connected with friends. As for my eighth grade

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#AmazingDawsonAlums

DAWSON ALUM PROFILE

Jacob Langsner, ‘13 “Do what you love and do a lot of it.”

That’s Dawson alum Jacob Langsner’s advice for future Dawson graduates. “Getting into college, and even applying to high schools, is only partially about academic achievement,” he says. “Of course, I’d encourage anyone to read, learn, and grow intellectually. But potentially even more important: find a passion. Find the thing that makes you genuinely happy—the thing that doesn’t even feel like work.”

That said, however, “There’s no pressure to have just one ‘thing’.”

Jacob graduated from Dawson in 2013 after attending the School from kindergarten through the eighth grade.

One of his earliest memories as a Dawson Bear is 24

By Shea Phillips, Marketing Communications & Events Manager

playing the role of ringmaster during a first-grade circus performance. “I’ve always loved reading and storytelling. I focused heavily on creating art during my time at Dawson.”

Mr. Russell Jacobs was the most impactful teacher Jacob says he had while at Dawson. “In woodshop, he constantly encouraged me to experiment and expand my creative interests. He taught me the necessity of determination, commitment, and patience in art. Mr. Jacobs also encouraged me to expand the types of art and media I consumed.”

In addition to his love for the performing and visual arts, English and science were his two favorite subjects. “I still write often, ranging from screenplays and short stories to academic research papers and policy proposals,”

Jacob says. “While I am less engaged with the sciences, I still approach projects with an experimental eye and the structured, yet hands-on mentality of scientific exploration.”

Jacob also recalls the impactful literature that was assigned in Middle School as challenging, yet it encouraged him to ask bigger questions.

“Dawson prepared me extremely well for my future academic experiences.

In the arenas of English and written communication, my time at Dawson was essential for my success in high school. The writing and reading skills I learned at Dawson ensured I was well prepared to take on AP and other advanced classes,” Jacob said. “I’m still appreciative that the curriculum encouraged tackling hard topics and independent thinking.”

he took courses in French film history and produced experimental and narrative films. His final film project, Starcrossed, premiered at the TCL Chinese Theater in Hollywood, California, and was selected for the 2020 National Film Festival for Talented Youth. Jacob additionally attended USC’s School of Cinematic Arts for instruction in entertainment business procedures and film distribution, and he produced and directed a short film on the Universal Studios backlot called Life or Death Debates, which was selected to screen at numerous film festivals.

Next, Jacob intends to go to law school, “to synthesize my passion for politics and narrative, likely with a focus on media and entertainment law.” That foundation, he adds, may be the springboard for a future career in the entertainment industry, or an avenue to pursue a position in politics and public representation.

Continuing to perform live at Dawson Before studying political science, – as the lead in Hamlet and as Dany Jacob said he was often the “art Zuko in Grease, Jr. – further sparked kid”. Still, he continued to find many his interest in the arts, leading him different avenues to tell the stories to attend Las Vegas Academy of the that mattered to him. “You never Arts for high school. He acted in have to fall into one specific category, Jacob Langsner directing on the Universal more than 10 theatrical productions, and you absolutely do not have to Studios New York Backlot, 2018 sang in various musical ensembles, enter high school knowing what you danced in many productions, and even worked at the want to do as an adult,” he said. box office. During his sophomore year, Jacob helped establish a filmmaking major and went on to graduate To our future Dawson graduates, Jacob closed with as valedictorian with the first double-major in theater this: “Listen and pay attention to the lessons, themes, and film. or topics that stick with you. Read more about those things and engage with them. It’ll lead to success, Jacob is currently a senior at Stanford University and and it won’t even feel like an assignment.” To learn will graduate in June of 2021 with a Bachelor of Arts more about Jacob Langsner and his work, visit degree in political science and a minor in art history. jacoblangsner.com.

“Both areas of study inform and add depth to my passion for filmmaking, while opening doors to many future options.” Jacob chose to attend Stanford specifically because the academic environment allows him to focus on varying, and often distinctly different, passions. “I’m able to study a breadth of humanistic pursuits while exploring exactly how each might factor into growth and progress in the digital age,” he said.

Some highlights thus far as a college student include Jacob’s activities beyond Stanford’s campus. For example, he attended NYU’s Tisch School of the Arts: Paris Experimental Production Workshop, where

Jacob Langsner in front of the Eiffel Tower in Paris, France.

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2019 - 2020 Dawson Annual Report

Annual Report

Our Gratitude to Dawson’s 2019-20 List of Donors HENDERSON FOUNDER’S SOCIETY $50,000+ Philip & Oleksandra Ruff in - In honor of Richard ‘24 & Malena Ruffin ‘26

RED ROCK SOCIETY $25,000 - $49,999 George Maloof The Dawson Parent Association

DAWSON SOCIETY $10,000 - $24,999 The Elardi Foundation Oswald & Jeanne Gutsche Shulman Family John & Kay Welsh

PLATINUM CIRCLE $5,000 - $9,999 Benjamin Bostrom & Nikki Hale Dexter, Aliya, Naya & Ivy Fowler - In honor of Naya Fowler ‘28 Perry & Nicole Rogers

DIAMOND CIRCLE $2,500 - $4,999 Ken & Sherry Biederman - In honor of Gigi Hession ‘29 26

John & Lisa Eyler Liz & Tom Kaplan Bradley & Francesca Malkin Scott & Michelle Thompson

GOLD CIRCLE $1,000 - $2,499 Ansani Family Tim & Mrs. Susan Borst Charles & Nicole Bradley Jennifer Braster Broder Family Hunter & Vanessa Campbell Jason & Suwan Chen Dennis Uniforms Dorian Photography Due Forni Kevin & Kim Johnston Carol Lamb Lubas-Nadal Family Meghan & Fred Mossler Farrow Smith, Jr. - In memory of Farrow J. Smith Stastny Family Russell Rosenblum & Anne Mazzola Charles Silvestri & Mary Dean Martin Dr. Carola E. & Mr. Charles P. Wittmann Carolyn & Michael Wood Pauline Yeung

SILVER CIRCLE $500 - $999 Blake Family Borsari Family Chris Estrella Flinchpaugh Family Pearl Gallagher & Alec Driscoll Megan Gray Oswald & Jeanne Gutsche - In memory of Farrow J. Smith Heather & Brian Harris Antoinette Hill Joseph Family Morris Family Oliveri Family - In memory of Farrow J. Smith Slagle Family - In honor of Mox ‘25 & Lucy ‘27 Hoy

BRONZE CIRCLE $250 - $499 Sophie Briggs Christine Cowherd Matsuko Freeman Jessica Jennings Dennis Johnson La Strega Jen & David Ober Greg & Jennifer Rosebeck - In honor of Owen ‘12 & Reese ‘17 Rosebeck Louise Smith Roxanne Stansbury

SUPPORTER CIRCLE $249 & BELOW Nikki Baker Jessica Balzano Karen Barra Laura Ben-Shimon Peter Benitez Rita Marie Bioni Andrew & Kyle Bishop Kara Blais Lynn & Jeffrey Blau Ann Blut David Borowski Daphne Boyle - In memory of Farrow J. Smith Susan Boyum Amanda Brazell Michael Buchmiller Cathi Campo Coffee Bean & Tea Leaf Carl & Stephanie Combado Lisa & Tillmann Cyrus Herma DeRidder Corey Drummond Neil Ellis Kelisha Everage David Finfrock Stella Finfrock Mark Fries - In memory of Farrow J. Smith Galin Family Randy Garcia - In memory of Farrow J. Smith Julie Gardner-Williams Timothy Gaubatz Elisa George Kelly Gooden Lana Graham-Mouzoon Sara Greenspan Sonia Greenway Kristi Griff ith Christi Gumm Hubert Ham Chaohui Huang

Linda Hudson Simon Hunt Rochelle Hunter Joseph Inabinett - In memory of Farrow J. Smith Krista Jacobsen Jeanette Kaanoi Anne Kelly Hailey Kirkwood Kristen Kissel Mark Kraujalis - In memory of Farrow J. Smith Rachael Lachhwani Arthur & Ellie Levin - In memory of Farrow J. Smith Lew Family Lyndell Lewis Kirsty Lim Jolie Lindley Danielle Lombardo Isis Lopez Shane Marsan Sharon Marx Kelly McNamara Maria Mercado Christopher Migliore Chrystal Miller Chris & Rebecca Miltenberger Milton Family Heather Moore Cynthia Mooshagian Eileen Mouzoon Amanda Murray-Musgrave Nancy Myster Madeleine Nazarian Kym Newell Mark & JB Ocampo Jennifer Otter Nissa Pearson Shea Phillips Wayne Pittman S. Powell Asti Ptak JoJeen Riechers

Matt Reynolds Jude Ross Sellers Family Beth Semuta Lindsey Shumway Georgina Silva Lindsey & Mike Slanker Suzanne Stansbury Maria Stoehr Erin Sturgeon Gary Sylvester Kelsey Thingvold Jose Vazquez Vernon - Oliveira Family Alexander Villalta Beth Vineyard Vonderahe Family Dana Walton Wilson & Company CPAs - In memory of Farrow J. Smith Lindee Witt Julie Zamorano

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2019 - 2020 Dawson Annual Report

FUNDRAISING EVENTS

Many of Dawson’s community fundraising events directly support the School’s educational programs. Unfortunately, due to the COVID-19 pandemic, the School was unable to host some of our traditional events and fundraising programs, such as the Spring Festival, and we suspended our Annual Fund efforts from March 2020 to December 2020.

DAWSON FOOD & WINE FESTIVAL Food & Beverage Sponsors Wolfgang Puck Bar & Grill Honey Salt Libertine Social at Mandalay Bay La Strega Cured & Whey Esther’s Kitchen & Ada’s Locale Italian Kitchen Chayo Mexican Kitchen & Tequila Bar Melissa Coppel Chocolatier Pinkbox Doughnuts Greene Street Kitchen Andiron Steak & Sea

VIP SPONSORS Backman, Abin & Shulman Families Beasley Family Bennett Family Bishop Gorman High School Blau & Canteenwalla Family George J. Maloof GTI Nevada Lubas-Nadal Family Moore Family Remington Nevada Robins, Kaplan & Puck Families Ruff in Family 28

Southern Glazer’s Wine & Spirits

AUCTION DONATIONS Blake Family Caesars Entertainment Cage Family Capriotti’s Corri Backman Breakthru Beverage Brodie Family Brodie Family & Boyd Gaming Chris Painter Cirque du Soleil Dance Dynamics David Saxe Productions Dean’s Place Supper Club Deanna Ackerman Dee Berkley Destinations by Design & David Steen Diana & Domenico Pastia Discovery Children’s Museum Elizabeth Blau & Kim Canteenwalla Buddy V’s Eclipse Luxury Theater Forman Family Fleury Family Garden Farms Greene Street Kitchen Gorjana Hand & Stone Massage and Facial Spa Julie Hession Hession Family Hue Salon Jeffrey Fine JRS Hospitality Kazuya Kozuki Las Vegas Aviators Matt & Kay Maddox Marchessault Family Melendez Family Melody Sharp N. Kluger Designs Neiman Marcus Nicole Brisson

Ondine Darcyl Paccioretty, Marchessault, Fleury, Stastny Families & City National Arena Paccioretty Family Party USA Pauline Yeung & Gavin Murray Pinkbox Doughnuts Red Rock Country Club Spa Richard Camarota Richardson Family Robins & Kaplan Families Rudd Estate Ruff in Family Shaquille O’Neal Mazzola - Rosenblum Family Echo and Rig Shelly Gregory Shumenov Family Stastny Family Station 28 Sugars Family TeNo Outlet The Animal Foundation The Coder School Las Vegas Todd Wilbur Tomlinson Family UNLV Athletics Vegas Golden Knights Winspire

RESRICTED GIFTS Faculty & Staff Appreciation: Dawson Parent Association

IN-KIND Dawson Parent Association

SCHOLARSHIP FUND Anonymous Windsong Trust

Annual Report By The Numbers 2019-20 Operating Revenues:

2019-20 Expenses & Debt Services:

$13,163,430

$17,219,989

Other Revenue ($451,320) Contributions ($605,966)

Tuition & Fees ($12,106,144)

3% 5%

Technology & Other Instructional/Auxiliary ($761,580) Other G&A/Fundraising ($917,871)

4% 5%

Depreciation Expense ($1,142,012)

7%

Financial Aid ($1,338,277)

8%

Facilities & Dining ($1,932,050)

11%

Debt Service ($3,128,235)

18%

Personnel Expense ($7,999,964)

46%

92%

The True Cost of a Dawson Education

We would like to acknowledge and thank all of those who support the School with their generous contributions.

$1,827 Contributions & Other Revenue

$2,081

($33,898)

The Alexander Dawson Foundation contributed $3,128,235 ($6,158 per student). Dawson Annual Fund donations and other sources of revenue accounted for an additional $2,081 per student. These sources of income were crucial in continuing to provide our students with an exceptional educational experience.

Depreciation (unfunded) Total Cost of a Dawson Education Per Student

In 2019-20, the total cost to educate a Dawson student was $33,898. While tuition covered most of this cost, the School relied on Dawson Annual Fund donations and other sources of revenue to supplement tuition.

Foundation Contribution

$6,158

Average 2019-20 Tuition

$23,831

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This Dawson school year is filled with wonderful opportunities to celebrate our amazing community!

We are grateful for our health and safety; for the students who continue to show up online and in-person, still so joyful and ready to learn; and for the faculty and staff who’ve seen their roles shift in some dramatic ways.

Through March 25, Dawson is hosting the School’s “100 in 100” Annual Fund Campaign.

Over an 100-day timeframe, our goal is 100 percent community participation, as well as 100 gifts from our alumni and 100 gifts from our grandparents.

We welcome donations to the areas of: • Health and Safety • Teaching and Learning • Diversity, Equity, and Inclusion • Campus and Facilities • Any Area of Greatest Need

Visit adsrm.org/giving to learn more about the several areas to which you can contribute to help Dawson as we actualize our Mission and Vision.

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ALEXANDER DAWSON VISUAL ARTS

ALEXANDER DAWSON

ARTISTS’ CORNER

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Above: Aumnie Halper - 8th Grade

Above: Sophia DaBell and Brooklynn Holbert - 7th Grade

Above: Hollin Fine - 4th Grade

Left Panel: Warren Blut, Jesse Ober, and Killian Seip - 8th Grade Above: Kristin Walker, Charlotte Slanker, and Lily Loughridge - 3rd Grade 33

ALEXANDER DAWSON VISUAL ARTS

Above: Rihanna Fyfe Palencia - 4th Grade

Above: Boden Levasseur - 5th Grade

Above: Warren Blut, Jesse Ober, and Killian Seip - 8th Grade 34

DAWSON CORE BELIEF “As members of the desert environment, we strive to foster an awareness of and responsibility for preservation and sustainability of our natural resources.”

Above: Hudson Warner - 3rd Grade

Above: Tristan Saxe - 7th Grade

Above: Alexis Destro and Laird Feeney - 3rd Grade

Above: Makenna Bayne - 8th Grade 35

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

10845 W. Desert Inn Rd. Las Vegas, NV 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

facebook.com/AlexanderDawsonSchool

@dawson_bears

@DawsonSchool