Highland 2015 fall magazine

The Magazine of Highland School | Fall 2015 Issue

PUSHING BEYOND COMFORT ZONES LEARN MORE ON PAGE 21

Twelve Days in Puerto Rico Immersed in Language, Culture, and Service The Many Layers of the Lower School’s New Butterfly Garden Climbing Mt. Kilimanjaro with Upper School’s Sarah Roach Students, Teachers Embrace iPads in Kindergarten

www.highlandschool.org

HIGHLAND SCHOOL Be

yourself at Highland

Board of Trustees Mr. Tim Dunn* Chairman Mr. Mark Van de Water* Vice Chair Mrs. Jody Warfield* Treasurer Mrs. Heather Iasso* Secretary

Mr. Fred Blackburn Mr. Ike Broaddus* At Highland School, our mission is to provide a demanding academic and co-curricular program

Mr. Richard Chadwell Mrs. Karen Flikeid

that develops the skills and character essential

Mrs. Deanna Follin

for students to meet the challenges of college

Mrs. Samantha Gravett

and leadership in the twenty-first century.

Mr. David Hartley Mr. Randy Minter

To carry out this mission, Highland School has assembled

Mrs. Kathy Morehouse

thoroughly modern facilities, a large, diverse, and

Mrs. Olympia Moshos

highly qualified staff, a student body ready to meet the challenges, and an academic philosophy and strategy that make maximum use of these resources.

Mrs. Vaughan Myers Ms. Diana Norris* Mrs. Katrine Pendleton Mrs. Wendy Rodgers Mrs. Lesley Soltys* Dr. Beejal Taylor Mr. Dave Turner* Mr. Henry D. Berg Head of School Dr. Laura Tremblay Parents Association President Mr. Marshall D. Doeller (8th, ‘67), Trustee Emeritus Mr. William A. Hazel Sr., Trustee Emeritus Mr. Paul Rice, Trustee Emeritus *Indicates member of the Executive Committee

Table of Contents

Fall 2015

Head of School Henry D. Berg Editor David Henrickson Writers and Contributors Jane Banse Mallory Bryan ‘17 Angeline Cancio-Bello Lora Mackie Matt Ormiston Savarna Pahari ‘17 Sarah Roach Mallorie Ross ‘16

Students reflect on recent trip to Puerto Rico on page 26

Design David Henrickson

On the cover: Each year, Highland’s Middle School students have been heading west to Camp Friendship in Palmyra. While the trip represents an opportunity for students to enjoy an overnight trip and bond with friends, there’s also some serious educating going on as students are pushed beyond their comfort zones.

Letter from the Head of School

4

Gratitude is our character theme for this school year. We would like to express our gratitude for those who have shaped – and those who continue to shape – the future of Highland School.

The Many Layers of the Lower 14 School’s New Butterfly Garden Last spring, Lower School students fell in love with monarch butterflies.

Their interest has led to a new garden and opportunities for our teachers and students.

Pushing Middle School Students 20 Beyond Their Comfort Zones The annual trip to Camp Friendship is more than an opportunity to get students off campus and outside. It shows growing students what they are capable of achieving if they try.

Reflections on Puerto Rico

26

Upper School students reflect on the language, culture, and service elements of their recent trip to Puerto Rico.

Students, Teachers Embrace iPads in Kindergarten Classroom

40

Climbing Mt. Kilimanjaro

44

Photography Mallory Bryan ‘17 Hannah King ‘17 Annie Pendleton ‘17 Savarna Pahari ‘17 Sarah Roach

Our Kindergarten students are using iPads to create their own e-Portfolios. These ‘digital natives’ are collecting and sharing favorite works with teachers and parents.

This summer, Latin teacher Sarah Roach and her daughter Morgan Roach ‘03 trekked to the 19,341 foot summit of Mt. Kilimanjaro in Tanzania.

Annual Report Amy Babcox

Copy Editor Lora Mackie Class Notes Coordinator Briar Bogin

Departments

News from Around Campus

5

Meet our New Faculty

10

Congratulations Class of 2015!

12

Spirit Week Image Gallery

24

Images of Fourth Grade Play

38

Highland Magazine is produced by the Office of Communications for alumni, parents and friends of Highland School. Letters and comments are welcome. Please send inquiries to: Director of Communications, Highland School, 597 Broadview Avenue, Warrenton, VA 20186, e-mail to dhenrickson@highlandschool.org, or telephone 540-878-2717

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Highland School does not discriminate on the basis of race, gender, sexual orientation, religion, nationality, or ethnic origin in the administration of its educational, employment, or admission policies, its scholarship, athletic and other school-administered programs.

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Letter from The Head of School

We express our gratitude to all those who have shaped Highland School Every year we choose a theme that guides our efforts to develop character in our students.

This year the theme is “Gratitude” and, given this issue of the magazine contains the Annual Report, it is a perfect fit.

Hank Berg, who has served as Highland’s Head of School since 2005, has overseen an expansion in both facilities and curriculum.

Over the years, Highland School has greatly benefited from many people who believed in and supported the mission of the school. In the pages that follow, we explore a few of the incredible educational opportunities available to our students and faculty that result from that support.

We work hard to build and maintain a commitment to community – first Highland, then Warrenton, and the northern piedmont region, Then, our community expands to include the network of other independent schools in Virginia, our sister school in Kenya, and ultimately the global community. One of the greatest strengths of Highland is that we can be both a pillar of our local community and an active global citizen. Our students substantially benefit from understanding the responsibility to their campus culture, as well as the needs of others in distant lands.

Highland is thriving thanks to efforts of those currently involved and those who envisioned the institutional benefit of adding an Upper School back in 1996. As we celebrate the twentieth year of the creation of the Upper School, it is clear we are delivering on that vision. We have the largest enrollment ever, our students continue to distinguish themselves in Advanced Placement and National Merit Scholarship performance, we have won 12 state championships in six sports, and we know arts are a defining element of excellence in our school.

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This realized potential has driven a dynamic academic environment that extends to the Middle and Lower Schools. It is an environment so dynamic that educational methods actually trickle up from the Lower School (see page 40 to learn more about how our Kindergarten students are using e-Portfolios in the classroom.)

Highland is thriving thanks to efforts of those currently involved and those who envisioned the institutional benefit of adding an Upper School back in 1996.

I wish to express my gratitude to all who have supported our extraordinary educational enterprise – either in program delivery or financial support. Together we have developed a unique approach that incorporates the best educational practices with grounding in responsibility to one’s community. It’s a great day to be a Hawk!

Sincerely,

Henry D. Berg Head of School

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News from Around Campus

NASA’s Chief Scientist and Highland parent Dr. Ellen Stofan addressed the Class of 2015 at Highland’s graduation ceremony in the Upper School gym.

Dr. Ellen Stofan, NASA’s Chief Scientist, Addresses Upper School Graduation

Highland parent, former board chair delivers commencement address for Class of 2015 Dr. Ellen Stofan, Chief Scientist at NASA and a Highland parent and former chair of Highland’s Board of Trustees, addressed the graduating class of 2015 at commencement ceremonies in the Upper School Gym June 12.

something about you that needs changing. It’s up to you who you want to be and this fall is the start of that process.”

About Dr. Ellen Stofan Dr. Ellen Stofan was appointed NASA Chief Scientist in 2013, “First of all, decide who you want to be,” Dr. Stofan counseled serving as principal advisor to NASA Administrator Charles the graduates of the Class of 2015. “For most of your lives, Bolden on the agency’s science programs and science-related you have been shaped and influenced by your family, peers, strategic planning and investments. parents, and teachers – who they wanted you to be, who they thought you were. Now, you’re about to go to a new Prior to her appointment, Dr.. Stofan was an honorary place, meet new people, and delve into new subjects.” professor at University College London in England. Her research focused on the geology of Venus, Mars, and Earth.

Stofan is a member of the Cassini Mission to Saturn Radar “Take a bit of this summer and take a hard look at yourself,” Team and a co-investigator on the Mars Express Mission’s Dr. Stofan urged her young audience. “In the working world, we call this a 360 and, to be honest, it does make you squirm a MARSIS sounder. bit. How do my friends see me? How do my teachers see me?

How does my boss see me? How does my family see me? More Dr. Stofan holds master and doctorate degrees in geological sciences from Brown University and a bachelor’s degree importantly, how do you see yourself? What are you good at? from the College of William and Mary. Stofan has authored What are your weak points?” numerous papers and books and chaired committees including the National Research Council Inner Planets Panel “Based on that, decide who you want to be as you start on this next big adventure,” Stofan said. “Maybe there’s and the Venus Exploration Analysis Group.

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News from Around Campus

Stories of Gratitude Campaign Brings Annual Fund to Life

H I G H L A N D

A N N U A L

F U N D

Stori e s of Grat i t ude

Series of cards delivered to community share insights into some of the many reasons donors support Highland

Every year as part of Highland’s character development program, we choose a character theme to guide our efforts for the upcoming academic year. Last summer, the school’s leadership team chose “Gratitude” as the character theme for the 2015/2016 year.

Earlier in the fall, Highland’s Advancement Office created a series of postcards to highlight aspects of our programs for which our families, faculty, and alumni are grateful. Quotes from these constituents tied these programs to our Annual Fund to help recipients understand how Highland’s Annual Fund directly benefits our students and families.

How does the Annual Fund benefit our students and faculty? Each year the Annual Fund contributes 10-15% of the annual operating budget of the school. It is critical to providing things like buses for athletic and academic trips, funding technology improvement, and upgrading athletic facilities and equipment. To learn more about how you can support the Annual Fund, or to share your own ‘Story of Gratitude’ please visit www.highlandschool.org/gratitude.

“The passion for science I developed

at Highland helped me earn a fellowship

as a STARS scholar and a job as a researcher in a neurobiology lab at the School of

Medicine. There hasn’t been a moment

yet in my college career at Yale for which I haven’t been prepared. You are in

the perfect place to set

yourself up for success.”

Victoria Hall, Class of 2013 Yale University

Make a gift or share your story online www.highlandschool.org/gratitude

Java Saturday Enrichment Class for Middle, Upper School Students For eight weeks, from September through November, a group of dedicated Middle and Upper School students spent their Saturday mornings on campus learning the ins and outs of Java programming. This highly focused enrichment class was taught by Michael Daconta, the Vice President of Advanced Technology for InCadence Strategic Solutions, a technology solutions provider for the federal government, located in Manassas.

Students spent two hours each week learning how to create basic programs using Java. They were also introduced to the software development process, solid design principles, object oriented programming, multi-threading, and programming specific to Highland’s robotics program.

Our Facebook page (www.facebook.com/HighlandSchool) will be the place to watch for the results of all their extra work as the robotics build season kicks off in January, 2016!

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News from Around Campus

Christian Simpson, J.D., Acting Director of Federal Occupational Health’s (FOH) Center for Organizational Development & Leadership served as the keynote speaker for Highland’s 7th Annual Leadership Conference

7th Annual Leadership Conference Brings Top Students Together From Around Region Students and faculty from area schools come together to engage in exercises and share perspectives on the knowledge, skills, and qualities essential for effective leadership In November, Highland’s 7th Annual Leadership Conference brought together students and faculty from area independent schools to engage in activities and share perspectives on the knowledge, skills, and qualities essential for effective leadership. As part of this year’s event, students engaged in workshops facilitated by Highland’s Leadership Studies students that focused on the Exemplary Practices of Leadership outlined in The Student Leadership Challenge by James Kouzes and Barry Posner.

Workshops for Students, Faculty While students attended workshops, faculty from participating institutions had time to share best leadership development practices and curriculum ideas. Teachers from Wakefield, Flint Hill, Seton School, and Foxcroft discussed each school’s leadership programs.

The keynote speaker for this year’s event was Christian Simpson, J.D. Mr. Simpson is the Acting Director of Federal Occupational Health’s (FOH) Center for Organizational Development & Leadership (ODL). In this position, he supports the development of programs designed to assist Federal agencies with strategic planning, executive coaching, team building, and conflict resolution.

As a certified executive coach with the International Coaching Federation, Mr. Simpson shared his views on leadership with conference participants and Upper School students. As a former college basketball star and member of the Athletics Hall of Fame at Bucknell University, Mr. Simpson brought his athletic experiences and successes to the discussion to further connect with students and faculty.

Fall 2015 Highland Magazine 7

Spotlight on Athletics

Highland’s state championship soccer team members include assistant coaches Mark Miller ‘01 and Ronnie Ross (far left), goalkeeper coach Shelby Streeter and head coach Reynolds Oare ‘00 (far right).

Boys Soccer Wins Third State Title in Eight Years Team defeats Eastern Mennonite 4-0 to cap dramatic run through VISAA D-II tournament and helps Reynolds Oare ‘00 earn NSCAA Coach of the Year honors for 2015 season The Highland’s boys soccer team defeated Eastern Mennonite School 4-0 to win the 2015 VISAA Division II State title last month. The match was played under ideal conditions at Virginia Commonwealth University’s Sports Backers Stadium in Richmond.

“We wanted to be on top of our game come tournamenttime,” said Reynolds Oare ‘00, coach of Highland’s boys varsity soccer team. “We were. Ethan McGrath and Manti Batistas led the defense and Sawyer Long locked down the goal. Any time you shut out four of the best teams in the state, that says a lot about how well we played as a team.”

Seeded #5 in the VISAA tournament, the team survived three harrowing 1-0 victories against higher seeded teams to return to the finals in Richmond for the second year in a row.

“The pressure was off,” said Oare. “Once we got past North Cross in the semi-finals, I knew we had a shot at winning the tournament. To their credit, there was no let-down among the players. They remembered losing last year and they were ready to play on Saturday night.”

The team scored two goals in the first half to put the pressure on Eastern Mennonite. The third goal, scored by Conor White

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early in the second half, put the game out of reach. Highland junior Tucker Graves scored a late goal off an assist by senior Ralph Marcuccilli to add the final touches on the victory.

“I can’t say enough about our captains,” said Coach Oare.

“Antonio Bachman, Rich Gerhardt, and Conor White were leaders on the field and in the locker room. They were locked in the entire tournament and kept our players focused on winning the title. On defense, Manti Batistas shut down two of the best players in the state two games in a row.”

For his goal and assist in Saturday’s game, Highland sophomore Ryan Edwards was voted as “Man of the Match” for the finals. Thanks to the Highland fans who traveled to Richmond to support the team and congratulations to the players and coaches for their victory and the boys soccer team’s third state title since 2008.

Reynolds Oare ‘00 Earns Coach of the Year Honors On the heels of the state championship and an impressive 18-4-2 season record, Coach Oare received the National Soccer Coaches Association of America’s (NSCAA) Coach of the Year award. “I am truly blessed to coach incredibly gifted student-athletes every year, Oare said. This is the greatest honor a team can give to its coach, and for that, I thank them.”

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Spotlight on Community

Joy Willey Recognized at 2015 Convocation

Joy Willey has generously served the Highland community since arriving with her family in 2010 Highland parent and super-volunteer Joy Willey has held a wide variety of service and leadership positions since arriving at Highland School with her son Jamie and daughter Kate in 2010. She served as a Class Representative and as President of the Parents’ Association. She also served as an Annual Fund Class Captain and as a Robotics team parent.

From 2013-2015, Joy served as Director of Advancement, a position she held on a volunteer basis. During that time, Joy was central to the creation of new strategies and practices that led to record-setting levels of giving.

Additionally, she and her husband, Dave, have been generous supporters in many areas, including: founding donors of the Piedmont Scholars Program; contributing at leadership levels to the Annual Fund and the Robotics Program; and providing numerous gifts-in-kind that supported the quality of community and volunteer life.

In recognition of her generosity of both time and expertise, Highland’s Board of Trustees awarded Joy Willey the Distinguished Service Award, which was presented to Joy and her family in September.

Briar Leake Takes Over Alumni Relations Role This fall, long-time Highland employee and parent Briar Leake took over as the school’s new Director of Alumni Relations and will oversee all Alumni Association activities.

“I am honored to connect with our alumni and parents of alumni in this new role,” said Mrs. Leake. “The Alumni Association’s goal is to involve and communicate with our alumni who are an integral part of the Highland School community. It is important for alumni to know that each and every one of us has a role to play in keeping Highland an exceptional educational option in Fauquier County and beyond.”

Leake encourages all alumni to reconnect with Highland in this, the 20th anniversary of the opening of Highland’s Upper School. “I invite you to visit the school’s website, alumni Facebook page and join our new Linkedin private group. You’ll deepen your connections to the Highland family, whether you live in Warrenton, or anywhere else across the globe.

We welcome your updated information, as well as Alumni News ( like career news, marriages, births, etc.) to help you stay connected.”

You can reach Briar Leake at bleake@highlandschool.org or 540-8782794. You can send news and updates to alumni@highlandschool.org.

Highland Alum?

Share Your Stories with Classmates and Friends Celebrating a special event? Want to connect with classmates, friends, and faculty?

Send stories to alumni@highlandschool.org and we’ll include your update in an upcoming issue. go to www.facebook.com/ HighlandHawksAlumni go to www.linkedin.com and search for ‘Highland School Alumni’ to join group

Fall 2015 Highland Magazine 9

Spotlight on Faculty

New Faculty Welcomed for 2015/2016 Academic Year

Highland School added nine new members to the Highland community this year. These dedicated educators bring a wide range of experiences across Highland’s three divisions.

Lauren Birkmire Ms. Birkmire is interning in the Upper School in Biology and coached cross country this fall. She recently graduated from Christopher Newport University with a B.S. in Cellular, Molecular and Physical Biology. While at CNU, Lauren was on the Dean’s List, a member of the Beta Beta Beta Biological Honor Society and she tutored fellow students in Biology and Chemistry. She volunteers with Habitat for Humanity and has coached Middle School soccer.

Daniel Didok Mr. Didok is interning this year in the Art Department and teaches Mythology. He earned a B.S. from Wofford College last year, and spent time studying abroad in both Russia and France. He has also spent time volunteering at the Boys & Girls Club in Cleveland, Ohio, as well as the Cleveland Academy of Leadership where he worked with at-risk youth.

Susan Emery Ms. Emery is the new Pre-K2 teacher in

the Lower School. Susan has been involved in preschool education for more than ten years. She comes to Highland from the Compass School in Texas where she was the lead teacher for the Friday Enrichment program. Prior to that, she co-taught at the preschool level in Georgia. She earned a B.A. in Social Work from California State University.

Elizabeth Kennedy Ms. Kennedy is teaching Upper

School Math and Physics. Before taking over as Middle School Technology teacher toward the end of last school year, Elizabeth was a Curriculum and Training Director as PASCO Scientific in California. In this position, she designed and implemented customized education solutions for school districts in the United States and internationally.

Prior to that, she taught Math and Science in California. She earned an M.A. from University of Virginia and a B.A. from Whitman College.

Phoebe Krumich ’10 Ms. Krumich joined the Upper

School English faculty. Most recently, she was a member of the Teaching Assistant Program in France, an initiative of the French Embassy. She graduated magna cum laude from the University of Richmond with a B.A. in English and was a member of the Sigma Tau Delta National Honors English Fraternity. While in college, Ms. Krumich was an English

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Department researcher and a Writing Consultant in the Writing Center. Ms. Krumich graduated from Highland in 2010 and received the Founders’ Award – Highland’s highest honor. Her father, John, is Highland’s Middle School Music/Chorus teacher.

David Nelson Mr. Nelson assists in the Learning Center

as our in-house tutor. He comes to Highland from Quantico, where he was the Training and Education Command Attack Network Training Team Lead and Program Manager. During his career in the Marine Corps, he flew jets, attended the Command and Staff College, Flight School, Aviation Safety Officer School, and regularly wrote papers and briefed senior leadership. He earned a B.A. from Texas Christian University.

Kimberly Oswald Ms. Oswald assists in the Extended Day program. She comes to Highland from the Options Program in Culpeper. She is also a Board member and fundraising volunteer for the U.S. Veterans Initiative.

Kimberly earned a Bachelor’s degree in Integrative and Education Studies from GMU and an M.A. in Psychology from the University of the Rockies. Her daughter Sadie is in the Pre-K3/4 class.

Maureen Sidor Ms. Sidor joins the Middle School faculty to teach Technology and direct summer programming. She comes to Highland from Flint Hill School where she was a Math and Science Lab Specialist, Annual Fund Director, Instructional Coach and Differentiated Learning Specialist.

She previously taught at Lake Ridge Middle School. Ms. Sidor earned an M.Ed. in Curriculum and Instruction from George Mason and a B.S. in Elementary Education from Saint Bonaventure University. Her twin boys John and Lucas joined Highland’s 5th grade class this fall.

Ashley Uleman Ms. Uleman assists in the Pre-K2

program. She has been a teacher and assistant at Minnieland Academy for the last two years. She recently earned a B.A. in History from George Mason University and holds an Associate Degree in Early Childhood Education. Ms. Uleman is currently enrolled, and nearing completion, in a K-6 Elementary Education Masters/ Licensing Program at GMU. n

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2016 Highland School Auction Saturday April 9, 2016 The Upper School Gym

Make a donation or order tickets at

www.highlandauction.org

In The Spotlight

Congratulations to Highland’s Class of 2015!

In June, the Highland community came together to celebrate the graduation of Highland’s Class of 2015. Taking their places in the Upper School gym and on the lawn at Winfree Commons, graduates and their families shared stories, memories, and one final Highland experience before heading off on their next ventures.

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In the Spotlight

Fall 2015 Highland Magazine 13

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Spotlight on Academics

The Many Layers of Highland’s Butterfly Garden ARTICLE BY LORA MACKIE AND JANE BANSE

INTRODUCTION

There’s more to Highland’s new monarch butterfly garden than a lovely display of native plants and flitting butterflies. Intended in both design and execution as an

essential way station for migrating monarch butterflies struggling to find food, the

garden is the culmination of months of work by Lower School students, faculty, and parents. But it doesn’t just meet the needs of the insects – it meets the needs and interests of the students and teachers as well.

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Earlier this fall, Lower School students learned from Dr. Marie Majorov how to tag and release butterflies they had raised in their classrooms. Students hoped to be able to track the progress of their butterflies as they traveled along their 2,300 mile migratory route that ends in the Sierra Madre Mountains of central Mexico.

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Spotlight on Academics

“Happiness is a butterfly, which when pursued, is always just beyond your grasp, but which, if you sit down quietly, may alight upon you.”

- Nathaniel Hawthorne, American Novelist

For centuries, the mysterious butterfly has appeared throughout literature, world culture and religion, and has been falsely viewed as fragile and fleeting. In reality, the monarch butterfly is pretty tough and has endured despite threats to its environment and only food source…until now.

Things are changing; the regal monarch’s future is in jeopardy.

LAST YEAR’S FIRST-GRADERS TOOK BUTTERFLIES UNDER THEIR WINGS When Highland’s first graders learned that the monarchs’ numbers were historically low, they decided they must help the plight of these

safety and migration. A trip to the Lower School library to see Mrs. Banse answered many of their questions about the life cycle and migration of the seemingly fragile souls, but prompted more queries. Realization set in and the children quickly made a list of what they needed to do to help save this species.

PREOCCUPATION IS NOT UNUSUAL Preoccupation with the butterfly is not unusual.

Butterfly lore indicates many cultures throughout the world regard the amazing insect to be a symbol for the human soul and have thought that way since ancient times. Aristotle referred to the butterfly as ‘psyche’ and many writings have them conveying spiritual messages, as well as in artwork where souls frequently are painted with butterfly wings. It is the butterfly’s metamorphosis that symbolizes spiritual transformation in many faiths—from egg to caterpillar, to pupa, to rebirth

Preoccupation with the butterfly is not unusual… Aristotle referred to the butterfly as ‘psyche’ and many writings have them conveying spiritual messages, as well as in artwork where souls frequently are painted with butterfly wings. magical creatures, who do more than pollinate flowers and flit around looking breathtakingly beautiful. The students became enamored. Even though butterflies live from merely weeks to a few months, their lives are fascinating and packed full of activity. Fourth generation monarchs overwinter in Mexico and that’s a long way to fly for individuals who undergo their transformation in Virginia! No wonder our curious students were propelled into action.

FROM PUPAE TO RELEASE, BUTTERFLIES INSPIRE QUESTIONS For the past ten years, the Lower School’s Mary Chrisinger has shared milkweed laden with monarch caterpillars with students. Early last fall, Mrs. Solms’ students watched monarch pupae metamorphose into butterflies, prompting many questions about their insect friends’ lives,

as a delicate-looking winged being. The monarch, or Mariposa as it is called in Spanish, has been termed the “Symbol of Hope” and of healing, as well as the “Magic of Believing.” The image is often portrayed in medical literature.

HOW CAN WE HELP? The unwavering belief of the students that they could help these innocent beings was contagious and spread like western wildfires through Highland. Teachers reached out to experts. Dr. Marie Majorov, a photographer and monarch butterfly expert, visited to share her photographs and expertise with the Lower School. She helped the young ones understand the life cycle of the monarch, how critical their situation was, and how the students could help. Their immediate solution: build a garden to supply the monarchs with what they needed most—organic milkweed!

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Spotlight on Academics

Highland parents generously offered their labor and expertise to the project. First grade father and farmer, Sid Rodgers, arrived on a brilliant May morning with an excavator and dug the garden.

He taught the children how to lay and care for the sod around the edges. Landscape architect and Highland mom, Katherine Ellsworth, helped the children see the importance of garden design, creating paths and plantings to form the shape of a butterfly. Ms. Ellsworth rolled up her sleeves and helped the children plant the milkweed and nectarproviding perennials that the butterflies require.

GARDEN DESIGNATED AS OFFICIAL MONARCH WAY STATION The garden, located at the front of the Lower School, is now recognized as an official Monarch Way station by Monarch Watch for migrating

make it to Mexico!” A Kindergartner’s favorite part of the program was “watching them soar into the sky” upon release in the garden.

Monarch mania spread with Lower School classrooms and offices displaying the miraculous tales of these amazing creatures. The monarch curriculum connects students with the animal world, thus allowing teachers to take a cross curricular approach to the subject and to the natural world. The program reflects the school’s philosophy on experiential learning and has provided countless “teachable moments.”

YOUNG ADVOCATES WRITE LETTERS TO LOCAL OFFICIALS First graders applied their knowledge of the monarch to something greater than their

The children studied the caterpillars AND collected and reported data on the numbers they observed.

THEN, they tagged and released more than 80 monarchs, in hopes of tracking them to Mexico and watching the cycle begin again next year. monarchs who pass through the area. It’s likened to a bed and breakfast, but for the monarch set that flies hundreds of miles to Mexico for the winter.

Students throughout the Lower School returned to campus this September to find hatching caterpillars metamorphosing into adults, storing up body fat from nectar as they prepared for their migration journey. The children studied the caterpillars, collected and reported data on the numbers they observed, and they tagged and released more than 80 monarchs, in hopes of tracking them to Mexico and watching the cycle begin again next year.

“WATCHING THEM SOAR INTO THE SKY” One Pre-K 4/5 student remarked, “We hope they

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classroom. They participated in a letter-writing campaign to encourage local public places to let native milkweed grow for the butterflies, instead of mowing it or spraying it with deadly herbicides, thus destroying the main food source for the winged creatures. The children hatched an idea, created a plan, carried the plan through and effected change.

The magic that comes with the butterfly is believed throughout the world and is summed up by the old Irish blessing: “May the wings of the butterfly kiss the sun, and find your shoulder to light on To bring you luck, happiness and riches today, tomorrow and beyond.” n

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First grade students watch as their teachers demonstrate how to tag Monarch butterflies in the butterfly garden just outside the Lower School.

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Pushing students outside their comfort zones and beyond their own limits are two of the primary reasons Highland’s Middle School students head to Camp Friendship each fall.

Spotlight on Faculty

MIDDLE SCHOOL USES FIELD STUDIES TO PUSH STUDENTS BEYOND LIMITS The pamper pole. The name paints a picture of the challenges in store for students at the high ropes course at Camp Friendship. Defined as a ‘diving element,’ brave students climb to the top of a narrow tree trunk. At the top of this shaved trunk is a small wooden platform.

Climbers use their muscles, guile, and courage to shimmy to the top and then stand up on the unsteady platform. Then, the ‘fun’ begins – for both the climber and spectators.

ARTICLE BY MATT ORMISTON, MIDDLE SCHOOL DIRECTOR

“A mind that is stretched by a new experience can never go back to its old dimensions.”

- Oliver Wendell Holmes

It is a rather unassuming tree, maybe some 35 feet tall and about the width of a telephone pole on the bottom. Somehow it manages to get a whole lot smaller as you go up, though it doesn’t seem all that tall until you start climbing it. As you near the top, the tree (or is it more of a branch at this point?) it begins to sway and you find yourself expected to leave the relative security of the hand holds for a small square ledge no bigger than a piece of paper.

PAMPER POLE’S SWAYING PLATFORM PUSHES STUDENTS What seemed like a good idea from the bottom suddenly looks less so as you realize you are now looking over an array of tree tops instead of peering up at them. The pole is moving now, swaying back and forth in what seems like a stiff breeze but is actually the rhythm of knees and legs suddenly gone soft and rubbery. You manage to stand momentarily, yet the rhythm

continues and you just can’t seem to balance.

The harness and ropes that hold you safely are forgotten as you peer out across what seems like a vast distance to the trapeze you are supposed to jump to. Jumping seems like a crazy idea. Why would you launch yourself into an empty space that high above the ground?

Yet, as the swaying continues it seems like a better alternative than simply falling. Below, your friends and classmates encourage you and cheer you on. They repeatedly tell you that you can do it, that it isn’t so hard, that you are not alone. Easy for them to say from the ground, yet you have seen them do it and come out of it in one piece. So, against your better judgement and common sense, you leap into the empty space and grab for the trapeze.

WHAT HAPPENS NOW DOESN’T MATTER – YOU’VE ALREADY MADE IT The odds are that you will not be able to hold on, but it doesn’t really matter because by simply taking the chance and making the leap you have already accomplished your goal. You have pushed yourself beyond your comfort level,

Fall 2015 Highland Magazine 21

beyond what you thought you could do, and with the support of your friends, classmates, and faculty you have realized that there is more to yourself than you knew.

THAT’S THE ESSENCE OF THE TRIP TO CAMP FRIENDSHIP The above scenario sums up one of the challenges presented to eighth graders on the high ropes course at Camp Friendship. I could have described the zip line, the low ropes, the rope swing, the mountain boarding, the color wars or any number of other activities and the end result would have been the same – kids going beyond what they thought they could do with the support and help of their classmates.

From time to time, folks ask me why we go to Camp Friendship. Why take the entire school out of class for two days during the second week to a place full of bugs and food that is not quite gourmet? In the snapshot of the tree activity above I find my answer.

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Camp Friendship gives us the unique opportunity to have our students truly experience the lessons that we talk about in the classrooms. They realize that the loudest voice often isn’t the one showing the most leadership and come to understand how much both the faculty and their classmates support them and want them to succeed. They see up close and personal how important it is to work together, to step outside their comfort zones, and to struggle with something that they find challenging.

PUSHING STUDENTS OUTSIDE THEIR COMFORT ZONES My favorite moments of Camp Friendship are almost always hearing a child say “I did it” after I’ve heard them repeatedly say they can’t as they stand before some obstacle or challenge. So while we often come back from Camp Friendship a little tired (or a lot tired for those of us getting on in age) and a little sore (or a lot sore if one foolishly attempts to mountain board as I often do) there is no doubt in my mind that the trip is worth it. n

Eighth grade students tackle high ropes features that get progressively more challenging to help them build their confidence.

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Fall 2015 Highland Magazine 23

In the Spotlight

Upper School’s Production of ‘Rumors’ Has People Talking

This fall’s production of ‘Rumors” by Neil Simon came to The Rice Theater from November 12-15, 2015. The cast, led by Seamus Robinson ‘17, Izzy Kinsella ‘17, and Preston Mulford ‘17, brought the farcical comedy to life with nuanced performances, rich costumes, and an appreciation for turn-of-the-century extravagances including Porsches and corded telephones!

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highlandschool.org

In the Spotlight

Fall 2015 Highland Magazine 25

PUERT REFLECTIONS ON

WRITING BY

ANGELINE CANCIO-BELLO MALLORY BRYAN ‘17 SAVARNA PAHARI ‘17 MALLORIE ROSS ‘16 PHOTOGRAPHY BY

Hannah King ‘17 Annie Pendleton ‘17 Mallory Bryan ‘17 Savarna Pahari ‘17

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TO RICO

PUERTO RICO

Introduct ion

BY ANGELINE CANCIO-BELLO UPPER SCHOOL SPANISH TEACHER

Here’s an overview of our Spring Break trip broken down by the numbers: twelve days on the island of Puerto Rico. Seven towns and historical landmarks visited. Our students volunteered with five organizations and participated in countless adventures. We successfully satisfied the taste buds of thirteen delightful teenagers who were proud to wear tee shirts boldly printed with “ No hablo ingles” on the front.

The challenges of keeping up with the lodging and transportation logistics were many, but worth every effort. And successfully returning the passenger van and cargo van (which served as our rolling closet) we rented was a great source of relief for all of us.

Overall, this unforgettable trip will be remembered as one of those instances in life that – as a teacher – I can proudly say “was a great lesson plan!”

Unfortunately, it was also a lesson plan that neither I nor my gracious chaperone, Mr. Robertson, can ever replicate. Why? Because there’s just one chance for these Highland students and the people of Puerto Rico to meet for the first time.

In the pages that follow, you will read the reflections of some of the students who participated in this year’s trip. In the first section, junior Mallory Bryan focuses on the experience of being immersed in the language. Then, Savarna Pahari, who is also a junior, reflects on the culture of Puerto Rico and the many ways our group interacted with it. Finally, senior Mallorie Ross tells you about the volunteer opportunities that were woven into the trip and the impact it had on both the students and the communities we served.

Language by Mallory Bryan ‘17

PAGE

30

Culture by Savarna Pahari ‘17

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32

SERVICE by Mallorie Ross ‘16

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Fall 2015 Highland Magazine 29

Language

BY MALLORY BRYAN ‘17

Any linguist will tell you that it takes a lot to learn a language, and even more to actually understand the language. It takes more than sitting in a classroom for 50 minutes a day, five days a week. It takes more than drilling grammar and vocabulary. It takes more than tests and speaking exams. It takes practice, immersion, and experience. The Spanish Department’s spring break trip to the island of Puerto Rico was just that: practice, immersion, and real experience in the Spanish language.

BRINGING THE CONCEPT OF LEARNING BY DOING TO LIFE

As a student at Highland, I’m one of many who openly embrace – more like actively cling to – the idea that traditional classroom learning must function in partnership with alternative methodologies that are designed to supplement and nurture the student in a holistic manner.

I can’t recall the countless times and places I’ve seen the quote from Confucius which reads “I hear and I forget. I see and I remember. I do and I understand,” plastered around the Highland campus, website, yearbook, admission materials, and even here in the magazine. So, in an effort to not just hear and forget, I decided to join the Puerto Rico spring break trip which would provide me with the opportunity to see and remember, to do and understand.

At 8:00 a.m. on March 19, 2015, I left the comfort of my English-speaking community and boarded a plane along with 11 other Highland Spanish students and two faculty members. Our destination: San Juan, Puerto Rico. Four hours later when we stepped off the plane together, I knew the next 12 days were going to be a once-in-a-lifetime learning experience. However, I also knew before we set off on this big adventure, we had to gather all of our suitcases.

“SPANISH – FAST SPANISH”

When I glanced around for directions to the luggage claim, I noticed two things. First, all the signs were in Spanish.

Second, almost everyone around me was speaking Spanish – fast Spanish. It was a “Toto, we’re not in Kansas anymore” moment for sure. With these two observations also came the realization that I needed to adjust quickly because, although a bit uncomfortable and overwhelming, my environment would be like this for the majority of the trip.

Each of the succeeding 12 days, from morning until night, we were immersed in opportunities to speak Spanish, from

30 Highland Magazine

ordering food for daily meals, to the tours we took of Old San Juan, to visiting with students our own age at a school and young children at an orphanage. Luckily, I was among a group of students who all were in a Level 3 or above of Spanish, including two AP students. Additionally, our trip leader, Senora Cancio-Bello, was actually born and raised in Puerto Rico. These advantages fostered an environment where we all stood upon a knowledge base that we were fairly comfortable with speaking, but could practice with each other and lean on each other for help.

Speaking Spanish in Puerto Rico was so vastly different than speaking Spanish inside the classroom. In the classroom, conversation topics are somewhat forced and based on the vocabulary and grammar of the unit we were studying. It’s easy to fall back on English when you aren’t quite sure how to say a particular word or conjugate a particular verb correctly.

In Puerto Rico, it was true conversational Spanish. I was able to employ all the knowledge I had of foundational vocabulary like food, weather, emotions, and so forth, but I discovered there was an element of Spanish one can never learn if he or she never dares to take the step from inside the walls of a school into the streets.

SPEAKING IN THE CLASSROOM IS DIFFERENT

When I was in Spanish class, I was among others who were new to the language as well. However, in the streets of Puerto Rico, I was surrounded by fluent Spanish speakers.

This new environment required me to focus my listening and speaking skills because I couldn’t ask, say the six year old little boy with big brown eyes in the orphanage, to repeat a phrase or say it in English. I couldn’t fall back on English myself, because he possessed absolutely no understanding of English. It taught me how significant language barriers truly are, and how amazing it feels when you can break through those barriers and connect with someone of a different culture.

And what I learned from this experience wasn’t confined to language only. I learned about culture, adventure, service, travel, science and the environment, and quite a bit about myself too. Looking back over it all - the fun, the adventure, and the challenges - traveling to Puerto Rico was one of the most valuable learning experiences I’ve had the opportunity to take part in throughout my life so far.

highlandschool.org

Author Mallory Bryan ‘17 (top left) enjoys a ride from Annie Pendleton ‘17. Below, chaperone and Upper School teacher David Robertson gets up close with a host of native sea creatures.

PUERTO RICO

Singer Ricky Martin, born in San Juan, is a cultural icon in Puerto Rico. On the trip, students painted murals and met fellow students in a school supported by the Ricky Martin Foundation.

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Culture

BY SAVARNA PAHARI ‘17

On the day of our flight to Puerto Rico, our group huddled in the airport buzzing with excitement and anticipation despite how early in the morning it was. We embraced the tourist look from the start, clad in backpacks, croakies, and zip off pants. For most of us, it would be our first time in Puerto Rico and we were completely unaware of what to expect from the small Caribbean island.

From here on out, all of our tour guides in every town and at every historic site possessed this similar passion for the country’s wonders. And their passion allowed our group to appreciate Puerto Rico’s environment even more. El Yunque National Forest, Cueva del Indio and Ventana, and La Playa Sucia were all revered locations that we were able to truly experience with the help of the guides and people around us.

PUERTO RICO IS MORE THAN NICE BEACHES AND GOOD WEATHER

The capital itself is a hotspot for every aspect of the Puerto Rican culture to congregate. In Old San Juan, we were especially able to feel the culture of the city through our tour guide – who also happened to be a champion

Many of us had the same image of Puerto Rico embedded in our minds: nice beaches and good weather. However, we

“Despite its small size, Puerto Rico has a rich culture that is expressed through food, music, and the patriotic people who truly value what their country has to offer.”

would soon learn that there’s so much more to the island than its stereotypical associations. Despite its small size, Puerto Rico has a rich culture that is expressed through food, music, and the patriotic people who truly value what their country has to offer. Soon, not only would our pale complexions change, but also our idea of Puerto Rico would change directly because of the inclusive culture.

On our very first day we experienced the kindness and passion of the Puerto Rican citizens. Shortly after we arrived, we traveled by ferry to a small island off the east coast of the main island called Vieques. Here in Vieques resides one of Puerto Rico’s most coveted tourist attractions: the Bioluminescent Bay. When it was our turn to enter the boat headed for the bay, we were eagerly greeted by our energetic tour guide.

PUERTO RICANS LOVE THEIR ISLAND AND CULTURE

Immediately, our group was introduced to the enthusiasm and appreciation the Puerto Rican people have for their natural wonders. The tour guide and workers on the boat took pride in sharing the urban legends of the bay’s luminescence and how the constellations were formed.

unicyclist – who explained in great detail the history of numerous churches, plazas, monuments, and government buildings. A favorite of ours was the unique Protestant church that is now currently a Burger King.

RELIGION IS CENTRAL ELEMENT

Our tour guide explained to us the importance of religion to the people of Puerto Rico and how it is incorporated in peoples’ daily lives just by walking through the streets. Also in San Juan, on our last night our group had the opportunity to attend Heineken’s 20th Annual Latin Jazz Festival.

Although our Spanish skills are not quite strong enough to comprehend some of the songs, the emotions conveyed from the music and the artist’s performance allowed us to connect with the jazz culture of Puerto Rico. Despite all our different backgrounds, the passion of the artists allowed the entire crowd at the festival to come together for the love and appreciation of music.

Further, volunteering directly with the Puerto Rican people also played a huge role in allowing us to connect with the culture. Our group spent time with kids at an orphanage, cooked food for residents of a Ronald McDonald House, and painted murals at the Ricky Martin Foundation.

Fall 2015 Highland Magazine 33

PUERTO RICO

Author Savarna Pahari ‘17 (left) took time out to take a photo with classmate Annie Pendleton ‘17 overlooking the ocean.

LEARNING TO ‘BOMBA’

A specific moment that I remember at the Ricky Martin Foundation, a school for underprivileged adolescents, was having the opportunity to “bomba”. The girls at the school were eager to show us how to bomba, encouraging each of us to even wear the traditional skirt that accompanies the dance. As we watched the girls demonstrate “la bomba”, a dance that is a duet between the drummers and the dancer, we witnessed the pride they had for their heritage emanate from their intricate movements. It was truly an honor for the girls at the Ricky Martin Foundation to embrace us into their culture and allow us to learn traditional dances.

WE EMBRACED THE FOOD

Another major way our group connected with the Puerto Rican culture was simply through the food – an exotic blend of Spanish, African, Taíno, and American influences – to form what Puerto Ricans call “cocina criolla”. The cuisine accurately depicts the melting pot of countries that have inhabited Puerto Rico at certain points in its history, resulting in a fusion of cultures that forms the “cocina criolla”.

To experience the purest form of the culture through food, we didn’t limit ourselves to fancy restaurants with the most

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appealing ambiance. From food stands on the side of roads to local fish from markets, we ate local foods from local vendors.

Each day, we ate a meal that contained a plantain-based food, a staple in Puerto Rican food, like mofongo, amarillos, or tostones. Puerto Ricans also take pride in their love for meat, particularly steak, chicken, and fish and shellfish.

Our group frequently ate, and even sipped coconut water freshly from a coconut, while traveling from one town to another in our overcrowded, but well-loved van.

Experiencing the food culture in Puerto Rico in an unfiltered way truly became one of the best experiences of the trip.

Whether through food, music, or simply the people themselves, each one of us found a way to connect with the uniquely complex culture of Puerto Rico. And so as we boarded the plane back to Washington, our suitcases were filled with mementos from the trip – even a giant hammock accompanied us back. All of us were a few shades darker and sported awkward tan lines, and we still looked like tourists. But while we may have taken back home tangible items, our experiences and memories of the culture and how we all connected with it as a group represent our most significant souvenirs.

highlandschool.org

Exploring and preparing native foods, like mofongo (shown above) was a critical part of the students’ experiences in Puerto Rico.

Seňora Cancio-Bello (left) led students in ‘bomba’ a traditional dance in which the drummer attempts to follow the intricate yet flowing movements of the dancer.

Service

BY MALLORIE ROSS ‘16

Not only was our Puerto Rico trip filled with language, adventure, and culture, but our group also did volunteer work during our stay. For most of us, Puerto Rico was a place we had never visited before, so the volunteer work gave us more opportunities to interact with the environment and people who live there.

ENVIRONMENTAL CONSERVATION WITH ‘PARA LA NATURALEZA’

The first volunteer work we did was with Para La Naturaleza, a group that offers a wide variety of tasks geared towards environmental conservation. Our group focused on tracking the erosion on the beaches to gauge changes in the environment. To help, we sorted samples taken from different areas of the beach and sifted through what we found. While

PAINTING MURALS FOR THE RICKY MARTIN FOUNDATION

The next day, we drove to the Ricky Martin Foundation, where we were able to work with kids our own age. We all worked together to paint murals on a wall outside of their building. We each were allotted a section of the wall, but we had to collaborate with each other to make the individual pieces fit into one unified picture. With themes to work from, all of the Highland students and the students from the foundation worked together to paint the pictures.

Because the students were around our age, we were able to talk to and learn about them. After painting, we all ate lunch together, played basketball, and then they attempted to teach us how to dance, bomba. Despite some of the painful sunburns we ended up with after a day in the sun,

“For most of us, Puerto Rico was a place we had never visited before, so the volunteer work gave us more opportunities to interact with the environment and people who live there.” doing this task, we chatted with the organization’s leaders about the places we were visiting during the rest of our stay.

They gave us some information about the best beaches and the best spots to visit.

A few days later, our group went grocery shopping to collect ingredients we needed to prepare lunch for families at the Ronald McDonald House. This organization provides care and housing for families who must spend a long time in that area for treatment of an injured or ill child.

Then, we split into several groups to prepare the different options for the meal. Although we were unable to meet any of the families, we offered our support through this one contribution that hopefully made that difficult time a little bit easier.

Later, we were in charge of the maintenance of roadside areas next to the road heading through El Yunque National Forest. We split into groups of two and picked up everything that did not belong there. With this activity, we were part of the clean-up and conservation of the very beautiful, and notably the only, tropical rainforest in the United States.

the murals at the end were beautiful, and we were able to connect with the other students.

INTERACTING WITH OTHER STUDENTS WAS A HIGHLIGHT OF THE TRIP

Our last piece of volunteer work was at the Casa del Amor orphanage in San German. We didn’t have any specific task, but we just played with them for hours. Despite a bit of a language barrier, we all had so much fun together. We played basketball and soccer, and ran around with them on our shoulders. There were so many kids there, of a variety of ages, and it was wonderful to see how happy they were to have some other kids there to have fun with them.

Ultimately, these moments were the best parts of the trip for me. All of us went on this trip to see and learn new things, but by volunteering, we got to see this different culture from the inside, rather than as visitors only seeing tourist destinations.

Seňora Cancio-Bello organized all of these activities for us so that while we were gaining experiences in a new place, we were also giving something back. We got to know new and unique people, but we also got to know each other. n

Fall 2015 Highland Magazine 37

Spotlight on Students

Fourth Grade Play Recently, the two sections of fourth grade came together to present their annual class play. Held in the Arundel Gym, the students brought American history to life through a fun mashup of the classic musical ‘1776’ and the ‘Survivor’ reality show.

This year’s play featured fantastic costumes,powdered wigs, catchy songs and delivered great jokes as they decided which founding fathers – or scandalous traitor – would get “voted off the island.” Even a little tap dancing worked its way into the play. Congratulations on a great show!

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HIGHLAND SCHOOL Be

yourself at Highland

Kindergarten students work with their iPads to learn a variety of subjects. Here, students are working on counting in groups of one, ten, and one hundred.

Spotlight on Academics

HIGHLAND’S Kindergarten Students Drive Learning with Technology

BY LORA MACKIE

If you were to pop into the Highland Kindergarten classroom today, you would probably hear one of Diana Hewitt’s serious five-year-olds comment to a classmate, “That’s a great piece of work, you should upload that to your Seesaw journal!” That’s right, you won’t hear them talking about Dick, Jane and Spot as you might have 50+ years ago.

The new Seesaw e-Portfolio program that Mrs. Hewitt and Technology teacher Michele Daniel-Shenk are piloting in Kindergarten definitely makes it a 21st century classroom, which is an important reflection of the Highland mission.

WHAT IS AN E-PORTFOLIO? For those who may not know what an e-Portfolio is, it is a student-driven digital portfolio that empowers students to document independently what they learn at school. Many people may conjure up an image of the “old fashioned art portfolio,” which was basically a large cardboard folder that contained a collection of a student’s artwork. An e-portfolio is an electronic file that encompasses a collection of many types of student work. It might contain photos, videos, drawings, various education apps, text notes, and math problems among other things.

TECHNOLOGY PUTS EMPHASIS ON NEEDS OF EACH STUDENT At Highland, the new iPad program is taking Kindergarten by storm and is changing the culture of teaching in the classroom. “The new iPads enrich my students and expand their learning,” Mrs. Hewitt declared recently. “It gives enormous support for those needing additional learning opportunities and I can use applications to target very

specific, individualized needs, both with enrichment and remedial tasks,” she continued. “My reward is to facilitate my students’ learning by setting up experiences and then watch them discover the concepts on their own,” she said proudly.

“I am creating problem solvers and critical thinkers who collaborate and teach each other.”

By no means is the technology a substitution for writing manually in their paper journals or using manipulatives for math. “We build upon what we already do and then connect it to the technology,” Mrs. Hewitt explained. She clarified that Seesaw and the use of iPads are tools that the children use—“Starting with pencils, markers, crayons and then iPads!” Mrs. Hewitt exclaimed, “iPads are not toys and the children do not play games on them.”

A distinct advantage of using e-Portfolios is that they connect parents directly with their children’s educations. “We communicate with parents routinely through a personalized window,” Mrs. Hewitt said. Parents can open their own child’s folder to see what they do at school each day.

Using this as one method in the classroom connects the child with the parent, connects home with school,” Mrs. Hewitt said. “It is thrilling to see.”

Fall 2015 Highland Magazine 41

Spotlight on Academics

Why Seesaw? Mrs. Daniel-Shenk said she has always liked the idea of students keeping portfolios of their work. “As a parent, I love the idea of being able to look back at my child’s work and see how they have progressed over the years,” she said.

She sees the program as an invaluable motivational tool too.

“Students can record what they are doing and over time will be able to see how they improve.”

class they learn new applications and technology terms.

The beauty of the program is that the iPads are mobile and can be taken anywhere. For example, students took them to science class one day and photographed the new chicks that had hatched. Students are able to voice record on their posts too and as they become more advanced at writing, they write observations, stories and comments.

STUDENTS CAN SHARE CLASSWORK INSTANTLY Mrs. Daniel-Shenk believes there is no better tool with which to share schoolwork with parents. “Students of all ages often say they did nothing in school when asked by their parents.

Seesaw allows us to take snapshots of the child’s day and share it with parents.” For instance, she can record a song they’ve worked on in music class or share how the children programmed a robot in technology class.

REFLECTING ON THEIR WORK ADDS TO STUDENTS’ CRITICAL THINKING SKILLS The goal of the program is to start with Kindergarten and build on the foundation each year. “As a teacher, I get to see the development process, which is very exciting,” Mrs. Hewitt volunteered. Another important component of the process is that it gives students a chance to regularly reflect on their work. By reflecting on what they have learned and figuring out how they plan to build and improve upon their work, children become better critical thinkers, which in turn, helps them with their writing and multi-media skills.

Students’ learning is advanced by organizing, archiving and displaying their work.

“I feel like the Seesaw website gives me the opportunity to view my daughter’s accomplishments on a daily basis,” says Khadar Ahmed, Amira Mohamed’s father. “I’m in Monrovia, Liberia, and I have to say Seesaw is amazing. I just spent an hour going through the pictures and audio.” The program keeps Mr. Ahmed actively involved with Amira’s work when he is so far from home.

EVERY KINDERGARTNER HAS AN IPAD Each Kindergartner has his/her own iPad this year. “My favorite aspect is that the students take ownership for their own learning and with one-to-one devices, their learning has blossomed into far more than I could have imagined at the Kindergarten level,” Mrs. Hewitt added. “With Seesaw, my students have a place to showcase their work and they have no limits on what they can share with their families.”

Even though the Seesaw program is designed for grades K-12, it is a child-friendly, safe program that only parents can view. Privacy is of the utmost importance and the teacher is always in control and has to approve all of the work that the children upload to their individual folders. Mrs. Hewitt adds information each day on what the class is doing. For instance, on a recent field studies trip, she took a picture of the group when they arrived at their destination and posted updates so the parents could see what they were doing. Each time there is an update on the site, parents receive an alert on their telephones. Mrs. Hewitt receives a report each week from Seesaw that shows how many parents have gone to their children’s folders and she reads comments that the parents leave when they “visit” their children’s folders.

During the first week of school the students learned all about the buttons on their iPads and each week in technology

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It isn’t unusual for Mrs. Hewitt or a student to suggest that the children should post something to their folders. “The children love the program and really like going through their e-Portfolios to see what they have done,” she added.

The idea to use one-to-one iPads in Kindergarten was hatched by Mrs. Daniel-Shenk and Mrs. Hewitt last year.

They applied for a Faculty Fellowship Proposal because they wanted to write and pilot a new curriculum that integrated hands on learning activities with iPad applications. They liked the idea of being able to adapt learning to the individual student’s learning style. They attended workshops and visited other independent schools that use iPads in similar ways. Their goal was to “Create and implement a technology enhanced Kindergarten framework that promotes an educational philosophy in which technology is integrated into the curriculum through active, student-centered learning.”

Mrs. Daniel-Shenk’s dream is “To see the iPads program expand to having 1-to-1 iPads throughout the Lower School.”

She and Mrs. Hewitt have taken additional training in the use of the Seesaw program and have officially been named Seesaw Ambassadors. As such, they have spoken at other schools and share their experiences on social media. They have presented workshops at the Teachers Leading Teachers Conference, as well. Having been a former Kindergarten teacher before joining Highland, Mrs. Daniel-Shenk and Mrs. Hewitt make a great team and were the ideal pair to introduce this pilot program to the Kindergarten class. n

highlandschool.org

After they complete an assignment, students share their work with teachers and parents through an online e-Portfolio tool designed specifically for schools.

There’s no substitute for the personalized attention an experienced teacher can provide. Here, Diana Hewitt works through a question with students.

AFRICAN

ADVENTURE AN EIGHT DAY TREK TO THE SUMMIT OF Mount KILIMANJARO

ARTICLE AND PHOTOGRAPHY BY

SARAH ROACH MORGAN ROACH ‘03

LOOKING FOR A COOL WAY TO MARK TWO ANNIVERSARIES When my daughter Morgan (Class of 2003) informed me she wanted to celebrate her 30th birthday by doing something special, I had no idea what she would come up with, much less include me in the experience. Our climbing Mt. Kilimanjaro in Tanzania was truly an adventure for both of us, but required quite a bit of research, planning, and training beforehand.

In addition to celebrating Morgan’s birthday, as Chair of the Global Studies Program I felt this adventure was also an excellent way to bring attention to Olivia Bell’s Global Studies project of raising money for a new water tank for our sister school Enkijape.

a cloudless, full moon night, so bright in fact that we didn’t need our head torches. It was bloody cold and somewhat slippery, but absolutely spectacular.

SUMMITED AFTER FINAL TREK We summited at 8:00 a.m. since we took our time and made several rest stops along the way, but we made it! After an hour of congratulating ourselves, admiring the view, taking pictures, and wishing Morgan a very happy 30th, we started our descent.

WE CHOSE A TREK TO THE SUMMIT OF KILIMANJARO Morgan and I chose the Lemosho Route to reach the 19,341 foot summit of Kilimanjaro even though it is considered the wettest one. Despite the potential for rain, the Lemosho route offered several attractive features. It is an eight day hike up the mountain, allowing for plenty of time for altitude acclimation, and is supposed to be the most scenic, taking the hiker through different climate zones around the mountain. We considered ourselves very lucky to have been seriously rained on only once and then for only a couple of hours.

In addition, the Lemosho Route offers the best opportunity to see wildlife. We observed Blue Monkeys in the rain forest, and Colobus Monkeys kept us awake during our first night.

Both our guide Simon and his assistant Sulimann were very experienced; in fact, our hike was Simon’s 165th.

HIKING BETWEEN FIVE AND 11 MILES EACH DAY Some days were more difficult than others. We hiked between five and eleven miles a day depending on the elevation for a total of 42 miles altogether. Some terrain was flat but there were many miles of steep, rocky trails.

We found the days climbing the Lava Tower and the Barranco Wall the most challenging.

Our final day found us hiking to Barafu Camp, and at about 2:00 p.m. and about an hour away from camp, it started to snow, and it continued to snow, hard. This was worrisome since we were to ascend the mountain that night and slipping and sliding on icy rocks would only exacerbate the fatigue we were feeling and the influence of the altitude we were fighting.

Hikers usually begin their final assault of the mountain at midnight in order to see the sun rise from Uhuru Peak, the highest point of the mountain. Luckily, at about 7:00 p.m. the snow stopped, the sky cleared, and we were treated to Fall 2015 Highland Magazine 45

Descending was quicker of course but we found it harder on the knees. We reached Millennium Camp at 3:00 that afternoon. By now, we had been awake for about 33 hours.

The next morning, after another five hours of hiking, we met our driver at Mweka Gate and returned to our hotel for a well deserved shower and a congratulatory dinner.

Morgan’s adventure ended here and she returned home the next day. As a member of the Senate Foreign Relations Committee, she must be there whenever Congress is in session. However, she later received permission to travel to Kenya to pursue an investigation into poaching and illegal international trading. I stayed in Tanzania for a seven day safari which included the Serengeti.

MEETING UP WITH HIGHLAND STUDENTS AT ENKIJAPE SCHOOL After a week on safari, I flew to Nairobi to join Alice Laimbeer and the rest of her Highland group for another two and half week tour of Kenya. During Alice’s trip I had the opportunity to teach at Enkijape, stay at the most amazing lodges, enjoy Kenya’s best cuisine and hospitality, go on daily safaris to see the most incredible animals, and be awed by the indescribable beauty of the Kenyan people and their country. I encourage everyone to join Alice’s trip to Kenya. It is a trip I plan to do more than once.

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ANOTHER SMALL WORLD STORY I will close with an amusing anecdote. As I related above, Morgan had to return to work but she received permission to travel to Kenya. She was to stay in Nairobi.

Our last night in Kenya was to be spent at Mt. Kenya Safari Club in Nanyuki, some distance from Nairobi.

Morgan and I were a little disappointed that our paths would not cross during this small space. However, as I was walking to my room I heard, “Mom, Mom!” Having no children on this trip, I ignored the call. Then I heard, “Sarah, Sarah Roach!” I couldn’t ignore that!

Morgan and her colleagues had to be lodged at the Mt. Kenya Safari Club because a marathon was taking place in Nairobi and all the hotels were booked. She was leaving her room as I was entering mine. Seems our adventure had come full circle after all. n Mrs. Roach is chair of the Classical and World Languages Dept. and the Global Studies Program.

She has led student trips abroad for thirty years.

This year she is leading a trip to New Zealand in December and to Croatia, Slovenia, and Venice during spring break. Contact her directly at sroach@highlandschool.org for information.

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Highland’s Saturday Enrichment Program is for YOU! For students from Kindergarten to Grade 8 • Five weeks from January 23 to February 20, 2016

Adventures of the Highland Archers / Lego Robotics Cardboard Robots / BreakoutSEP / I Survived Jamestown!

Solving Architectural Problems in a Science Lab Game Design with the George Mason Game Design Institute American Children of SCORE / LOTS MORE!

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Questions? Contact Michele Daniel-Shenk at mdanielshenk@highlandschool.org or call 540-878-2750 Apply online at www.highlandschool.org/SEP

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Spirit Week Pep Rally Never Disappoints

The week leading up to Homecoming every October is one of the high points of the year. In the Upper School, Spirit Week is a series of fun competitions that culminates with a huge pep rally in the Upper School gym. Students in each grade dress up in class colors and square off against other grades in a series of contests devised by Athletic Director Gary Leake. Classes earn points in each event that add to a cumulative total before a winner is announced at Saturday’s Homecoming soccer game on the turf field. The freshmen, shown above, weren’t the best at tug-of-war but they did beat the faculty in the consolation match. Keep working hard, freshmen!