Issuu

Roots Wings

AND

Exploring Identity

â€™19 ECHO HORIZON SCHOOL

LETTER FROM PEGGY PROCTER

HAPPENINGS

C O N G R AT U L AT I O N S TO THE CLASS OF 2019!

THIS IS HOW WE DO IT IN KINDERGARTEN 2018–2019 SCHOOL YEAR

THE THIRD-GRADE LIVING MUSEUM

D I V E R S I T Y, E Q U I T Y, A N D I N C L U S I O N AT ECHO HORIZON

T R A N S F O R M AT I V E LEARNING IN K E N YA

29 BOOKS

OUR STUDENTS RECOMMEND

ALUMNI SPOTLIGHT

CLASS NOTES

YOUR SUPP ORT

ANNUAL GIVING

HOW I GOT INTO DEAF AND H A R D - O F - H E A R I N G ( D H H ) E D U C AT I O N

ALUMNI HIGHLIGHTS

R E B E C C A K E L LY

WHY WE GIVE (CONT'D)

2018–2019

SPRING A F FA I R E 2019

A L U M N I D AY 2019

T R U S T E E S , PA , COMMITTEE CHAIRS

A D M I N I S T R AT I O N

28 BOOKS

WE RECOMMEND

2018–2019

REPORT ON PHILANTHROPY

2018–2019

FINANCIAL REPORT

ECHO HORIZON AT A G L A N C E

Dear Echo Horizon community,

It is with great pleasure that we share with you the Fall 2019 edition of the Echo Horizon magazine, Roots and Wings: Exploring Identity. We hope that these stories connect you to our beautiful institution and inform you of the initiatives and thinking that keep us grounded in our past, inspired in the present, and envisioning our future. So much has happened and it is a gift to share these adventures with you. We remain steadfastly committed to joyful engaged learning for our young scholars, DHH and hearing, and a bright future for our graduates, who go off into the world and inspire others with their creativity, kindness, and ability to solve problems. Our faculty and staff are caring and dedicated human beings who believe in the power of relationships and transformational teaching. Our community is a beautiful representation of the diversity of Los Angeles where children and adults of all backgrounds and abilities learn from the stories, traditions, cultures, and experiences of others and gain global awareness. Our alumni spread their wings near and far, positively impacting institutions, communities, companies, and people. We are proud of where weâ€™ve been, where we are, and where we are headed, and invite you to join us on this spectacular journey as you view these photos and read these articles. We look forward to your thoughts and welcome your visits! Echo Horizon is, and will always be, your home. Sincerely yours,

Peggy Procter, Head of School

Mission Statement

The mission of Echo Horizon School and its Echo Center is to educate children in a collaborative environment that is academically challenging and developmentally appropriate. We actively promote mutual respect, individual responsibility, and ethical action. The Echo Horizon graduate is an inquisitive and critical thinker who brings creativity, kindness, and self-reliance to the lifelong journey of learning.

HAPPENINGS

Congratulations Congratulations Congratulations Congratulations Congratulations

8 Congratulations Congratulations Congratulations Congratulations

TO THE

Class of 2019! We are proud of the achievements of our graduating sixth-grade scholars. The transformational traits of an Echo Horizon graduate include resilience, kindness, confidence, having an appreciation of differences, and being an active citizen, a critical thinker, and a lifelong learner. Our graduates have been accepted at the following exceptional Los Angeles-area schools:

The Archer School for Girls Brentwood School The Buckley School Campbell Hall Crossroads School for Arts & Sciences Geffen Academy Harvard-Westlake School Marlborough School Milken Community Schools New Roads School Oakwood School Wildwood School Windward School

s I s i Th We w o H t I o D ERGARTEN

D N I IN K

This Is How We Do It by Matt Lamothe inspired a months-long Kindergarten project that explores self-identity, empathy, and appreciating difference. The book tells the story of the everyday lives of children from around the world: who they are, where they live, what they eat, and what they like to do. The Kindergarten class read each page of the book together, pausing to draw and write their own descriptions of their lives. They found they had much in common with children in other countriesâ€”they liked the same games, they lived in apartments and houses too, and they had similar clothes.

OUR KINDERGARTEN TEAM Elizabeth Nelson Devi Palty Jennifer Mascolo (Echo Center)

Inspired by This is How We Do It, our Kindergartners wrote:

“They made connections with the literature,” says Elizabeth Nelson. “They saw how what they read can apply to their own lives and we discussed it as a class.” “We found out more about the children—some people have grandparents who live with them. It was a great conversation starter,” explains Jennifer Mascolo. “We learned what they like to eat, what they like to play at home, how they help. I liked that our Echo Center children included their hearing devices in their self-portraits. ” The students knew about some traditions in other countries. “The pages about food were their favorites,” notes Devi Palty. “They already knew all the foods! Saira got excited because one of the little girls in the book was from India. She really connected and I noticed a spark in her eye when I read about a certain food or tradition. She was very excited to share what she knew.” “Some of the students might have had an instinct to say ‘Yuck, why would anyone eat that?’” says Elizabeth. “But they all knew, because we’d talked about it beforehand, that we don’t yuck someone else’s yum. We don’t put down what someone else might eat because that might be what’s familiar to them. The children were able to see that and realize that even if it was not for them, it might be great for someone else.” Other parts of the book surprised the Kindergartners. “The students in the Japanese family clean their classrooms every day and they have to wear slippers inside. That was a new idea to our kids,” notes Devi.

This is me This is where I live This is who I live with This is what I wear to school This is what I eat for breakfast This is how I learn This is what I eat for lunch This is how I play This is how I help This is how I eat dinner This is where I sleep

“And it was so unusual to them that children in Uganda may walk for half an hour with their friends to get to school,” recalls Elizabeth. “That seemed really far, especially coming from a city like Los Angeles where a walk like that would mean crossing a lot of busy, traffic-filled streets.”

“They made observations and connections between themselves and others,” says Elizabeth. “Shayna saw the LAUSD teachers striking on her way to school. And she explained to the rest of the class that they were holding signs because not everyone gets to go to a great school like Echo Horizon. We talked about the concept of fighting for rights. We talked about privilege.”

Students discussed what they were reading, writing, and drawing in whole-group and small-group gatherings. At the end of the project they went through their own books, re-read them, and then shared them with another classmate. “The project began in January and we finished in May,” says Devi. “They got to see their handwriting and drawings from January versus now. And they said, ‘Wow, this is what my writing used to look like’ and ‘This is what my drawing used to look like.’ They could see how they’ve grown.” The pages the students created become a laminated and bound book, which parents saw for the first time at the Kindergarten Open House towards the end of the school year. The bound books went home as a treasured keepsake. “Parents remarked that they enjoyed seeing the world through their child’s eyes,” recalls Devi. “And we know that our Kindergarten class enjoyed seeing the world through the eyes of children from around the world.”

THE THIRD-GRADE LIVING MUSEUM

Imagine a table set for the finest tea. Gathered around are people from an astonishing variety of historical periods— Marie Antoinette in an elaborate gown, Stan Lee in a mustache and sunglasses . . . Harry Houdini wears a suit, Jane Goodall has brought a (stuffed) chimpanzee. As they enjoy some delicious snacks and juice, they ask each other things like, “Who inspired you?” Why are you famous?” and “What was your favorite thing to do as a child?” This tea is an important part of the Third-Grade Living Museum project, which is a beloved tradition at Echo Horizon. The project unfolds over several months, beginning with an introduction to biographies. In three small, teacher-led groups, students read biographies of Martin Luther King, Jr., Rosa Parks, and Abraham Lincoln. “It’s a teacher-led, scaffolded way to introduce them to biographies,” notes Jennifer Ordonez. As they read, they take notes, writing down vocabulary, important dates, and creating a summary and a drawing for each chapter. After finishing the biography, they write an expository essay.

Students then get a list of biographies and see a slideshow that introduces each one. From this list, they will read and examine the life of one person. Students can also select their own famous person: for example, this year thirdgrader Jack was interested in Steve Wozniak and found a biography of him. At this point, the students shift from small group to independent work. As they read, they note vocabulary, important dates, and create the summaries and drawings. And when they finish their biographies, they write an expository essay about the person they studied. Then students write an “I am . . .” poem about their famous person. “I am Malala Yousafzai. I fear the Taliban. I want all girls to go to school . . .” Afterwards, they write a monologue from the voice of their person. They work from a template to create the first draft, but as they revise, they can change it, add quotes and details. Students present their monologues to their peers for review, and then to their teachers.

By this point, students know a lot about their people, which is where the tea party comes in. It’s a chance for the third-grade scholars to embody their famous people, solidifying their knowledge. Students practice answering questions about their people and put a lot of energy and thought into their costumes. “The tea party feels like a special event to them. They saw it last year when they were second graders. When they come into third grade they know this project is coming and they’re excited about it,” says Jennifer.

you don’t realize that it took a lot of work and they faced a lot of challenges. These famous people overcame challenges and they became famous for a reason. They put in the effort and they tried their hardest. And I think that’s a great lesson for third graders. It’s not going to be easy all the time—if these people could do it, you can too.” Caitlin Stephens adds, “I know that speaking can be difficult for some of our Echo Center kids and seeing how hard they practiced and worked through their own struggles really impressed me.”

The Living Museum is the culminating presentation, when they deliver the monologue to an audience that consists of Students feel a sense of ownership and excitement about their teachers, classmates, and parents. At first their famous person, the teachers say. “Grace, the students feel nervous about it, but who studied Jane Goodall, has carried that they practice so much that they are through everything,” says Caitlin. She’s Our well prepared. “They’re practicing in Girls Club and their end-of-the-year Third-Grade in partners and by themselves, fundraiser was in support of the Jane Team so there’s a lot of practice!” Goodall Institute! She’s been all JENNIFER ORDONEZ explains Jennifer. about Jane Goodall and her work.” “We put a lot of work into the monologues,” says third-grader Vikram (Muhammad Ali). “We learned a lot. I liked how everybody worked so hard on what they did.”

CAITLIN STEPHENS (Echo Center) SHERYL UDELL (Lower Elementary Associate Teacher)

And the response from parents is one of awe and amazement for the work their children have done. “At the reception afterwards they kept on saying, ‘That was amazing,’” says Jennifer. “They feel a lot of pride.” “It’s really easy for kids to hero-worship a lot of these people,” she continues, “but unless you know their story,

“Kids have been excited about every single biography book,” she adds. “They’re still obsessed. They’ve been reading other biographies we have in the classroom and trading them with one another.”

At the end of the Living Museum, the students sing “This Is Me,” a song from The Greatest Showman. “It’s a song that says it doesn’t matter what people say or think about me,” notes Jennifer. “It’s a song that says, ‘I know my selfworth. I deserve to be loved. I can accomplish anything.’” And we know these students can. We can’t wait to see what they do next!

" I L O V E T H E T E A PA R T Y AND THE MONOLOGUES AND THE SONG.” — M O L LY, T H I R D G R A D E ( M A L A L A Y O U S A F Z A I )

Diversity, Equity, and Inclusion at Echo Horizon

FROM L-R:

Roger Bridges, Isabel Sanchez, and Dr. Donald E. Grant

Roger Bridges vividly remembers his first day on the job at Echo Horizon. â€œI was on a plane heading to a conference called Equity As Excellence in San Francisco. I spent three days there meeting with other people in independent schools who were also exploring ways to help their schools become more inclusive and welcoming.â€?

Peggy Procter, who began her leadership of Echo Horizon in 2017, hired Roger to be the Associate Head, as well as the school’s first leader of diversity, equity, and inclusion (DEI). “I love that Peggy’s first assignment for me was to attend a diversity and equity conference. It signaled that the pursuit of this work is at the center of everything we do.” “The research shows that in order for children to access academic learning they must first feel safe,” Peggy explains. She says that in the past, a school’s mission was to educate the mind. “Now schools know that they need to educate the whole child, and that can only happen in an environment where students feel free and safe to explore their identities, ask questions, and share their commonalities and differences.” Roger agrees. He has a passion for diversity work, going back to his experience growing up as a young man of color in the Deep South. “I tell families that when I was growing up, no one ever talked about diversity, equity, or inclusion—let alone held it up as something to be prioritized. No one was concerned about creating inclusive environments that helped black boys feel safe and subsequently better equipped to perform at a high level academically.” Roger feels that the vast majority of independent schools publicly profess the importance of diversity, equity, and inclusion, but he feels that it still doesn’t have a high enough priority. “Some schools have a part-time director of diversity or no director at all. Some schools say that it’s everyone’s job to make sure that it happens. But just like you need an academic dean or a department chair, you need people in key roles to ensure that DEI is working the way it should. Peggy made it clear to me—and to the whole community— that DEI needs to be on par with curricular planning, faculty training, and sports.” Echo Horizon has always been a school that values inclusion and that goes back to our origins with the Echo Center. Fifteen percent of our students are deaf or hard-of-hearing (DHH) and receive listening and spoken language education through the school’s Echo Center. We’ve long been committed to having a diverse student and family body, as well as a character program that focuses on respect and kindness as necessary to a safe, inclusive environment. “However,” Peggy says, “Echo may have been resting on the common idea that a population of difference inevitably leads to a culture of inclusivity. There needs to be a deliberate, intentional program to create this.” Peggy and Roger added more community events to the calendar and also changed the structure of these events. “We worked hard to ensure that all of our events have a communal feel,” Peggy says. “You will rarely see chairs in a row with me at the front telling you what to do. Our events have discussion, they’re interactive, and usually involve hands-on learning. We like to have an active focus where people get to know one another and their voices are heard. We even make sure that people sit with people they haven't met before.”

“I was struck right away by Peggy’s warmth,” says Jeena Quansah, parent to an Echo K student and a third-grader. “She initiated a meeting with Echo Center parents and asked us to have a partnership with the faculty. It used to be that the whole topic of being deaf and hard-of-hearing was treated as ‘hush-hush.’ The line was ‘You can’t tell who the DHH kids are.’ Peggy changed that idea. We had a pep rally for Echo Center families. I had never seen all the DHH kids together in one place before! The DHH families tend to live farther away, so it can be difficult to build community. We really needed that boost of energy in coming together.” Affecting change also meant thinking about new hires. In the words of researchers Hawley and Wolf, “. . . staff diversity may provide students of color with positive role models and allow students to witness positive interracial interactions.” “When I came on, there were open positions,” recalls Peggy. "And we were intentional in looking for greater diversity. Our faculty and staff didn’t reflect our diverse student and family population.” In her first year as head, Peggy filled nine of ten faculty and staff positions with people of color. She also hired Dr. Renee Lucero to direct the Echo Center, and like our Echo Center students, Dr. Lucero has a hearing loss.

Spanish Language and Cultures Teacher/Diversity and Inclusivity Coordinator Isabel Sanchez says, “Since I’ve been at Echo, Peggy has gone out of her way to be a mentor and a role model. I couldn’t have dreamed of getting the opportunity to co-chair the Diversity, Equity, and Inclusion Committee alongside Roger, but now I find myself doing that and more.”

Peggy and Roger formed the school’s DEI committee, which consists of faculty, staff, and parents. To ensure that the entire community is up-to-date with DEI issues for a Pre-K–6 population, they have set up a series of workshops and community conversations facilitated by Los Angeles educator and multicultural expert Monique Marshall; Elizabeth Denevi, Associate Director of the Mid West Educational Collaborative; and Dr. Donald E. Grant, a psychologist who works in parenting and child development. “When we think about the skills and habits of mind students need and the world in which we live, those new realities compel us to diversify our curriculum. We have to ensure that when we look at literature and history we don’t just use one lens,” says Peggy. “We need multiple perspectives for current events, historical events, heroes. Who are the unsung heroes? The conversations in our classrooms challenge students to stretch, to engage, and to question their assumptions, ultimately building a more open-minded community.”

“The faculty was excited and anxious about the changes," notes Peggy. "Roger and I worked to break down assumptions about at what age it's appropriate to discuss issues. We always approach issues in a developmentally appropriate way. We have our DEI committee and champions who are available to help support our teachers. They aren’t alone and we don’t expect them to have all the answers. Our faculty has been incredibly courageous. They have leaned in and embedded DEI into the curricular content, which is important. DEI can’t be ‘othered.’ It has to be a part of everything we do.” Roger remembers bringing his wife and infant son Gray to visit the first-grade classroom. “One of the kids asked, ‘How come you’re black and your wife is white?’ I said, ‘Actually she’s Asian American. Her skin may be lighter, but when we say someone is white we are typically referring to people whose ancestors came from Europe. Can you name some countries in Europe?’ It turned into a geography lesson, a heritage and culture lesson, and a lesson on different family structures. One student talked about her two moms. With that one question, we explored five different concepts in this casual conversation about what my family looks like.”

Social-emotional learning (SEL) is integral to Echo Horizon’s DEI work. “There’s a social-emotional component to everything we do,” Roger says. “We’re helping young people grow and develop. We’re holding a safe space so they can explore and affirm their identity.” Echo Horizon has a faculty/staff SEL committee. The DEI and SEL committees work together to bring evidencebased practices to the whole community. Peggy wants to make sure that everyone at Echo Horizon is on the same page in terms of having culturally responsive classrooms. Workshops about DEI and SEL are held for parents, faculty, and the entire staff. “We want to infuse every area of our students’ lives with diversity, equity, and inclusion training,” Peggy notes. “It doesn’t just happen in the classroom; it happens on the playing field, in the lunchroom, in the parking lot.” Echo gives special weight to kindness, curiosity, empathy, gratitude, relationship skills, self management, self awareness, and persistence. “These are the same skills and habits of mind that will lead kids to be culturally competent citizens,” says Peggy. “They’re essential to a diverse global community.” For her, a big part of social-emotional learning at the Pre-K–6 level involves reframing discipline. “It’s easy to say if you do x, then y will happen. But at the same time that simplistic approach to discipline can isolate some children and lead to a lack of trust, and to children not gaining the skills they need if they don’t understand why their action led to discipline. We look at every act of unkindness to see the behavior behind it. A child is saying, ‘I’m frustrated and I need help. I haven’t learned this skill yet.’ Just understanding that leads to trust building. We

can say to the student, ‘You can do this. We can help you.’ And it’s also a way of addressing implicit bias. We know, for example, that African American boys are disciplined at much higher percentages than their white counterparts.” For Nicole McMahon, the emphasis on social-emotional learning has been important. “Roger is a counselor and a man of color. For my son that is key. He sees an African American man with a strong physical presence as well as a gentle, compassionate side—he sees you can be both. And you don’t get a lot of role models like that in an elementary school.” Peggy wants to be clear that DEI isn’t limited to ethnicity, religion, or gender. “Every human being is a unique diverse individual. We celebrate that. We encourage our students to ask questions about it.” Peggy recalls a conversation she had with a new family. “I spoke to two fathers who have a daughter. They shared how often people assume that their daughter is adopted. They told me about how they chose to have a child and that their daughter is a mix of their cultural and racial backgrounds. They were at her birth and know the birth mom. After our meeting, I checked in with Claudette Brown, our librarian, to ensure that the library had books about surrogacy. She did, and made plans to get more. That’s one way that we make sure that everyone’s identity is validated.” “It has been eye-opening for our family, widening our personal perspective of what diversity and inclusivity really means,” says Jeena Quansah. “As an African American woman, I always thought of race whenever I heard the word ‘diversity.’ I am starting to understand that it means much more than that.”

Peggy and Roger welcome questions from the entire school community, not just the students. “Throughout the year,” says Nicole McMahon, “I have felt more comfortable speaking up and asking tough questions. And my perspective is validated.” “I was asked a question at a meeting,” recalls Jeena Quansah, “that I was initially hesitant to answer. I wasn’t sure that it was safe. Then Peggy said to me, ‘I know it’s hard to raise a black boy.’ Peggy acknowledging this inspired me to speak up. She is not afraid to talk about it. I really appreciate that.”

“A L O T O F P E O P L E S T I L L T H I N K T H AT D I V E R S I T Y IS ‘BEAN COUNTING,’ AS IN HOW MANY PEOPLE OF C O L O R A R E AT E A C H S C H O O L . ON A DEEPER LEVEL, IT’S THE PURSUIT OF KNOWING E A C H S T U D E N T A N D F A M I LY A N D T H E I R S T O R Y. I T ’ S H O N O R I N G T H AT F A M I LY ’ S C U LT U R E , H E R I TA G E , F A M I LY S T R U C T U R E , P H Y S I C A L , M E N TA L / COGNITIVE ABILITIES, AND DIFFERENCES. AND U N D E R S TA N D I N G H O W T H E Y I D E N T I F Y. ” —ROGER BRIDGES

Peggy and Roger believe in making Echo Horizon a safe space to express difficult things. “This is an environment that is non-judgmental,” Peggy says. “The only mistakes you can make are not trying and/or not asking. We are very clear that mistakes are ok! Roger and I are two leaders who weren’t born this way. We became the way we are through questioning, listening, being authentic and vulnerable, and we try to model that in everything we do. At the end of the day, we are willing to tell our stories, to laugh, to shed tears, to acknowledge our fears, to say we don’t know. That gives our community permission to do so too.”

While they have set these initiatives into motion, Peggy and Roger feel that the community has embraced them and keeps them going. At the school’s first Fathers’ Night, Roger saw dads hanging out and talking long after the event ended. Students wanted to create a cooking club. They collaborated with Peggy to make a cultural cooking club where diverse families come in and teach kids how to cook their cultural dishes.

“People are hungry for these conversations,” Peggy says. “The community is so happy to be engaged and to really get to know one another. Honestly, it's our moral obligation to do this work. We can ensure that all the children at Echo are treated fairly, equally, and seen as vibrant human beings able to live and reach their fullest potential. We’re all here to support them in that growth. The more voices that are heard in this process, the more learning that can happen.”

HOW I GOT INTO DEAF AND HARD-OF-HEARING (DHH) E D U C AT I O N

DR. RENEE POLANCO LUCERO

JASA DENNY

ECHO CENTER TEACHER

ECHO CENTER DIRECTOR

I think most people assume that because I have a hearing loss, DHH education was a lifelong aspiration, but it wasn’t. Growing up, I wanted to be a doctor and open a free clinic for working-class Latino families. I did enter a pre-med program, only to realize that my heart wasn’t in it. I knew that I wanted to work with children and I wanted to give back to my community. It took me awhile to realize that I had a whole other community that I hadn’t identified with as much. I had kept in touch with my old DHH teacher, who’s like a second mom. She suggested that I think about deaf education and recommended that I volunteer at John Tracy Center, so that’s what I did after I graduated from college. I loved it and applied to their teacher-training program. I got my teaching credential and my masters and I taught for eight years before obtaining my doctorate in special education and going to work at Utah State. There, I taught and mentored graduate students training to become educators of DHH students. I’ve always admired the Echo Center’s model and have a deep connection to education in Los Angeles, as that’s where I’m from and I have many educators in my family. So I was thrilled to have the opportunity to come here and lead the Echo Center.

M E G A N B E R TA ECHO CENTER TEACHER

I have a general education teaching credential. I graduated ready to go into elementary school and took a job as a preschool assistant teacher. I was fortunate enough to be placed in a classroom with two children who had cochlear implants. I was their support person in the classroom and I fell in love with these kids. I worked closely with their DHH teacher and she became my mentor. She taught me how to work with them. I decided that this is what I want to do. I went to graduate school at John Tracy Center and came to Echo right after graduating. This is my fifth year. I really enjoy working in the mainstream environment and it connects both my degrees. It combines my passions into one. Above all, though, I love being an advocate for our Echo Center children. They’re amazing!

I was interested in working with children from a young age. When I was in Kindergarten, my teacher taught us the alphabet in sign language. I became interested in the deaf culture and took classes at Berkeley Community College. That opened my eyes to DHH students who use hearing technology. I went to the John Tracy Center for graduate school and studied deaf education. I was able to tour Echo Horizon and observe the Echo Center program for a week. It’s a unique model and I was thrilled when I got the opportunity to work here. I feel connected to the amazing families—you are on a journey with them and you support them. Since I used to be at the John Tracy Center, I’ve known some of our Echo Center children since they were one or two years old. And that’s a special bond.

CAITLIN STEPHENS ECHO CENTER TEACHER

ASHLEY GUITRON

E C H O C E N T E R A D M I S S I O N A S S O C I AT E AND SPORTS AND WELLNESS TEACHER In my first job I taught preschool and a student in my class had hearing aids. She had an early intervention teacher working with her. I found myself gravitating toward them. At the time, the girl’s nanny was in the masters program for DHH at Smith College in Northampton, MA, where I was living and teaching. I applied, got into the program, and it was the best year of my life. I fell in love with the kids. I also really liked learning the science around the inner workings of the ear and hearing technology. I’ve been doing this work for fifteen years now and it feeds my soul—it’s special to be a part of each family’s journey. Every summer, I go back east to be a counselor for the only listening and spoken language residential summer camp in the country. We get kids from all over the nation, which is magical because outside of Echo Horizon, many children are the only DHH students in their schools. Echo Horizon is the best of both worlds for kids who are hearing and kids who are DHH. The hearing students learn empathy and inclusion and the DHH students don’t feel isolated.

When I was at Channel Islands finishing my undergraduate degree, I learned about their DHH program. I was intrigued and wanted to visit a classroom. I have a friend whose mom is a special education teacher in Simi Valley. So I scheduled a whole day of going to every single type of classroom—DHH and other types of special education. The second I visited that DHH classroom, it was over. The kids were beaming, the teachers had so much life and enjoyed the field so much. It was such a cohesive teaching environment. I signed up to apply for the DHH program at Cal Lutheran. Echo Horizon is my first job. No matter what grade you teach, the root is the same: you teach the students a process, help them with their language skills, and help them understand curriculum. Working one-on-one with the students is a joy. I really enjoy seeing their progress.

A S H L E Y W H I T E L AW ECHO CENTER TEACHER

I’ve wanted to be a teacher since I was little. I had great teachers who inspired me and my mother and grandmother are both teachers. I learned about the DHH program at Cal Lutheran and looked into it. I did my undergraduate senior seminar thesis on the inclusion of students who are DHH into the general education setting. When I graduated, I wanted to teach DHH education.

The students who are DHH are sometimes marginalized. They overcome obstacles and that inspired me. After I earned my teaching credential, I got my masters in education of the deaf. I toured Echo Horizon to learn about the Echo Center and I fell in love with it. It was the only school I applied to! I love those a-ha moments students have when I explain something to them and they get it. And I enjoy seeing them overcome challenges. I also really like seeing the hearing students stand up for the Echo Center students. They’ll notice that the DM mike is muted or say “My partner can’t hear.” They’re upstanders. They’re learning too and seeing outside of themselves.

JENNIFER MASCOLO ECHO CENTER TEACHER

Growing up I had two big influences on my interest in DHH education. My father has a high frequency hearing loss. He was injured in the Vietnam War and has had hearing problems ever since. For a long time he didn’t wear hearing aids, and he struggled every day. I also grew up in Northampton, MA, and that’s where Clarke Schools for Hearing and Speech has its main location. So lots of my friends had parents who worked there. I eventually became a nanny for a family who had two kids at Clarke. One of the children would say, “Thank you for teaching me Jen,” when I showed him how to do something. I really knew that teaching was my calling. I did my undergraduate work in speech pathology and audiology. Then, I applied to the Smith Clarke program in audiology. The mom of the kids I nannied wrote a four-page recommendation and hand-delivered it to Clarke! After I graduated, I came to Echo as part of an internship program. My husband and I ended up moving to Los Angeles, which is how I came to work here, and that was all the way back in 2002! My dad does have hearing aids now, by the way. A lot of the strategies he uses are ones I’ve used with the kids!

T R A N S F O R M AT I V E

Learning

20 in Kenya

“ U S TA H I M I L I V U D A D A S In education, we talk about building resilience in children, but how can we cultivate it in educators? How can educators overcome burnout, maintain their passion and purpose, and also continue to grow and innovate? That was the work that American and Kenyan educators embarked upon this spring. They were led by Kenya Big Picture Learning (KBPL) founder, Carol Owala, and Elena Aguilar, author and founder of Bright Morning Consulting. Carol and Elena invited 20 women educators from the United States to be part of the Ustahimilivu Dadas Educators’ Exchange in Nairobi, Kenya. In Swahili, Ustahimilivu means “resilience” and Dada means “sister.”

To prepare for the trip, Meg and Jennie read: Unbowed: A Memoir by Wangari Maathai Things Fall Apart by Chinua Achebe The River and the Source by Margaret A. Ogola One Day I Will Write About This Place: A Memoir by Binyavanga Wainaina Stories from the Short List: The Caine Prize for African Writing (caineprize.com)

Two Echo Horizon teachers were chosen to be part of this group of twenty exceptional educators—Meg Baltazar, Director of Teaching and Learning, and Jennie Willens, Director of Academic, Student, and Community Affairs. As part of their work for the program, they created workshops to share with the Kenyan educators. Jennie created a workshop on sexual health and relationships and Meg on effective coaching and observation strategies. “The Educators’ Exchange wants to shift dominant narratives of leadership and heal and transform marginalized communities. In our application process, we had to speak directly to our experiences with marginalized communities. The twenty women from the United States come from diverse educational communities,” notes Jennie. “I started my career in marginalized communities and I also worked for many years in privileged communities. My work has turned into creating connections among these communities and ensuring a mutually beneficial relationship.”

BRINGS WOMEN TOGETHER AS SISTERS AND AIMS TO EMPOWER WOMEN LEADERS. IT’S RUN BY WOMEN AND GIVES WOMEN A VOICE.” — M E G B A LT A Z A R , E C H O H O R I Z O N ’ S DIRECTOR OF TEACHING AND LEARNING.

Meg adds, “Education, as Elena Aguilar made clear, is a common language. It builds networking, it builds community. That’s something that I’ve always valued in my own life. What education looks like can be different, but education is an opportunity for growth and change and connection.”

The dadas visited community schools in Kibera and Kawangware, which are two slums in Nairobi that KBPL works with. The schools have been created to fulfill the needs of the young people in the slums, but they aren’t funded by the government. Carol Owala went to these schools when she was a child. KBPL supports the students and school leaders. Meg, Jennie, and the rest of the dadas spent two days immersed in the life of the schools; they visited classrooms, saw presentations, and heard heartfelt speeches from hard-working teachers and students. The students put on skits, performed dances, and played music. The dadas also attended a professional learning community of educators who discussed using Bloom’s Taxonomy.

Every month, female Kenyan students miss a week or more of school because they don’t have access to feminine hygiene products. If students miss an exam, they are not given an option to make it up. As part of their work for equity, KBPL requested that every teacher bring menstrual cups for the students. So Echo Horizon put out the call and our community donated hundreds of menstrual cups! All together, the dadas donated over 1,000 menstrual cups to the community schools. “We watched everyone box them up and we saw the boxes given to the school leader. You knew what you brought was being given directly to a child, which was exciting to see,” says Jennie.

Afterwards everyone spent the next three days at a conference center where the dadas offered training to the community school educators and students. The professional development focused on working with students in trauma, strengthening classroom management techniques, and improving school culture—topics the Kenyan educators had indicated would be most useful to them.

Jennie led a workshop on teaching students about sexual health and relationships. This is a difficult topic even in one’s home community, and she had to be certain that she was being sensitive to cultural differences. “I relied a lot on Carol Owala’s knowledge of Kenya while I developed it,” she says. “Then, once I was there I changed it every day because I was getting my own sense of the culture and the needs of the educators. I wanted to be sure that what I was teaching was relevant to them and not what I might teach about human sexuality in Los Angeles. “My presentation was informed by a UNESCO report for emerging trends on human sexuality and we used case studies from all over the world. I was glad that my presentation happened on the third day because by that time I had met everyone who was there! The experience of running the workshop was almost like a model of how to teach sexual health in the classroom because you have to build a relationship with the workshop attendees first. The percentage of people in Nairobi who have lost someone to HIV is high. I was really nervous about respecting the primarily Christian religion of the educators. When Brother John came to my presentation—he has a home in his school for teenage mothers who’ve been kicked out by their families—we had already had conversations around the challenges of breastfeeding while going to school or working. Afterwards, he shook my hand and said he was really glad that he was there. That was when I took a huge exhale.”

Meg’s presentation on effective coaching and observational strategies was based on Elena Aguilar’s approach to coaching. “It’s funny, it started really quietly. But as the teachers partnered in groups the conversations grew. They supported each other. They shared information and best practices. We also talked a lot about the importance of dialogue within school and teacher observations. What things do you have that you need to work on? What things are going well? I modeled what an effective observation would look like. I demonstrated common goal setting and effective ways to partner up. “We also talked about how to change relationships and build trust among teaching teams,” adds Meg. “Two Kenyan educators in my class who had two different personalities—one very strong and progressive, one more traditional—had a great dialogue. People worked with people they didn’t normally work with. They found commonalities and realized that they could rely on each other as a resource. They didn’t need only the leadership of KPBL to guide them.” “Another thing we emphasized was building relationships with students and that is not necessarily a practice for the Kenyan community schools,” says Jennie. “At the end of the workshops, when we all reflected on the process, a teacher from Kenya stood up to say, ‘We often sit in rooms and people talk at us. But this week we talked and you asked us about what was important to our classrooms. In all of our workshops, you asked us to think about how we might take these topics into our classrooms. It was a dialogue and not a lecture and that was the most valuable part.’ That felt so valuable to us too. It was an exchange the entire time.”

When asked what they took from the Kenyan educators, Meg responds, “A renewed sense of purpose. It’s easy to get lost in the day-to-day. There’s so much more I can do. I want to keep sparking that sense of purpose in Echo’s students so they go forth and create change. The teachers we met are just so passionate about their work and fight for their students. I was very impressed by what they’re doing against difficult odds. How do we get our students to also understand the beauty and difference of different cultures in an age-appropriate way that is deep and meaningful?”

“There are people that I’ve worked with for ten years and I’ll never know as much about them as I did from that one meaningful conversation I had with this young Kenyan educator. We also heard a wide variety of stories from the women from the States. On the bus we had tough conversations around how we approach race in our schools. A lot of the protectiveness cracked open really fast. People opened up in ways that had never happened before. At the end of the day there was always time for reflection. That added to the connection and trust and willingness to be vulnerable.

Jennie reflects that “there’s a sense of curiosity and open mindedness in all of the spaces. It made me realize that growth can happen faster. Synthesizing ideas was happening without roadblocks—and they face a lot of roadblocks! Their attention and interest for other people was so invigorating to me. The culture was very present— talking to students and to adults, there was lots of eye contact and connected conversation. That made me think, What are the things that get in our way here? I want to be in spaces where the concept of shared humanity is a priority. And by shared humanity I mean the way that we are all human and just by virtue of that alone we have something in common. Even if your life seems completely different, it’s more important that I find a way to connect with you than to push you away. And that piece in terms of my value system only got stronger by meeting these educators and being part of that experience.

“Being there made real the community engagement program that I dream about and am still working toward. In terms of how we create community partnerships, how we teach our teachers about this work, how we invite the curriculum to be bold and to be cutting edge, and truly rooted in shared humanity. Two agreements in the Ustahimilivu Dadas program were ‘feel all the feelings’ and ‘bear witness.’ I think that I’ve been trying to bring more of that into my work with the whole community. I know that we’ll always be working on the big picture, but there’s also how I walk through the day and what kind of commitment I make to certain things. I don’t want to rush through my feelings to get to the next thing and I want to be there to bear witness to our students and be there to fully support our deaf and hard-of-hearing students. I’m committed to developing my understanding of our community.”

The educators all worked very hard together and they got to enjoy some free time together too at the Karura Forest, the David Sheldrick Wildlife Trust, and the Giraffe Centre. They got to learn more about each other and their families. Ms. Willens and Ms. Baltazar listened to moving stories of why people became teachers. “A gentleman told me his story over lunch and I’ll never forget it,” says Jennie.

Rebecca Kelly ECHO HORIZON CLASS OF 2003

Although Rebecca Kelly came to Echo Horizon as a Kindergartner in 1996 (before the Pre-K program existed!) the essential qualities of Echo that she remembers still hold true today. “It felt like a neighborhood school. In fact, I met one of my lifelong best friends at a Kindergarten get-together in Syd Kronenthal Park, before school even started.” And the Winter Program is one of her fondest memories. “With three younger siblings, I got to go back and see their Winter Programs too!”

And, as is true today, the Echo Center was a fundamental part of the culture. “The Echo Center played a big part in the experience of the school. I learned how to have good interpersonal skills, such as looking at people when I talk to them. And I became familiar with different experiences of being in the world. This was a good thing to have starting so young, but I didn’t realize it was unique until much later.” After graduating from Echo Horizon, Rebecca went to Harvard-Westlake for 7th–12th grade. “There were five other kids from my sixth-grade class who went on to Harvard-Westlake. My best friend from Echo also attended. It was nice to have my little Echo community there!” Rebecca went on to the University of Virginia. She loved the energy of the school and being surrounded by people who were passionate about what they were doing. Rebecca completed a double major in Biology and Psychology, with an eye to going on to medical school. She also volunteered with Madison House and tutored elementary-school children. In her second year at UVA, Rebecca became involved with a coalition of students and faculty at UVA that wanted to help provide people in South Africa with the means to purify their drinking water. “Global health really interested me. My family did some international travel, which also broadened my perspective. The importance of water quality was not being addressed in many public health initiatives at the time. In 2012, a group of us got a grant to conduct research in South Africa. We built a facility that would employ local

people to make ceramic water filters. Ceramic filters can be produced with local materials (clay, sawdust, and water). The materials are mixed, pressed into shape, and fired in a kiln. Upon firing, the sawdust burns up, leaving behind a porous ceramic surface that provides the filtration. We treat the filters with a solution of silver nanoparticles. The nanoparticles act as a disinfectant for waterborne pathogens like Vibrio cholerae and pathogenic strains of Escherichia coli.” In her last year at UVA, Rebecca pushed to create a more formal nonprofit organization, which is known as PureMadi. Madi is the Tshivenda word for “water.” Tshivenda is an official language of South Africa, mainly spoken in the northern part of the Limpopo province.

“After I graduated in 2013, we established officers and board members. I’ve been president since 2013. We have two ceramic filtration facilities—one in the Limpopo province and one in Hammanskraal. Importantly, we’ve partnered with a South African NGO. One of the biggest things that has really helped and taken the longest to cultivate is the community relationship. We donate filters to local elementary schools with lessons about water and health. We employ local villagers to produce and distribute the filters, as well as local professionals. We’ve distributed 2,500 filters and over 13,000 people now have access to clean water.” Rebecca is now in medical school at Case Western. She’ll soon begin her rotations as a third-year medical student. When asked what’s next for her, Rebecca says that she’ll know better when she does her rotations, but that she’s always been interested in pediatrics, because she’s always been interested in working with children. “It goes back to my days at Echo. The kindergarten–sixth-grade Buddy Program was so meaningful to me. The chance to teach and mentor children is something I’ve carried on throughout my life. And of course, I am deeply invested in global health. My work with PureMadi is a testament to that. In a very tangible way I know that I’m making an impact, which is important to me.”

Alumni

F E AT U R I N G S T U D E N T S W H O M AT R I C U L AT E D T O W I N D WA R D S C H O O L

Kimmy Halberstadter

CLASS OF 2010

Echo Horizon alumni Kimmy Halberstadter explored a variety of interests when she matriculated to Windward School. She was involved in chorus and acapella, as well as service learning and leadership events. She loved math but wasn’t very involved in science until she took Biology. That sparked a real interest.

Kimmy matriculated to the University of Pennsylvania, where she’s studying neuroscience. “I’m interested in Neuroscience because I was always interested in Psychology,” she says. “My mom is a psychologist. At Windward I volunteered at senior homes through community service work, and I developed a love of the geriatric population. That made me interested in dementia and cognitive impairment. I wanted to explore the intersection of Biology and Psychology, and Neuroscience is the way to approach it.” Kimmy is currently in her senior year at Penn. In the fall of her junior year she did an independent study in Alzheimer’s and neurodegeneration. In the spring she did pharmacology research. This year she’ll be focusing again on neurodegeneration. “My goal when I graduate is to move on to a PhD program,” Kimmy notes. “I plan to take a year or two in between to get more experience and know for certain which program I want to do. I’m interested in getting my doctorate in clinical psychology.” When reflecting on her time at Echo Horizon, Kimmy says, “I think that my early learning at Echo helped me on this path. My teachers gave me the space to be creative and explore my interests. That creative piece was more difficult to find in high school and college. And in fourth grade, my teacher gave us projects that involved coming up with things from scratch, journal entries from a character’s perspective, for example. That led to my interest in human

behavior and human intellect. The community that the school created and the values that the teachers instilled— empathy, problem solving, working together—have also been important because these skills are particularly necessary for clinical work. I’m still best friends with the friend I made on my first day in Kindergarten. We continue to reflect on our memories of Echo. We both value how the teachers at Echo were able to individualize our teaching and give us extra projects, go one step further. That atmosphere and the close friendships I made there helped me tremendously and set a standard for me.”

Sela Kay

CLASS OF 2012

“What I remember most about Echo was the community,” reminisces Echo Horizon alumni Sela Kay. “Of course, I recognize how fortunate I was to receive such a high-level education with extremely knowledgeable teachers and engaged peers, but what sticks out to me is how much everyone accepted one another.” Sela came to Echo in third grade and was nervous about making friends, “but the moment I arrived, I felt the inclusive and friendly environment. Echo is made up of such a range of students in terms of interests, extracurriculars, and personalities, but I loved that no matter who I talked to or got to know—everyone had a shared love and acceptance of one another.” Sela went to Windward School after Echo and is in her second year at Bowdoin College. She hasn’t decided on a major yet, but is leaning towards Hispanic Studies and Psychology.

Highlights Sela played basketball for four years at Windward, where the team won the CIF Southern Section championship and the CIF State tournament twice. “Coming from such an intense basketball background, I wanted to go to a college that had an excellent basketball program in addition to an intense academic curriculum. And on top of that, I wanted to go somewhere I could grow as a person independent from my academic and athletic identities. I ended up choosing Bowdoin and couldn't be happier. I love the balance between school, basketball, and extracurriculars and I can honestly say I wasn't sure that such a balance was possible. Playing at the D3 level was the absolute best decision for me because I'm still able to play some of the best competition in the country while at the same time committing myself to challenging academic endeavors. My team is made up of some of the most genuine and kindest people I've ever met who have taught me again and again that hard work has no substitute—in the classroom, in friendships, and in extracurriculars.” Sela spent the past summer in Argentina studying Spanish at the Facultad de Filosofía y Letras at the Universidad de Buenos Aires. She is taking one Castellano grammar/ culture class and another class about Argentine History. “We just started the third week of classes and I couldn't be happier with this program,” Sela says. “My advisors at Bowdoin helped me find the Institute for Study Abroad - Butler, and I've already made some awesome friends. There are about 20 of us, and when I'm not studying or at school, I've found time to travel and get to know the country. This past weekend I visited Mendoza, where we toured wine vineyards and an olive oil factory, along with a lengthy tour of the Andes which resulted in amazing photos and some great information about the history of Argentina, the Incas, and the mountains. Two weekends ago I visited Colonia, Uruguay, on a short trip and I'm also hoping to travel to the Cataratas in Iguazu. I can't wait to continue classes and this trip has made me fall in love with Spanish even more. If Echo hadn't taught me to experiment with different interests and embrace my fears, I would never have taken this risk!”

Max Lewis

CLASS OF 2014

Echo Horizon alumni Max Lewis is in his senior year at Windward School. He enjoys lighting design, but his real passion is cooking. “My teachers at Echo always encouraged me to explore my passion for cooking and weave my interests into my work. In sixth grade my math project was to figure out the rate of volume expansion for whipped cream. My math teacher bought me a book called Math for Chefs because she wanted to give me real-world applications for the skills I was learning.”

In fact, Max began working in the kitchens of established restaurants in Los Angeles when he was in sixth grade! Max met Susan Feniger, the owner of Mud Hen Tavern and Border Grill, when he was in fifth grade. He got a chance to work there for a day, which he wrote about in his fifth-grade newspaper. He told Ms. Feniger that he’d like to learn to cook at her restaurant. She asked Max to call her when he was older, meaning when he was 17 or 18. But Max contacted her a year later. He did prep work, washed dishes, and watched the chefs work. “It was intimidating at first,” Max recalls. “I was very young and I came from a privileged background. I had to prove myself to the rest of the kitchen staff.” From there, he went on to work at Border Grill, and at Lucques, all while maintaining his schoolwork (although he did take a break in eleventh-grade). “I love the LA food scene,” says Max. “It’s one of the few places where the best restaurants are not fine-dining establishments.” Max worked at the kitchens one day a week during the school year and then three to four nights over the summer. At Lucques, Max got the chance to work full-time over the summer as a line cook and design the menu for Singapore Airlines. He hopes to attend hospitality school when he graduates and go into brand management or own his own restaurant group. We look forward to visiting one of his restaurants in the future!

We Recommend If I could reside in any book, it would be A Gentleman in Moscow by Amor Towles and Count Alexander Rostov would be my mentor and friend. Stripped of all earthly possessions, and forced to live in a space the size of a closet, he embarks on a thirty-year journey of self-discovery and introspection, forming enduring friendships within the walls of The Metropol and creating a rich and meaningful world that defies the confines of space. Much of his life is experienced through the relationship he forms with nine-year old Nina, a precocious and adventurous child, and subsequently in the raising of Nina’s daughter, Sofia. Through their eyes and their relationships, his “exile” is no longer the intended punishment, but a life of beauty and meaning. Every character is richly drawn, and the story quietly celebrates a time when manners and sense of community matter. There is even some humor and a dramatic ending. Count Rostov is the quintessential gentleman at a time when that was important. Perhaps this is inevitably what drew me to this story.

—CLAUDETTE BROWN, LIBRARIAN

Right now I’m reading The End of Nature by Bill McKibben. It’s a seminal text on climate change, and although it was written in 1988, it remains comprehensive in its analysis of the origins of our climate crisis and their long-range, almost unimaginable, effects. McKibben is one of my heroes and was instrumental in making climate change part of the national discussion. His writing is always clear, compelling, and engaging. This exploration of climate change is science, yes, but it’s also spiritual. McKibben grapples with what our “god-like” ability to change nature means for the future of the planet. —AMINA SHARMA, DIRECTOR OF MARKETING AND COMMUNICATIONS

I recommend A Short History of Nearly Everything by Bill Bryson. This is the science textbook you wish you had in high school. Bryson's book covers a variety of facts from how the earth and continents were formed, understanding the Doppler effect and red shift when looking at distant stars, and the rise of civilizations, not to mention the people behind the research and discoveries. He writes in the most approachable manner so you don’t even realize you're reading what basically amounts to a textbook. For an added bonus, check out the illustrated edition!

I read Unbowed by Wangari Maathai, which is an incredible memoir, in preparation for my trip to Kenya and I would highly recommend it to anyone interested in women's rights, global sustainability and environmentalism, and African culture. Ms. Maathai's inspiring and hope-filled story of resilience and purpose will stay with me forever; her story and what she overcame in order to fight for human rights, sustainable development, and global peace is simply mind-blowing and extraordinary.

—JIMMY SMITH, 5TH- AND 6TH-GRADE

ACADEMIC, STUDENT, AND COMMUNITY

MATH TEACHER

AFFAIRS; DIRECTOR OF STUDENT

—JENNIE WILLENS, DIRECTOR OF

SUPPORT SERVICES PK–3

I really liked Between the World and Me by Ta-Nehisi Coates. It’s an incredibly powerful memoir about his experience growing up as black man in America who is now raising a black son. Coates makes the reader feel like he/she is right there with him, he includes vivid details and anecdotes, and he is honest and candid. The book opened my eyes, touched my heart, and made me more aware of the multitude of challenges of growing up black in America (though I am aware one can never truly know unless he/she is in the situation). HUMANITIES TEACHER AND

Code Girls by Liza Mundy is the true story of the women who worked for the army and navy as code breakers during World War II. In addition to being a fascinating story, it gave me insight into what was previously top secret history. I love the range of stories told and I am thinking about how to work with this book as the basis for a lesson sequence in cryptography as well as history. Through letters, documents, and interviews, Liza Mundy has recovered and retold the story of these amazing women who won World War II.

ATHLETICS PROGRAM MANAGER

—DR. SAM PATTERSON, MAKER/STEAM

—JAKE WILLENS, 6TH-GRADE

COORDINATOR

El Deafo by Cece Bell This book is about a girl who had meningitis and became deaf but her parents buy her a hearing aid. She learned how to hear. It’s a true story. I recommend it to everyone because it’s about a girl who’s deaf and I am deaf too. —VALERIA, 3RD GRADE

The Miscalculations of Lightning Girl by Stacy McAnulty

Diary of a Wimpy Kid: Rodrick Rules by Jeff Kinney

This is a wonderful book about a brave girl who got struck by lightning when she was younger, but she survives and thrives with help from her friends and family. This book is about her journey. I would recommend it because it shows you that you should be yourself, and it teaches me the meaning of friendship.

It is super funny and it is about a kid whose brother is mean to him. I recommend it because it is hilarious!!!

—RACHEL, 6TH GRADE

—HADLEY, 2ND GRADE

Baby Monkey, Private Eye by Brian Selznick and David Serlin

Little Dog, Lost by Marion Dane Bauer This book is about a family and they give their dog away because they’re moving into an apartment building. I recommend it because it is good, sad, and happy.

—VIK, 3RD GRADE

Refugee by Alan Gratz In this book, three different characters from three different time periods tell their story through war and sorrow. An amazing twist wraps up the story. I recommend it because it’s a great book that grabs you in.

So it’s about a monkey that is a detective and he solves cases. They’re animals and at the end she’s his mom. I recommend it because it’s really funny. —EJ, 1ST GRADE

—TAYLOR, 6TH GRADE

Our Students Recommend

Class Notes 2013

DENIA G. graduated from Campbell Hall this spring and will be

attending Southern Methodist University in the fall. Denia is an equestrian and continues her love of horseback riding. SARAH A. graduated from Windward School this past spring. She was heavily involved in the school's yearbook and enjoyed English and History. Sarah participated in many theater productions (both backstage and as a performer), and committed much of her time to local and global community service projects. She attends the University of Arizona and has plans to study journalism in the College of Social and Behavioral Sciences.

2014

MIRANDA S. attends Marlborough and enjoys studying theater

and writing.

2015

RILEY B. attends Oaks Christian School and is on the Head-

masterâ€™s List, the baseball team, and is a Lion Athletic Scholar. He enjoys reading and playing guitar. Riley is considering studying Sports Business & Management.

LEO B. is involved in filmmaking, tennis, and LOTS OF STUDYING at The Buckley School!

JED B. attends Campbell Hall. Jed is focusing on his creative writing and art. He also is enhancing his skills in computer programming and video games. DENA C. attends Windward School, where she participated

in Windward Middle School soccer and softball for two years. She played piano for six years. Her favorite class subjects are English and Chemistry, and she took an interest in Robotics and Film Production. Dena has played ice hockey for the past two years with the Anaheim Lady Ducks Club, and she has played with the Jr. Kings. Dena also spent a summer playing ice hockey for an East Coast girls league in Boston, MA. She has participated in UCLA's Lacrosse Camp and UCLA Sailing Camp. DAVIS G. attends Campbell Hall and enjoys playing soccer.

JOSHUA K. attends Village Christian School and has just finished his sophomore year. Josh has been on String Orchestra since middle school, playing the 2nd violin. He also volunteered with Mission Music Club for three years, performing at convalescence hospitals in Los Angeles and Orange counties during summer and winter breaks. He has developed strong interests in engineering and computer science, joining the VCS Engineering Club, and his team participated in a JPL competition this year. He also completed AP Computer Science (Principle). Josh has been participating in his high schoolâ€™s mission trip to Mexicali during spring breaks for the past two years, helping local church activities and community house building projects along with Azusa Pacific University. He has been playing on school soccer teams and is a certified AYSO soccer referee.

2016

NOAH B. attends Windward School and is on the Robotics Team, Tennis Team, and is studying Theatre Tech. This past spring, Noah was inducted into the International Thespian Society and will be in Steam this Fall. ADRIEN L. attends The Buckley School. Adrien is a talented golfer. He enjoys robotics and playing his guitar.

Seth L. attends Mira Costa High School and has enjoyed being a member of the Mira Costa Boys Tennis Team.

2017

ETHAN B. attends Windward School and is a dedicated ice hockey player. He played for the LA Jr. Kings Bantam AA team and is also on the Windward Tennis Team. ARCHER B. attends The Buckley School. He plays tennis and

enjoys traveling the world and spending time with his new and old friends. NIKA B. attends Windward School, studies theatre and is on

the Windward Tennis Team. LANE B. attends The Archer School for Girls. Lane is a talented singer, dancer, and actress. She continues to hone her craft as she pursues her passion for musical theater. EDEN H. attends Milken Community Schools. Eden has been

working on building her art portfolio as she attends the Write Girl workshop to engage with other writers and improve her writing skills. She received an Innovators Award at Milken for her news website. She has enjoyed joining the drama club and was featured as the character "Scuttle" in the musical, Little Mermaid Jr. ELI P. is enjoying his studies at Windward School. Eli is pursuing

his passion for Sports Broadcasting. JACK S. attends Windward School and is very passionate about his writing. He enjoys working with creative and expository writing instructors both at Windward and Writopia Labs.

2018

Let’s Keep in Touch

She continues to study the art of dance.

It’s easy to connect with your fellow classmates and stay up-to-date with all the goings-on at Echo Horizon School!

IMOGENE E. attends Crossroads School for Arts and Sciences.

ALEX J.-Q. currently attends Windward School and runs cross country and plays volleyball. Alex is a talented actor and continues to excel in the performing arts. SOFIA K. just finished her first year at Marlborough. In addition

to being a member of the student council as the seventh grade class president, she earned the Emerging Leader Award, which is presented to one student in each grade who does a great job being a leader and cares about the Marlborough environment. LIAM R. attends The Willows Community School. Liam enjoys

@echohorizonschool @echoalum @echohorizonschool @echohorizon echohorizon.org

playing basketball, football, and is a talented piano player. EVAN S. attends Milken Community Schools. Evan enjoys

playing tennis and continues his mastery of the guitar. NATALIE S. attends Milken Community Schools. She continues to study and practice the art of dance. NATHAN Y. attends Westside Global Awareness Magnet. Nathan continues to play baseball. He enjoys PC building, and is passionate about his animal adoption work.

In Memoriam

ALESSANDRO ESQUIVEL, CLASS OF 2011. It is with a heavy heart that we share the sad news of the passing of this wonderful and loving young man. Aless is survived by his father Carlos Esquivel, his mother Ana, and his sister Isabella.

Got an update for class notes? Email us at alumni@echohorizon.org and tell us what you’re doing!

Day

Alumni Day 2019 was a blast! Old friends reconnected, students and teachers had joyful reunions, Burger Truck was there—with pie . . . not to mention a candy table that featured faculty’s favorite sweets. And don’t forget the Alumni vs. Faculty Kickball Game! Somehow the alumni won . . . but there will be a rematch next year!

2018–2019 Report on Philanthrophy Why We Give...

“Echo Horizon treasures education, inclusion, and creative thinking. Our family feels a strong connection to the school, its faculty, and mission. Peggy Procter, the head of the school, is a real visionary and an inspiring leader. We feel very lucky to belong to this community of wonderful, grounded families, with whom we share similar values.” —SHARON AND JOSHUA YGUADO

“We feel that by taking an active part in our community, our community is becoming an active part of us. By making the effort to give to our community, we are receiving from our community.” —TAMARA UMANSKY AND BOAZ LEV-ARI

When we see how much impact the school has on our son’s growth in so many ways, helping out financially to support our school is the least we can do. The teachers and administrators give so much of themselves, it’s our way of giving back to them and showing our continued support. —JOHN AND CHRISTIE ROBERTS

“When we adopted our son, one of the promises we made to his birth mother was that we would provide him with the best education we possibly could. Fast forward to the independent school application and we knew without a doubt that Echo Horizon was a perfect fit for our son, and our family. We give to Echo to help them fulfill their commitment to providing the very best development opportunities to their faculty and staff, ensuring their success now and in the years to come.” —ANTHONY DANNA AND ZIAD TOUBASSY

35 “We give because we value the breadth and depth of academic and extra-curricular opportunities available to our children. We also understand that tuition alone does not cover the expenses associated with this experience. Through our annual giving and other donations, we gladly join the community of givers who support our faculty, staff, administration, and most of all, our children.” —TRACEY AND AKEEM AYENI

Your Support

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With our community’s support, our faculty and staff were able to undertake essential professional development opportunities. This enabled them to stay up-to-date on best practices and innovative strategies. This professional development included: ACTFL International Convention for World Languages, New Orleans, LA AG Bell Global Listening and Spoken Language Symposium, Madrid, Spain The Art of Coaching Teams, Pasadena, CA Brave New Worlds: Augmented and Virtual Reality in the Classroom, Los Angeles, CA CATDC—The Art of Leading Educators: Feedback, Performance Management, and Motivation, Los Angeles, CA CATDC—History/Social Science Professional Learning Community Series, Los Angeles, CA

Equity As Excellence, San Francisco Finalsite Social Media Workshop, Santa Monica, CA FPL: Create a Coherent Vision for Literacy Learning: An Introduction to Fountas & Pinnell Classroom, Atlanta, GA

Gender and Sexual Diversity, Los Angeles, CA

The Institute for Imaginative Inquiry, New York City, NY

Introduction to Responsive Classroom for K–8 Educators, Los Angeles, CA Lucy Calkins Writers Workshop, New York City, New York Mindful Educator Essentials, Mindful Schools (online)

CATDC—Navigating Gender and Sexuality Diversity in Pre-K–12, Los Angeles, CA

National Association of Independent Schools Conference, Long Beach

CATDC—Neuroscience of Learning: Why Emotions are Fundamental to Academic Excellence, Los Angeles, CA

Nueva Social Justice, Equity, and Inclusion Institute, San Mateo, CA

CATDC—Women in Leadership, Los Angeles, CA Clarke Schools for Hearing and Speech Mainstreaming Conference, Marlborough, MA CSEE, Creating a Human Sexuality Education Program at Your School, Dallas, Texas CSEE, Social-Emotional Learning Programs for Kids K-8: Helping Students Regulate Emotions and Build Healthy Relationships, Los Angeles, CA CUE, Los Angeles, CA DHH Professional Development Training Series offered by the Orange County Department of Education

People of Color Conference, Nashville, TN

Purpose Learning Summit, World Leadership School, Boulder, CO Ron Ritchhart Creating Cultures of Thinking Workshop, onsite Special Area Teachers (Responsive Classroom), Los Angeles, CA Ustahimilivu Dadas Educators’ Exchange, Nairobi, Kenya

The Board of Trustees

Pamela Kelly, Chair Akeem Ayeni, Vice Chair Dr. Eraka Bath, Vice President Mary Brussell, Vice President Toan Tran, Vice President Ken Nakayama, Secretary Darren Dworkin, Treasurer Charlotte Hughes, Trustee Dr. Julie Marsh, Trustee Josh Oppenheimer, Trustee Donna Raphael, Trustee Jennifer Roggenkamp, Trustee Jessica Samet, Trustee Peter Scott, Trustee Paul Slye, Trustee Robert Thun, Trustee Gary Weisserman, Trustee William Luxford, M.D., Trustee Emeritus Lisa Sorrentino, Parent Association President

Thank You Parents Thank you to our 2018â€“2019 Parent Association Officers, Committee Chairs, and Room Parents! Our parent volunteers contribute their hours to school events, classroom activities, field trips, teacher appreciation, and more. Nothing would be possible without their hard work and dedication.

Parent Association Leadership PRESIDENT Lisa Sorrentino

VICE PRESIDENTS Christie Roberts, Tamara Umansky

SECRETARY Peter Scott

TREASURER Greg Lombardo

Committee Chairs A L L - S C H O O L GAT H ERI NG Chair: Ginger Norman Jr. Chair: Bria Cheeks

B AC K TO S C H O O L N IG H T Chairs: Kate Davies, Lauren Howard

B O O K FA I R Chairs: Laura Reider, Kellie Rosen, Tamara Umansky Jr. Chairs: Anthony Danna, Kerry Green, Yulia McAfee

C E L E B RAT IO N O F B O O KS Chair: Rose Eapen Banner Chair: Leah Lehmbeck

C O M M U NI T Y O UT RE ACH Chair: Heather Kun Jr. Chairs: Kerry Green, Nicole McMahon, Ziad Toubassy

G RA N D PAREN T S & SPECI AL FRI END S DAY

PA R ENT B O OK CLUB Chair: Laura Terry Jr. Chair: Lisa Kors

P OP SICLE S IN THE PA R K Chairs: Elizabeth Gabbay, Jean Lee

S CHO OL PICTUR E S Chairs: Jeena Quansah, Philip Quansah Jr. Chair: Hannah McMahon

SPIRI T WE A R Chair: Ziad Toubassy

TE ACHER / STA FF A P P R ECI AT ION Chair: Sharolyn Davis

Room Parents P R E-K Ryann Karp, Ginger Norman

Chairs: Samantha Lombardo, Gillian Nalibotsky Jr. Chairs: Gigi Blatt, Stephanie Shane

K INDER GA RTEN

H A L LOWEEN CAN DY C O LLECT IO N

F IR ST GRA DE

Chair: Vivien Liu

Gigi Blatt, Jennifer O'Brien, Christie Roberts

H A L LOWEEN CARNI VAL

SEC OND GRA DE

Chairs: Jonathan Lane, Wendy Lane Jr. Chair: John Johnston

Emily Fox, Ruth Milway, Jeena Quansah

H O L IDAY GI F T C O MM I T T EE Chair: Marjan Kashefi

H OT LU NCH /BUR G ER T RUC K Chair: Vera Nazzal Jr. Chair: Karl Blatt

LO ST & FO UND Chairs: Sandra Montiel, Andy Theiss

Samantha Lombardo, Rachael Rosales, Allison Strina

THIR D GRA DE Sue Hoover, Satiya Witzer

FOURTH GRA DE Stephanie George, Lucy Oppenheimer, Megha Sata

F IF TH GRA DE Tracey Ayeni, Sharolyn Davis, Lisa Kors

SI XTH GRA DE Tisha Berman, Kate Davies, Kellie Rosen

2018â€“2019 Financial Report

TOTAL INCOME Tuition & Fees

87.6%

Fundraising

7.9%

Investments

4.5%

TOTAL EXPENDITURES Compensation

62.3%

Programs & Operations

19%

Financial Aid

10.4% Facility

8.4%

SUMMARY OF FUNDRAISING Annual Giving: $328,405 Spring Affaire: $128,832 Fund-a-Need: $39,341

2018â€“2019 Annual Giving Echo Horizon School gratefully acknowledges the generous annual contributions from our donors. These contributions supplement the annual operating budget and are essential to our programs, professional development, and tuition assistance. The donors listed below allow Echo Horizon to continue to provide an exceptional education to our students and we give our heartfelt thanks for their caring and commitment.

Visionary $25,000 and up Thomas Gallagher � Pamela & Peter Kelly �*

Benefactor $15,000-$24,999 Anonymous Sharon & Kovi Elkus Charlotte Hughes & Christopher Combs �* Lori Shiotani & Kenneth Nakayama �

Champion $10,000-$14,999 Tracey & Akeem Ayeni � �* Kori & Darren Dworkin* The Goldberg Family � Peggy Procter & John Johnston � Patricia & Bruno Lambertini Sharon & Josh Yguado*

Guardian $5,000-$9,999 Anonymous (2) Caroline & Josh Greenstein Peggy & Francis Hung* Michelle Martinez & Corey LoPrete Lucy & Josh Oppenheimer* Donna & Jorge Raphael � Christie & John Roberts Lisbeth & Patrick Sinclair Emily Fox & Peter Scott* Jean Lee & Toan Tran*

Angel $2,500-$4,999 Anonymous Amy Cooper & Samuel Baum Alba Brooks-Correa & Michael Brooks Vani & Ram Dandillaya Valerie & Faraz Daneshgar Kate & Tim Davies* Sarah Reber & Benjamin Denckla* Eraka Bath & Alexandre Fortuit* Jane Yen & George Ho Wendy & Jonathan Lane Tamara Umansky & Boaz Lev-Ari Vivien & Perry Liu* Samantha & Greg Lombardo* Michelle Dean & Eric Lorenzini Courtney Mizel Gillian & Abram Nalibotsky Vera & George Nazzal* Maria & Varun Pathria Jennifer & Marc Roggenkamp* Jessica & Scott Samet* � Haleh Rassouli & Ali Shahidi Jola & Rob Thun �* Satiya & Jared Witzer*

Believer $1,500-$2,499

Anonymous (2) Johanna & Eric Appel Gigi & Karl Blatt Sarah Treem & Jay Carson Jamie Park Chang & James Chang* Kejia Pan & Brandon Davis Leslie Wootton & Alycia Degen Heather Kun & Chris Iorillo* Rittu Kumar* Alexia Landeau Julie Marsh & Steve Mayer* Rachel & Jake Robards Lara Azzopardi-Robinson & Chase Robinson Allison & Philip Strina

� GP = Grandparent � AP = Alumni Parent � FS = Faculty/Staff * = 5 or more years of giving

Patron $1,000-$1,499 Anonymous (2) Laura Reider & Scott Abrahamson* Toba Khedoori & Eric Allaway* Claudette and Harvey Brown ��* Mireille Jacobson & Tom Chang Allison & Larry Cobar Catherine & Daniel Gerst � Christine Kim & Kevin Gruenberg* The Haghighi Family Sherre & Jeffrey Hirsch* Ryann & Timothy Karp Heather Cox & Chris Koch Sarah & Glenn Lipton Kristen Weirick & Laurae Rossi

Friend $500-$999

Anonymous Tisha & Andrew Berman* Roger Bridges � Ruth Milway & James Bursey Robert & Mary Chow � Jennifer Blum & Adam Cotsen � Julia Mosel & Matthew Dente Nelda & Jason Fox Cara Horowitz & Stefan Grunspan Schuyler Ha & Richard Hoff Lauren & David Howard* Sandra Montiel & Ray Klein* Alexis Lerner* Robyn & Jeff Maynard Ms. Gisele Nazzal � Cindy Tobisman & Nicole Pearl* Sara Chang & Jeffrey Peng* Lika Miyake & Richard Salvador Megha Sata & Nihar Shah Lisa Sorrentino & Andy Snavley Saundra Sparks �* Kerry Green & Chad Wasser Nora & Peter Wendel �*

Supporter Up to $499

Anonymous (12) Stephanie Anthony � Megan Baltazar �* Megan Berta � Abeni Bias � Debbie Briggs �* Haley Brooks � Juanita Caldwell � Alicia Camacho � Jennifer Canelli � Angel Carrillo � Mayra Castellanos � Jasa Denny � Amanda & Brian Egan Ellis Enlow ��* Elizabeth Fellner-Nelson � Jose Figueroa �* Brenda Gonzalez Ashley Guitron � Cecilia Hillway � Kelly Ku & Jeffrey Hwang Jacqueline & Elliott Kleinberg �* Leah & Jason Lehmbeck Rachel Lewis � Renee & Robert Lucero � Susan Macahilig � Jennifer & Mark Mascolo �* Yulia & Bradley McAfee Nicole & Willie McMahon* Jennifer & Casey O’Brien Devin Palty � Kedran & Stavros Panageas Jeena & Philip Quansah Maggie Raiken �

Calida & Gerald Rawles Kristen Reyna � Cari & Scott Rosen � �* Amina Sharma � Myah Smith Alex Sowa � Anita Dashiell-Sparks & Anthony Sparks, PhD* Caitlin Stephens � Lori Zukerman & Tom Strouse � Laura & Eli Terry Annie DiMascio & Adam Tessitore Erin Tompkins � Sheryl Udell � Ian Wenger Ashley Whitelaw � Jennie & Jake Willens � Cathleen Wolff �� Pooja Bhagat & Hugh Wright*

Foundations & Corporations

Capital Group Companies, Inc. Margaret A. Cargill Foundation Cigna Ralphs Grocery Co. Smart & Final Charitable Foundation Sony Pictures Entertainment

� GP = Grandparent � AP = Alumni Parent � FS = Faculty/Staff * = 5 or more years of giving

Spring Affaire 2019 Thank you to our generous Spring Affaire auction donors and solicitors!

Silent Auction Donors and Solicitors Johanna & Eric Appel Bar & Garden Beverly Hills Cosmetic & Laser Center Brentwood Art Center Broadway Gymnastics School Mike & Alba Brooks C & S Designs Sarah Treem & Jay Carson Chicago For Ribs Chiqui Social Color Me Mine Culver Hotel Julia Mosel & Matt Dente Dermatology Associates Medical Group Duff’s Cakemix Emerald Isle Golf Course Equinox Sports Club Fitness by the Sea Nelda & Jason Fox Freshlunches Galileo Learning Great Minds Robotics Griffin Club Guided Discoveries Hamburger Habit Harvard-Westlake Summer Programs The Henry Restaurant

Hi-Lo Liquor Market Hollywood Academy of Music and Arts JAG Gym Kidspace Knott’s Berry Farm Heather Cox & Chris Koch Patricia & Bruno Lambertini Landmark Theatres LIFT Enrichment Samantha & Greg Lombardo Los Angeles Kings New School of Cooking Ginger Norman Pacific Park Pasta Sisters Performing Arts Workshops Picaboo Pier 39 Planet Salon John & Christie Roberts Rodeo Drive Dermatology & Aesthetics Santa Barbara Zoo Haleh Rassouli & Ali Shahidi Six Flags Magic Mountain Sky High Sports Sprinkles Rick Stucker Total Wine & More Universal Studios Hollywood USS Midway Museum YADA The Yellow Door Boutique Spa

A D M I N I S T R AT I O N

48 Abeni Bias, Roger Bridges, Meg Baltazar, Jennie Willens Renee Polanco Lucero, Peggy Procter, Saundra Sparks

SECOND ROW L-R: FIRST ROW L-R:

P EG GY P R O CT E R

SAUNDRA S PA R KS Chief Financial Officer

Director of Teaching and Learning

R O G E R BRID GE S

R ENEE P O L A NC O LUCER O

JENNI E W I L L ENS

Head of School

Associate Head of School for Development, Equity, Inclusion, and Counseling; Director of Student Support Services G4–6

Director of the Echo Center

A BENI BI A S

Director of Admission

MEG BA LTA Z AR

Director of Academic, Student, and Community Affairs; Director of Student Support Services PK–3

E C H O H O R I Z O N AT A G L A N C E

180

SCHOOL HOURS:

E N R O L L M E N T:

8 : 3 0A M – 2 : 0 0 P M (MON.) 8 : 3 0 A M – 3 : 0 0 P M ( T U E S .- F R I . )

MORNING CARE: 7 : 3 0 A M – 8 : 1 0 A M ( M O N .- F R I . )

AFTERSCHOOL PROGRAM: 2 : 0 0 P M – 6 : 0 0 P M (MON.) 3 : 0 0 P M – 6 : 0 0 P M ( T U E S .- F R I . )

GRADES:

PRE–K-6

L O C AT I O N :

3430 McManus Avenue Culver City, CA S T U D E N T-T O -T E A C H E R R AT I O :

8:1 10:1 12:1

1983 15% 50% Founded in

of our students are deaf or hard-of-hearing of our students identify as people of color

A C C R E D I TAT I O N :

California Association of Independent Schools, Western Association of Schools and Colleges

Our students come from 46 different zip codes within Los Angeles County

“ E D U C AT I O N I S THE KINDLING OF A FLAME, NOT THE FILLING OF A VESSEL.” — S O C R AT E S

Written and edited by Amina Sharma Cover art Our first graders looked at animals found in West Africa and masks made in West Africa. They discussed how the masks are designed to be used in spiritual and social events, learning that the purpose of the masks is to transform the weather and come to life in performance. The first graders observed the facial features, markings, and coloring of the animals and how they are depicted in West African masks. Each student constructed a mask based on the face of an animal by layering and repeating geometric cardboard pieces. They continued to use repetition and patterning in the painting of their masks. Photography Alicia Camacho Mercie Ghimire Amina Sharma Jay Sharman Design and Printing Nick Steinhardt for SMOG Design, Inc. Colornet Press Financials/Annual Fund/Spring Affaire Maggie Raiken Saundra Sparks The Annual Report reflects gifts made to Echo Horizon School between July 1, 2018 and June 30, 2019. We have made every effort to ensure the accuracy of all information contained in this report. If you find a discrepancy, we sincerely apologize and ask that you bring it to our attention. Please contact Director of Marketing and Communications Amina Sharma at asharma@echohorizon.org.

3430 McManus Avenue Culver City, CA 90232-7407 T: 310-838-2442 TTY: 310-202-7201 echohorizonschool.org

Echo Horizon School | Roots and Wings: Exploring Identity 2019