Evergreen Branches Summer 2017

SUMMER 2017

Embracing

Challenge

GLOBAL STUDIES: PERU 2017

INSIDE THIS ISSUE:

Strategic Plan Updates, Curriculum Spotlights, Culture Night, Alumni BBQ and more...

2017-2018 Board of Trustees

INSIDE THIS ISSUE: Page 1 Page 2 Page 5 Page 6 Page 8 Page 10 Page 14 Page 16 Page 18 Page 20

From the Head Strategic Plan Update Culture Night Faculty/Staff in the News Primary Spotlight Middle School Spotlight Intermediate Spotlight Seedling Program Alumni BBQ 2017 Graduating Class

Cover photo: Cindy Benson

Photo by Jeff Pettiross

OFFICERS

Danielle Ruthfield, Chair George Webb, Vice Chair David Stephenson, Treasurer Aimée Huff, Secretary TRUSTEES

Richard Au Geri Ann Baptista Kristin Church Helen Day Hanson Hosein Max Kleinman Chris Li Meredith Lohr Gwen McCaw

Mike McGill Shehzad Mevawalla Gurdeep Pall Catherine Schembre Neda Sedghi Dana Soong Sarah Stanley Kristine Takamiya Yonnie Watkins EX-OFFICIO

Ronnie Codrington-Cazeau FACULTY REPRESENTATIVES

Daniela Hall Martine Wagoner

From the Head of School Five years ago I was in my office nestled in the hills of Los Angeles packing boxes and saying goodbye to long-time colleagues and friends. Although it was sad to leave a city I had called my home for 17 years, I was also eagerly anticipating my future at The Evergreen School. I had already engaged in several conversations with my Evergreen transition team and visited the school three times to get to know Evergreen’s faculty and staff. I felt as if I was heading into new and unchartered territory, but I was ready to embrace the challenge.

Five years later, I cannot believe I am the same person and this is the same school. Evergreen has changed and so have I. The school I came to enrolled 452 students in a space built for much fewer bodies.

Evergreen had an endowment of just over $2.5 million, owned five houses surrounding the school and was ready for a new strategic plan. The center of campus was a cabin, complete with a fireplace, nestled between two large cedar trees.

I was drawn to this school because of the warmth and collegiality of its innovative faculty. I was also drawn by the steadfast commitment of its parent body to ensure their curious and creative children had a challenging and safe environment in which to learn and grow. The spirit of volunteerism was strong and integral to the school.

Today, Evergreen has 20 more students, two full-time learning resource teachers and a full-time director of diversity. We have added new middle school classrooms, an intermediate teaching space, administrative offices, and an innovation lab/makerspace. We have grown the Endowment to over $16 million and are operating under a new strategic plan. What a time of growth in the history of the school!

But, no head of school accomplishes anything alone. In this issue of Branches you will read about some of the awards and accolades our teachers have received. They are incredible and continue to inspire me and their students. But, it is the magic that happens in classrooms every day of which I am most proud.

This year, our primary and intermediate teachers adopted a new math curriculum and spent much of the summer preparing lessons and learning how to best teach this new material. The result was a seamless transition for our students. Our middle school teachers revamped advisor and social studies lessons to take our older students through a very difficult election season. I could hear engaging and challenging conversations happening in every classroom.

In collaboration with the Senior Leadership Team, we helped the school wrap up a $20 million campaign and remain fully enrolled during a time of changing dynamics in the city of Seattle. Together we are hitting the targets of our strategic plan. Their partnership with me has made these five years fly by.

Finally, the strength of the Evergreen Board of Trustees is a testament to the health of the school. With all of the board policies up to date, a solid succession plan in place and a collaborative partnership between the board and head of school, Evergreen has strong strategic leadership and vision. We are poised to do great things! Thank you all for an amazing five years.

Sincerely,

Ronnie Codrington-Cazeau

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MEETIN G O U R S T R AT E G I C O B J E C TIVES

Together In 2015, we launched an ambitious five-year strategic plan.

The plan covers five major areas: curriculum, external relations, diversity, institutional leadership and financial sustainability. Behind the scenes, trustees, administrators, teachers, staff and parents have been working together to accomplish many of our strategic goals. Heading into the third year of the plan, we have much to be proud of.

Here are a few of the highlights: 2

THE EVERGREEN SCHOOL BRANCHES SUMMER 2017

New K-5 Math Curriculum Adopted After a year of research and careful study, last fall we implemented a new K-5 math curriculum.

We are now using Bridges in Mathematics in kindergarten through third grade and a companion program, College Preparatory Math, for our intermediate students in fourth and fifth grades.

This new math curriculum is engaging and rigorous yet accessible to all types of learners. The curriculum focuses on developing students’ deep understanding of the underlying mathematical concepts while establishing proficiency with key skills. The goal of the curriculum is to help students understand the “why” of math so that they can solve increasingly complex problems.

THANK YOU TO OUR MATH CURRICULUM COMMITTEE: Rod Huston (chair), Halsey Bell, Michelle Breaux, Sandra Brown-Potter,

Brenda Cram, Kiki Contreras, Denise Dyette, Peter Galopin, Renate Grant, Michelle Harrison, Suzanne J., Suzy Joor, Will Katz, Bob Kelly, Megan Logan, Melaney Mayne, Lina Rose, Martine Wagoner and Santosh Zachariah.

Global Studies PS-8 Alignment Our Global Citizenry Committee has been working to clarify our commitment to global citizenry and develop a continuum from preschool through eighth grade. The committee began by surveying the faculty about what they are currently doing in their classrooms. The results were used to develop a new global studies mission statement and four core concepts that will drive

our curriculum going forward: empathy, respect, responsibility, and taking action. The committee rounded out the year by drafting five principle statements incorporating these concepts.

Next, they will begin to articulate the components of global citizenry at each grade level.

THANK YOU TO OUR GLOBAL CITIZENRY COMMITTEE: Robert Lee-Engel (chair), Margaret Bradford, Janet Charnley, Brenda Cram, Judith Hart, Suzanne J., Eli Keltz, Elizabeth Moore, Anitha Pai, Lina Rose, Maggie Tweedy and Brian Wagner.

Implementing Work of Highly Capable Task Force A Highly Capable Task Force, led by Ronnie Codrington-Cazeau, Brenda Cram and Chris Li was formed to ensure that we are fulfilling our mission as a leader in highly capable education.

The task force was charged with reviewing our current approach to assessing highly capable students for admission to Evergreen and with clarifying our intended outcomes for our students upon graduation.

For the first task, the group analyzed IQ data, looked at the practices of peer schools both locally and nationally, and conducted a thorough review of academic research and position papers on giftedness. Based on this research, the task force suggested improvements to our current assessment methods. Specifically, they recommended that, in addition to IQ testing for analytic intelligence, we further develop our methods for evaluating other domains of intelligence including social/emotional intelligence,

resilience/grit and ethics. One goal is to reduce the potential for bias in testing and ensure that we are fulfilling our mission to serve a diverse population of highly capable students. This more holistic approach to assessing talent and potential reflects the current academic consensus on intelligence as well as our values as a school.

The second charge of the task force involved evaluating our approach to educating highly capable learners and comparing that with peer schools. For this, the task force looked at numerous areas including curriculum, differentiation, social/emotional learning, co-curricular activities and signature programs. In doing so, they recognized the considerable strengths of our current program and made several recommendations that will help us more clearly articulate, to both internal and external audiences, the benefits of the Evergreen experience and our unique approach to educating highly capable children.

THANK YOU TO THE HIGHLY CAPABLE TASK FORCE: Ronnie Codrington-Cazeau (co-chair), Brenda Cram (co-chair), Christopher Li

(co-chair), Pamela Atteberry, Halsey Bell, Michelle Breaux, Daniela Hall, Nancy Hertzog, Rod Huston, Max Kleinman, Anitha Pai, Danielle Ruthfield, Catherine Schembre and Martine Wagoner.

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Diversity, Inclusion and Accessibility This was a foundational year for our efforts to advance diversity, inclusion and accessibility at Evergreen. Last fall, Anitha Pai joined us as our new director of diversity, and after years of separate groups for constituencies of faculty and parents, the Diversity, Inclusion and Accessibility Subcommittee or DIA was formed. Led by Anitha and trustee Neda Sedghi, DIA kicked off in January with a membership of 17 administrators, trustees, faculty and parents.

The subcommittee met twice with consultant Robert Greene of Jones & Associates, Inc. Greene provided insights and recommendations from the Assessment of Inclusion and

Multiculturalism (AIM) that our community participated in the previous year and led a generative discussion on how the committee could use AIM data to track the progress of our initiatives. The committee also looked at ways to communicate our commitment to diversity to internal and external audiences.

Finally, DIA reviewed the terms “equity,” “inclusion,” “diversity,” and “cultural competency,” providing input to define these terms for the Evergreen community. Next year, DIA will work to create a vision statement for the school and will continue to leverage the AIM data to advance the school’s vision for diversity.

THANK YOU DIA SUBCOMMITTEE: Anitha Pai (co-chair), Neda Sedghi (co-chair), Ibrahim Ali, Cindy Benson-Gregory, Margaret

Bradford, Jimmy Chu, Kristin Church, Ronnie Codrington-Cazeau, Brenda Cram, Ibtissam Davis, Hanson Hosein, Andrew Mun, Kelly Lillis, Laura Rattner, Erin Rosenberg, Tessa Simon and Catherine Schembre.

Meet Anitha Pai, Director of Diversity

We were pleased to welcome Anitha Pai this year as our director of diversity. Anitha brings an array of experiences in global education, curriculum development and parent engagement to her role. She’s developed global service learning and social entrepreneurship focused curriculum for K-12 students, including lessons focused on fostering 21st-century skills in empathy, collaboration, creativity, and design thinking.

Anitha led teams that supported large-scale literacy and school improvement programs in the Middle East and Africa. She also worked in India where she advised organizations and trained youth and women to develop workforce skills. Anitha holds a Masters of Education from Harvard University and a Bachelor of Arts from Trinity University.

“Each day I’m inspired by our students who courageously and compassionately demonstrate their skills and interests for making a positive impact in the world.”

–Anitha Pai

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Photos by student Delphine C.

Pieces of

Us:

CULTURE NIGHT 2017 This year’s Culture Night brought together hundreds from our community to celebrate our diversity and get to know each other even better.

Conversations began right away, as each person filled out a nametag with a personal “fun fact.”

The evening formally began with performances from our two choir groups singing songs from around the world, followed by a community potluck with delicious homemade dishes.

We learned about family traditions at the “human culture museum” and shared personal experiences in world café-style discussions and a video booth. We even had an outdoor drum circle with storytelling, henna art and Chinese calligraphy. It was an incredible evening filled with fun and sharing.

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Faculty/Staff

in the

NEWS Ronnie Codrington-Cazeau

Congratulations to Head of School Ronnie Codrington-Cazeau, who will take on the role of president of the Board of Governors for the Northwest Association of Independent Schools. NWAIS is our local accrediting body that promotes the ongoing improvement and advancement of independent schools in the four-state Northwest region. In addition to this new role, Ronnie is a faculty member of the Aspiring Heads Fellowship and a member of the Country Day School Headmasters’ Association. She also serves on The Overlake School Board of Trustees, on the Executive Committee for the Elementary School Heads Association, and on the Pathways to Leadership Committee for NWAIS.

Janet Charnley We are pleased to announce that Janet Charnley, our sustainability coordinator and science coach, has been accepted as a Washington State Science Fellow for the 2017-2018 school year.

Fellows are part of a statewide effort to build teacher leadership and a foundation of knowledge and skills in different academic disciplines. Over the course of next year, the fellows will meet several times, participating in professional learning and engaging in leadership opportunities.

Kiki Contreras In March, Kiki Contreras became one of only 10 middle school science teachers nationwide to be awarded a spot in this year’s National Stem Cell Foundation Scholars program. She attended a week of professional development workshops, speaker sessions and idea exchanges hosted by Western Kentucky University.

In addition, scholars received a grant to implement a creative, challenging project in the classroom next year. We can’t wait to see what Kiki comes up with!

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Lucinda Dalrymple Lucinda Dalrymple, our primary division music specialist, is midway through a two-year term as the Western Division president of the Organization of American Kodály Educators (OAKE). Kodály is a style of teaching music based on the ideas of Zoltán Kodály, a prominent composer, musician and educator active throughout the first half of the 20th century. This method recognizes that, while not everyone can play an instrument, nearly everyone has a voice, and it emphasizes teaching children folk music, nursery rhymes and classic tunes that have endured. In March of this year, Lucinda attended OAKE’s annual national conference, connecting with music teachers around the country.

Vanessa Miller

Photo by Chris Bennion

In May, our own Vanessa Miller played Titania in Seattle Shakespeare Company’s production of A Midsummer Night’s Dream. Evergreen’s Upper Division music teacher and theater director since 2010, Vanessa is a Seattle native and theater professional. She has worked at most of the theater companies in our area, directing, acting and teaching.

Lina Rose Congratulations to Fifth Grade Teacher and Student Activities Coordinator Lina Rose, winner of an NWAIS Fellowship for Collaborative Innovation for 2017-2018. The group of fellows will meet periodically throughout the year and work on the overarching question, “How might we reimagine our current schools so that we sustain, flourish and thrive into the future?”

Shayé Whitmer Congratulations to Shayé Whitmer, upper division math and science teacher, who won the William Dahlgren Award recognizing outstanding K-12 teachers for inspiring students in math, science and engineering fields. The award, given by SAMPE (the Society for the Advancement of Material and Process Engineering), includes a prize of $500, and particularly targets teachers who encourage general entrepreneurship and demonstrate excellence, integrity, respect and innovation.

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PRIMARY SPOTLIGHT

First Grade Sound Study: Making Music and Applying Science in the BIG Lab

BY JENNY FOX, COMMUNICATIONS ASSOCIATE

In its second year, the BIG Lab has already become a favorite feature of the Evergreen landscape, and students have become accustomed to this wonderful resource.

Beginning in preschool, every class has the opportunity to visit the lab regularly, working on projects from pillow making to green-screen creations to laser cutter work and more.

Teachers are integrating classroom work with BIG Lab projects in ways that bring together writing and design, programming and math, science and music and mechanics. To illustrate the trajectory of one such project, we followed our first graders from the beginning of one of their BIG lab projects through to completion.

Learning about Sound In late January, first graders embarked on a science unit studying sound. They began, not in the lab, but with a classroom rotation. In one room, Lucinda Dalrymple, our primary division music specialist, introduced them to instrument families—strings, woodwinds, brass and percussion—and played different sounds on a cello and dulcimer. In two other rooms, students conducted experiments, learning about soundwaves and that sound is vibration. They tried making salt and pepper “dance,” they used the vibrations of tuning forks to splash water, and even constructed classic paper-cup telephones—but with the harder challenge of trying to add a party line. Then, it was time to move on to the next phase of the project.

THE CHALLENGE:

Can you build an instrument using BIG Lab materials?

YOUR INSTRUMENT MUST:

1. produce sound 2. change pitch 3. change volume

Can you explain how and why it works?

Off to the BIG Lab Each class had two BIG Lab sessions to build their instruments.

After some initial brainstorming and planning, they were ready to begin. Students had access to cardboard and boxes, rubber bands, cardboard tubes, and BIG Lab Coordinator Lindsey Own even made some wind instrument mouthpieces with the 3-D printer. “I am quite impressed with all of their hard work through trial and error, thoughtful planning and problem solving so far!” said First Grade Teacher Suzy Joor, after her class’s first design period in the BIG Lab.

Revising and Re-visioning A couple of weeks later, the classes returned to the lab to finish up their instruments. This time, they focused on revising and “re-visioning.” Teachers discussed how inventors always make adjustments to their creations, testing and tweaking to make things even better. First Grade Teacher Margaret Bradford used an example many found familiar: the frequent updates needed for iPhones.

Re-visiting their projects proved challenging: “thinking about and explaining why they selected certain changes was a solid brain stretcher,” said Will Katz, another first grade teacher.

Adults Can Tinker, Too! On July 26 through 28, teachers from across the country came to the BIG Lab to learn how to develop learning experiences that build both children’s academic understanding and their engineering and tinkering skills.

Evergreen faculty Lindsey Own, Lina Rose, Megan Logan, and Suzanne J. supported these teachers in learning to use many of the BIG Lab tools, including the laser cutter, 3-D printer, robotics equipment, simple circuitry and others, as well as helped teachers develop their own projects to bring back to their schools. The BIG Lab and Evergreen faculty are clear leaders in the educational makerspace movement nationwide.

Once the instruments were completed, children painted and decorated their creations. Some even took advantage of the opportunity to exhibit their instruments at the NWAIS MakerFest, hosted here at Evergreen ... where else but in the BIG Lab.

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Global Studies 2017: Embra

Potato Day: Students worked in the potato fields, helping the locals with their harvest. Later, they learned how to make a traditional dirt oven and cook a delicious potato dinner.

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Weaving Day: Students learned how to shear a sheep, spin wool and weave.

THE EVERGREEN SCHOOL BRANCHES SUMMER 2017

acing Challenge in Peru

BY KATHY BALDI, DIRECTOR OF COMMUNICATIONS

Taking a Risk: “Stepping out of one’s comfort zone is an ongoing theme of the eighth grade year. Travel creates challenges, for so much about travel is out of one’s control. And it is through these challenges that the greatest student growth occurs.”

—TRIP LEADER AND EIGHTH GRADE ADVISOR ROBERT LEE-ENGEL

The global studies trip is the culminating event of the Evergreen experience.

Before embarking on this four-week adventure, our eighth grade students spend the year studying the history, religion, culture and language of the country they will visit. They learn about broader global issues including global citizenry, social justice and human rights. They also participate in a four-week NGO simulation, working in teams to create a business model and action plan to address a real world problem.

Service Day: In Seattle, students raised $5,800 to build a chicken coop for the primary school in Paru Paru. There was plenty of work to be done, and our students stepped up to help, making bricks and building shelves.

The trip itself is a multi-faceted experience designed to help students better understand both themselves and the broader world in which they live. In Peru, students visited large cities like Lima and Cusco as well as the remote village of Paru Paru. They climbed high in the Andes to Machu Picchu and visited the beautiful shores of Lake Titicaca. Along the way, they engaged in cultural activities and service learning projects. They visited schools and met their pen pals. They also learned to navigate their surroundings with newfound independence and responsibility and to face personal challenges that required them to look at themselves and each other anew.

Here are a few highlights from the trip: THE EVERGREEN SCHOOL BRANCHES SUMMER 2017

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STUDENT LED ITINERARY PROGRAM: ADVENTURES IN INDEPENDENCE AND RESPONSIBILITY IN LIMA AND CUSCO

GLOBAL STUDIES 2017

The Student Led Itinerary Program or SLIP is an open-ended assignment designed to encourage independent decision-making and increased responsibility. In Seattle, students worked in small groups to develop three-day itineraries for the larger cities of Lima and Cusco. Students researched these cities and then created itineraries that included maps, transportation options and a budget. In Peru, each group was assigned an adult chaperone, but the chaperones were encouraged to let students “run the show.”

According to Robert Lee-Engel, it is okay to allow students to change their plans or get a little lost: “It is those unexpected and unplanned experiences that are often the most memorable and where learning and growth are maximized.”

NGO DAYS: EXPERIENCING THE POWER TO TRANSFORM LIVES

Before leaving for Peru, students engaged in a four-week NGO simulation. Working individually or in small groups, they researched a real world problem of their choice. Some of the problems addressed included deforestation, education and women’s rights. Students began by examining the root causes of the problem and what had already been done. Once they identified what still needed to be accomplished, they created a business plan, a mission statement, a needs analysis and an action plan.

In Peru, students had the opportunity to see real NGOs in action and expand their understanding of the day-to-day realities that these NGOs face. Students had the choice of visiting and working with: Corazones Por El Peru, which supports education for children in rural communities; Awamaki, which works with rural Andean women to empower them with skills-based education so they can earn an income and take care of their families; Niños Del Arco Iris, which works with the poorest children from the valley and gives them high quality education; or Llama Pack Project, which works to breed traditional carrier llamas as a tool for sustainable rural development and mountain conservation.

THE INCA TRAIL TO MACHU PICCHU: A REWARDING CHALLENGE OF ENDURANCE AND FORTITUDE

For those students who chose to hike the Inca Trail, it was challenging, but worth every step. In the words of parent chaperone Jeff Pettiross, “Superlatives are really necessary to bring together the triumphs and challenges of such a beautiful hike at altitude. … Every day was filled with spectacular mountains, valleys, and skies.” The milestone of this three-day hike is the ascension of Warmiwañusca or Dead Woman’s Pass, the highest point on the Inca Trail at 13,828 feet. According to Jeff, “I was blown away again and again by the heart and determination of our kids on the trail. Despite hours of hiking and thousands of feet of ascent and descent, everyone made it to the Sun Gate, friendships were made stronger, and we were all rewarded by the famous view of Machu Picchu.”

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PARU PARU: LEARNING TO APPRECIATE LIFE IN A REMOTE VILLAGE

Paru Paru Hike: Students hiked for six hours around three beautiful lakes, where they saw herds of llamas and sheep and summited a 14,500 foot pass.

Paru Paru is a farming village high in the hills of the Sacred Valley.

At an elevation of just over 13,000 feet, the weather was chilly and the accommodations were simple mud brick houses. The villagers opened their hearts to our students, greeting them with flowers and traditional dancing. During the next four days, students got to know the local community, rotating to different activities including potato farming, weaving, hiking and a service project. Surrounded by the magnificent scenery and exposed to a simple way of life, students also had time to read letters from home and reflect on their personal journey in Peru.

PARENT LETTERS: A TIME FOR REFLECTION

“One of the cornerstone events of the Global Studies field study is the parent letters.

Before we left Seattle, we asked the parents to write a letter to their child. We gave them prompts, such as: What are your hopes and expectations for them on this trip, what do you most appreciate about them, what sage wisdom do you have to offer them in this major time of transition? Then, about halfway through the trip, we share these letters with the students. This is often one of the most powerful moments on the trip, and today was no exception.” — Robert Lee-Engel LUQUINA: REINCORPORATION AND FINAL DAYS IN PERU

The final days of the trip were spent in Luquina, a rural community on the shores of Lake Titicaca. Students enjoyed dancing, hiking, boating, farming, a final feast and a visit to a floating island constructed of reeds and roots. They also took time to discuss the process of reincorporation before returning home to their families. They discussed their newfound independence and shared some of their most valuable lessons learned on the trip. Here are just a few: » Sometimes you have to be put in a new environment to appreciate all that you have. » Finishing first does not have the same satisfaction as finishing strong. » Focusing on the positive in a situation can change your mindset. » The kindest and most generous people can have the least wealth. » It is important to be comfortable with uncomfortable situations. » You have to be open to others’ perspectives. » Sometimes the best plan is having no plan.

THANK YOU TO ALL OF THE ADULTS WHO MADE THIS EXPERIENCE POSSIBLE: TRIP LEADERS: Eli Keltz, Robert Lee-Engel and Lindsey Own GLOBAL STUDIES SPECIALIST: Daniela Hall PARENT CHAPERONES: Cindy Benson, Debra Cady, Michael Denlinger, Sabine Endrigkeit, Jennifer Meyers, Russell Normann, Jeff Pettiross, Jennifer Schorsch and Kristin Wennberg

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INTERMEDIATE SPOTLIGHT

Fifth Grade Citizen Scientists in Action

BY KATHY BALDI, DIRECTOR OF COMMUNICATIONS

The study of the salmon life cycle and habitat has long been a part of our fifth grade curriculum, but this year teachers Michelle Breaux, Lina Rose and Melaney Mayne took these lessons to the next level. In a yearlong, multi-faceted project they call “Citizen Scientists in Action,” our fifth graders studied both salmon and their habitat, moving from observation to understanding and, ultimately, to advocacy in support of the health of our local watershed and streams.

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Using the Data: Understanding Real-world Problems

Testing the Water: Learning to Evaluate This project began the first week of school when students visited the Ballard Locks to see the salmon run. Back in the classroom, students began to investigate the question, “What makes a healthy stream for salmon?” They learned how to collect water quality data and survey the stream structure, about macroinvertebrates and riparian zones, and how to evaluate the health of a stream to support salmon.

Next they conducted water tests in the Issaquah River, followed by a visit to the Issaquah Hatchery to learn more about the salmon life cycle and how humans are working to protect them. Included in this visit was a stop along Issaquah Creek for another analysis of the stream just down river from the hatchery.

After these initial site visits, students put their water testing skills into practice closer to school at the Thornton Creek watershed. They joined the Thornton Creek Alliance, an all-volunteer, nonprofit organization dedicated to preserving and restoring an ecological balance throughout the Thornton Creek watershed. Every Tuesday, students walked to Twin Ponds and tested three different locations on Thornton Creek, including a small tributary that leads into Twin Ponds from our wetlands. They worked in collaboration with 23 other groups (all adults) to test locations along Thornton Creek for E. coli and other bacteria and shared their data with the city of Seattle.

To help students understand how their research is relevant to real-world problems, teachers had them take the data from the four highest E. coli sites and compare it with rainfall and temperature. Students created graphs and looked for correlations, drawing conclusions about how weather impacts E. coli levels and stream health.

Three experts from the city of Seattle and the Thornton Creek Alliance visited Evergreen to provide additional data.

Students were then challenged to select a problem based on their observations of the creek, the data they collected, and the information they learned from outside experts. They visited three more locations on Thornton Creek where they took pictures, conducted a full stream evaluation, and looked for positive and negative influences on the stream that could contribute to variations in E. coli levels. Once they identified a problem, they had to provide evidence of its existence and propose a potential solution.

Taking Action: Becoming Environmental Advocates As a final step, each student wrote a persuasive letter to a private or government organization that could help solve the problem he or she had identified. Ultimately, students identified over 15 issues with Thornton Creek including: pollution, litter, low macroinvertebrate levels, high E. coli levels, lack of gravel on the stream bed, invasive species, lack of adequate shade, invasive New Zealand mud snails, high levels of salt in the stream after cold icy weather, and high levels of copper from brakes in runoff.

They proposed creative solutions such as using beet juice instead of salt to de-ice roads, using pervious concrete to help filter road runoff, redesigning car brakes, and organizing a New Zealand mud snail pickup day. They wrote and mailed letters to over 50 organizations and government officials stating the problem and presenting their solutions.

Citizen Scientists in Action is a year-long project in which students must use all of their skills as budding scientists, mathematicians and writers to solve complex, real-world problems. Experiential learning like this is at the heart of what we do at Evergreen—moving beyond the classroom walls to connect students to subject matter and community in memorable and meaningful ways.

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Seedling:

G RO W I N G THE PROGRAM FROM THE GROUND UP

A TRIBUTE TO BARBARA JORDAN In 2017, it is not unusual for workplaces to offer in-house childcare. But, it was almost unheard of in 1966. It would have been at Evergreen, too, if not for the efforts of three resourceful teachers who got together and hired a nanny to care for their young babies. They paid for the cost of childcare and Evergreen provided a space.

L to R: Danielle Ladd, Barbara Jordan and Ronnie Codrington-Cazeau

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Those were the humble beginnings of the Seedling Program at Evergreen, a program that has served our teachers and their families for 51 years. Yet, it was not easy to keep this fledging “program” going. Barbara Jordan, former associate head of school, was one of those original teachers. In those early years, it was her creativity, tenacity and, ultimately, her family’s generosity that helped the Seedling Program blossom.

When that original childcare space was needed for classrooms, Barbara asked our school founder Edith Christensen if teachers could bring their babies into their classrooms. Edith agreed and Barbara’s son Cary was able to stay with her in the classroom until he himself was ready to go to preschool at Evergreen. When Bruce Shoup became head of school in 1990, he and Barbara found a dedicated space for childcare in an unused classroom. That lasted for about a year until the school was able to purchase and renovate a house adjacent to the property.

By that time, Danielle Ladd had joined Evergreen, and in 1994, Evergreen was recognized as a leader by Child Care Advantages of Washington for offering a quality care program for working families. But as the campus expanded in May of 1995, Seedling would need to move once again, this time to a nearby church. Through all of this Barbara was a tireless advocate. She felt strongly that teachers needed onsite childcare: “When your child is nearby with someone you know and trust, you can stay late for a meeting and feel comfortable knowing that your child is cared for and safe.”

With her encouragement, the school looked back to the campus for a permanent site. The Reber house, one of the original structures on campus, was scheduled to be renovated, and a plan was developed to convert the 600 square foot garage into a permanent daycare center. All they needed was $47,000 to make this plan a reality.

“

Seedling Testimonials Seedling is one of the main reasons I chose to keep doing work that I love rather than staying home with my babies. The level of morale that it provides for employees is unmeasurable, and I can’t put into words the gratitude I feel for being able to nurse and visit my baby during those first few months, all the way through age three. The incredibly nurturing teachers know and care about each individual child and have helped raise my babies for the past five years. Seedling has provided a beautiful work-life balance in our family and is one of my favorite things about Evergreen.

—LEAH WINTERS, SEVENTH GRADE TEACHER

For the Jordans, making this happen was a family affair. Barbara’s son, Tom Jordan, donated his architectural service and her father, Wallace Waak, stepped up with a $30,000 donation in honor of Barbara’s late mother Ethel Waak. Faculty, staff, parents and friends contributed an additional $18,500 to put the program over the top.

On March 4, 1999, the Ethel Waak Seedling House was opened and dedicated to Barbara’s mother. Barbara’s father, who became a frequent visitor, was on hand that day to cut the ribbon.

I felt so incredibly lucky to be able to have Whitt start at Seedling when he was five months old. I could visit him during my lunch and felt that it made me, a “working mom,” able to have it all. I was able to keep teaching, which brings me great joy, and I never felt that I was missing out on everything with my babies.

For twenty years, the Ethel Waak Seedling House provided a cozy space where teachers could have their babies and toddlers close by. Yet, the Seedling Program was about to change once again. In 2015, Evergreen undertook its largest campus redevelopment project to date, adding an additional 15,000 square feet of improvements. The former Reber house would be demolished to make way for new classrooms, administrative offices and a multi-purpose space. By this time, the Seedling Program was an integral part of the community, and Evergreen was committed to creating an even better space for our seedling students to learn and play.

Brighton will start at Seedling in the fall, and I know that he will have so much fun interacting with other babies and be well cared for by the dedicated teachers. My own students will come to know him and, just like his big brother, he will grow up in the Evergreen community, while his mommy happily teaches English nearby!

The plan was to convert the entire floor of a house across the street from campus.

The new 1,200-square-foot facility would have an entry room with cubbies, separate rooms for toddlers and babies, and an enclosed playground for kids to test out their large motor skills. Parents would have parking in front of the building for easy pick up and drop off, and Seedling Care Supervisor Joanne Norby would even have an office of her own.

In January of 2016, the new Ethel Waak Seedling House opened. Of course, Barbara Jordan was there to share in this success and represent her family at the rededication.

She got to see how excited the children were to explore this bright, new space filled with stimulating toys, books and activities.

Fifty years earlier, Barbara may not have imagined all that would be accomplished nor envisioned our beautiful new Seedling facility. But she certainly could imagine the laughter of happy children and the joy that it brings to their working parents who are just a few steps away. Thank you, Barbara, for your many years of commitment to the youngest members of our community.

—ALLIE OKNER, SIXTH GRADE TEACHER

Seedling has been integral to my family and professional life. Both my girls attended since they were four and a half months old through their graduation at three and a half years old. The teachers have provided so much love and creativity for Treska and Ellatova. Every day they were excited to join their friends and teachers at Seedling. It has further embedded us in the community.

There is no doubt that my commitment to The Evergreen School could only be what it is due to what Seedling has provided my family through the last six years.

—ELI KELTZ, 8TH GRADE TEACHER

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WELCOME BACK!

Alumni 2017

Nearly 200 former students, alumni parents, teachers and staff joined us this year for our annual Alumni BBQ. We were even joined by our school founder Edith Christensen and her husband Frank, a former trustee.

Everyone enjoyed reconnecting with old friends and former classmates. There was good food, plenty of sunshine and a rousing game of Ultimate on the field.

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THE EVERGREEN SCHOOL BRANCHES SUMMER 2017

THE EVERGREEN SCHOOL BRANCHES SUMMER 2017

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Alumni Graduation Speaker Thank you to James Wedgwood our 2017 alumni graduation speaker.

James, who graduated from Lakeside School in 2016 and just completed his freshman year at Yale University, had thoughtful advice for the class of 2017.

After a busy first year at college, he urged them to live intentionally, making “sure to leave time for other people, for reflection, for doing things you love.” He further encouraged them to be spontaneous and willing “to break routine and say yes to new experiences.”

Reflecting on his time at Evergreen, James said: “[I]t may be hard for you to believe now, having just experienced it, but soon your time at this school, in all its vibrancy and complexity and incredible fun, will start to feel like a distant dream. Thankfully, this cloud has a silver lining. Evergreen people are some of the best people out there, and if you’re anything like me, then many of your friendships with Evergreen classmates will only strengthen and become deeper as time goes on.”

“If you don’t fully appreciate yet how lucky you have been to go to school at this place, you will soon.”

JAMES WEDGWOOD, CLASS OF 2012

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THE EVERGREEN SCHOOL BRANCHES SUMMER 2017

Class of 2017

CONGRATULATIONS

FIRST ROW (L TO R): Nathaniel Philbrick (Shorewood High School), Ethan Vazquez (Shorecrest High School),

Charles Anderson (Lakeside School), Phoebe French (Lakeside School), Aiden Wilkson (Ballard High School), Emily Cady (Seattle Academy), Annika Meyers (Northwest School), Sophia Schloss (Seattle Academy).

SECOND ROW (L TO R): Eli Ezekiel (Roosevelt High School), Vivian Miller (Seattle Academy), Solomey Alemseged

(Aviation High School), Mira Nickels (The Bush School), Sophia Yee (Seattle Academy), Anika Joshi (Seattle Academy), Olivia Benson-Gregory (Lakeside School), Lela Jelacic (Holy Names Academy), Dakota Fox (Roosevelt High School), Rohan Rajvanshi (Seattle Academy), Chloe Bright (The Bush School).

THIRD ROW (L TO R): Katie Sanders (Shorecrest High School), Natasha Faber (The Bush School), Joshua Klein

(Shorewood High School), Athena Blanton (Northwest School), Else Gerber (Ingraham High School IB), Marc Daggatt (Seattle Academy), Eli Weise (The Bush School), Kuran Pettiross (Shorecrest High School), Slate Colebank (Edmonds Woodway High School), Lucy VanNewkirk (Seattle Academy).

FOURTH ROW (L TO R): Anthony Kavalam (University Prep), Linnea Curtis (The Northwest School), Sachin Zachariah (Seattle Academy), Audrey Deligan (Holy Names Academy), Nathaniel Quigg (Ballard High School), Zubin Birnbach (Seattle Academy), Nayan Birnbach (Seattle Academy), Joe Miller (Lakeside School), Benjamin Normann (University Prep), Joshua Young (Roosevelt High School).

FIFTH ROW (L TO R): Ryan Schonhoff (Eastside Preparatory School), Lucian Fox (The Bush School), Filmon Dawit (The Bush School), Kjellen MacBain (Seattle Academy), Kamal Muhammad (Lakeside School), Samuel Schorsch (The Bush School), Will Troop (Seattle Academy), Cameron Davis (Lakeside School), Philipp Mergener (The Bush School).

THE EVERGREEN SCHOOL BRANCHES SUMMER 2017

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EDITOR

Kathy Baldi WRITERS

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Kathy Baldi Cindy Benson Debra Cady Jenny Fox Elizabeth Gaubeka Eli Keltz Robert Lee-Engel Ayva Larson Lina Rose Jennifer Schorsch DESIGN

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