85th Anniversary Book

The Bell, the River and the Tree What things we dream of still: The bell, the river, and the tree Alive with orange fire In June.

-Bill Ellis, The Hibiscus Hedge Veteran, Teacher, self-described “free spirit” and author of the original Hibiscus Hedge Flanked by tamarind trees and slash pines, Biscayne River is a postcard from the past – Old South Florida – fringed in fiery flourishes.

The royal poinciana stores fairy tales in its blossoms.

Bursts of remembrances and anecdotes.

We are sound and meaning, pictures and stories.

We are a testament to what life emerges on the banks of water: sustainable, vibrant, unfolding.

Fronds and grasses whispering knowledge.

Theirs is a lexicon of anthems and folklore, of recitations and arithmetic, maths and logic, chronicles and allegories, myths and yarns spun across an endless summer.

The canal is a ribbon at the edge of memory.

Once, canoes cruised down to the bay.

Like punctuation marks, tiny leaves fleck the mirrored surface of the water.

Everything begins and ends in a question.

We come together to make sense of the world. We are messy surveyors. Scraggly and rambling, forever exploring and hunting down truths.

Once, the great iron bell echoed in the warm breeze; its vernacular bellowing across the quad. A rippling narrative, bright with bold inquiries.

An equation forever multiplying itself in the lush tropics where we are always seeking.

The bell, the river, and the tree are what we dream of still.

Awake, inspired, we pursue the universe awhirl/ablaze with dazzling currents and light.

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EVERY STUDENT

Living History 3 / 85

EVERYDAY, EVERYWHERE

Nine year old Sadie, blonde hair in her customary ponytail, stopped me on the way to my car one afternoon. “I have a question,” she said, “why does it say ‘with special affection for the girls of Country Day, whom I never knew’ on the plaque by the bell?”

As you will read later on in this wonderful 85th anniversary book, the bell holds pride of place on our campus, in front of our Abess Center for Environmental Studies, affectionately known as ACES, which, of course, our lower school students look forward to visiting weekly. Inquisitive and observant Sadie, who never misses a beat, rightfully questioned this reference to girls - how could anyone who had been on our campus, who had been a part of our school, not have known the girls? The girls of Country Day, who are an integral part of our community?

I have to admit, at the moment of her question, I didn’t have a ready answer. How was I going to explain to this bright young girl the historical background of that quote while standing in the parking lot? So I promised her I would get back to her and, after she reminded me a week or so later that we “hadn’t yet resolved the issue of the quote on the bell,” I made a date with her to visit me in my office.

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In the meantime, her query provided me with an excuse to pull my original copy of The Hibiscus Hedge, the official history of MCDS, off the shelf. The book was written

by Bill Ellis, long-time teacher and administrator at Country Day, who started his career here only two years after the school’s founding in 1938. After his retirement around 1970, Bill wrote this wonderful trove of anecdotes that paint a vivid picture: of boys roaming around the same 22-acre campus upon which we learn and teach today, of sports on muddy fields, canoe rides on the canal, and family-style meals, prepared by a dedicated staff.

Sadie, uncharacteristically nervous and unsure what to expect, entered my office at the appointed time.

Together, we read through the book and learned that Miami Country Day was founded as a boys’ school with only nine students (Sadie’s eyes grew big - it does seem unfathomable now to think of it); we read about Bill Ellis and his connection to Miami Country Day, the year of his retirement and the year the book was published.

Together, we discovered when the school started admitting girls (in the early to mid 70s)- and it is then that I saw the understanding dawn in Sadie’s eyes. “So why do you think,” I asked, “did Mr. Ellis write that he never knew the girls of Country Day?”

“Because he had already retired before girls started to go here!”

Sadie’s reply held the wonder and delight of having discovered the answer to a puzzle.

EVERY STUDENT

It is for moments like these that we exist.

Our mission is to know, to value, and to empower every student, to shape their journey to reach their highest potential by nurturing their curiosity and making time for their particular interests and questions.

The history of Miami Country Day is filled with moments like these, great and small, and this book gives evidence to a number of them - both visually and through the written word.

Miami Country Day is special because of the people who have built it, have learned within its halls, have taught and shepherded the thousands of students who have spent their formative years with us.

It is bigger than any one of us, and in this book you will see glimpses of its greatness.

It is a celebration of our mission and values, our deep identity as a true Country Day school, and of our vision and excitement for what lies ahead.

-ARTIST Sadie Smith'33

EVERYDAY, EVERYWHERE

Sadie is a part of that history. So am I. So are all of us. We shape and are simultaneously shaped by this school we love.

In reading the 85 stories in this book, beautifully written, edited, and curated by three of our own: Sam Brown, Kristina Martinez, and Michele Thibodeau, you will come to understand how special a place this truly is, and how fortunate and privileged we are to be a part of it.

With Spartan Pride and love for all we are and do,

Mariandl Hufford President and Head of School

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EVERY STUDENT

A Sweet Clattering: Poetic Interlude

Language allows us to be part of someone else’s sphere. To make an authentic connection. To try something new. This same philosophy has guided the growth of the World Language department and the expansion of Global Initiatives. Against the backdrop of a dynamic city and alongside a diverse community, these programs have emerged. Programs that celebrate our strengths and offer opportunities to stretch ourselves and try on multiple versions of ourselves.

EVERYDAY, EVERYWHERE

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-ARTIST Jacqueline Fischer '24

Feeling emboldened, it is thrilling to throw away the playbook, to envision a new approach to teaching language. One where the textbook is the city and human connection is the endgame. Grammar can be practiced in isolation, but the structures come alive in authentic conversation. We can study photographs, but faces flower for us in the light of the stories we share. To teach culture is to cultivate immersion.

In Miami, we are not bound by classroom simulations. We step out into a neon universe exploding with heat and slang, tornados of jargon swirling against our ears – the rushing traffic of accents and dialects melded into a megawatt traffic jam. A sweet clattering racket that is language, alive and blossoming on the tongue like a sugared pastry.

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EVERY STUDENT

Gateway:

A Ticket to Connect 5/85

For GIEB Chief Officer Glen Turf, a love for language and culture begins in a typical 7th grade classroom with squeaky linoleum floors, bright posters adorning the walls, and a chalkboard up front. The desks are arranged in orderly rows, and students sit alphabetically according to last name. The Spanish teacher bestows him with a new name: Tomás. He instantly grasps its force. What doors a new identity can open.

How language offers us a chance to cross the threshold into a new world.

“I remember thinking: my life is going to change at this point because I’m going to speak another language,” reminisces Glen. “I had this image, this idea that I was going to know words and know phrases that immediately would be able to open up the door to other people who were not part of my immediate surroundings growing up.”

Early in his language journey, Glen asked a native speaker for the time, and lo and behold, she actually looked at the clock. It worked! “I had this image, this idea that I was going to know words and know phrases that immediately would be able to open up the door to other people who were not part of my immediate surroundings growing up.” Later, on a family trip to Mexico, he stumbled his way through a request for towels, was gently corrected, and walked proudly back to their room with an armful of fresh terry cloth.

EVERYDAY, EVERYWHERE

Upon arriving at Miami Country Day, Glen found something here, something that drew him to this program.

“What I saw was frankly the ability to be surrounded by not just Spanish but this global community that is Miami.” What felt pressing and urgent was an essential element to a holistic approach to teaching language… the key ingredient that would crystallize the learning. “For language classes, I saw this authenticity.”

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EVERY STUDENT

His mind was a riot of ideas, fueled by one question: How do you talk about culture? He envisioned using the book of the city. Extending and creating other programs to facilitate, all driven by a new-found sense of freedom and creativity. “I ditched the textbook and didn’t order one for the class.” The teachers would not need one and there was no manual for the plan he was dreaming up. A plan that would take students out of the classroom and into the city.

Into cities where language was vibrantly in use all around.

A question sparked innovation: “There are a lot of students doing summer programs not through us. What can we give them?” This is where imagination and freedom took over. “I know Madrid. Let me go.” Glen set out to put together something that didn’t exist. “The challenge was coming back to sell it to everyone, trying to lay out a vision that was still being created and selling that to families who have trust you.”

ARTIST One where the textbook is the city and human.

EVERYDAY, EVERYWHERE

Glen and his students were in Madrid in September of that year. 19 intrepid students pioneered an MCDS original program. “We want to create something new, exciting and authentic that represents who we are.” What excited him was to be in this educational travel industry and be able to create from a blank state and offer these opportunities to students who may not have had them. “The idea of Gateway -- there’s no manual and I’m glad there’s not.”

It takes guts to think this way. To imagine and dream boldly. “I remember sitting there by the pool and jotting down some stuff and putting in more,” Glen reflects on how the name of our signature program came to be. “I just wanted to come up with something original that would “ultimately have some double meaning and express that we were going somewhere.”

This vibrancy around learning is embodied

by GIEB and programs like Gateway through the way students embrace travel opportunities and teachers imagine them. Each year, exciting new offerings are proposed and the learning opportunities expand.

In its 10th year, Gateway offers students a menu of opportunities to explore, and this anniversary summer will be like no other. Alumni will join Glen, current GATEmates, and Head of School Mariandl Hufford for ¡Olé!, a reunion celebration underneath the Spanish sun.

Coming back to Madrid after ten years marks a full circle moment in the evolution of this signature program. Over the years, “students have come to expect more freedom and choice in their paths.” Gateway is just that: a ticket to connect.

We have traveled far and wide. Miami Country Day has enriched its travel portfolio with service learning trips for students and adults, X-Term offerings that span the globe, and immersive summer experiences across Europe and the UK. When Glen talks about this subject, the excitement is palpable. “Everybody should have that feeling of a connection with somebody whether that’s through a smell, a phrase, something you learn in class and all the sudden you see it in the street.” It’s alive. It’s around you.”

“I would love for every student to have a cultural “aha!” moment at least one in their high school career,” shares Glen Turf, “when you get off the plane and smell the new smells or ask someone what time it is.”

Language and culture inspire us to get out there and connect with the world. With each expedition, we become more courageous, sampling specialties, getting our hands dirty to build and create, all the while, the once-foreign sounds tumble out of our mouths take shape and form familiar words. With each round trip we become more united. Each journey reminds us we are one in this lush and savage globe.

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EVERY STUDENT

Global and Growing: Language Learning 6 / 85

-ARTIST Adriana Sandoval, Lower School Art-Yoga Connection Teacher

EVERYDAY, EVERYWHERE

“What you see as decoration, we see as realia.” In a language classroom, realia refers to the authentic objects from daily life that can transform a word, a concept, into a concrete real-world artifact.

Walk into a language classroom, and you will see images plastered on walls and objects lining shelves. “It’s not ornamental,” clarifies Tania Vargas, Chair of the World Languages Department. There is often an explosion of color and texture in spaces devoted to language learning. This represents the cultural aspect of a language journey. “The cultures we feature here revolve around food and community,” adds Tania.

These cultural articles contribute to the stories told and the conversations had in the safety of a learning environment that nurtures risk-taking. In a language classroom, students lean into their vulnerability, close their eyes, and trust that spoken words will take them to a place where connection is possible.

This involves keeping up with our dynamic city and maintaining relevance with the changing world.

What was once the department of Foreign Languages continues to undergo transformation. As the population evolves, the institution has kept up with the growth.

Now, our program reflects the booming city. While Spanish, French, and Chinese are the anchor languages, there are bursts of Portuguese, Italian, Japanese, German, and Dutch. And there is a desire to grow these offerings further…thinking far beyond the languages commonly spoken in the community.

With the addition of the World Language Center, the campus pushed north, altering pedestrian patterns. Overnight, everything changed and the campus felt large and the movement of students wildly adventurous as they followed the canal into a new realm of language learning.

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What does the future hold?

Tania is eager “to explore new ways to bring more languages for everyone.” In tandem with Impact Studio, the department has already begun to open individual pathways for students embarking on the study of languages beyond the classroom walls.

In fact, for the first time in MCDS history, a group of students took part in the Florida State Spanish Conference. In March 2024, students from beginning to advanced native Spanish speakers, competed with other high school students across the state in impromptu speeches, declamations, and dramatic presentations.

Here is evidence of the World Language Department’s commitment to experiential language learning, challenging students to take risks and to embrace the adventure.

Guided by Upper School Spanish teachers Amarilys Heard, Kevin Bailey, and Vivien Guefen, 18 of our 21 participating students earned sobresaliente, the highest mark possible, with others awarded superior and excelente. “These students excelled and have committed to come back better and stronger next year!” shares Amarilys.

This was a “great opportunity to meet high-achieving Spanish students from other schools, as well a fun bonding experience with our Spanish teachers" shares Salome B, Class of 2026.

Participating student Stella E, Class of 2027, reflected on the Spanish Conference, “It was helpful to see language learning is a process for everyone; this made me feel more confident in my own skills,” She paused to gather her thoughts, “Inspirational.

This is possible.”

Perhaps this outlook speaks to the nature of a subject where there is room to imagine different realities, try on different personas, and traffic in words that at first may seem foreign, but eventually become warm and familiar worlds.

EVERY STUDENT

Alumni Memory shared

by Karina Heegaard, Class of 2004

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EVERYDAY, EVERYWHERE

When I moved to Miami from Colombia in 1997, I was not sure what to expect.

Sure, I had been vacationing here for the larger part of my life but living here was a whole different experience. At the age of 12, my whole world consisted of family and friends, and the safest place next to home was school. I was nervous, excited, and a bit apprehensive, not sure of how I would fit into MCDS. Those doubts were soon replaced, and I found my place: I loved the school from the first day. When my time at Country Day had finally ended, I cried throughout my whole graduation knowing that I would never be a student here anymore.

When choosing a school for my daughter, I wanted to be sure she felt the same as I did.

At MCDS I always felt valued, seen, and appreciated. I wanted my daughter to have a place away from home where she could also feel safe and find people that would encourage her and bring out the best in her.

Seeing my daughter, Leyla Sudarsky walk the same places I once stood as a student, fills me with so much pride. She feels just as happy telling everyone she meets that her mom once went to Country Day as well.

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-PHOTO One where the textbook is the city and human connection is the endgame. G

-QUOTE-** One where the textbook is the city and human connection is the endgame. G

EVERY STUDENT

The Coolest Names

by Margaux Giraud, Class of 2026 15 / 85

MAR In my X-Term I was teaching second graders, and I could not remember any of their names. I always mixed up this one girl's name, and she seemed pretty salty about it. I went up to her and told her I was sorry about messing up her name. I shared my experience of people messing up my name all the time.

EVERYDAY, EVERYWHERE

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RGAUX “It means we have the coolest names!” I said. I looked down to see her beaming with joy that someone complimented her name. All of a sudden I saw a girl who so desperately wanted her name to be "cool" staring right back at me; I was looking in a mirror.

EVERY STUDENT

Artist.

Abigail Mandel '25

EVERYDAY, EVERYWHERE

Complete, Not Complete: The Fourth Grade Triathlon and Lessons in Perseverance

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“I remember biking next to my friend and running around the roundabout!”

“I remember the joy I felt as the older kids cheered us on. They really believed in us and what we were doing.”

“I remember being inspired to do my best” “This is the biggest day in 4th grade.”

As you arrive at school on the morning of the 4th Grade Triathlon, there is a palpable energy in the air. The blue Miami Country Day balloon arch is blown up and ready to welcome our 4th graders as they finish the race; bikes are all propped on kick stands - evenly spaced - forming a neat grid on the athletic field. The temperature is cool for Miami, and leaves rustle with the temperate breeze. Physical Education Department Chair Jennifer Sennett paces the rows of bikes, making adjustments as necessary to ensure all are ready for the 4th grade triathletes who will be quickly transitioning from the swimming portion to biking portion of the race.

And the 4th graders are eager to begin this three part event: swimming, biking, running. The Triathlon is now an established tradition in our school, but the institution has long prided itself in athletics. Many of our traditions, including Middle School

Spirit Week and Upper School Homecoming competitions, echo the historic Field Day held each spring and documented by Bill Ellis in Hibiscus Hedge.

As Bill recalls,“We had the usual races of course including dashes, long runs, jumping events, as well as specialties such as wheelbarrow, three-legged sack and potato races, followed by the always exciting relays. In the late afternoon there were swimming events at the pool and a fabulous water show. But what really made this Field Day was the fish-fry that topped off the sports events at the close of the day.”

This coming together of students and families was memorable.

“Many of the community leaders of MIami who were also Country Day parents marked their calendars a year ahead in order not to miss this great day on the green fields” reminisces Bill.

“All the teachers were involved and we worked from early morning to late at night to make it a success. [...] energetic, dedicated and full of the spirit that made the school such a dynamic and vibrant place in which to live and work and raise families.” ***

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EVERY STUDENT

Leading up to this momentous showcase of our 4th graders’ perseverance is significant preparation. Behind the scenes, our incredible team of 4th grade teachers, Katherine Dent, Matthew Dimos, Abigale Seely, and Jamie Puro have poured hours into preparation, preparing for not only this year’s event, but in creating documentation and organization for this signature 4th grade experience to continue well into the future.

“To build confidence, to instill that attitude that you can believe in yourself, the possible over the impossible,” Katherine Dent pauses as she considers what is at the heart of this very special 4th grade event: “to have a goal and be able to achieve it.”

This is the very message Caryn Lubetsky, our longtime PA leader who is now Director of Community and Culture, hoped students would glean from this experience when she first proposed the triathlon to MCDS Lower School almost a decade ago. She wanted young learners to understand that “racing [is] just a metaphor for life. The only limitations you have in life are the ones you put on yourselves.”

This metaphor crystallized in Caryn’s racing partnership with Kerry Gruson. In 2013, Caryn, an incredibly accomplished triathlete, teamed up with Kerry, who is quadriplegic. They began completing races together, inspiring each other, helping each other realize that anything is possible. “We very quickly realized that when people saw us on the course they were motivated and inspired to push themselves beyond their perceived limitations.”

In the 2015-2016 school year, the school hosted its first 4th grade triathlon with our current 12th graders, the Class of 2024, who became the inaugural participants in what has now become a signature MCDS 4th grade experience.

The training leading up to this year’s 20232024 event included biking, yoga, running, and stretching. But as this was exercise in perseverance and goal setting over athleticism, those vital training sessions included lessons in motivation. Katherine’s motto: Complete, not compete.

This event really brings students together in support of one another, Katherine explains.

“Seeing how they help their peers when they’re struggling or need a little encouragement is really inspiring.”

Prior to training for this event, Iaan B, Class of 2032, didn’t know how to swim. However, he was determined to participate in and complete this race. “I felt nervous,” he shared, about the days leading up to the event, “I practiced as much as I could.” *** As the countdown inches closer and closer to the start of the race, faculty members, staff, parents, and students of all ages gather to support participating students. A class of PreK3 students heads to the roundabout, giddy with excitement and sporting hand-made noisemakers. The 5th grade students, for whom their own triathlon is a very recent memory, are beaming as they carry their celebratory signs to the bleachers. A class of 9th grade students approaches Franco

Terrace, reminiscing on their memories of their own 4th grade Triathlon. In fact, some of their memories open this very story.

The event starts at the pool, as 4th graders line up for their heat. The bleachers are crowded with adoring and supportive fans, all holding signs, clapping and cheering. As the whistle sounds, the first group of triathletes jump into the water; the sound of water splashing is compounded by the fans who whoop and cheer as the race begins!

As students pull themselves out of the pool, they are welcomed with high fives and towels, then ushered into the next phase: the bike ride around the track. Ms. Sennett and Coach Josephine Frigerio are waiting as students bolt for their bikes. These Physical Education teachers are adored by our students, and one can imagine their friendly faces are providing even more encouragement.

Blue t-shirt with race number, check. Socks, check. Shoes, check. Helmet, check. On the bike, check. Go! Go! Go! Keep Going! You Got this!

Let’s Go! A rainbow of helmets flash by the onlookers as the cyclists gain speed around the track.

“I remember biking past the crowd,” recalls triathlon supporter Quinn S, Class of 2027.

He smiles, “...and waving at my cheering fans.”

Another student from class of 2027, Victoria S, adds, “You recognize everyone’s face, and I remember you feel so proud of yourself.”

EVERYDAY, EVERYWHERE

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ARTIST Mati Saavedra' 31 and Penelope Pierre-Louis '33

Kristi Romanik, a parent of a 4th grade participant, is cheering nearby. When asked about the parent experience, Kristi gushes, “I had a shirt made! It’s such a thrill.”

After the bike portion, our young triathletes conclude the race by running down 103rd street parking lot and around the roundabout, where a group of PreK3, JK4, and SK5 students are waiting, hands out ready to high-five their 4th grade heroes.

And then comes the final stretch, back up 103rd and crossing the finish line by running through the blue MCDS arch, where our 4th graders’ biggest fans - their 4th grade teachers- are waiting to bestow medals on these incredible triathletes.

Iaan, who tackled not only the goal of completing the race, but also learning how to swim, smiles as he shares his satisfaction of achieving his goal. “When I realized that I did it, I was happy.”

Here at Miami Country Day School, learning is not just about traditional academic subjects. We take a holistic approach; we nurture the whole child. This event is about building confidence in oneself: setting a goal, doing the work, and achieving that goal. And while this event very much celebrates our 4th grade students, it also showcases this very special community made up of students, faculty, staff, parents, friends, who always show up.

Reflecting on her experience participating in the triathlon, 4th grade student Valentina H. shared her pride: “I felt really good, and I felt like I could do it again.”

Next year, Valentina H. will be cheering from the sidelines. When asked for advice she might share with next year’s 4th graders, Valentina says, “even when it’s hard, you don’t give up. Once you finish, you’re going to be glad to say that you did this.”

EVERY STUDENT

Every Brain Every Day: Teachers Applying the Latest in Learning Science

“I’ve been amazed during my day on campus today to see how a professional development experience that over 20 Country Day school teachers and school leaders took this past summer is being applied to the everyday work with students and all their divisions at school. It proves the point when we envision what this could be, for Country Day, that the school is heading to become a regional leader in using the science of how the brain learns, to elevate the teaching and the instruction that goes on every day here, but ultimately the academic, social, emotional, development and growth of everyone of your students.” - Glenn Whitman, History Teacher at St. Andrew’s Episcopal School, Executive Director of Center for Transformative Teaching and Learning, Co-Author of Neuroteach: Brain Science and the Future of Education.

The science of learning has exploded in the last 10 years or so, as we have a much better understanding of how the brain functions and learns. Miami Country Day teachers, trained by the Center for Teaching and Learning at St. Andrew’s Episcopal School in Maryland, are embracing the Mind Brain Education movement.

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EVERYDAY, EVERYWHERE

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Mind Brain Education speaks very much to the holistic learning philosophy at the heart of the Country Day movement, and perhaps this is why MBE training felt so affirming for participating MCDS teachers. This training offered the science behind so much of what we already do for every student, every day, everywhere.

Research shows the brain learns when a student feels safe, inspired, curious, comfortable with making mistakes. One component of this safe space is a simple check-in. For PreK3 students in Jennifer Bovio’s science lab (Abess Center for Environmental Studies, fondly known as ACES on campus), every class opens with a welcome song, as students don their scientist hats and are offered the opportunity to give thumbs up or thumbs down for how they are feeling on that day.

Kelley Brill, Middle School Science teacher, recognizes her middle school students are often wary of any extra attention, so her check-ins might be as simple as a soft, “You good?” When wearing her teaching hat, Chief of Staff Ria Maxwell always starts with attendance, no matter how eager she is to get started on the lesson plan. “It allows me to look every student in the eye and say, ‘how are you today?’”

The safe learning and sense of community created in each class provides students a space to be, to question, to remember, which leads to a key component of MBE: teaching students how to learn.

While a formal lab report, a polished essay, or a flawless performance may be beautiful tributes to a given skill, MBE teachers aim to show students the importance of the process over the product. Most importantly, the process can be messy. Learning happens in that mess.

“Deprogramming is the hardest part,” shares Kelley as she reflects on her goals to help students relax and “embrace the experience of learning” instead of an obsession with perfection.

In Katy Pelletier’s Lower School Music Classes, “We talk about the power of ‘yet.’ We talk about how failure is part of learning.” This open conversation about the process of learning helps Katy’s students realize that they can identify as musicians without being polished performers yet.

By simply engaging in the process of playing an instrument, reflecting on the work, applying feedback, improving one’s

technique and refining one’s craft, they are musicians. Steps forward, steps backwards, even at times walking metaphorically in a circle…it’s all part of the process.

Messes can be metaphorical or quite literal: “[In ACES] they see my messy wildflower gardens, compost bins, aquaponics, growing food using fish waste” smiles Jenny, as she goes on to explain how in the mess is where the learning happens in her science lab. Students get to experience what living things need to survive and thrive, and they develop more understanding and compassion for the flora and fauna around campus, but also for themselves and the world around them.

“Today is a new day and now is a new opportunity to make the world a better place” is the mantra that guides Jenny’s teaching philosophy. She shares this sentiment with students at the beginning of every class, reminding students that we are one community responsible for nurturing our local and global world.

EVERY STUDENT

In fact, new this year is Jenny’s “Changemakers” class, a semester of hands-on work dedicated to studying the impact of changemakers around the world. The class culminates in a passion project where these Lower School students work together to achieve a goal to better their local community. Currently, 4th graders are working together to create a campus composting initiative. What is unique about this project is the crossgrade teamwork. This project will not be completed by the end of the semester course, but the 4th graders will share their progress with the incoming class of 3rd graders, who will continue the endeavor.

Students are working together to make a difference in their community.

Mind Brain Education is about empowering the student with information about their brain. In Kelley’s “The Connected Mind,” a middle school science course, the objective is to teach students how their brain develops so that they can better appreciate their learning: how the brain sparkles with lightning activity as neurons fire rapid connections every second of every day. Thanks to neuroplasticity, their brain is a work in progress. This is exciting!

Once students understand how the brain functions, they can take ownership over their learning.

Moreover, in better understanding learning and the brain, students can better navigate our increasingly technological world. “Voice and choice” are the fundamental aspects of Kelley’s Connected Mind approach. Instead of traditional summative assessments, such as a multiple choice test, to demonstrate mastery over a topic, Kelley encourages students to “use whatever resources they have” and to express themselves through art, video, and other mediums. This individual approach to student assessment further encourages ownership over the learning, leading to “transcendent thinking.” Michael Culley, MCDS Upper School Director and MBE trained teacher and administrator elaborates, “ students learn when they are sharing stories about the world they experience.”

“Every day you bring your brain to school” serves as the foundation for Glenn Whitman and Ian Kelleher’s NeuroTeach, a groundbreaking work written by educators at the forefront of the Mind Brain Education movement. It’s true. If students are in class, their brain is in class and we need to teach in the way the brain best learns. Every student. Every brain.

Every day. Everywhere.

EVERYDAY, EVERYWHERE

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-ARTIST Scott Brennan, Upper School Humanities Teacher

EVERY STUDENT

A Poetic Interlude/ Vision What does it take to pull something apart and put it back together? To cut and parcel, bisect and intersect, frame and jostle, snip then stitch? Patience and vision. A careful eye traces the paths and squares. Hands hold the rulers and compass, a design is drafted, the sketch is made.

What remains and what is shifted? What is transformed and what is reborn? What is moved and what is repurposed? In the push and pull, in the ebb and swell, there is a constant. Change. Nothing is static.

Once, we were afloat on fields and grasses, edged in hibiscus. Once we were a camp of cottages, with the efficiency of bunkers. Then, we were a motley village. The breezebrick that once let in light in the Upper School building. The colorful mosaic walls of the Lower School. The cottage buildings with their planked walls. The fireplace in Primary Hall with its tile geometrics. The thatched roof of the chickee hut where sanctuary is cool and shaded. The trees, the hibiscus hedge, the grass fields.

How to dissect and pull apart but arrange in an artful manner. A symmetry of lines and edges, the seams neat and logical. Hardscape and greenscape. Take it apart and put it back together – rebuilding the pieces of the campus. Associate open spaces with each other, connect them, as we are connected – the arteries and capillaries and byways of the campus, the connecting tissue through which flows life and energy.

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EVERYDAY, EVERYWHERE

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ARTIST Thomas Arango '33

Soon, we will be a city with greenways and rooftop terraces with hanging gardens – a new Babylon. A green vision of function and purpose, learning and doing.

Multi-functional and multi-hyphenate. Outdoor and indoor. Connected and vast. Formal and informal. Fixed and spontaneous. But one seamless universe where the spaces lean into each other and whisper to each other.

EVERY STUDENT

Coaching and Learning at the Cabin 19/85 “I teach like a coach, I coach like I teach!” This philosophy guides David Watkins's approach to working with students. As the Middle School Math Specialist, his teaching is rooted in preparation, communication, and intentionality.

“As a coach you have a great plan, as a teacher you have a great plan, but if it doesn't go well Prepare but be ready for shifts and changes – the science of reading kids.

“Working with kids on the field and in training helps me get to know students as people, which enhances the ability to teach with them and work with them academically,” explains Jonathan Saintil, LRP Department Teacher and Psychology Honors Teacher. “When I know them as a person, I can understand their motivations and better support their development.”

This proactive approach embodies precision and scaffolding. I always try to get it to the level of application,” David adds. “You may not do it perfectly but you can do it.”

EVERYDAY, EVERYWHERE

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In The Cabin, there’s troubleshooting and support as well as opportunities for acceleration and enrichment. Personalization is paramount; it dominates life within the Cabin with its bright rooms, bamboo flooring, sound machine, and cheerful team whose endless optimism floods the space.

That encouraging, motivational attitude that offers kids the security to try and try again is fundamental to the learning that happens in CASW where process is central and learning isn’t always linear.

“I work backwards.” David says as he explains his educational approach. Drawing from the world of sports and his coaching expertise, he explains the way precision and decision-making factor into learning and habit-making. “All sports is based on space and time and then that creates

situations.” David breaks down how within that space, quick decisions must be made. It is here that one relies on skills, and within that, you have microskills. This approach is evident on the courts or on the fields, on the ice arena or the swimming pool. For David, “this translates perfectly into teaching.”

“It looks different for every student, but it’s all about support for each student’s confidence and empowerment as learners,” adds Jonathan.

The Cabin has become a hub. A light-filled space where support and learning is studentcentered and shaped by the steady stream of middle schoolers and upper schoolers who run up the steps to that quaint building that harkens back to the earlier days of Country Day.

-ARTIST Bruno Rodriguez'28

Since then, life seems to have grown more complicated. “As an educator, I feel that offering opportunity to children at all levels is important for us to address each child’s needs specifically,” David explains.

The stakes are higher, the rigor is more intense, the balancing act our students perform each day is a stunning feat of aerodynamics.

“Figuring out what is stopping them and then helping them figure out a way to bridge whatever gap they’re having,” summarizes Jonthan, “helping them break down what to do or how to plan their learning in steps or pieces that feel more manageable.”

In a world growing more and more hectic and frenetic, where academic expectations collide with real-world demands, The Cabin is that touchstone.

EVERY STUDENT

The Garner Legacy 22/85

The Garner and Moore Family story is one of pioneering history, generations shaping Miami’s growth. This is a legacy spanning a century and shaping the cultural footprint of Miami. And our own Miami Country Day School has been touched by this support in multiple ways.

EVERYDAY, EVERYWHERE

Pause to look at any vintage black & white photograph of our campus, and that support is visible. Aerial photographs of the era show squares of land studded with skinny palm trees and bordered by stately pines. The white roofs of low buildings gleamed under the Florida sun.

“We were a small group of boys learning as much as we could,” reminisces James Moore, “in a wonderful environment.”

The buildings were few and the land was vast. Sandy patches butted against the canal and the tennis courts grounded the campus. Primary hall was a multi-functional space and the quad, anchored by the big bell and the royal poinciana tree branching out to the original structures, constructed

by Gus Weber.

“Mrs. Harris taught second grade: discipline, commitment, reading, writing, arithmetic… “and they taught us health…what to eat from the pyramid and taught us sports…they were very interested in the whole body, the whole mind, being healthy and learning ways to live the rest of your life.” – Gerald “Jerry” Moore explains.

This was “pretty innovative for a school in the fifties” he adds.

Such are the roots of Miami Country Day, grounded in a philosophy that upholds the whole child and values fresh air alongside acemics. “From our founding in 1938 as an all boy residential school with only nine students enrolled we’ve grown into this inclusive and vibrant community focusing on academic rigor but also honoring the whole child” Mariandl

Hufford reflects. “Our alumni network stretches around the globe and each year we graduate global citizens of substance and consequence who are poised to change the world.”

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For the Garner Moore Family, “Education is the solution to every problem on the planet.

Country Day provides the opportunity to educate with endless possibilities.”

Moore would establish the Moore Furniture Company whose iconic showroom remains an anchor of the Design District. Together, this power couple devoted themselves to philanthropy and began a long-standing commitment to the area they loved. Beverly and Jimmy would go on to have four children: Anne Moore Paulk, James Moore, Gerald Moore, and Janice Topping.

Through their philanthropic work as well as their involvement on the board, the pioneering energy of growing Miami’s institutions continue to remain fundamental to the Garner Charitable Trust. “We hope we are making a difference in our long-standing support of the school.”

When it was time for their sons to head to school, the Moores chose Miami Country Day Resident School for Boys. “Primary Hall was where I attended first and second grade and also the residence,” Jerry recalls fondly. He mentions one large room with a blackboard where “there was a big television in the corner, big as Jupiter.”

And it has done so from the beginning, reflecting the early history of South Florida.

Successful in banking, James “Jimmy” Garner founded the Little River Bank and Trust which would later become Barnett Bank. He married Alberta “Berta” Willis and they had a son, Michael, and a daughter, Beverly. Together, the family put down roots and established their impact on the landscape of what was, in its infancy, a budding metropolis.

“I remember John Michael Garner well,” writes John Knapp, “and knew that the family of this bright and personable boy held the school in high regard”.

The legacy would grow. Beverly married TV Moore, III, whose family had once owned much of Miami’s early pineapple acreage. Later, TV

For James Moore, who, together with his brother, Gerald “Jerry” Moore and sisters Anne Paulk and Janet Topping, the Country Day experience is one the family has long been committed to nurturing.

“While we support many educational programs, (both public and private), Country Day remains on our radar as we can see the positive impact and difference the school can make in people’s lives.”

-ARTIST Paula Montoya

EVERY STUDENT

26 / 85 Alumni Memory Shared by David Butter, Class of 2013 and Current Alumni Board Vice President

Serving Miami Country Day School as an alum is an immense source of pride and joy for me.

MCDS holds a special place in my heart because it instilled in me the values of collaborative leadership, community service, and mentorship.

Miami Country Day School shaped my character, teaching me the importance of paying it forward and being a compassionate leader.

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-ARTIST One where the textbook is the city and human connection is the endgame. G

Through its emphasis on empowering others, I've developed a deep commitment to contributing positively to society. Serving my alma mater allows me to continue embodying these principles, fostering a sense of responsibility and gratitude.

EVERY STUDENT

Windows and Mirrors

The Dignity of Diverse Perspectives and Shared Experiences

-ARTIST Amerie Lexime'28

According to ancient Aztec legend, the souls of the departed are reborn as Monarch butterflies. Every year these butterflies migrate to Michoacan, Mexico, in the beginning of November to roost in the mountains. Visitors can park cars at the base of the hill to witness an incredible sight: butterflies carpet the ground and ornament the trees in a majestic showing of their fiery orange and black beauty.

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“It all started as a conversation between Lucy [Pekoc], Terri [Pasqualin], and me” shared Laura Rodriguez, 7th grade teacher and Middle School GIEB Coordinator, as she traced the evolution of a memorable installationcollaboration in Taplin Gallery. Lucy Pekoc was teaching a unit the life cycle of Monarch butterflies, while Laura and Terri were guiding students through Under the Mesquite, a literary work brimming with allusions to Aztec myth. Organic conversation and interdisciplinary teamwork led Laura and Lucy to create a 5-foot Ofrenda, an altar featuring tributes to lost loved ones on one of Ms. Pekoc’s lab counters. Using Under the Mesquite as a vehicle for exploring the Ofrenda, students came to better understandings of this sacred tradition/ceremony of remembrance.

The 7th grade team worked together organically to make it happen. “We didn't ask permission, we just did it.” Now the Ofrenda sprawls across the entire Taplin Gallery, serving as an homage to global culture, but also as a “symbol of our community.”

Laura explains, “This is what makes a community, when we share what we love” Studying the tiered exhibit, there is so much to take in.

Handprints from our youngest learners, colored skulls, poems, messages, letters, paper skeletons remembering those we’ve lost. “We live in a world where people want to close off in small groups,” Laura muses, “family, love for others – that’s what brings us together. Everyone can be part of this.”

This year, the theme of the 7th grade is learning from the stories of others. The vehicle may be culturally specific but the message is universal. The Day of the Dead Altar is evidence that is going to be used to tell the story of the community coming together and learning a lesson on evolution. After all, the altar is a testament to life and love. Our students can absorb lessons on what’s ephemeral and what’s important in this life. The vehicle may be culturally specific but the message is universal.

And what a beautiful message and sobering reminder for our community which has undergone so much change.

That is the lesson of the monarch.

The butterflies offer a natural opportunity for interdisciplinary thinking. For science teacher Lucy Pekoc, “Monarch butterflies are an incredible gift from nature. These small, delicate creatures are familiar to us all and children have a natural attraction to and curiosity about them. Their life cycle shows true metamorphism, as the crawling green and yellow caterpillar changes into a black-and-orange-winged butterfly.” Lucy sees them as “a fascinating example of how a species, different from humans, creates their offspring” and notes how this in-depth study allows “students to see a very different aspect of how science happens every day, all around us.”

Each November, the carpet of butterflies spreads across the roads and hills of a rural Mexican town.

The butterflies are called back to this location and, for one brief moment, the landscape is transformed into an impressive lushness of delicate wings. It’s hard to distinguish one butterfly from another. Together, they are one bejeweled and astonishing cluster. Together, they paint a breathtaking picture of miraculous nature in all its fragility and resilience.

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EVERY STUDENT

Student Voice: Echoes by Mariana Muniz Rodriguez, Class of 2026

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May 20, 2023: This past Saturday, videos and speeches to run for Student Government were due. It was not until this moment that I realized I couldn’t do it without Ms. Greenfield.

She was the one person who taught me to be brave enough to speak in front of the whole school. She called when she needed a game show host for an assembly or when she needed someone to speak at an all-school assembly.

Ms. Alyson Greenfield (teacher at MCDS from 2012-2022) helped me write my speeches, telling me what to say that would pull someone in, the right thing to say. She encouraged me to run each year, from 6th to 7th to 8th. She pushed me to preview my speech to my leadership class, she helped me make my video. She’s the one who convinced me I should run when I was close to dropping out. She helped me win.

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-ARTIST Bill Larzelere , former Upper School Photography teacher @ Dinos house

This year, she will not be there to help me with my speech or my video, not see me speak in front of the school, and not tell me to run to another teacher's classroom for her. Next year I will run for her and for everything she has taught me.

Ms. Greenfield helped me find my voice in a multitude of people. It was she who taught me to be myself whenever I had the chance.

EVERY STUDENT

Short Short: A Snapshot of the Walk with Purpose 30/85

On community and the pink joy that bursts from our one-school Walk with Purpose event…

Every year for the last Number of Years years, the Spartan community ties up its sneakers and moves in one proud sea of pink! We are a blur of short sleeves and balloons, surging together in an electric bubble-gum splash, unified in our desire to do good.

This annual 5K Walk With Purpose through Miami Shores is a testament to the power of community action. This student-led initiative rallies an entire community around one worthy cause.

At its heart, are individuals – students, families, faculty, and staff – eager to bring our devotion to compassion to life. Spartan navy and red give way to all the shades of pink, from softer shades of rose to electric flamingo hues, as we come together to walk and to give, to celebrate and to mourn, to say “yes, we are with you” to our friends and neighbors.

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-ARTIST Vivian Wang'31, Miriam Rodriguez'31 and Blake Dubiner'31

A carnivalesque joy pervades the security guard dancing to CME, the sno-cones and watermelon, the children running on the field, the donation of hair, the conversations in various languages that bubble up as people are dispersed and re-sorted along the circuit, the absurd powder puff dances, the older survivors as they step resolutely forward through the cloud of pink. The Walk with Purpose gathers us.

EVERY STUDENT

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A Guiding Light and Cherished Friend A Tribute to Jonina Pitchman

by Sha’Quan Johnson

In dance we honor our teachers. I credit [Jonina] with the creation of the dance program. In her absence we must remember that her legacy resides with not only the steps that we execute or the routines that we perform rather, it thrives in the support we extend to one another - the passion we infused into every rehearsal and the unwavering belief that dance can change lives. Even though she is no longer physically with us, her spirit forever lives with us. We continue to be stewards of her legacy, guidinging future generations of dancers to find their own rhythm, their own voices, and their own passions.

-ARTIST Noa Barberi

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Short Short:

Courage and Pride: Veterans Day Celebration A sea of red, white, and blue gathered on the bouncy to celebrate Veterans Day November 10, 2023, Miami Country Day style. The overlap is obvious – our school colors mirror the nation’s flags and banners – and the pride is contagious as students, staff, faculty were awash in pride.

Between the chatter of children and the geometric patterns of the morning sun across the Nathan Hurst ‘89 Amphitheater stage, the school gathered on a bright November morning to honor the many veterans whose service in times of peace as well as danger and darkness is a beacon of courage.

It’s hard to hold the attention of an entire school. Afterall, there are excited Pre-K students sitting criss-cross applesauce on the bouncy playground and seniors who have been at the school long enough to have seen it all reclining on each other for support, but on Friday, November 10th, Captain Robert Alwine managed this impressive feat. Coming to the front of the stage, in his naval uniform, his presence and clear sure-footed voice, captivated us all.

In today’s world, with the news bringing stories of fear and division and atrocities, this assembly carried a message of unity and hope.

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Artist.

Leni Zenatti'25

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EVERY STUDENT

Alumni Memories:

Robert Doo' 2001 49 / 85

MCDS holds a very special place in my heart.

The many years I spent at MCDS created a lifetime of memories, experiences and most importantly the friendships and bonds I still hold to this day. I realized later on that these friendships and bonds were truly special and created at MCDS.

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-ARTIST Chloe Deroussis'28

In addition to the friendships and community, MCDS prepared me well for life after school; both academically and socially. The lasting impact of the school is what I wish for my children to experience and is why I chose MCDS for my children. As a parent alum, I find it fascinating to still how much MCDS has changed yet at the same time; still keep the traditions and culture I remember from the past.

Go Spartans!

EVERY STUDENT

Short Short – a mere glimpse – on Ringing the official school bell – still sounding clean and solid after so many decades!

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EVERYDAY, EVERYWHERE

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Helen Rees (alumni parent, Middle School Parent, with the bell) bell was part of the 75th anniversary Sheryl will look up information. Jessica Furth was here when bell was ringing. Bell was retired probably 2011/2012 after Franco Center.

Out of the blue, a deep, satisfying clang makes makes us look up and follow the source of that reverberation which echoes and snakes/blankets/follows/swarms the giddy group of middle schoolers who gather and climb up eagerly to have a chance to ring the “Original School Bell.”

Their advisor snaps a photo, capturing this moment of togetherness. This signals advisees have completed a square on the Middle School Advisory Bingo Board, a community-building activity thoughtfully crafted and mobilized by the incredible Middle School team. Imagine the creativity, the time, the imagination to dream up tasks that honor the many different personalities that may exist in one learning space. Maybe the group of students choose to settle in a cozy corner with a book for DEAR, or maybe the group elects to eat lunch together. They might sport crazy socks, collect candy for service persons overseas, or choreograph a dance. In order to check a Bingo Square, the activities must be completed as an advisory, together.

That strong clear ringing is a testament to how the past makes itself present in our everyday – we are all part of this oneschool community; we all inherit a history of this institution, a legacy of devotion to learning, rooted in community and inspired by the freedom to think and to wonder.

In the space of that sound are all of the voices of the teachers - of the past and present - who were so dedicated to creating an opportunity for laughter, discovery, joy.

In the space of that sound radiates truths about learning and living and the lessons of our community.

ARTIST Lana Zeini '25

EVERY STUDENT

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Alumni Memory Shared

by Elizabeth M. Shoaf Class of 2002 During my years as a student at MCDS, I heard a lot about the education of the WHOLE child. The multiple aspects that it was made up of and the importance of nurturing them all. I found my space in sports. Basketball with the late Sandra Kenna as my coach throughout middle and high school, and running cross country and track with Chris Hayes. I chose MCDS for my daughter because of the importance and understanding of the WHOLE child approach.

Becoming a parent made me understand the idea on a whole new level.

Strong academics with the expectation of getting into a good college was just one box checked on the list of things I wanted for my daughter’s experience. I wanted exposure to academics, athletics, the arts, the clubs, travel, service, the strong sense of community, the lasting friendships. I had exposure and access to these in my teen-aged years and I wanted the same for Emmy.

Like me with sports, Emmy has found her place. She has a wonderful group of friends and is a strong student academically. She has immersed herself in the performing arts. She’s a member of thespians, Contemporary Music Ensemble(CME) and is working towards an Arts Diploma and Global Studies Diploma Endorsements for graduation. To put it simply, she is thriving. I wholeheartedly feel that I made the right decision in sending her to MCDS. And for me, it feels good to be back on campus as a parent and alumni.

-ARTIST Lana Zeini '25

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Alumni Memory

by Jessica Mishaan-Abbo, Class of 2003 I graduated from Miami Country Day School in 2003. Moving from Venezuela in an unexpected way to say the least, I arrived at MCDS for what would be my last 3 years of high school. I remember my time at Miami Country Day School with much joy, all my memories are positive ones. From the moment I set foot in school I felt supported throughout my transition period of moving to a new country. A country where the language was different and whose customs were so different from what I knew.

The teachers that taught me, did it with intention and the many offers the school had, helped me discover who I was. When the time came I brought my children over, I wanted them to gain the same values we share at home, ones MCDS is capable of giving them.

I love the way in which children are taught values like honor, compassion, community service, purpose and above all to care for others. The intention placed on anything MCDS does is an example I want for my children.

The phrase “Every student, everywhere” is alive in all corners of campus. When parents get to participate in any program like, sport event, art exhibits and above all when my children come home and share how their teachers made them feel seen, is when I corroborate I made the right choice in partnering with Miami Country Day School for the education and upbringing of my children. They could not be in better hands.

On this 85th anniversary I want to wish MCDS many more years of forming eloquent, respectful and caring community leaders. Today and for many years to come.

Hassan Tabbataie (Legacy Faculty) Math, Jessica Mishaan - ask Carolyn to follow up Notes from Martha: Beloved Math Chair from Iran for whom one of the end of year awards is named. Developed chronic illness but was truly alone in USA without family.

Several teachers stayed with him during his chronic illness.

-ARTIST Ella Smith '25

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EVERY STUDENT

In/Out:

Reimagining Space for Environmental Studies Abess Family (First 3rd Generation Family)

More than anyone else, the young know what’s at stake. They feel the brunt of our decisionmaking. The frustrations of a world that can’t make peace with itself. Decisions are driven by larger forces and laws are made and sometimes, when you are a student, the world feels like one large mess you aren’t allowed to fix.

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The youth today is vocal and passionate about preserving this world we live in. They deserve a future and the Abess Center for Environmental Studies at Miami Country Day is ready to conduct pioneering work that supports the passions of our Country Day students who care and are charged with nurturing our world.

How do we reinforce their mission and provide their own little environment while being part of the campus? This question is fundamental to the design and showcase of this building.

Our origins lay in a day camp and the nature-rooted Country Day movement, steeped in experiential learning, formed in the woods, in the grass, on hikes, rowing the canal, observing wildlife, tracking currents, collecting specimens, measuring barometers, taking water samples, breathing in the outside air, watching the clouds as they come in from the west and pour the rain over the small plot of land, as it gathers and sloshes and rushes into the drains and flows back into the canal.

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-PHOTO One where the textbook is the city and human connection is the endgame. G

The story of this building is a story of a program that has become a cornerstone of Miami Country day. A story that encapsulates the philosophy of the Country Day movement and the school's unique vision. To arrive at the reimagined ACES is not to arrive at a building but an outdoor place first. Coming to the environment as a place you build outside, you acknowledge the outdoors. The symmetry with nature, the environment. We must, as the architects say, “sustain and cultivate as a form of joy and responsibility.”

We think about Integrated relationships between interior and exterior. The Educational landscape for teachers to work with students on how they can support and be stewards of the environment.

How to create a nature center within this community rather than taking this program and sticking in a building.

“Integrated relationships between interior and exterior.”

Quotes from Matthew Abess’s Graduation Speech might be relevant here.

• "You all will play a part in working through an array of remedies" • "Find your way back home, because our community needs you" • "Show others the world as it truly has been and give them reason to be hopeful for what it may one day be."

EVERY STUDENT

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Student Voice:

Bell Lopez, Class of 2023

I love the experience of slipping through the door of a story and opening my eyes to a world both exactly like the one I left and at once not like it at all. I understand the world around me through stories, my greatest source of learning.

I was raised on tales of love, adventure, and wit, with clever mice, girls with unkempt hair wielding swords, and bands of murderous pirates. I was raised with a deep belief—the kind that burrows into you and curls up to rest stubbornly in your soul—in the power of words and storytelling.

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-ARTIST Cody Mitchell '29

I have grown up with my head in a book in an environment where reading for pleasure was always encouraged even if I often stood out for doing so. And so I have always known the joy and the benefits of reading, and that is something for which I am filled with gratitude.

EVERY STUDENT

A Journey to America 63 / 85

On November 6, 2023, 6th, 8th, and 9th graders filed into the CFA for community time, a mid-morning pause from busy academic schedules, all of which have included books about young people coping with challenging circumstances in the Middle East. Three chairs sat upon a rug that was positioned in the middle of the stage, and the room was aglow with a soft, amber light. The stage was prepped for storytelling.

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Middle School Director Director Dr. Nima Rouhanifard was joined by his father Jalil and his brother Paymon to share their migration journey from Iran to the United States. While all three speakers were honest about the harrowing challenges they faced, they also highlighted lighter moments as they reflected on the innocent young child perspectives of Nima and his brother.

The take home message of Nima’s experience: the power of education. “I’ve learned so much from my parents who shielded their two children from the dangers of an oppressive regime, and I’ve grown even more purposeful in my profession as an educator since what you know and how much you know is something that no one can take away from you.”

As Nima noted to our students, “Many of you have your own immigration stories.”

With 26 countries and 19 languages represented by our student body, Nima’s story inspired students, faculty, and staff “to proudly connect with their heritage, their ancestry, and their stor[ies].” By sharing these stories of our diverse pasts, we can come together in a new way to honor and celebrate who we are and where we’ve come from.

-ARTIST Agus Jaramillo'29

Reflecting on the gathering, Nima shared, “It was a proud moment to be able to open up my family’s story to be a very real connection to some of the thematic content that students may only see through books.”

9th grader Manuel Apraiz agreed.

“Hearing about a story like that one on the news doesn’t reach me on such a personal level as it does by hearing [the story] from someone I know…It was really impactful.”

EVERY STUDENT

69 / 85 Alumni Memories shared by Nirvana, Class of 1995 & Ryan Sherman, Class of 1996

“Ryan and I chose Miami Country Day School for our children because we were confident that they would be happy & intellectually stimulated at the same time. It is hard to balance these two things in this wildly competitive environment because many schools focus on making kids mostly “book-smart,” but for us, MCDS added a strong emotional component that made our years at MCDS especially rewarding.

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Artist.

Nirvana ( Alumni)

MCDS taught us how to be conscious global citizens by exposing us to world news, teaching us cultural awareness and also stressing practical communication skills. We are extremely satisfied with the nourishing environment that MCDS provides, but more importantly, so are Aaron, Aria, and Theo!

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EVERY STUDENT

Exploring Mars & Designing Playgrounds: The Story of Maths

Imagine walking into a room and finding students nervously guiding a NASA sponsored Rover over rocky Mars terrain, trying their best to avoid the catastrophic fall into the depths of a massive crater. No, this is not Houston Mission Control Center, but rather Samantha Stanton’s Math & Engineering class.

The floor of the classroom is marked with EXPO marks to simulate Mars topography, and students have created a vector map and input those coordinates into their TI-NSPIRE calculator secured the rover base with wheels. A student gasps as the TINSPIRE rover starts to slip into the EXPO marked crater. And then, students cheer as the rover crawls back out, beckoning an image of wheels spinning and kicking up crumbly red pebbles, to continue on its journey. The rover is safe, for now.

In another lesson, students are captains on a cruise ship, skillfully navigating Florida waterways and safely guiding their ship into the Miami Cruise Port, or they might be acoustic engineers designing a high-quality sound system for a prestigious concert hall. These exciting projects are rooted in Upper School Math & Engineering Teacher Samantha Stanton’s response to the question, “what’s the purpose of math?”

Each activity becomes a chance to prove something. A chance to inspire students and extend beyond classroom walls and what students fear are stale concepts regurgitated year after year for an eternity. In the hands of able teachers, like Samantha, teaching is grounded in pedagogy, purpose, and real-world application. The learning comes alive; the concepts are vibrant and the skills are practical.

The majority of the work Samantha does in the classroom is team-oriented, hands-on, and interactive. “I’m moving around being the facilitator.” A portion of the class is flipped and Samantha is helping our students learn the material through the project with creativity, problem-solving, and communication skills utilized at every turn. “I want them to try and make mistakes and learn from those mistakes in a safe way,” Samantha explains. There’s a math component, contextual application, communication/presentation, and an exceeding quadrant that invites students to push further and really reach.

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“The application of math content is integral for students,” explains Joanne Aronson, Chair of Math, Science, and Technology, “to appreciate how math is not merely a tool or skill but rather a means to deeply comprehend the world in which they live.”

In Karin Davis’s 6th Grade Math II class, students remain on planet Earth, but are tasked with the innovative task of designing an inclusive playground, “a playground,” defines Karin, “ that could be more accessible to children with different physical, emotional, and social needs.” Here, math concepts intersect with Social Emotional Learning as students address this challenge with curiosity, compassion, and a willingness to problem-solve through the concrete application of math and less tangible (but just as important!) magic of imagination.

Emilio L, class of 2030, showcases this potent combination of creative compassion and math application: “There are a lot of kids that don't have the ability to use the equipment that most playgrounds offer, for example if you have a wheelchair, you can't ride a slide. This made me get the bright idea to build a water slide that only a person with a wheelchair can ride and then little by little more ideas came into my mind.”

-ARTIST Jake Berra '26

This is the kind of transcending learning that happens when a teacher has the courage and creativity to offer scenarios with real-world stakes and embrace a step-by-step approach that prioritizes reflection. Here, Karin describes a learning process that greatly differs from traditional scene of students sitting in rows in front of a chalkboard: The blueprint, or planning phase was a hive of activity, students collaboratively sketched out playground equipment, and used their imagination to find ways to make equipment more accessible and inclusive. They delved into calculations, scaling the pieces to fit their plan, and determined the area of footprints and use zones. The classroom eventually transformed into a mini construction site as the 3D printer hummed to life, the laser cutter whirred with precision and the students brought their ideas to life.

NEED TRANSITION HERE. Karin explains, “these projects are designed to move beyond math, and include elements of empathy, language sensitivity and realistic problem solving, leaving students with an understanding that mathematics is a lens to view and solve real issues in the world.”

Sometimes, meaningful projects bring math concepts to life, and other times, a little perspective and a dose of humor. As Upper School Mathematics teacher Mr. Michael Slotnick reminds his student in the track that begins at 2:07 PM, “Math after lunch is like dessert for your brain.”

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