Graland Today February/March 2014

TODAY

FEBRUARY - MARCH 2014

Envisioning 2032: Intellectual Excellence at Graland

ALUM PROFILE: JACKSON BOCK ‘10

Greater Depth of Knowledge

By Ronni McCaffrey, Head of School

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Inside ST CENTURY this

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Former teacher Tom Rice and Jackson Bock ‘10

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Inspired by

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GRALAND Mr. SteveCOUNTRY DAY SCHOOL Management

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Skills Page 5

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Science 8 Development 10 Parent News 14

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RY LEARN In “Graland, Class of 2024” (Graland IN TU Choosing a secondary school is a N N T U R O YD C Today, November 2013), Ronni described D AY N big decision that Atakes into account Graland’s approach to remaining relevant many factors. For Jackson Bock ’10, as educators in the 21st century. Our East High School turned out to be CENTURY focus is on preparing students for an just the challenge CENTURY he wanted. To LEARNING increasingly diverse and complex future prepare himself forLEARNING the “real world” – as we adapt our program to deliver our college and beyond – Jackson is using mission. Continue reading for Ronni’s his high school years to explore a NTRY on the definition of “intellectual excellence,” a tenet of COU thoughts D AY D variety of social studies with a goal of AN Graland’s mission. applying this knowledge to a career in international political economics.

2014 is a milestone year for Graland. Ninety years ago, two Ronni McCaffrey, A senior this year, Jackson is now teachers, Grace Laird and Virginia Braswell, founded a primary Head of School CENTURY school for young children not too far from our current campus continued on page LEARNING 2 CENTURY in a storefront of the Green Lantern Apartments on East Colfax Avenue. Back in 1924, LEARNING A AT GRALAND COUNTRY DAY SCHOOL N they might have been considered contrarians, in the best sense of the word; today, we Y D A C O U N T RY D would call them innovators.

Grace and Virginia thought outside the box of traditional education. They found ways GRALAND COUNTRY DAY SCHOOL GRALAND COUNTRY DAY SCHOOL to make learning an exciting, natural part of life. They piqued their students’ interests in the world. They motivated children to interact with each other and with the physical environment. These were revolutionary approaches during a time when learning was

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Greater Depth of Knowledge

“The digital media hub is exactly

where Graland should be heading in

terms of teaching relevant skills for the real world.”

-Former Trustee Steph Harvey, see story page 10

At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.

Ascende Omnem Montem GRALAND’S GUIDING PRINCIPLES Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community

Graland Today is a monthly publication of Graland Country Day School Volume 3, Issue 3 Send correspondence to: Associate Director of Communications Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org

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Jackson (left) and his Gates Invention partner Brook Benson ‘10 with their US patent.

enrolled in an honors course studying African American history.

“I thought that looking at U.S. history through the African American lens would give me a greater depth of knowledge on the subject,” he explains. “One thing I found interesting is that before the trans-Atlantic slave trade began, blacks owned land in the U.S. and even had indentured servants.”

His interest in African American culture was directly influenced by Graland’s Civil Rights trip and other curricula in Middle School, including a seventh grade English unit on the classic novel about racism in America, To Kill a Mockingbird. History teacher Jake Dresden remembers Jackson’s inquisitive nature and passion for learning about the world.

“Jackson was never out just for the grades,” Jake says. “He has an intrinsic motivation to apply high level thinking to projects, especially those that interest him.” Jackson’s work on his Africa Day assignment and his public speaking skills are particularly memorable, according to Jake.

These days, acceptance letters from a list of respected universities are coming in, and it’s no wonder. Jackson carries a weighted grade point average of 4.8 (unweighted, 3.9). He is head boy at East (student council president) and captain of the rugby team. He also plays soccer and participates in speech and debate.

Jackson is sharp, but he was also well trained.

“I received a better education at Graland as far as critical thinking, which prepared me for East,” he says.

Lower School News

ONE MORE STEP

Four years ago, Stephen Rydalch could not have imagined the curve balls life would throw at him in the months ahead, to say the least.

An active 27-year-old man who had bagged 41 of Colorado’s 52 fourteeners, Stephen was big on climbing – over rocks in the warm months and on ice throughout winter. He was a classically trained pianist taking rock piano lessons. He was a teacher intern at Graland, just months from earning his elementary education certification.

A cough changed all that, and Stephen’s life has never been the same.

Teaching in 2010 It was fall, and Stephen had just settled into his job as a teacher intern in Mary Karst’s kindergarten classroom. He loved coming to work every day where the smiling faces of exuberant 5-year-olds greeted him.

“I really enjoyed their age and their innocence,” he says. “I liked teaching math because it was interesting to see how their minds work. I taught the calendar every day, and used the SMARTBoardTM to teach reading. I loved everything about it.”

Only a nagging cough kept him from fully enjoying the experience. After treating himself for weeks with over-the-counter cough medicine, a trip to the medical clinic was in order. There, he got a shock.

“I asked why my cough wouldn’t go away,” he remembers. “The physician’s assistant said, ‘We don’t know, but I noticed you have a heart murmur.’ I had no idea.”

The diagnosis sent him to a heart specialist where more news awaited. Stephen was living with a birth defect, a bicuspid aortic

valve. Over time, the condition might require surgery to prevent permanent heart damage.

“I took that as good news at the time because my uncle was diagnosed with the same condition about 20 years earlier and he was still doing well,” Stephen says. “But I continually got worse. I remember walking the kids down to the basement for drama class and being out of breath when I got back to the top of the stairs.”

Hospitalized in 2011

By March, Stephen was scared. He met with his cardiologist, and the two decided surgery was necessary to stay the decline in his health. The following week, he was in the operating room for a 19hour surgery to repair the valve. There were complications.

“The left side of his heart wouldn’t restart and as a last resort to save his life, they connected him to an external ventricle assist device,” says Stephen’s mother, Gloria. “This machine pumped the blood for the failed left ventricle. The hope was for this device to give his heart some rest so it would restart and if not, to be a bridge to a heart transplant. Unfortunately, within five days Stephen suffered a stroke. Within a few weeks, he suffered another stroke along with many infections and other serious problems.”

In May, doctors implanted an internal ventricle assist device called the HeartMate II. They said it was Stephen’s only chance for recovery. It was an improvement: With the external device he had to be completely bedridden but with the HeartMate II he could be mobile and begin his rehabilitation.

For five months, Stephen remained hospitalized. Many of the strong medications the doctors gave him had amnesia continued on page 13

Graland Today

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Why the Cloud is Better than the Basement

By Nan Remington, Head of Lower School

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focus on what students know at a particular point in time, digital While digging through my basement, I portfolios are better at showing student growth, especially in the came across schoolwork my two children earlier grades. had produced at least 25 years ago. The picture my daughter drew of what she Dialogue wanted to do when she grew up was Recently, a second grader posted the process for subtraction faded and torn. My son’s social studies across the zeros using her digital portfolio. She recorded herself project was missing the title page, along verbalizing each step (“We always, always, always subtract with the comments from his teacher. I RY LEARN IN TU the ones first!”) as she solved a math problem on the N sighed and wished I had treated these COUNTRY D D AY N screen. When the presentation was complete, the A in artifacts better than just storing them teacher assessed her mastery of the concepts and a cardboard box in the basement. left an encouraging comment. Her parents could Thankfully, technology has provided a Nan Remington, Head CENTURY of Lower School also view the presentation at home and talk about way for today’s student work to be easily LEARNING CENTURY it with her. saved, accessed and organized. DigitalLEARNING portfolios improve In another example, a fourth grader shared an on the well intentioned “boxes in the basement” by preserving original story about a young servant girl named Marisa. student work electronically in “the cloud.” The cloud is a network NTRY COU DA D After the story was posted, her classmates and teachers were able to Y of servers that stores data. There are many advantages toANposting comment on her writing (“Your story was so interesting I couldn’t stop student work in the cloud via a digital portfolio. reading it! I LOVE IT!!!!). This student had feedback on what others Longevity appreciated about her story because her blog opened the door for CENTURY Digital projects allow students to access a range of techniques to LEARNING a conversation between teachers, parents and fellow students.

CENTURY demonstrate learning. Picture images, videos and audio recordings LEARNING Reflection AT GRALAND COUNTRY DAY SCHOOL are added to the typical paperANand pencilAY tasks students complete D C O U N T RY D Digital portfolios are also used during student-led conferences. throughout the school year. While paper portfolios get stored or discarded at the end of a trimester or school year, digital portfolios First graders share their blogs as the starting point for COUNTRY DAY SCHOOLconversations with GRALAND COUNTRY DAY SCHOOL their parents. Parents are already familiar with are available and easily accessible to GRALAND students, parents and what is posted, and the students are able to focus on discussing educators indefinitely. The files can even be shared with others. their goals, what they are doing well and what they want to Depth improve.

Today’s students have no concept of a world without the This type of portfolio provides something richer than just a number or a grade. It demonstrates a depth of understanding for Internet. Technology is a ubiquitous part of their lives GRALAND COUNTRY DAY SCHOOL they want and expect to use it at school. Digital portfolios the learner and to the observer. Digital portfolios allow students GRALAND COUNTRY DAY SCHOOL revolutionize and modernize the way students learn while to showcase skills and kinds of intelligence that often are not encouraging independence, responsibility and reflection. measured on standardized tests. While assessments generally

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Becoming a Responsible Digital Citizen

Children need to realize at a young age the significance of a digital footprint: what is appropriate to post, how to protect their identities and ways to interact with others online. Through library class, teachers work to communicate these skills as soon as students begin building their digital portfolios. We call it being a “responsible digital citizen,” and it’s a concept that will continue to serve students as the world becomes more and more digitized.

Developing Executive Functions in Young Children

By Kathy Riley, Lower School Counselor

One of my favorite things about being the Lower School counselor is teaching the fourth grade wellness class. We spend a good amount of time learning how the brain operates, specifically looking at our executive functions.

Executive functions are a set of mental processes that help us connect past experiences with present actions. To further explain, executive function is an umbrella Kathy Riley, Lower School Counselor term that encompasses specific abilities that include: • Inhibition • Shift • Emotional control • Initiation • Working memory • Planning • Organizing materials • Self-monitoring The prefrontal cortex controls executive functions, and neuroscientists have learned this area of the brain isn’t fully developed until the mid-20s. The executive functions are often referred to as “the conductor” or “air traffic controller” of our brains. Children like these metaphors and often joke saying their air traffic controller is their mom or dad.

I love the open dialogue that occurs in these classes and I’m often taken aback at how honest children are at assessing themselves. Earlier this year I was teaching about learning from past experiences when a child spoke up. She had filled out her Scholastic book order sheet, had it approved by her parents and then forgotten to put the sheet in her backpack.

When it was time to turn it in and the sheet was missing, she was disappointed.

Another child called out, “I do that all the time but my Mom just runs it in!” The first child said, “I wish my Mom did.” But when asked further questions, she proclaimed, “I’ve never forgotten my order since!” Wow, I couldn’t have planned a better conversation!

When children face these “practice adversities,” they can apply the knowledge learned to future experiences.

I know the mom who ran that book order in was

just trying to be helpful but in doing so, are we robbing our children of experiences that develop executive functions?

As a mother, I’ve been reflecting on this quite frequently lately. When I shuffle children out the door to get them places on time, am I “managing” them so much that they’re not learning to manage themselves? Am I becoming my child’s prefrontal cortex? Do I want this job in the long run, as they head off to college without me? Of course not.

So what’s a well-meaning parent to do? How do we help our children develop these important executive functioning skills?

Here’s are some ways: Establish consistent routines and habits so kids develop their own mental checklists and if need be, work together to make tangible checklists. Though it may seem boring, routines allow children to feel safe and develop autonomy.

Resist the urge to run in, rescue or just plain do the job faster. Giving a child an opportunity to struggle and sometimes fail just may be the experience he or she needs to inform autonomous growth in the future.

Give meaningful and specific feedback and praise, thus children know specifically what’s working and what’s not. This can lead to great goal setting conversations and experiences.

Nothing builds confidence better than meeting a tangible goal.

Recently a fourth grader detailed to me all it would require to convince his mother he deserved the new XBoxTM. As he outlined his strategy, it was clear the inhibition, emotional control, planning and selfmonitoring this child was putting forth to accomplish his goal was developing his prefrontal cortex.

Those fourth graders sure do get it!

Middle School News

Why Do High Test Scores Worry China?

By Josh Cobb, Head of Middle School

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outperform them in entrepreneurial activity. Specifically, the Recently, Marty Twarogowski, Graland’s Global Entrepreneurship Monitor shows that countries like director of information services, and Japan, Singapore, and Korea, who traditionally do well on the I had the opportunity to present a PISA (Program for International Student Assessment), have less workshop at the European Council of perceived entrepreneurial capability than many other countries, International Schools conference in who consistently struggle on the PISA. China does not want to Amsterdam. Even with so many ways to follow this trend. connect digitally, people still came from After Shanghai surpassed all countries on the all around the world to network and RY LEARN IN TU sciences, math and reading subtests of the 2009 learn in person – including some from UNTR N YD CO D AY PISA, the then Premier Wen Jiabo stated that, 5,510 miles away (easily beating the 4,814 N A “China must have entrepreneurs like Steve miles we had traveled from Denver).

Jobs.” Kai-fu Lee, a prominent technology One of the keynote speakers, Dr. Yong Josh Cobb, CENTURY Head of Middle School executive in China, goes even further: “The Zhao, was born and educated in China LEARNING CENTURY next Apple or Google will appear, but not in before becoming a university professor LEARNING China... unless it abolishes its education.” in Oregon and an internationally renowned author. With such an impressive résumé, it is interesting that Dr. Zhao believes NTRY COU DA Passion and Purpose education should have one seemingly mundane goal: to prevent D Y AN children from living in their parents’ basement as adults. To avoid If America is fixating on low test scores and China is obsessing over a lack of innovation, what is the answer for education in the the “basement scenario,” Dr. Zhao asserts that innovation is a 21st century? Dr. Zhao, like Tony Wagner in his book, Creating must. Though his focus on employment may worry some who CENTURY Innovators, focuses on developing passion and purpose. He believe that there is more to learning than a future paycheck, it is LEARNING believes a new paradigm of education should focus on student CENTURY important to recognize that education has always felt responsible LEARNING autonomy, product-oriented learning,DAY andSCHOOL a global audience, AT GRALAND COUNTRY to the needs of the economy. AND AY C O U N T RY D criteria that follows much of what Graland’s educators have Creativity is Essential learned recently from Wagner and Heidi Hayes Jacobs.

GRALAND DAY GRALAND COUNTRY students today, DAY theySCHOOL need to have In schools today, we can still see vestiges of the COUNTRY agrarian and theSCHOOL In order to engage opportunities to create products for an authentic audience, industrial ages. When the majority of graduates went to work on preferably a global audience. Graland often follows this assembly lines, compliance was essential. Now we face a postmodel in our clubs, VAPA and ICE classes, including the industrial, technological age, where many of the manufacturing Gates Invention Program, which has embraced this same jobs that were so important during the industrial age are obsolete, philosophy since its inception. As we recently revised our science either unnecessary or redundant. For this new economic stage, curriculum, teachers looked for more opportunities to give Dr. Zhao claims that creativity is essential.

To foster this creativity, GRALAND COUNTRY DAY SCHOOL GRALAND COUNTRY DAY SCHOOL students the chance to complete experiments and projects and schools must enhance rather than stifle the individuality, passion share their results with a wider audience. and curiosity that are so innate to younger children.

Now, we need to create this type of purpose in all our classes Albert Einstein said, “It is a miracle that curiosity survives and explore ways to foster more global connections. We have formal education.” Unfortunately, as Dr. Zhao emphasizes, not completed all the work necessary to achieve every element there is a lot of truth to this statement. In order to give students of Dr. Zhao’s “world class education,” but at least, we expose “employable skills,” education has squelched some of those students to his model and keep most of our graduates on a path natural traits that are truly at the root of innovation. He that culminates not in their parents’ basement but in economic, contends that China is beginning to realize this conundrum scientific, or social innovation. as they outperform countries on international tests, but fail to

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Thursday, March 6, 1-4 p.m., Fieldhouse Stop by to see our amazing student inventors in action!

They’re out to impress you with their unique products and ideas!

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Excellence Versus Perfection

By Ben DeVoss, Middle School Counselor

growth rather than assume What is the difference the worst about themselves. between excellence and Unhealthy perfectionists perfection? Author Edwin may base their entire Bliss stated, “The pursuit self-concept on the final of excellence is gratifying outcome, the grade, the and healthy. The pursuit trophy or the recognition. of perfection is frustrating, They obtain next to no neurotic, and a terrible waste enjoyment in the effort given of time.” along the way. They may In a culture that values high not care how the “game” is achievement, such as Graland, played, as long as they get the the trait of perfectionism is Ben DeVoss, Middle School trophy in the end. They move Counselor not uncommon. Graland’s on without celebration or mission statement expects all students to pursue and achieve intellectual taking stock in their accomplishment, similar to an automaton simply checking excellence. Teachers covet high achievers boxes on the proverbial “To Do List.” who pursue excellence, not perfection.

While both unhealthy and healthy High achievers in pursuit of excellence perfectionists strive to give their absolute typically prevail in the face of adversity, best, it is important to note where they and even rebound in the course of fall on the continuum. failure. Helping students to recognize the difference between excellence and An Unhealthy Perfectionist perfection is a fruitful and ongoing • Struggles with accepting compliments endeavor. or praise because she may see herself Within the realm of attaining as secretly “not good enough;” excellence, two types of perfectionism • Simply checks off his goals when tend to exist- healthy and unhealthy. accomplished and moves on to the The former can be advantageous and next thing; thrilling while the latter may leave one • Procrastinates out of a fear of failure; feeling emotionally bankrupt. Healthy • Sets unrealistic standards for herself perfectionists gain pleasure from and others, and can be critical; pushing themselves to the limit, find • Avoids new experiences because he is full satisfaction in the process, and are terrified of making mistakes, especially resilient when the outcome is less than in front of others; and desired. They are willing to try new things • Sees things often as “all or none,” or without concern of jeopardizing their employs a “fixed mindset” and views reputation or self-concept by the fear of situations or herself as “good or bad,” failure. If and when a setback occurs, they “smart or not smart.” are able to view it as an opportunity for

A Healthy “Perfectionist” • Values praise and constructive criticism; • Celebrates when she meets her goals; • Thrives and is energized by challenge and giving his best; • Is willing to try new things and take risks; • Is resilient and does not base her selfworth solely on performance; and • Fosters a “growth mindset” and views setbacks or mistakes as opportunities for growth.

Some teachers and parents may worry if they ask perfectionistic children to ease up- that the child may lose his or her motivation and submit to mediocrity.

Some may see a child’s stress and weariness as the price to pay for success.

It is reassuring to recognize that all children want to do well.

The push and drive for perfection can be futile and fraught with frustration as the end result may never measure up. High expectations and standards delivered in a manner that are developmentally appropriate are essential to the pursuit of excellence. The pursuit of excellence is a complex journey full of trial and error with different degrees of accomplishment. It is a rewarding endeavor that is perfectly imperfect.

Resource: Ginsberg, Kenneth. Building Resilience in Children and Teens: Giving Kids Roots and Wings. Elk Grove Village, IL. American Academy of Pediatrics, 2011. Print.

HOW TO BE A HEALTHY PERFECTIONIST DO

• Set reasonable standards for yourself and others.

• Create a personal mantra that is authentic, genuine, and consistently rings true for you. For example, “It’s OK to struggle as I learn something new.”

• If your child studied his hardest and comes home with a C, offer praise.

• Accept praise from others, and praise yourself for even the little things.

• Savor success, don’t “just check it off” and move on to the next thing.

• Give yourself permission to make mistakes.

DON’T

• Don’t push children to take on more than they can manage.

This can contribute to self-doubt.

• Don’t praise others with comments such as “You’re smart.”

Instead praise their process; for example, “Great! You worked hard on that project.”

• Don’t merely focus on shortcomings and constructive criticism when giving feedback. Verbalize the person’s strengths and recognize what went well.

• Don’t over-commit, or let your children repeatedly overcommit themselves.

Graland Today

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Water Logged: From Cherry Creek to Galapagos Building on previous lessons about environmental science, seventh graders in Mark Gatlin’s class finished a unit comparing ocean water to fresh water.

Collecting the fresh water samples was easy; students visited nearby Cherry Creek to capture data about air and water temperature, pH, conductivity and dissolved oxygen.

But salt-water samples are a little harder to come by in Denver, considering the nearest ocean is about 1,000 miles away. Enter the Mayers, a Graland family taking the year to voyage around the world with their three children, including seventh grader Alex. Acting as field researchers, the Mayers collected and analyzed water samples from areas like the Bahamas, Panama and the Galapagos Islands.

“The science experiment helped me relate to other research boats,” Alex shares. “It taught me a lot about water and how interesting it is.”

The information provided allowed Graland students to compare and contrast fresh water chemistry to salt water chemistry. “We looked at the data to find out whether the water from different locations was a healthy environment for living things,” explains Mark.

The oceans unit, new this year at Graland, works with OceanClassrooms, a nonprofit organization, to introduce students to marine science through a dynamic and stimulating academic program.

“Graland is a special case because students are comparing water quality from fresh and salt water sources,” says Dr. Mikki McComb-Kobza, OceanClassroom’s director of education and research. “Mark is a great spokesperson for using OceanClassrooms on the middle school level.”

Next, student scientists will focus on geology, noting that Denver was once under water. They’ll dissect a shark and, as their final unit, design a robot to solve a real world problem in ocean or land exploration.

FLOATING SCIENC E CLASSROOM BLO G: OCTOBER 2, 2013

We have submitt ed our first ‘Oce an Data’ and tru like ‘Field Resear ly feel chers’. Our first data was captur lowering four di ed by fferent probes in to the water, conn a computer. The ected to readings were ca ptured and reco program called rded by a ‘Logger Pro.’ Graland Studen ts will be analyz ing the following Location: Florid data: a – Fort Lauderda le Lat: 26 06′ 00″ N Long: 80 07′ 00 ″W Wildlife: Manatee s, Needle Nose Fish, Tarpon, Fl Sea state: Calm ying Fish Notes: We are in a waterway, the water is very pollu being in close pr ted due to oximity to the ci ty with lots of m Anomalies (Une arine traffic. xpected observat ions- “flying fish deck!”): At som landed on e point there we re soap bubbles the water surface floating on . The water was really dark.

Air Temp in C: 25 *C Water Temp in C: 29.1*C Conductivity in uS: 269 (salt co ntent via Vernie r probe) Dissolved Oxygen in ppm: 4.4ppm (oxygen in water parts per million) sample, Ocean water pH: 7.10

Read Alex Mayer’s blog at thebigblue.info (password: leviblue).

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Envisioning 2032: Intellectual Excellence at Graland

considered “receiving and retaining” information.

Whatever magic they worked in that little school led, three years later in 1927, to the incorporation of what would become Graland Country Day School. (Note: We’re planning a Founders’ Day commemoration this fall, and a 90th anniversary celebration for 2017.)

Over these nine decades, there have been many, many changes but one thing has remained constant: Graland has remained faithful to the enduring aspects of its mission, while consistently seeking new ways to achieve that purpose. How we achieve this mission evolves with the times, as we learn more about the brain and how children learn, and we integrate emerging technologies that become available to us. However, our target for excellence in both character and intellectual development never waivers.

What will an educated person need to know and be able to do to thrive in the mid 21st century? This is where our responsibility as educators becomes challenging. Not only do we need to imagine a world we may never experience ourselves, but we must identify the knowledge, skills and attitudes these children will need for their own adult well-being and livelihoods, not ours; and then we must devise instructional programs in real time to motivate them to learn and to master these tools for the future.

While we need to be “taking the long view” on planning for the future, the rate of change is so rapid that strategic planning more than 36 months out has questionable reliability. We cannot know precisely what the future will bring, so we must provide our students with the knowledge, skills, attitudes and motivation that will enable them to respond and to adapt to future demands. This is what we mean by “intellectual excellence” at Graland.

Tony Wagner, in his book Creating Innovators, included a model of creativity designed by Teresa Amabile of the Harvard Business School. Her original design included three components: • Expertise: knowledge (technical, procedural, intellectual) of the canon of core subjects.

This essential background serves as the foundation for all higher-level thinking.

• Thinking Skills: In short, it’s the ability to reason, including those higher level skills such as analysis, synthesis and evaluation. As Wagner said, “Increasingly in the 21st century, what you know is far less important than what you can do with what you know.”

• Motivation: The intrinsic desire to learn born of the progression from play, to passion to purpose (Wagner).

We liked her model as a framework for our definition of intellectual excellence at Graland, but we felt it was missing an element. We added: • Attitude: Those dispositions, or characteristics, which make an effective learner, such as a growth mindset, independence, perseverance, curiosity, resilience and self-discipline. (Dweck, Mogel, Jacobs, Wagner, Cain and others) This design helps us conceptualize intellectual excellence at Graland and the 21st century learning skills that we hope to develop in our students.

The Board of Trustees has articulated the school’s mission and clarified the promises we make to the community. The faculty and staff have worked hard to honor our commitments to intellectual excellence and strong character. Regardless, you know we don’t rest on our laurels.

As we say, “a great school never sits still.” I have cautioned our faculty to reject any creep of complacency and the “we’ve always done it this way” approach. I have encouraged them to recommit to the concept of being a laboratory school and to embrace opportunities for research, experimentation, professional development, and especially for excellence in teaching and learning. I have asked them to honor Grace and Virginia and all those who have had the courage to question the status quo.

After all, if we are going to teach students to be innovators, then we must model the way for them.

Graland Today

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EVOLVED GIVING

Life has a way of constantly changing our paths. Careers progress, needs evolve and people adapt to new circumstances. For proof, just sit down with Stephanie “Steph” Harvey.

An energetic and passionate woman, Stephanie’s involvement with Graland has taken various twists and turns over the years. She is a past parent (Alex ‘95 and Jessica ’98), a former literacy consultant for Grades K-6 and a former trustee who chaired the education committee for several years.

Today, Steph is best known at Graland as a tried and true ally of our educational programs who continues to invest in resources that support the development of reading and writing skills.

Publishing Center Benefactors The Harveys have been Graland donors since the mid-80s, when Alex and Jessica were students. At that time, Steph’s parents (Jerry and Dorie Veneman) wanted to make a meaningful gift to the school. They called on their daughter for advice.

“The teachers and I agreed that a publishing center would be a perfect way for kids to develop writing strategies and became published writers,” she explains. “It was also a place where parents could volunteer hands on with their children and participate in the academics.”

The family foundation made a thoughtful donation, and the publishing center was born.

For many years, students, teachers and parents worked side-by-side to print and bind the children’s creative stories into tangible books that could be read over and over. But times, as the saying goes, change.

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Today, the publishing center has been replaced with plans for a high tech digital media hub that will allow students to develop 21st century capabilities like filmmaking, music and sound recording, song CENTURY writing and sequencing, computer skills, video production skills and LEARNING CENTURY LEARNING digital photography.

“I’m very excited about the digital media hub,” Steph says. “I love the fact that it’s authentic – the idea that we’re giving kids the skills they need NTRY to create beyond COU DA D Y text-based publishing is amazing. Although I’d never advocate giving up books entirely, it’s AN important for students to know how to write copy, lay down sound tracks and shoot video.

The digital media hub is exactly where Graland should be heading in terms of teaching relevant skills for the real world.”

CENTURY Steph speaks from experience. In her career as a national educational consultant and LEARNING CENTURY education author, Steph creates resources that help teach literacy.

Once that meant only LEARNING A N Y writing books for educators; today, Steph is involved in making videos and sharing her D A C O U N T RY D knowledge with teachers via Twitter (@stephharvey49). In fact, her latest book is all about connecting literacy teaching and learning with technology.

GRALAND COUNTRY DAY SCHOOL Just as Steph’s career has evolved, so has her giving to Graland, although her focus has remained the same. In the 30-plus years the Harveys have given to Graland, they have consistently supported literacy on meaningful levels. Thanks to their giving, plans for the digital media hub are coming to life.

Fun fact: Alex Harvey is using digital media skills today in his work as a film and theater director and musician. According to Steph, he has very affectionate memories of his time at Graland COUNTRY DAY SCHOOL (kindergarten through Grade 9) and the support heGRALAND received from the faculty to pursue his passion for acting and directing.

The Harveys: Ed and Steph with their children Alex and Jessica.

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Digital Media Hub Emerges

2013-14 Annual Fund Parent Volunteers Thank you to these dedicated men and women who worked behind the scenes to make our Annual Fund drive a success!

Co Chairs Dianna Goldberg ‘84 May Dana Klapper ‘83 Cohen

Grade Representatives Kathryn Albright Christy Anderson Kristin Baker Steve Bain ‘77 Marna Belfance Suzie Bomgaars Chris Browner Tim Buese Christina Caulkins Matt Cheroutes ‘91 Jill Dines Tandy Dilworth Ali Fallon Molly McCray-Finke Amy Frankmore Stacia Freimuth Graham Gerlach Rachel Grynberg Linda Heiss Courtney Dorn ‘90 Hughes Kim Fuller ‘86 Jacoby Maureen Kechriotis Linda LaRocque Rebecca Ledges Andrea Mahoney Cherrelyn Napue Nooshin Prasthofer Selena Roth Julie Sachs Michelle Sobel Bob Young Meghan Zucker

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Alumni News Do you have a Graland love story? Let us know!

Love at Graland

Contact Kristin Eklund ’88 Weber (kweber@graland.org or 303-398-3623).

By Kristin Eklund ’88 Weber, Director of Alumni Relations

Ask a married couple how they met and the stories vary widely. Surprisingly, for some of our alumni, their future spouses once walked the halls with them at Graland. Within our alumni community, there are at least 20 pairs of former students who found their love through Graland.

Whether they knew each other as Graland classmates or met in later years, all our couples have sweet and unique love stories.

The Komppas

The Coopers

Sarah Snider ’97 Komppa and Eric Komppa ’97 were classmates at Graland for only two years, Grades 7 and 8.

Eric distinctly remembers seeing his future wife at recess during her first week at Graland.

They moved in different circles at school, but got to know each other better on Tom Rice’s Russia trip in 1997. During another Graland trip, this time to Bermuda with Dr. Trento in 1998, they started dating and stayed together through high school before heading off to separate colleges.

After college, they reunited for the last time and have been together ever since.

In 2009 Sarah, an architect and urban designer, teamed up with Eric, a real estate expert, and other professionals to win the Hines Urban Lands Institute Competition after envisioning a new urban center for Denver. Married in August 2010, the Komppas lived in Seattle, traveled through New Zealand for a month and have recently landed back in Denver.

Sara Drucker ’89 Cooper and Jason Cooper ’84 were five grades apart, “which makes reunions convenient because both our classes celebrate at the same time,” says Sara. This couple has their parents to thank for their union. By chance, the Druckers and Coopers were sitting together at the bat mitzvah for Jamie Miller ’97 Altman when the moms and dads decided to set Sara and Jason up on a blind date. “By the third date, I knew I was going to marry him,” says Sara with characteristic certainty.

The two families remain connected to Graland.

Jason and his two brothers are alumni and Sara is one of four siblings who all attended Graland. They have two darling girls; the oldest is a current student in Grade 1.

The Austins Catherine Wilhem ’90 Austin and Rye Austin ’91 were a year apart in school and also met as adults.

They were introduced by friends – also Graland alumni – in 2001 and married two years later. The Austins are proud parents of three young children, two of whom are now Graland students.

“I’m surprised that there aren’t more couples from Graland,” Catherine says, “given the close community and overlapping families who have attended through the years.”

Thank you to the following alumni who also contributed to this article: John Davis ’59 and Brooke Mankwitz ’93 Friedman.

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All ages are welcome to join in the fun of the Graland Carnival, Friday May 30, 3:10 – 6 p.m. on Preisser Field Saturday evening will be a casual alumni gathering celebrating the reunion year classes: 1964, 1969, 1974, 1979, 1984, 1989, 1994, 1999, 2004

continued from page 3

One More Step

as a side effect, so he fortunately doesn’t remember much of the trauma he endured during this time.

“My first memory after the surgery was waking up and it was June,” he says. “I had all these cords coming out of me, and I couldn’t walk or talk or swallow. I was connected to a ventilator and completely disoriented.

“It took three times of falling on the floor to realize I couldn’t walk. This bothered me the most because I was such a big climber and climbing was very important to me.

Being dependent on other people was hard.”

Stephen also remembers his first attempts at communicating with his family and nurses.

“The hospital had a chart with boxes that said things like, ‘I want food,’ ‘I need the bathroom,’ ‘I’m happy,’ ‘I’m sad.’ I hated that thing because it never expressed what I wanted to say,” Steve says.

In August he was released from the hospital and moved back in with his parents.

Months of rehabilitation followed.

Recovery in 2012 With the heart machine supplying blood through his body, Stephen spent hours in speech therapy and physical therapy. The thought of returning to the classroom to finish his internship kept him going, along with his training as a climber.

“I had this determination, which is a skill set from being a hiker and climber,” Stephen believes. “After college I hiked the Colorado trail by myself. I wanted to quit more than once, but I told myself, ‘Go another mile, then you can quit.’ I thought about that a lot in therapy: Go another step.”

To the amazement of his doctors, Stephen wheeled onto campus 17 months after the surgery to resume his employment at Graland. In August, he was assigned to Jessica Rowe’s fourth grade class on the second floor, where the room was rearranged to accommodate his wheelchair.

It was a perfect fit, given the fourth grade service learning with special needs kids.

He used his unique experiences to design a unit on the heart for his students, inviting his cardiologist to visit the classroom as a subject expert. Stephen loved being back at work, but it was a strain physically and emotionally.

“It was hard to get up each day and I missed working with the younger kids. On

the plus side, I found out I really do like teaching and it’s what I want to do.”

Transplant in 2013 In March, Stephen got his wish to teach in the lower grades. After wrapping up his internship work, he chose to finish the school year in first grade with Mary Karst, who had made the switch from kindergarten. It felt like being back home.

On June 1, Stephen was awarded his elementary education certificate for Grades K-6, a long and hard-fought accomplishment. His happy ending, however, was still ahead. That June day, Stephen called his cardiologist.

“I asked to be considered for a heart transplant,” he says. “Because my heart had completely failed, I was placed at the top of the list right away.”

In just under 30 days, he got “the call.”

A local donor who matched his age, blood type and size was ready to give his heart and other organs so others could live healthy lives. Stephen speculates the man suffered a head injury, perhaps in a hiking accident.

Unless the man’s family contacts him, he may never know for sure.

“Maybe one day I’ll get a letter in the mail, and I would want to open that letter,” he says quietly. “I’d like to get to know this family, and tell them that their son saved my life.”

For once, everything went according to plan and without a hitch. After just 16 days in the hospital, Stephen went home. A few months later, he was back at Graland as a substitute teacher.

Planning for the Future in 2014 Now 30, Stephen enjoys telling his story to motivate others. He is applying to fulltime teaching jobs for the fall, playing the piano and building the strength to hike and climb again. He reads nonfiction and appreciates the freedom of being able to drive an adaptive van with hand controls.

A humanitarian trip to Guatemala or Latin America is on his bucket list. He knows he is a “walking” miracle.

“I want to give back like the donor gave to me,” he says. “Since the surgery, I’m not so concerned about myself. I focus on doing service and helping other people.”

Interested in being an organ or tissue donor?

Visit organdonor.gov for information and to join your state’s registry.

INSPIRED BY MR. STEVE I’ve always heard that God gives the hardest tasks to the strongest people. Mr. Steve inspired me by what he went through to recover from his heart problems.

Weston Wolkov, fifth grader

When we heard the news that Steve had received a heart transplant I was so excited for him. But I realized how much he had touched me the day I saw him back on campus after his transplant, looking so healthy and energetic. It took my breath away and I was overcome with unexpected emotions. Steve is the epitome of strength and courage. I’m so very fortunate to have been able to share my classroom with him and be a part of his journey.

Jessica Rowe, Grade 4 teacher

He has such perseverance and drive. Steve makes you strive to do better when you see him working so hard to improve himself.

Parthenia Williams, teacher services coordinator and math specialist

Mr. Steve inspired me because even with all his setbacks, he had a good sense of humor.

Jack Gowen, fifth grader

Steve has been so determined to overcome obstacles that would have made most individuals give up. When he had his second stroke, he was totally disabled.

I’ve seen him come back from that point. It took special determination and effort to accomplish what he has.

Kent Rydalch, Steve’s father

I was inspired because Mr. Steve pushed himself so hard to reach his dreams.

Sloan Hurley, fifth grader

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PEN Book Club Discussion with Ronni Creating Innovators: The Making of Young People Who Will Change The World by Tony Wagner Tuesday, March 11, 6:30-8 p.m., home of Ronni McCaffrey Tony Wagner is the Innovation Education Fellow at the Technology & Entrepreneurship Center at Harvard.

His book, Creating Innovators: The Making of Young People Who Will Change The World, “explores what parents, teachers, and employers must do to develop the capacities of young people to become innovators.” Join Ronni as she leads parents through his theory about how play, passion and purpose drive young innovators. Purchase your copy of the book at Diane Street’s desk for $25.

Author Tony Wagner will appear via Skype at Graland on April 7 to continue this discussion.

Growing Together is a GIFT The Graland Inclusivity Forum and Taskforce (GIFT) introduces a series of inspiring, thought-provoking and fun programs for the entire Graland community. Already this year, the group organized an afternoon at the theater to see Just Like Us and brought families together for Drums of the World at the Colorado Symphony. Watch for these family events coming soon!

Tungi & the Giant, Lower School Assembly

Five musicians and a storyteller from the Colorado Symphony Orchestra will visit Graland to perform this African folklore tale.

Screening of the Documentary Film, Girl Rising For Adults Only: Tuesday, February 11, 6:30-9 p.m., Fries Family Theater This groundbreaking film by Academy Award nominee Richard Robbins tells the stories of nine extraordinary girls from nine countries to showcase the strength of the human spirit and the power of education to change the world. The screening will bring the adult Graland community together for a unique experience on film. After the movie, GIFT will host a wine and cheese reception for a chance to socialize and discuss the various issues addressed in the movie.

For Middle School Students and Parents: Friday, February 14, 3:15 p.m., Fries Family Theater Please note this film is rated PG-13. For more information, including what parents need to know, please visit commonsensemedia.org.

Family Outdoor Movie Night, ET

Friday evening in May (date TBD), 6:30-9 p.m., Preisser Field GIFT will sponsor a screening of the classic family movie, ET: The Extra-Terrestrial. Bring a blanket and a picnic to sit under the stars with your family. The festivities will start with a great set of live music (stay tuned for details). At sundown, the movie will start on an outdoor screen. Come for as little or as long as your children will last!

For more information about GIFT, contact Selena Roth or Laura Fast.

HAVE A ROCKIN’, BOPPIN’ GOOD TIME AT THE LOWER SCHOOL SOCK HOP Friday, February 28, 4:30-6:30 p.m., Fieldhouse For students in Preschool-Grade 4, accompanying adults and younger siblings only

Great DJ Spinning Rocking Tunes Hula Hoop Contest Face Painting Photo Booth Art Station (for the younger crowd) Diner (please bring cash; all food and beverage items $1 each) Buy cool Sock Hop gear beginning Wednesday, February 19, after school on the playground.

Sock Hop tickets go on sale online beginning Friday, February 7.

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Please visit the Graland website for upcoming... GPA GENERAL MEETING DATES

STORE HOURS

2014 EAGLE INVITATIONAL

GOLF TOURNAMENT THURSDAY, MAY 15 8 A.M. SHOTGUN START FOSSIL TRACE GOLF CLUB, GOLDEN EAGLE FAMILY GOLF EVENTS

Golf clinic and Middle School Golf Tournament Wednesday, May 14, 3:30-6 p.m.

CommonGround Golf Course, Lowry

EAGLE COFFEE

A fun morning of coffee and camaraderie for the non-golfers Thursday, May 15, 8:30-10 a.m.

Fossil Trace Golf Club, Golden

Please note: The tournament and Eagle Coffee were moved to Fossil Trace this year due to flood damage on a portion of the course at CommonGround. The Family Golf events will remain at CommonGround.

More online at graland.org/golf

VOA THEODORA HOUSE DINNER NIGHTS

GRADE 7 MEMORY BOX PROJECT Featuring Guest Speaker Huntington Potter, Ph.D. Alzheimer’s Expert

Wednesday, February 12 7-8 PM Anschutz Commons Please join our seventh graders as they spread awareness about Alzheimer’s disease and research in conjunction with their service project with Sunrise Senior Living Center. Register online at graland.org/memorybox.

Graland Today

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NON-PROFIT ORG. US POSTAGE PAID DENVER, CO PERMIT NO. 2006

Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org

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Community Calendar

February 11

Registration now open!

Don’t let your child waste away the summer days— students can stimulate their minds and activate their bodies at Graland’s summer camp program!

We know keeping your child content and productive over the summer break can be challenging as lazy days turn into lazy weeks and months. Instead, why not enroll in one or more of Graland’s summer programs? We have something for everyone from kindergartners to just-graduated eighth graders, whether your child is into art, athletics, academics or adventure!

Online registration is now open. For a complete list of available camps and information on the teaching staff, visit our summer program website where you can explore all the options and register online.

Movie Screening, Girl Rising (see page 14)

February 17 Presidents’ Day, School closed

February 28 Lower School Sock Hop (see page 14)

March 6-7 Gates Expo & Competition (see page 6)

March 13-14 Parent/Student/Teacher Conferences

March 21– April 1 graland.org/summerfun

Spring Break

STAY CONNECTED AND GOGRALAND!

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Update your contact information. graland.org/stayconnected

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Visit campus for a community event.

Please recycle this publication or view it online at graland.org in the news section.