““Like it or not, when I consider the world that our graduates will enter, I see a world with more wicked problems and feel an urgency to foster the attributes needed to solve those types of challenging dilemmas. Why can’t I shake this concept from ‘Range’? Because it has helped affirm the why behind our mission to achieve intellectual excellence: to solve wicked problems.”
- Josh Cobb
See Article Page 6
Graland Today is a monthly publication of Graland Country Day School
Volume 12, Issue 3
Send correspondence to: Molly Johnson Communications Manager
Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org
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.
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
Ascende Omnem Montem
Thank You 2025 Sponsors!
We are so grateful for the support of generous donors in our local community who have committed in advance to make the 2025 Eagle Invitational Golf Tournament a success!
Also a special thank you to all our In-Kind Donors,
Sponsors, and Nest Egg Sponsors.
1.
Things We’re Talking About on Campus
It’s been a spring to remember at Graland! From the announcement of our new Head of Lower School to student well-being initiatives, a warm welcome for rising Middle Schoolers, vibrant arts performances, and meaningful class trips, the season has been full of memorable milestones. Learn more about what we’ve been talking about on campus this spring.
Passing the Torch in Lower School Leadership: As we welcome new leadership in Lower School, we extend heartfelt thanks to Master Teacher Nan Remington for her years of dedication to Graland students and families. Her steady presence and thoughtful guidance have left a lasting impact on our community.
This spring, Graland announced Shaundell “Shaun” Satterfield as the next Head of Lower School. With over 20 years in education—as a teacher, instructional coach, and equityfocused leader—Ms. Satterfield brings deep experience and enthusiasm to the role. She has already begun her transition and will officially begin in July. Be on the lookout for a full introduction in the fall issue of “Graland Today.”
Spring Spotlight on the Arts
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Graland’s visual and performing arts program bloomed this spring as students showcased their talents in performances and creative displays. Highlights included the Grade 4 musical “Magic Tree House: Pirates Past Noon” and the original Graland Theater Company production “Who Even Are You?”. Grades 7 and 8 will take the stage later this spring in “SpongeBob the Musical.” Lower and Middle School musicians performed in lively concerts, and the Spring Art Show invited families to explore student artwork and interactive stations. Across every medium, students shared their creativity with joy and confidence.
Supporting Well-Being Through Challenge Success: This spring, Middle School continued its work with Challenge Success, a Stanford-affiliated nonprofit focused on student well-being. Students and families in Grades 4-8 completed surveys on time use, motivation, and school climate. These insights will help shape an even healthier, more balanced school experience where students can continue to thrive academically and emotionally.
3.
4. 5.
A Warm Welcome to Middle School
In April, new and current fourth-grade students and their families attended Jump Into Middle School to prepare for the transition to Grade 5. The event included classroom tours, teacher meet-and-greets, and a chance to learn more about the Grade 5 experience, offering a welcoming introduction to Middle School life.
Journeys That Inspire Growth Middle School students extended their learning through immersive spring trips. Sixth graders explored Puebloan history at Mesa Verde, seventh graders deepened their understanding of democracy in Washington, D.C., and eighth graders traveled through the American South, visiting key Civil Rights landmarks. Each journey brought lessons to life and inspired lasting growth.
Shaping the Future of Education: Graland’s Sphere Compensation Model Earns Further National Recognition
Graland has been awarded the 2025 Jeffrey Shields Innovation in School Business Operations Award for its faculty Sphere Compensation Model, a unique system designed to reward teachers based on professional growth and impact rather than tenure. The prestigious recognition was presented on February 26 at the 2025 NBOA Meeting in New York City, where Head of School Josh Cobb and Director of Finance and Operations Juan Botello accepted the award on behalf of Graland.
The National Business Officers Association (NBOA) supports more than 1,500 members, including 1,300 independent schools across the U.S. and 25 international institutions. Each year, the organization honors schools that implement bold projects reshaping organizational structures, introducing new management models, and transforming school culture. The Jeffrey Shields Innovation Award specifically recognizes initiatives that create a lasting, meaningful impact while addressing the evolving needs of the educational landscape.
Graland’s Sphere Compensation Model, introduced in 2019 through the Inspire Campaign, offers teachers a personalized and dynamic pathway for both professional and financial advancement. Unlike traditional pay structures that rely solely on years of experience or education level, this model encourages educators to take active ownership of their careers through self-reflection, continuous learning, and collaboration.
Teachers move through five distinct spheres—professional, distinguished, influential (classroom-focused), influential (program-focused), and transformative— based on their individual growth and impact within the school community. This
approach provides teachers with agency in shaping their careers, recognizing their dedication by celebrating professional growth and offering salary increases. Since its launch, 27 teachers have completed a sphere transition, with one educator doing so twice. Currently, eleven more teachers— the largest cohort to date—are engaged in the process.
Since its launch, the Sphere Compensation Model has earned national recognition and sparked meaningful dialogue across the independent school community. Graland has shared its vision through articles and conference presentations, beginning with a 2021 feature in “Independent School Magazine.” Head of School Josh Cobb has presented the model at national and regional conferences, including NAIS, Prizmah, INDEX, and ACIS, and has spoken individually with more than 25 school leadership teams. Graland also contributed
to the NBOA’s Mission-Anchored Compensation project by participating in research interviews and providing a case study. The Sphere Model continues to inspire schools nationwide to rethink how they support, empower, and compensate educators.
“Winning the Jeffrey Shields Innovation Award six years after launching the Sphere Compensation Model highlights the importance of iteration,” Head of School Josh Cobb said. “While our compensation system began as an innovative idea, I am most proud of the collective creativity demonstrated in its implementation. We continuously refine the model to better serve our faculty, encouraging agency and celebrating growth.”
This award further solidifies the school’s leadership in innovative school operations, showcasing an approach that positively impacts the Graland community and the broader field of education.
Head of School Josh Cobb and Director of Finance and Operations Juan Botello accept the 2025 Jeffrey Shields Innovation Award in New York City, recognizing Graland’s groundbreaking Sphere Compensation Model.
Cup of Conversation
With Master Teacher
Kathy Riley
For over two decades, Kathy Riley has been a steady and compassionate presence in the Graland community. As the Lower School counselor and a Graland Master Teacher, she has guided young learners with wisdom, warmth, and a listening ear. Whether helping students navigate friendships, manage emotions, or develop coping strategies, she is a trusted mentor. In this edition of “Cup of Conversation,” we sat down with Mrs. Riley to reflect on her journey, the lessons she’s learned, and the joy of working with Lower School students.
Mrs. Riley’s Order: Irish Breakfast Tea
Q: What inspired you to become a school counselor, and how did you find your way to Graland?
A: “I started as a social worker because I loved working with children and families. After serving as a high school counselor, my friend Kristin Ryder [former Graland employee and fellow Master Teacher] told me about an opening at Graland. I applied, thinking I’d stay for a few years—now, more than two decades later, I’m still here!”
Q: How has your role as a counselor evolved?
A: “Mental health and social-emotional learning have always been important, but COVID-19 made their impact on student wellbeing even more clear. In response, I’ve placed a stronger emphasis on building positive wellness routines—helping students recognize the value of sleep, physical activity, and strong communication skills. Additionally, the disruptions of the pandemic made fostering a sense of belonging and community an even greater priority.”
Q: What do you love most about working with Lower School students?
A: “The joy! Their creativity and kindness make every day special.”
Q: What are some of your favorite Graland memories?
A: “Even though I work in Lower School, chaperoning Middle School trips has been especially meaningful. Watching students
step out of their comfort zones, overcome challenges, and grow in confidence is incredibly rewarding. I also love graduation— celebrating their growth, reflecting on their journey, and knowing they are ready for what’s next makes it a truly special experience.”
Q: Who have been your biggest mentors at Graland?
A: “There have been many, but the late Suzie Cook, a former Grade 3 teacher, stands out. She never stopped learning and was instrumental in bringing Responsive Classroom to Graland. Her passion for education was contagious, and her legacy continues to inspire me.”
Q: What does being named a Graland Master Teacher mean to you?
A: “It’s a true honor and a testament to the support I’ve received at Graland. This community has helped me grow, explore new ideas, and make a positive impact. Being a Master Teacher reaffirms my commitment to continuous learning and helping students thrive.”
Q: What is your superpower?
A: “I’m a thoughtful listener, making sure students feel heard, understood, and supported.”
Q: If you could have coffee with yourself when you first started, what advice would you give?
A: “Don’t doubt yourself—lived experience is invaluable. Every challenge presents an opportunity to grow.”
Q: What is your favorite Graland tradition?
A: “The Buddy Program. It’s amazing to see younger students look up to their older buddies, and it’s just as special to watch those same younger students grow into the role of the older buddy. The relationships they build are meaningful, and the sense of connection and mentorship it creates makes this tradition truly stand out.”
Q: Describe your time at Graland in three words. A: “Community. Growth. Support.”
Finding Problems to Solve: The Purpose of Intellectual Excellence
By Josh Cobb, Head of School
In2019, David Epstein wrote a book, “Range,” that I can’t forget. Maybe it is because it opens with the origin story of one of my favorite athletes, Roger Federer, and questions the whole premise of youth sports. Or maybe it is because it celebrates the powerful partnership between human ingenuity and technological tools. Those elements are captivating, but if I had to choose, it is because it introduced the idea of the wicked problem, a concept that has helped determine my vision of what attributes students need in the future. David Epstein uses the work of psychologist Robin Hogarth to define a wicked problem as a situation where “the rules of the game are often unclear or incomplete, there may or may not be repetitive patterns, and they may not be
obvious, and feedback is often delayed, inaccurate, or both.” It is often a problem that can not be solved with a formula. The contrast to wicked problems is what Hogarth defined as kind problems, those that do follow a clear set of rules or patterns. Like it or not, when I consider the world that our graduates will enter, I see a world with more wicked problems and feel an urgency to foster the attributes needed to solve those types of challenging dilemmas. Why can’t I shake this concept from “Range”? Because it has helped affirm the why behind our mission to achieve intellectual excellence: to solve wicked problems.
This year, we unveiled the five intellectual attributes–authenticity, creativity, purpose, insight, and perspective–to continue to
explore and define intellectual excellence. These attributes and associated behaviors are critical to problem-solving. In my last “Graland Today” article, I explored how our Gates inventors demonstrate those attributes while answering the guiding question, “What’s Your Problem?” and following a design thinking process to create an invention to improve the lives of others.
There is another important Graland endeavor during which our students display those attributes: The Grade 8 Capstone Project. Since 2018, eighth graders have culminated their Graland careers by embarking on another problemsolving endeavor as they consider major global dilemmas, research solutions, make an effort to solve the problem locally, and present their solutions and their service to the community in a TED Talk-style presentation. The problems they study are not kind. They delve into
wicked problems like eliminating poverty and hunger, providing quality education for all children, and striving for gender equality. Throughout this rigorous process, students demonstrate all of the attributes mentioned above.
The project, like Gates, begins with inquiry, as students identify the problem they want to explore. To help scaffold this global problem identification, students use resources like the 17 United Nations Sustainable Development Goals and decide which problem most resonates with them. By giving students a choice in selecting a problem, the project provides voice and agency in their studies, ideally enhancing their intrinsic motivation and ultimately, their sense of purpose, one of the intellectual attributes. Examples of past projects include improving bus transportation in Denver, mitigating the water crisis in Kenya, and reducing space junk.
From there, students demonstrate the behavior associated with “Purpose” by applying the expertise they have gained from their academic classes to a realworld situation, a global dilemma. They write an extensive research paper on their topic, using skills learned in English and history. They also utilize their math and science understanding to present compelling data about their topics in charts and graphs for their final presentation. This in-depth analysis delves into the root causes of the problem and offers viable solutions, demonstrating another
intellectual attribute, “Insight,” and the associated behavior, “analyze the value of information.”
While they are finalizing their essay, they have the opportunity to give their time to an organization that is also trying to solve a related wicked problem. Throughout the year, they rotate through service experiences set up by our Service Learning Coordinator, Christi James, and eighth-grade Science Teacher, Jen Chen, to help them understand what their action piece could resemble. These experiences include visiting and volunteering at Denver Urban Gardens, Wyatt Academy, Project Cure, We Don’t Waste, and Bluff Lake. These activities ideally inspire them to take their own action by volunteering at an organization related to their dilemma and interviewing members of that organization. This hands-on element of the project once again emphasizes the attribute of “Purpose” and also stresses “Perspective” by giving them an experiential learning activity to reflect on and deepen their understanding of their problem.
Finally, equipped with this purpose and perspective, they deliver a TED Talk-like presentation to their peers, teachers, and other educators. I have been fortunate to witness these presentations since the onset of the Capstone Project in 2018. I appreciate the unique perspective students bring to their topic, finding solutions by making unique connections between disciplines and seeing inventive possibilities, the behavior associated with
the intellectual attribute, “Creativity.” I distinctly remember one of these presentations on the dangers of “fast” fashion and the importance of recycling, reusing, and repurposing clothes. I never knew there was such a collective of businesses set up to help reduce waste in the clothing industry. The presenter selected a topic close to her heart, fashion, and then expanded that interest to see the humanitarian and environmental complexities of the fashion industry, ultimately sharing practical ways that we all can do our part to minimize the negative impacts of that industry. I was struck by the “Authenticity” the eighth-grader displayed. The presentation was very much her own. She displayed that final attribute by communicating effectively and finding her unique voice.
The capstone project offers students an opportunity to demonstrate the attributes of a graduate before they graduate. Though it was developed before we unveiled the intellectual attributes, it intentionally targets all five (and many of the character attributes as well) and fosters them throughout the final year of students’ Graland journey. I am so thankful to Christi James, Jen Chen, Ben Simmons, and the entire team of eighthgrade teachers for making this project happen and giving me confidence that our soon-to-be graduates leave Graland with the competencies they need to thrive in the world and to help the world thrive by solving those wicked problems.
At Graland, education extends beyond the classroom walls, bringing interdisciplinary experiences to life. Signature programs across grade levels create a rich tapestry of learning, fostering curiosity, leadership, communication skills, and community connection. As students journey from Kindergarten through Grade 8, they participate in milestone events that embody our founding headmistress Georgia Nelson’s vision: “Live the Learning.”
Kindergarten: The Kindergarten Rodeo
The adventure begins with the Kindergarten Rodeo, where students step into the boots of cowpokes to learn about Colorado’s Western heritage. After visiting the National Western Stock Show, students engage in an interdisciplinary unit incorporating art, literacy, and music. The highlight is a student-led performance, complete with songs, storytelling, and dance, culminating in the cherished “Coyote Song.” This first public speaking opportunity builds confidence and introduces students to the power of sharing their learning with an audience.
Grade 2: The Biography Expo
Grade 1: Becoming Bird Enthusiasts
In Grade 1, students become conservationists through the bird unit, an exploration of bird species that spans science, art, Spanish, and literacy. They design inventions to aid their feathered friends, visit a bird sanctuary, and care for baby chicks in science, observing their development from eggs to hatching. Students also compile a full bird report, presenting their findings and reflections, building confidence in written and verbal communication. This year-long study fosters creativity, empathy, and a sense of responsibility for the natural world.
Second graders take center stage as they showcase their Biography Expo, a celebration of “Changemakers.” Through research, writing, and artistic expression, students explore historical and contemporary figures who have shaped the world. They create multimedia projects and develop innovative inventions in the Gates Lab to support the mission of their chosen individual. The experience culminates in a formal exhibition where students share their learning with parents, educators, and peers—strengthening storytelling, public speaking, and the ability to articulate ideas clearly and confidently.
Grade 3: Exploring Colorado
Third graders dive into Colorado’s history and geography through immersive field trips to locations including Chief Mountain, the Plains Conservation Center, Argo Mine, and the History Colorado Center. They also create threedimensional relief maps of the state using salt dough, paint, and other materials in the Gates Lab, which they showcase to classmates and teachers. These experiences help students develop a stronger connection to their home state while learning to express their knowledge visually and verbally.
LIVING THE A Graland Journey from K 1st 2nd 3rd
Grade 4: The Class Musical
Fourth graders step into the spotlight with their first full-scale musical production, combining acting, choreography, and song. With two casts, every student has the opportunity to participate in a purposeful way—either onstage in a speaking, singing, or dancing role or behind the scenes as part of the set-building or stage crew teams. These experiences allow students to develop confidence, collaboration skills, and creative expression. Whether performing or supporting the production from backstage, each student contributes to an engaging show shared with the Lower School and parent community.
LEARNING: Kindergarten to Grade 8
4th
Grade 5: The Road to Knighthood
Grade 7: Memory Boxes and Intergenerational Connections
The tradition of Knighting in Grade 5 is a rite of passage combining history, character development, and service. Students study medieval life, design personal shields, and complete acts of kindness to earn their knighthood. During the secret ceremony, each student delivers a personal reflection about their journey, speaking in front of peers, parents, and teachers. These moments deepen the experience and offer valuable practice in selfexpression. The celebration concludes with a campus-wide parade honoring their accomplishments.
Grade 6: Empty Bowls Service Project
Service learning in Grade 6 focuses on poverty, homelessness, and food insecurity. Throughout the year, students engage in impactful projects such as assembling toiletry kits, organizing food drives, and volunteering at Jewish Family Services (JFS) and Capitol Hill Community Services. Their efforts culminate in the Empty Bowls event, where they craft ceramic bowls as symbols of hunger awareness and share a simple meal with families and educators. As they speak about their learning and the causes they’ve supported, sixth graders practice advocacy and develop a deeper understanding of social responsibility, reinforcing the importance of communication in creating change.
5th 6th
In this interdisciplinary project, seventh graders design Memory Boxes to honor senior citizens in their lives. They explore memory in science, oral histories in history, and storytelling in English, then create personalized keepsakes in the Gates Lab. A partnership with A Little Help—a nonprofit that connects volunteers with older adults—adds a meaningful service-learning element, encouraging students to build relationships and offer thoughtful support. The project culminates in a reflective showcase and fosters empathy, craftsmanship, and meaningful communication.
7th
Grade 8: The Capstone Project
Eighth graders complete their Graland journey with the Capstone Project, exploring global challenges through the United Nations Sustainable Development Goals. After selecting a topic, they conduct research, write a paper, and volunteer with organizations related to their project, such as Engineers Without Borders, Denver Health Newborns in Need, Volunteers for Outdoor Colorado, or We Don’t Waste. The project culminates in a formal presentation where students articulate their insights and propose solutions to an audience of parents, educators, and peers. This final milestone strengthens leadership, critical thinking, and public speaking, preparing students to advocate for causes they care about and make a lasting impact on the world.
A Path to Purpose
8th
From the Kindergarten Rodeo to the Grade 8 Capstone, each signature event at Graland represents a milestone in a larger journey of discovery, communication, leadership, and service. These experiences, woven together, ensure that students don’t just learn—they live the learning. As they graduate, Graland students carry forward curiosity, compassion, and confidence in their voice—ready to engage with the world and make a difference.
Leaf It to Us: The Grade 5 Tower Garden Experience
Alush, leafy aroma fills the halls of the Gates Middle School building—an unmistakable sign that it is harvest day for Graland’s fifth-grade students. Through the Tower Garden program, fifth graders cultivate more than just fresh produce. They grow knowledge, responsibility, and an understanding of sustainability and food equity.
Planting the Seeds of Learning
The Tower Garden program begins in the second week of school as part of the fifth-grade science curriculum. Students start by planting seeds in a wool substrate, nurturing them on classroom windowsills for three to four weeks before transferring the seedlings into one of Graland’s seven hydroponic Tower Gardens located across campus. Throughout the year, they care for the towers by planting new seedlings, refilling water, and monitoring nutrient levels to keep the gardens thriving. The program initially launched with just one tower, but students quickly connected with the experience, and their enthusiasm helped it grow. Several years ago, a group of fifth graders, inspired by their time with the garden, created a presentation and successfully advocated to Head of School Josh Cobb to expand the initiative—an effort that led to the installation of the additional Tower Gardens students care for today.
“I knew firsthand how powerful this type of learning could be— giving students the opportunity to take ownership of something real, something that grows and changes right in front of them,” said Mrs. Meggan Dodge, Grade 5 math teacher, who introduced the Tower Garden program to Graland after seeing its impact at
her previous school. “From the start, students were immediately invested. Over time, the program expanded, integrating science, math, and service learning into something much bigger than I had ever imagined.”
From Seed to Salad: The Growing Process
Throughout the growing process, fifth graders learn about hydroponic gardening by studying the tower system’s technology, tracking plant growth through data analysis, and taking responsibility for regular maintenance—refilling water, monitoring nutrient levels, and ensuring plants are thriving. Their enthusiasm is evident: students name their plants, check on them frequently, and even talk to them.
One of the most anticipated milestones is the harvest. Fifth graders take pride in labeling bags of freshly picked greens and celebrating their work with a large salad party. “The excitement on their faces when they taste what they’ve grown is incredible,” Mrs. Dodge said. “Many of them realize for the first time how different fresh, homegrown produce tastes compared to store-bought. I hear things like, ‘This is the best salad I’ve ever had!’ or ‘Why have I never eaten a salad before?’ and that moment of discovery is what makes this experience so special.”
Field Trips That Feed the Mind
Beyond the school walls, the Tower Garden program connects students to real-world agricultural and sustainability initiatives. As part of their studies, fifth graders visit several hydroponic and urban farming operations, including the Dahlia Center for Health
and Well-Being, where they explore community-based growing spaces; CSU Spur’s rooftop hydroponics lab, which highlights large-scale systems and agricultural innovation; and Farm Box Foods, where students tour high-tech, climate-controlled farms built inside repurposed shipping containers. These experiences offer a broader perspective on how hydroponics can address food insecurity and provide fresh produce in urban areas, food deserts, and remote locations. Another highlight is a trip to Natural Grocers, where students learn about the farm-to-table journey and select ingredients for their salad party, deepening their understanding of nutrition and the food system as a whole.
Rooted in Service Learning
The Tower Garden program forms the basis of the fifth-grade service learning curriculum, giving students a tangible way to explore issues of food access and community support. After learning about food deserts and the challenges some communities face in accessing fresh produce, fifth graders harvest and package the greens they’ve grown, then pass them along to the sixth-grade class.
In sixth grade, students build on this foundation by studying poverty, homelessness, and food insecurity in greater depth. As part of their service-learning work, they deliver the greens to the food pantry at Jewish Family Services (JFS), where they see firsthand how their efforts make a difference.
“It’s a powerful moment when students realize how valuable fresh produce is to families in need,” Grade 6 Teacher Jolene Collier said. “The JFS food bank always has boxed goods, but fresh
greens are rare and deeply appreciated.”
This partnership shows students how classroom learning can lead to meaningful, real-world contributions—an essential part of Graland’s service learning mission.
Building on its success, the program has expanded to include Horizons Graland students, who will care for the Tower Gardens during the summer months. Before school lets out, Graland fifth graders will prepare the gardens and leave a welcome note introducing the project. Over the summer, Horizons students will maintain the gardens with guidance from Christi James, executive director of Horizons Graland and Graland’s head of service learning, and Elise de Geus, Horizons Graland program manager and a Lower School science teacher who maintains a Tower Garden in her classroom year-round.
Sowing the Future
As the Tower Garden program continues to thrive, Mrs. Dodge envisions even greater possibilities. “The evolution of this program has been incredible, and I’m excited about where it could go next,” she said. “We’re always finding new ways to integrate it into more areas of learning and service.”
By the end of the program, students walk away with more than just an appreciation for fresh food. They develop empathy, responsibility, and a sense of advocacy—understanding that nutritious food should be accessible to everyone. As they move through Middle School and beyond, they carry these lessons with them, becoming champions for equity, sustainability, and community support—one leafy green at a time.
CLIMB EVERY MOUNTAIN:
Graland’s Upgraded Climbing Wall Inspires New Heights
T
he Freyer Family Climbing Wall at Graland has undergone exciting upgrades, enhancing its role as a core part of the Lower School PE experience. Thanks to the generous support of the Freyer Family and the Pam Bent Fund, the redesigned wall now offers students of all skill levels the opportunity to take on new challenges and grow both physically and mentally.
According to Graland Athletics Director Monica Johnson, “The redesigned climbing wall will inspire students to reach new heights. With a variety of climbing routes and obstacles, it fosters confidence, teamwork, and perseverance. No matter their skill level, every student can find a path to success.”
One of the most notable improvements is the addition of color-coded routes, offering different levels of difficulty. Smaller grips support younger climbers, while larger holds challenge older students. These thoughtfully designed routes ensure that climbers of all skill levels can progress at their own pace. In addition to the updated routes, the new auto-belay system allows students to climb and rappel independently. Traditional belaying, however, remains essential for teaching teamwork, trust, and communication. “The auto-belay system promotes autonomy, while traditional belaying helps students develop confidence in supporting one another,” Coach Johnson said. “This combination fosters both independence and collaboration while allowing more students to climb at once.”
To further support students in making the most of the upgraded wall, Graland’s PE teachers have completed specialized training with EP Climbing, a well-respected program from Oregon focused on best practices for student climbers. “We’ve worked hard to create a safe, inclusive space where kids can push themselves while developing important life skills,” Coach Johnson said. “The training covered safety, equipment maintenance, and creative activities to keep students engaged through the unit.” These upgrades align with Graland’s broader commitment to fostering lifelong wellness. “Climbing is an excellent example of how physical education is evolving to cultivate healthy, active adults,” Coach Johnson said. “It’s a fun, hands-on way for students to build self-esteem that will stay with them for a lifetime.”
With these exciting enhancements, the climbing wall has become an even more valuable part of Graland’s PE program. In addition, Graland is excited to expand climbing opportunities beyond the school day by offering a new after-school climbing enrichment class for students in Kindergarten through Grade 3 next year. As Coach Johnson put it, “The wall gives every student the opportunity to grow, explore new skills, and build confidence—and that’s something we can all celebrate.”
Climbing Lingo: Talk the Talk Before You Climb
As part of Graland’s upgraded climbing experience, students don’t just learn how to scale the wall—they also pick up the language of rock climbing! From tackling the crux (the hardest part of a route) to celebrating a send (completing a climb without falling), mastering this unique vocabulary is part of the fun. Check out some common climbing terms—how many do you know?
Belay: A safety system in which a climber is secured by a rope, either managed by a partner or an auto-belay device.
Crimp: A small edge that requires strong finger grip strength.
Crux: The most challenging part of a climbing route.
Down Climbing: Climbing down the route instead of rappelling.
Dyno: A dynamic movement where the climber jumps or lunges to reach the next hold.
GriGri: A belay device that gives the belayer assisted braking control.
Hold: Any surface, grip, or feature a climber uses to grasp or step on while ascending.
Jug: A large, easy-to-grip hold, great for beginners.
Send: To successfully complete a climbing route without falling.
Traverse: Moving horizontally across the climbing wall instead of upward.
One Coach, Countless Lives Changed: The Legacy of Pam Bent
By Jessica Goski, Director of Development
As we think about inspiration and the teachers who have touched Graland students’ lives for the better, it’s impossible to ignore the impact of Pam Bent, a Graland educator from 1972 to 1984 who taught PE, coached girls’ field hockey and lacrosse, and led the Physical Education Department. Pam passed away in December 2016, and the outpouring of appreciation, admiration, and grief from alumni, parents of alumni, and former colleagues at that time confirmed her incredible influence on more than a decade of teaching and inspiring Graland.
The Legacy of Coach Bent
Pam was the kind of coach that no one forgot. She truly loved the student-athletes that she coached. During her 2019 posthumous induction into the Miss Porter’s School Athletics Hall of Fame, Pam’s alma mater acknowledged that “Pam’s teams defied expectations simply because they wanted to win for their beloved, Coach Bent.” As the founder of the Colorado Girls’ Lacrosse Association, her role in bringing the game of girls’ lacrosse to Colorado cannot be overstated. She introduced women’s lacrosse to many in the state and was also inducted into the Colorado Sports Hall of Fame. Pam was a legend in Colorado.
Pam Bent: Philanthropist
Pam is remembered fondly as a passionate, talented, and giving individual who is truly an inspiration to many. Pam’s joy and contagious confidence are remembered and missed. Pam was also philanthropic. With foresight and planning, she extended her financial impact beyond her death. In her estate plans, Pam left a substantial endowed gift to Graland to be split evenly between the athletics program she loved and the school’s greatest priorities.
Pam’s sister, Dede, visited Graland following Pam’s
“Pam Bent was such a remarkable person. She was ahead of her time and encouraged all of us to strive, reach, celebrate, and remember to have fun. I hope she knew how many lives she touched for the better.”
- Reed Coleman ’80
passing. At that time, she shared, “Our family is thrilled that Pam has, by this legacy, chosen to support Graland Country Day School in a meaningful way and in perpetuity, as I know she strongly believed in the values and mission that Graland embodies. I am well aware of how meaningful Pam’s gift will be to Graland’s future.”
“Pam was someone I enjoyed and admired for my whole life.”
- Brooke Bansbach ’87 Maloy
Alumni Reflections
“I liked Coach Bent even though I disliked gym class. She was encouraging, fair, firm but kind and smiling.”
- Mary Peck ’87
“To me, she was family. She attended many Grandparents’ Days at Graland with my sister and me, and we always went to Casa Bonita afterward despite the horrible food. Her death affected countless people, but she left behind a lasting legacy to all who knew her.”
- Elliot Rutherford ’19
Pam Bent Fund for Athletics In Action
In the past year, the PE & Athletics Department was grateful to thoughtfully leverage the distribution from the endowed Pam Bent Fund for Athletics to improve many facets of the Graland athletic experience for students, educators, and visitors alike. Namely, Pam’s fund allowed for the purchase of an updated filtered water-bottle fountain in the lobby of the Graland Fieldhouse, two new treadmills in the Patricia Crown Family Fitness Room, enhanced grips and a self-belaying system for the Freyer Family Climbing Wall, impressive Eagle mascot signage in the Hamilton Gymnasium and Fieldhouse lobby, and most notably, a new 15-passenger bus, affectionately named the “Bent Bus,” which is a huge resource to coaches in transporting Graland athletes to and from practices and competitions. In addition, the fund is paying for free afterschool spring sports camps for students in Grades 3-5 to get them excited about Graland Athletics.
According to Graland’s Athletic Director, Monica Johnson, “Pam Bent’s contribution to the Graland community is felt by students and faculty daily. From spring sports camps for students to treadmills and climbing wall improvements, we are so grateful for her lasting legacy.”
Pam’s sister, Dede, also reflected on the powerful and lasting impact of Pam’s bequest this year, sharing her family’s long-held belief that “students gain as many—if not more—social and academic skills on the playing field as they do in the classroom. Starting with our father, a standout athlete and Illinois badminton champion in the 1940s, our family has always believed in the importance of athletics in students’ lives. Pam’s gift to Graland is a reflection of her deep passion for sharing that belief with her students.”
Graland is incredibly grateful for the legacy Pam Bent created through her bequest. A member of Graland’s Montem Society, Pam is joined by 53 others who have designated Graland with a planned gift. These meaningful commitments make a difference for Graland now and into the future. For more information about the Graland Montem Society and leaving a legacy for Graland, please visit plannedgiving.graland.org.
Scan this code to view a fun video that the Graland PE & Athletics Department created to share gratitude for Pam’s gifts to Graland.
Sunny Skies Ahead: What’s on the Horizon at Graland This Summer
By Christi James, Executive Director, Horizons Graland
A Growing Summer Tradition
As we look ahead to warmer days, excitement is building for the return of the Horizons Graland summer program. Entering its second year, the program is growing in both size and scope as it continues its mission to provide joyful, enriching summer learning experiences that support academic growth, social-emotional development, and a love of discovery.
Launched in 2024, Horizons Graland is an affiliate of Horizons Colorado, part of a national network that partners with independent schools to offer tuition-free academic and enrichment opportunities to public school students. At its core is the belief that every child deserves access to high-quality learning experiences—and the chance to feel confident, curious, and successful in school.
What’s New in 2025
Horizons Graland is growing. This summer, the program will expand from 25 to 45 students, allowing us to open a third classroom and serve a broader range of learners. Students will be grouped by age into three classes: Kindergarten-Grade 1, Grades 2-3, and Grades 4-5. Each classroom will be led by a team of educators that includes a lead teacher, a support teacher, and an intern, maintaining a 5:1 student-to-teacher ratio and ensuring every child continues to receive personalized attention and support.
We’ve also made exciting curriculum decisions. The academic program will feature “Really Great Reading,” a research-based literacy curriculum grounded in the science of reading. Our skilled teachers will also design tailored math lessons for each grade level, incorporating projects and engaging activities that strengthen foundational math
skills and build confidence.
In addition, this summer’s enrichment theme, “Adventure and Exploration,” will guide three handson learning blocks that span multiple disciplines. In the “Ocean Explorers” block, students will dive into marine biology and learn about whales and other ocean animals. The “Artists and Innovators” block will blend engineering, robotics, and visual arts to inspire creativity and problemsolving. In “Culinary Creators,” students will explore food systems, try out new recipes, and connect with fresh ingredients through cooking and marketplace-themed activities.
Graland Connections: Familiar Faces on the Horizons Team
This summer, the Horizons Graland program will welcome back several dedicated educators and familiar faces. In addition to Lead Teachers Olympia Frascone-Stefanski and Heather Stevens, who were instrumental in launching the program, a talented team of Graland faculty, staff, alumni, and volunteers will bring their skills and enthusiasm to support students.
In the classrooms, Grade 1 Teacher Brice Keefer, Support Teachers Jackie Ammons and Tate Given, and Graland alumna Charlotte Frampton will guide and support students through daily learning and activities.
Enrichment classes will be led by Lower School Innovation Specialist Elizabeth Leddy, Grade 1 Support Teacher Elizabeth Duncan, After Care Staff Patty Haenny, and Pre-K Support Teacher Dina Farag.
Providing program-wide leadership and support are Lower School Science Teacher Elise de Geus, who serves as the Horizons Graland program manager, and Middle School Counselor Tara Lavizzo, who will return to support students’ social-emotional growth throughout the summer.
Adding to the strong sense of community in the program, Graland alumni Johanna M., Cate W., and Marcela N. will return this summer as interns, stepping back into a familiar role to mentor and assist younger students. They’ll be joined by a group of Graland-affiliated Middle School and High School volunteers, whose energy will help enrich the experience for all participants.
Beyond the Classroom
Learning at Horizons goes well beyond the classroom. Students will swim three times a week at the Jewish Community Center (JCC) through a continued partnership with Camp Shai—two days will include swim instruction, and one will be reserved for free swim. Weekly field trips will provide additional learning experiences, with planned destinations including the Downtown Aquarium, the Children’s Museum, and Three Pond Park on the Highline Canal.
Back on campus, Sodexo staff will provide breakfast, lunch, and snacks each day to keep students fueled and ready to learn.
Special assemblies—including a magician, musical guests, and Freedom Service Dogs—will bring joy, inspiration, and community connection. And, of course, no summer would be complete without popsicles on warm afternoons.
Looking Ahead
As Horizons Graland continues to grow, we’re excited to be developing a new partnership with Altura Elementary School in Aurora. In addition, we’re working toward licensure as a Neighborhood Youth Organization, a step that will help strengthen the program’s long-term impact and reach. Horizons Graland is guided by an 11-member advisory board, including liaisons from the Graland Board of Trustees, who help shape its vision and ensure its sustainability.
Graland’s strategic plan calls on the school to build meaningful partnerships beyond its campus—and Horizons is a powerful example of that mission in action. Through this growing collaboration, we are extending Graland’s commitment to student-centered, purposedriven learning to a broader community of learners. We can’t wait to see what this summer has in store. Stay tuned for updates—and don’t forget to support Horizons Graland on Horizons Giving Day, happening Wednesday, May 14!
Open to the Public • Hosted at Graland Country Day School
Graland’s summer camps offer fun, creativity, and hands-on learning for children in Preschool through Grade 4. With activities in art, music, math, science, storytelling, and more, there’s something for every curious camper.
Jumpstart to Preschool/Pre-K
Creative learning, laughter, and play to help young learners feel ready for school. (PS-PK)
Campfire Adventures
Crafts, games, and camp-themed fun inspired by the great outdoors. (PK)
Once Upon a Craft: A Storybook Adventure
A story-filled week of reading, crafting, and friendship. (PK)
Jumpstart to Kindergarten
A playful, welcoming introduction to Kindergarten at Graland. (K)
Toy Builders & Market Makers
Design and build your own toys, then sell them at a kid-run market. (Grades K–3)
Cooking With a Dash of Mathematics
Build math confidence while whipping up delicious creations. (Grades 1–3)
Rhythms Around the World: Percussion Camp
Explore global music through hands-on drumming and rhythm. (Grades 1–3)
Animal Superheroes
Love animals? Love superheroes? This actionpacked camp combines both for a week of exciting activities. (Grades 1–3)
Tinker Time: Summer Edition
Get creative with problem-solving, invention, and design challenges. (Grades 1–4)
Ready, Set, Learn
Boost confidence with fun, skill-building activities in math and writing before the school year starts. (Grades 2–3)
More Camps on Graland’s Campus
Graland also hosts additional youth camps, including Camp Shai, Curious Jane, Count Me In Girls Math Camp, and Challenger Sports Soccer Camps.
Graland’s Neighbor to the North: Cranmer Park
By: Jim Arneill ’66, School Archives Committee
A Historic Relationship Renewed
In a recent issue of “Graland Today,” I reflected on the history of the Fieldhouse and its role in school life. This fall, when unexpected flooding temporarily closed Hamilton Gymnasium, students and educators turned to a familiar neighbor—Cranmer Park—for physical education and athletics. The moment was a welcome reminder of how fortunate the school is to have such a beautiful and accessible outdoor space just steps away.
Personal Memories and Community Ties
Graland’s bond with Cranmer Park is deeply personal for many alumni and families. Those of us who grew up in Hilltop often share fond memories of both the park and the school across the street. I lived just a few blocks from both. It was a favorite place to run around, climb pine trees, twirl on the silver gnomon of the sundial, and spot Pike’s Peak in the mosaic plaza.
The park’s western view was breathtaking year-round, especially in winter when snow-capped peaks lined the horizon. Many neighborhood families—friends, classmates, and teachers, including former Headmaster John Comfort—lived nearby, adding to the sense of community that made Cranmer Park so special.
When I asked classmates from the Class of 1966 about their memories, they shared similar stories—scaling trees, picnics, letting the dog run, practicing lacrosse, and watching stunning sunsets from the terrace.
In the summer, Cranmer Park hosted the “Showagon,” a traveling talent show organized by the City of Denver. It brought amateur acts—singing, tap dancing, baton twirling, magic, and more—to entertain local neighborhoods. Both kids and adults performed, creating lasting memories.
The Man Behind the Park: George Cranmer’s Lasting Legacy
Long before it was known as Cranmer Park, the land was part of a 240-acre farm owned by George W. Clayton, which he donated to the City of Denver in 1899. Decades later, George Cranmer—a nearby resident and influential civic leader—would help shape the park into the landmark it is today.
Jim at Cranmer Park: My father took this photo of me at the Sundial in 1964. During my years at Graland, we always lived nearby. First at 78 Ash Street and then at 60 South Cherry.
Current Photo of Cranmer House: The beautifully designed home by J.J. Benedict is framed by two large American Elms, the one on the left is reportedly one of the oldest in Denver.
Cranmer lived just across the street from the land where Graland would eventually be built, in an elegant Italian Renaissance Revival home at 200 Cherry Street. Perched at Denver’s highest elevation at the time—5,434 feet—the home offered sweeping views of the Front Range. It was built in 1917 by Cranmer’s close friend, architect Jacques Benois Benedict. The Cranmer family lived there until 1963, followed by the Knight, Kerwin, and Kelley/Knox families—longtime supporters of Graland.
Before his public service, Cranmer managed his family’s cattle ranch and later became a successful stockbroker. He sold his firm just before the 1929 crash and turned to politics, managing Ben Stapleton’s successful mayoral campaign. In return, Cranmer was appointed Denver’s Manager of Parks and Improvements, a role he held from 1935 to 1947.
During his tenure, he oversaw transformative projects that helped shape modern Denver: the development of Red Rocks Amphitheater and the Winter Park Ski Area, the expansion of the city’s water system, and the acquisition of land for both the Valley Highway and Stapleton International Airport.
In 1937, Cranmer donated a majority of his land to the City of Denver. That same year, the Works Progress Administration began landscaping it, later naming it Mountain View Park. In 1957, it was renamed Cranmer Park in his honor.
Graland’s Founding and Neighborhood Roots
By the time Graland was founded, George Cranmer was already a well-known neighbor, with his stately home a familiar presence across the street. In the 1920s, Ruth Porter Waring, one of Graland’s co-founders, envisioned a school built on high ground— away from the city’s smoke and pollution. Her husband, Dr. James J. Waring, a respected pulmonary physician, supported the idea and advised selecting a location “high on a hill.” With the help of benefactress Mary Reed, Ruth secured the land, and construction began in May 1928. That fall, Graland opened at 30 Birch Street. The school’s original building was designed by Jacques Benedict—the same architect who had designed George Cranmer’s nearby home just over a decade earlier. Benedict’s daughters attended Graland, and his wife served on the Board of Trustees,
deepening the family’s connection to the school community.
At first, Cranmer wasn’t thrilled about a school being built across the street from his home. But over time, he grew to accept it. Students regularly crossed First Avenue for science experiments, PE classes, games, and lunch, and his presence in the neighborhood became familiar to many.
While my sister Dianne and I attended Graland, our family belonged to the Denver Country Club (DCC), where Mr. Cranmer was also a well-known figure. Even in his 80s, he would climb the high diving board and dive into the pool, impressing everyone with his energy. He also loved ice dancing at the club’s skating rink, often sporting a French beret.
The Sundial: A Neighborhood Landmark
Cranmer Park is sometimes called “Sundial Park” thanks to the 6-foot quartzite sundial Cranmer donated in 1941. Inspired by one he saw in Monterey, California, it was carved from Lyons, Colorado stone.
In 1965, when I was in eighth grade, vandals dynamited the sundial. My classmate Laurel Puck ’66 Northup vividly recalled the explosion that shook her home. Police never caught the culprit, but the community rallied to replace it the following year. Another replacement came in 1992.
The most significant restoration happened in 2018. The Park People, with support from Denver Parks and Recreation, raised $2 million to rebuild the terrace, restore the sundial, and fix drainage issues. A plaque now honors Graland and other donors who supported the effort.
A Shared Future
Today, Cranmer Park welcomes an estimated 70,000 visitors annually. The park continues to be an invaluable resource for Graland, offering space that supports student life beyond the classroom. As new generations make memories across First Avenue, Cranmer Park remains a treasured part of the school’s evolving story. The Graland community is grateful for the support of Denver Parks and Recreation, which helps ensure continued access to this beloved public space.
Benedict Design of Graland: Just over ten years after designing the Cranmer House, J.J. Benedict designed the original Georgia Nelson Building at Graland in 1928. The Prairie-style building stood until it was replaced by the current one in 1995.
Summer Reading Picks for Every Eagle
As the school year winds down and sunshine rolls in, it’s the perfect time to soar into a great story. Whether you’re road-tripping, lounging in the backyard, or enjoying a quiet morning at home, these summer reading picks—curated by Graland’s Library—offer something for every kind of reader. From picture books to page-turners, these stories are ready to tag along on all your summer adventures. Don’t forget to complete the Summer Book Bingo on this page for a fun family challenge!
RISING ECLC-KINDERGARTEN
“How to Sing a Song” by Kwame Alexander – A colorful picture book that celebrates the magic of listening to the song inside you and letting it ring out.
“Buffalo Fluffalo” by Bess Kalb – A laughout-loud story about a sweet and silly buffalo trying to bluff his way into being bigger than he is.
“A Unicorn, a Dinosaur, and a Shark Walk Into a Book” by Jonathan E. Fenske – Three chaotic characters try to take over the story, with hilarious results.
RISING GRADES 1-2
“Donut Feed the Squirrels” by Mika Song –Squirrel best friends Norma and Belly hatch a plan to steal donuts from a food truck.
“Bisby Cross and the Bad Apple” by Liz Garton Scanlon – Meet Bisby, a problemsolver who uses heart and smarts to fix what’s gone wrong.
“Cornbread & Poppy” Series by Matthew Cordell – Two very different mice explore big ideas like friendship and courage.
RISING GRADES 3-4
“Dragons in a Bag” Series by Zetta Elliott – Magic, history, and family combine in this urban fantasy with a diverse cast.
“Dogtown” Series by Katherine Applegate – In a shelter for real and robotic dogs, two pups form a surprising bond.
“Fresh Start” by Gale Galligan – A graphic novel about learning from mistakes, starting over, and being yourself.
RISING GRADES 5-6
“The Labors of Hercules Beal” by Gary D. Schmidt – A seventh grader takes on an impossible school assignment and discovers friendship, community, and himself.
“The Girls of Skylark Lane” by Robin Benway – A middle-grade novel about friendship, family, and becoming who you’re meant to be.
“Spy School” Series by Stuart Gibbs –Ben Ripley gets recruited to a secret CIA academy and is thrown into danger from day one.
RISING GRADES 7-8
“The Tenth Mistake of Hank Hooperman” by Gennifer Choldenko – A heartfelt, humorous story about change, family, and mistakes that lead somewhere good.
“Spark” by Chris Baron – Written in verse, this moving tale explores neurodiversity, friendship, and identity.
“A Day at the Beach” by Gary D. Schmidt and Ron Koertge – A diverse cast of characters cross paths during one unforgettable summer day.
ADULTS
“Three Days in June” by Anne Tyler – A quiet, introspective look at aging, family, and the moments that shape us.
“James: A Novel” by Percival Everett – A powerful retelling of “Huckleberry Finn” from Jim’s perspective.
“Into the Uncut Grass” by Trevor Noah – A tender, poetic memoir reflecting on childhood and resilience.
GPA Event Highlights: What Brought Us Together
As the days grew longer and the weather warmed, the Graland Parent Association (GPA) organized a season filled with tradition, fun, connection, and opportunities to learn. Whether gathering to share a meal, celebrating student creativity, or engaging in thoughtful conversations, the Graland community made the most of every opportunity to come together.
A heartfelt thank you to the GPA event chairs and volunteers who made this season’s events possible and to everyone who volunteered for outreach opportunities and in the lunchroom and library. Your time and energy are a large part of what makes the Graland community thrive.
February
Graland Community Dinner
Though still part of the winter season, February brought warm moments of connection and shared experience. The month began with the Graland Community Dinner on February 12, held the evening before Community Day. Families were invited to bring a dessert to share while the school provided the main course. The event offered a meaningful opportunity for families, students, and educators to simply come together, take time to share a meal, and appreciate the community that makes Graland special.
PEN Event – Parenting in the Digital Age
On February 25, the Parent Education Network welcomed bestselling author and speaker Dr. Devorah Heitner to campus for a presentation on raising children in today’s tech-saturated world. In her talk, “Parenting in the Digital Age,” Dr. Heitner shared practical, research-backed strategies for helping kids build healthy relationships with technology while navigating the digital landscape with confidence and empathy. In addition to speaking with parents, Dr. Heitner also met with Middle School students to spark conversation around digital habits and thoughtful tech use.
March
Used Book Drive and Book Fair
From March 3–7, Graland families donated nearly 3,000 books as part of the annual Used Book Drive to benefit Reach Out and Read Colorado. The drive led to two fun-filled Book Fair days on March 12 and 13, hosted in partnership with Second Star to the Right Children’s Books. Over 500 new books were purchased by the community, with a portion of the proceeds supporting the GPA.
April
Annual Art Show and Ice Cream Social
On April 11, families were invited to campus for the Annual Art Show, where every Graland student proudly displayed a favorite piece of artwork from the school year. Guests explored the student galleries, enjoyed a frozen treat, and admired the thoughtfulness and expression behind each creation. This event continues to be a beloved spring tradition for students, educators, and guests alike.
Grandparents and Special Friends Day
On April 25, Graland welcomed grandparents and special friends to campus for a meaningful morning together. The day included breakfast, student performances, and classroom visits, offering a memorable opportunity for guests to see students in action and connect with the Graland experience.
Join Us for the Graland Carnival
Friday, May 30, 2025 • 1–3:10 p.m. • Preisser Field
Celebrate the last day of school with games, inflatables, a dunk tank, food, treats, and fun for all ages. Visit graland.org/carnival to learn more and buy tickets.
Graland Country Day School
55 Clermont Street
Denver, CO 80220
303.399.0390
graland.org
Graland Spirit Store
Spring has sprung at the Graland Spirit Store! Stock up on T-shirts, baseball caps, and water bottles to keep you cool as the days get warmer. Showing school spirit is easier than ever with options to shop in-store and online. An added perk? All proceeds from the Graland Store fund your favorite GPA events. Thank you for supporting the school and programs you love!
