Norwood Magazine - Spring 2018

THE MAGAZINE FOR ALUMNI, PARENTS, & FRIENDS SPRING 2018

The Refugee Series

With the hope of building a greater sense of empathy for displaced people around the world who are struggling to find a safe new home, seventh and eighth graders in Amanda Cannell-Boone’s painting classes embarked on a special project to learn more about refugees. Each student chose a particular refugee group to study, then conducted research to learn more about their plight. They also looked at images of refugees and selected one photo or several photos to work from for a painting. Inspired by the simplified style of Jacob Lawrence’s Migration Series (1940-41), students distilled the images down to their essence and created a color palette to best evoke the feeling they wanted to communicate. “The students worked with great sensitivity and respect for the people whose lives they were depicting,” said Amanda. “The paintings are beautiful and truly speak for themselves.”

ARTWORK BY: SOPHIE WOHLSTADTER ’19 (SYRIA). SEE MORE ARTWORK FROM THE REFUGEE SERIES ON PAGE 29.

Head of School

Matthew A. Gould, Ph.D.

Editor Leanne M. Gill

Design Square Spot Design Printing Caskey Group

Front and Back Cover Photos James Kegley

Photography Norwood Faculty & Staff Norwood Parents James Kegley Wendy Steck Merriman

Our Mission Norwood School’s childcentered program inspires confident, compassionate, independent, and creative thinkers who embrace lifelong learning.

4 Where Are We Now?

Two years into our five-year strategic plan, Our Children, Our Purpose, Norwood has made significant strides in each of the plan’s four areas of concentration: Program, Image, Campus, and Ensuring Our Future.

8 In the Classroom: Powerful Tech Tools to Enhance Learning

More than ever, technology is a powerful learning tool that supports Norwood’s child-centered learning philosophy, develops STEM skills, and sets up children for success in future careers.

12 Saving the Red Delicious Apple

When a group of Norwood third graders learned that declining sales of the Red Delicious apple threatened its very survival, they got to work to save one of their favorite snacks.

Alumni Profile: Erik Schluntz ’07

Recently named to Forbes “30 Under 30” list, Erik Schluntz ’07, co-founder of Cobalt Robotics, shares Norwood memories and advice for future engineers and entrepreneurs.

Letting the Good Times Roll

“Norwood

Alumni

Dear Friends,

Perhaps it is because one of my children is preparing to graduate from high school this June and will launch into an important new chapter of her life that I find myself reflecting on my hopes and dreams for both of my children. I warn you, this is going to be personal—and because I am writing about what I want for them, please don’t tell my children. Or my wife. I haven’t discussed any of this with her…yet. I will soon. In fact, I had better not use my children’s real names. For now, they will be child 1 and child 2, and the content of this letter is just between you and me.

Before I dive in, I should probably make some additional disclosures. Despite being an educator for almost 30 years, my school and career counseling is a bit informal. Informal, but hopefully not trite. So here goes. This is what I want for my children.

Child 1: That you carry your deep sensitivity to others throughout your life. Your ability to connect, to understand, and to empathize has been a keen part of you since you were a toddler. Keep it alive! You will get hurt along the way; however, you will rebound. Your capacity to love is beyond measure. I hope that this natural instinct to help others—along with your exceptional organizational skills, your perseverance and grit, and your work ethic and drive— leads you to run a nonprofit that helps women and children in developing countries or to start your own law firm or to teach overseas. But if you do the latter, please write me a postcard from time to time, kind of like the cute little notes you write me now, okay?

Child 2: That you continue writing songs, writing poetry, and keeping in touch with your creative, exploratory spirit. Your ability to think divergently and “outside the box” may not lead you to business school or an MBA; however, your creativity has the power to change lives. Creative people like you don’t always have it easy because the path isn’t necessarily straight. Stick with it! I have rarely met anyone who meets obstacles with such optimism and strength. Your ability to see good in others, to find joy in the mundane, and to understand the importance of nuance in life could lead

to the next great American novel. Your extraordinary good nature, drive to succeed, and empathy for others will lead you far in life, my friend.

What I want for my children is what every parent wants for their children. I want them to be their best selves. I want them to appreciate their own talents and gifts. I want them to recognize that they are not perfect—and to be okay with that. I want them to love and be loved. And I want them to find the career that fits them best, a career in which they can earn enough money to support themselves and their families and, at the same time, find fulfillment (maybe not everyday fulfillment, but fulfillment over the long haul) in their daily work.

I apologize that my aspirations are a bit “wishy-washy.” I really don’t need my kids to go to Harvard or its equivalent. I want them to find schools and jobs that fit who they are as people—schools and jobs that “sing” to their hearts and souls.

What do I worry about? I worry that there are not enough schools that honor children in all of their wonderful complexity. As our nation’s schools rush headlong into “accountability” and “standardized assessments,” I fear that we have lost sight of what education is all about—nurturing the spirit of childhood. Sure, children need to learn how to read and to compute and to write with skill and confidence. In addition, children need to be challenged in school. But children should love to learn. They should find joy in the learning experience. After all, learning something new is exciting and fun.

More than all of this, children should be honored and respected for who they are as people. All children are di erent and all children should have an opportunity to shine in school. This is why Norwood School works. Norwood is a place that takes each child from where they are and challenges them to be their best self. Norwood is also a place that keeps the spirit of childhood alive—a place where children can be themselves and find great joy in the daily experience of learning.

I believe my children—and to be fair to my extraordinary wife, “our” children— are unique, bright, and creative young people. Yours are as well. I hope that all of the schools along their educational journey—not just Norwood—are places that bring out their uniqueness, their brightness, and their creativity so they continue to shine as brightly as they do here at Norwood.

Thank you, parents, for the privilege of nurturing and educating the shining stars that fill our classrooms.

And thank you, Norwood School, for taking education so personally.

Yours sincerely, Matthew A. Gould, Ph.D. Head of School

Where Are We Now?

Two years into our five-year strategic plan, Norwood has made significant strides in each of the plan’s four areas of concentration, or strategic priorities: Program, Image, Campus, and Ensuring Our Future. From advances in our work in differentiated teaching and learning, to launching our refreshed brand messaging and visual identity, to continuing our focus on diversity and cultural competency initiatives, to making campus improvements and planning for our future, the strategic plan is being put into action in all areas of the School.

This update summarizes the key accomplishments that are in place or nearly completed since the plan was launched in the spring of 2016. Although not intended to be comprehensive, the following highlights demonstrate the significant e orts that have already had an impact. “We are inspired by the progress to date,” said Head of School Matthew Gould. “This is challenging and exciting work that will make our great school even greater and ensure that we continue to deliver an exceptional child-centered educational experience for generations to come.”

Program

GOAL: Further develop and support a child-centered program of distinction that is designed to provide each student with the skills, knowledge, and adaptive thinking set forth in the Portrait of a Norwood School Graduate.

> Creating more time for teachers to plan for and construct meaningful and deep multi-disciplinary connections for students has been an important directive. The Principals Team has been analyzing the daily and annual

schedules to find space for reflection, planning, and professional development. For example, time has been set aside during next year’s professional development days for math teachers to dig into curriculum and pedagogy.

> Norwood continues to explore and implement methods of di erentiated instruction that support student growth. Goals related specifically to improving di erentiated instruction are now included in annual faculty evaluations (with guidance, feedback, and support provided throughout the year). In addition, speakers were brought in to tackle a number of topics related to di erentiation: diversity expert Rosetta Lee explored cultural competency, inclusive teaching practices, and implicit bias, and educator Clay Kaufman shared tactics for implementing di erentiated instruction.

> While professional development has always been a priority for the School, the program is now more structured and focused. O erings are based on our PD framework, which encompasses four overlapping areas— diversity and inclusion, di erentiation, visible thinking, classroom and community—and support our overall PD goal of building a culture of continued professional reflection and improvement through a growth mindset of teaching. Since the launch of the strategic plan, all faculty members have been assessed on needs and wants for their own professional development, using the framework as a guide.

Image

GOAL: Establish Norwood School as a nationally recognized leader among PK-8 independent schools,

with a coherent and distinctive brand known for best practices in child-centered education, the value of a PK-8 model, and exceptional student outcomes.

> After launching a “refreshed” brand visual identity and messaging in the fall, Norwood has made significant progress on a full transition to its new look and voice. A new Brand Guidelines Manual steers communications across all channels; the website has been updated to reflect branding; a new viewbook served as a vital marketing tool during the admission season; and new signage reflecting our series of “Be Statements” and “Be Known” tagline graced River Road and Bradley Boulevard as prospective new families visited our campus this fall and winter.

> A diverse, welcoming, and inclusive school community where each student is truly known and respected sets the stage for a successful child-centered experience and exceptional student outcomes. Norwood continues to cultivate and promote a school community that is diverse, welcoming, and inclusive. This year, a document detailing the strategic considerations of the School’s diversity, equity, and inclusion work was completed and now serves as a framework for topics and programs. Current areas of focus include implicit bias, as well as gender and sexuality diversity. The Equity, Diversity, and Inclusion Group for faculty and sta o ered four “deepdive” discussions on topics such as race and racism, gender and sexuality, the socio-political environment, and social class. Additionally, an annual “Diversity University” provides our faculty and sta with trainings in mini-conference

format. This year’s DU gathering explored the meaning of home, poverty, race, and the LGBTQ spectrum.

> Deepening our connections with our families to strengthen a nity and further develop them as ambassadors to the School has always been a priority. Since the launch of the strategic plan, the School has hired a part-time alumni associate, updated and expanded alumni records in the database, and started an Instagram account dedicated to building connections with young alumni through Norwood news, photos, and memories.

Campus

GOAL: Ensure that the School’s campus and facilities reflect the high quality of the program and enhance Norwood’s childcentered educational mission within creative, collaborative, and flexible learning spaces.

> Working with cox graae + spack architects, Norwood conducted a comprehensive space audit and analysis. Concurrently, faculty members were assessed on the most pressing classroom

and program needs to best deliver an outstanding child-centered learning experience. The results of both studies deemed new lower school classrooms as a top priority. While the current Lower School has served us ably for more than 40 years, it was originally intended to serve a smaller student body in a traditional arrangement of desks in rows. Norwood’s teaching today places an important emphasis on increased interaction among students and teachers, increased collaboration among disciplines, greater flexibility, and the integration of versatile community spaces.

> During the past two years, Norwood has made a number of campus improvements to enhance our students’ experiences: renovating Marsh Gym, adding new pre-K/K classrooms and a new playground, replacing the swing sets on the main playground, and purchasing more child-centered furnishings for many classrooms.

> Additionally, the School is maximizing the use of the community garden behind Marsh Gym. Kindergartners and first

graders plant seeds in the spring as part of the science program. In the fall, first graders harvest crops as part of their social studies unit on green spaces and community. During the summer, the Horizons students help tend the program throughout the six-week academic enrichment program.

> The physical education and athletic programs are important aspects of the Norwood School experience. Currently, the School is in the process of identifying enhancements to the programs. Initial considerations include installing permanent scoreboards for the upper and lower fields, updating the scoreboard system in the Rales Athletic Center, and adding a long-jump pit.

Ensuring Our Future

GOAL: Build and sustain a financially secure future through managing enrollment, supporting a culture of philanthropy, and practicing disciplined financial management that accounts for both internal and external economic drivers.

> The Board of Trustees has approved a comprehensive campaign with a preliminary working goal to raise over $15 million. One of the most important campaign goals is to grow the School’s endowment. According to data from the National Association of Independent Schools, one of the distinguishing characteristics of independent schools in the highest tier of academic excellence is a healthy endowment that is equal to or greater than the school’s operating budget. Norwood’s endowment is currently $10

million, while our operating budget is approximately $17 million.

> The School continues to manage steady-state enrollment, with a goal of 450 students, by adhering to the enrollment model developed several years ago. Since the completion of the model, we have achieved enrollment goals with a focus on bringing in right-fit new families who reflect and support our mission and core beliefs. Additionally, the Finance Committee of the Board recently completed a disciplined multiyear financial model to guide planning for potential enrollment fluctuations, tuition changes, salary growth and capital improvements.

> We are monitoring federal tax law changes and how they might impact financial aid and a ordability, and identifying possible alternative sources of funding for families. Just this year, the financial aid budget crossed the $2 million mark for the first time.

As stated in the introduction to the strategic plan, it was created collaboratively out of a shared vision to deliver the best educational experience possible for Norwood’s students—one that will have distinctive and enduring impact on their lives. “While it’s true that more remains to be done, our accomplishments to date and our commitment to innovation motivate us to keep advancing our mission and pursuing our vision for Norwood’s future,” shared Matthew. “But, really, the greatest motivator is our students. They inspire us every day to deliver the best educational experience possible to develop confident, compassionate, independent, and creative thinkers who embrace lifelong learning.”

Powerful & Engaging Tech Tools to Enhance Learning

Most students today have been using technology since they could crawl. They are familiar with all kinds of devices and software as they learn and play—often at the same time. At Norwood, teachers recognize the power of integrating tech tools in lesson plans to engage students and enhance learning for all ages. Teachers understand that using technology as a teaching tool can illustrate and reinforce concepts discussed as a class, creating a 360-degree learning experience.

Norwood classrooms are fully integrated with technology resources that support the School’s differentiated, child-centered learning philosophy. Some resources are more obvious— and always in use—such as tablet computers, iPads, and networked projectors. Other tech resources—like robotics devices and educational software—are less visible because they are connected to specific lessons and learning goals.

“Technology is woven into the fabric of our classrooms and curriculum,” said Mike Risen, director of curriculum and instruction. “With access to a full spectrum of tech tools, our teachers employ them to bring certain concepts to life, engage different kinds of learners, support trial and error, encourage collaboration, and infuse a lesson with a lot of fun. Use of these tools also helps to prepare students for future careers by nurturing important STEM skills like problem-solving, critical-thinking, creativity, and flexibility.

Kindergarten

CODE-A-PILLARS TO INTRODUCE COMPUTER PROGRAMMING

Are five-year-olds ready to learn about coding? Absolutely. In fact, according to their science teacher Sarah Boor, many kindergartners come to school with the basic knowledge that coding is “instructions for computers.” They understand there are all kinds of things we use in everyday life that require coding in order to work, things like washing machines, watches, heating and cooling systems, and tra c lights, to name a few. One of the most exciting (and fun!) tools for exploring coding with this age group is a FisherPrice learning product called Code-a-pillar, which teaches the basics of coding, like sequencing and programming, by using di erent colored and labeled segments that make up a caterpillar. Kindergartners arrange and rearrange segments (which connect via a USB port) to activate di erent results, such as hitting a target or moving through a maze. “The kids love it,” said Sarah. “They have so much fun and are fully engaged while developing important skills like problemsolving, planning and sequencing, and critical-thinking.” This captivating caterpillar model provides a playful learning experience while teaching young students the fundamentals of computer programming.

Grade 3

COMPUTER SIMULATIONS TO STUDY PROJECTILE MOTION AND BALANCE

“Hands on, minds on” is the theme of the Norwood PK-8 science program, but sometimes “hands on” means turning on your laptop to study a computer simulation illustrating an important scientific concept. Take, for example, Chris Ward’s third-grade science class and their unit on projectile motion. After observing the motion of beanbags released from a giant outdoor catapult, students spent time in the classroom learning about projectile motion by firing various objects out of a cannon via computer simulation. “The nice thing about these simulations is that students can set parameters such as angle, initial speed, and mass. Plus, we don’t have to worry about the variables we can’t control, like wind,” said Chris. “The simulations are a fun and engaging way for students to play around with di erent variables and see what happens.” Chris also uses computer simulations during a unit on balance. Third graders move objects around on a teeter-totter, predicting and observing how changing the positions of objects of various masses on the plank will a ect the motion of the plank. While hands-on experiments and activities are the mainstay of Norwood’s science curriculum, computer simulations are another way to engage students and reinforce understanding.

HERE IS A LOOK AT SOME OF THE EXCITING TECH TOOLS CURRENTLY IN PLACE AT NORWOOD:

Grade 4

LEGO MINDSTORMS NXT TO LEARN ABOUT ENERGY

“Robotics is without doubt the most popular unit in fourthgrade science,” said Sarah Boor, lower school science teacher. “When my students walk in and see the robotics materials lined up on the counter, the excitement is palpable.” The purpose of the robotics unit is to learn about di erent types of energy, both renewable and non-renewable. “Energy is something you can’t really see, so using robotics makes a huge di erence in students’ ability to study and understand concepts related to energy,” Sarah shared. Her class uses Lego Mindstorms NXT, a programmable robotics kit, to create various models that demonstrate the collection, storage, and transfer of energy. Working in groups, fourth graders begin the unit by building a car and a hand-cranked generator while observing how energy is accumulated, consumed, and converted. The next step is to build a solar panel or wind turbine. Throughout the unit, the robots actively engage students in critical-thinking as they make assumptions and predictions—as well as build and rebuild—to come up with their own solutions to specific problems. Additionally, as they observe the mechanics and concepts in action, students are able to understand how engineers and designers use scientific knowledge and understanding in their work.

Grade 5

MINECRAFT TO DESIGN AND BUILD

A ROMAN DOMUS Rome wasn’t built in a day and neither were the Roman domī built by Norwood’s fifth graders. Throughout the year, fifth graders have been studying ancient Greece and Rome, immersing themselves in mythology, government, geography, culture, trade, and politics. One of the culminating projects is to create a virtual Roman domus, a type of dwelling for a wealthy Roman family that also served as a place of business and a religious center for worship. The domus featured many rooms, each with a specific purpose. Fifth graders

begin this project by researching ancient Roman housing and then sketch a floor plan to scale on graph paper. This formal blueprint is used to build a virtual, 3-D structure using Minecraft: Education Edition, a game-based learning platform. “This is a highly engaging and immersive way for students to learn about ancient Roman housing and lifestyles while developing key STEM skills,” explained fifth grade teacher Imalka Senadhira. “I love that they’re using modernday technology to make connections with the past.” Writing is another important component of the project. Students choose to either keep a journal of the daily building process, write about the specific locations and functions of each space, or pretend they are a real estate agent and prepare a written tour for a prospective buyer.

Grades 7 & 8

LEGO MINDSTORMS EV3 TO BUILD CODING AND ROBOTICS SKILLS

As part of their art elective rotation, seventh and eighth graders have the option to take a coding and robotics course using Lego Mindstorms EV3 software, a great next step for students familiar with programming language. The course, taught by Media Resource Specialist Naomi Manzella, is based on curriculum o ered by Carnegie Mellon University where students tackle a series of “big ideas” by watching a video, taking an online quiz, and reviewing a unit challenge as a class. Then, working in pairs or groups, students construct solutions to each challenge by building, programming, and commanding their own robots. Naomi emphasizes that there is a lot of trial and error involved with each challenge. “I tell them that failure is a good thing and vital to the process of learning,” she said. “They also see the power of collaboration by experiencing what happens when di erent minds work together.” As students move through the series, they grow their computationalthinking skills, such as precision and clarity, using data, creating mental models, and breaking down problems into smaller tasks—important STEM skills not only for robotics, but for solving all kinds of problems.

“With access to a full spectrum of tech tools, our teachers employ them to bring certain concepts to life, engage di erent kinds of learners, support trial and error, encourage collaboration, and infuse a lesson with a lot of fun.” -Mike Risen, Director of Curriculum and Instruction

Saving the Red Delicious Apple One Third Grader at a Time

“They understand the power of their voices and their opinions.”

- Dana Gaither, Norwood Teacher

When comparing apples to apples, third graders in Dana Gaither’s class have a strong liking for the Red Delicious variety. It’s always a popular choice when the snack basket is passed around. So imagine their dismay when they learned that the reign of the Red Delicious apple might be ending.

This shocking discovery came about in early February when Ms. Gaither was searching online to find out whether or not the groundhog had seen his shadow. He had, and just as she was absorbing the distressing news that we must endure another six weeks of winter, she spotted another news flash that sunk her spirits. “Death of Red Delicious: Premium ‘Club’ Apples Are Taking Over,” the headline blasted.

“What?” she thought. “How can this be?”

“This” can be because premium apples like Honeycrisps have grown in popularity and deliver better returns to farmers. According to the article written by Lydia Mulvany, a food and agriculture reporter at Bloomberg Business, the Red Delicious has been the most widely produced apple for the past 70 years. “But its production is declining now,” Ms. Mulvany wrote. “In contrast, Honeycrisp output increased 275 percent and prices rose 41 percent from 2010 to 2017.” The article goes on to explain that consumers are willing to pay for premium apples, “leading growers to develop new varieties and upgrade their orchards to produce more expensive fruits.”

How do you like them apples?

Ms. Gaither shared the upsetting apple news with her students, who felt the full weight of a toppled apple cart. We must do

something, they agreed. And do something they did. These young apple activists took pencil to paper and embarked on an impassioned letter-writing campaign to save their beloved Red Delicious apple. Ms. Gaither helped her students package the letters and send them o to Ms. Mulvany at Bloomberg News in New York.

“I LOVED receiving your letters, which were so thoughtful and well written,” Ms. Mulvany responded in an email to the class. “I could see that you had a lively debate with your classmates, and you certainly seem to know your apples. Next time I’m speaking with an apple farmer, I’ll tell them what I heard from you.” The Bloomberg reporter went on to respond to each student individually. “I totally agree with you, Thomas,” she wrote, “that maybe one day Honeycrisp apples will go out of style and Red Delicious apples will come back.” And, “Bianca, I also cannot imagine a world without that famous Red Delicious Apple.” She responded to all 15 ardent letter writers.

“As to the fate of the Red Delicious apple,” Ms. Mulvany concluded, “I don’t think you should worry about it disappearing any time soon. It’s still the number one apple right now. We’ll talk again if it ever becomes number two.”

For now, Norwood’s apple activists are relieved to know they will still find the Red Delicious apple in the snack basket and in grocery stores and farmers markets. Most of all, they are thrilled to have heard back from a “real live” reporter. “They understand the power of their voices and their opinions,” said Ms. Gaither. “They also recognize the importance of standing up for things they believe in. I am so proud of my students. They are the apples of my eye.”

THOMAS: “I think the farmers should be patient about their fruit. You never know, maybe one day Honeycrisp will go out and the Red Delicious will come back. So even if they do stop making them, keep the seed so then you could bring the Red Delicious apples back.”

BIANCA: “Who could ever imagine a world without them?”

ELLERY: “A lot of people will be unhappy about the decision to stop selling the Red Delicious apple. That decision could even cause people to stop buying apples at all. Please take this matter under consideration.”

NATHAN: “This is America and everyone should get a choice of what apple they want to eat. And Red Delicious apples are good in apple pie and apple sauce.”

WILLIAM: “If you go to the grocery store and get apple juice, they might not have the kind of apple juice you want. Someone’s grandma might not be able to make apple pie. If you take Red Delicious apples away, the whole world would change.”

CHARLOTTE: “I think everyone should have a choice of food. If the farmers take away Red Delicious apples, that’s like taking away white bread! It’s America!”

SAM: “Red Delicious apple farmers deserve French fries because they do hard work.”

At the core of their letters, third graders stated...

Erik Schluntz ’07

As an engineer and entrepreneur, Erik Schluntz ’07 says he is constantly looking for problems to solve or processes to make things more efficient. In particular, Erik is passionate about automation and data analysis. After graduating from Harvard University with master’s and bachelor ’s degrees in electrical engineering, Erik co-founded and serves as chief technology officer of Cobalt Robotics, a company that builds autonomous security guard robots for offices, data centers, and warehouses. Recently, Forbes named Erik to its prestigious “30 Under 30” list, an annual encyclopedia of “creative disruption featuring 600 young stars in 20 different industries.”

An office security robot from Cobalt Robotics. Image courtesy of Cobalt Robotics.

When and how did you develop your passion for robotics?

I was always interested in science and engineering growing up. When I got to high school, I joined the newly created robotics team at Potomac School and quickly fell in love with the fast pace and competitive problem-solving. It was very satisfying to see a machine we had created move around on its own and do exactly what we intended!

What were some of your favorite classes and activities at Norwood?

Science class was always my favorite, especially the more creative and hands-on projects. I remember the “Sludge Project” in eighth grade, where we had to use the techniques we’d learned all year to figure out all the di erent chemicals that made up our mysterious sample. I also remember a project in seventh grade where we had to take water samples around a fictional town and locate the cause of a chemical spill. These projects reminded me that science wasn’t just something in a book, but something I could use to make a di erence in the world.

What do you think are some of the best applications for robots now and in the future?

Some of the best applications for robots are “dull, dirty, or dangerous” tasks that are simple and repetitive for a robot to do, and a person wouldn’t want to do themselves. It used to be that robots could only handle extremely repetitive tasks, like welding exactly the same part on a car over and over again, but

technology has just recently improved to allow them to handle more uncertainty.

For instance, moving around an o ce building to do nighttime security. Robots still can’t manipulate objects or pick things up very well, so hopefully that will improve in the future.

How important is human interaction when employing autonomous robots, like the security robots designed at your company, Cobalt?

Human interaction is incredibly important for our robots at Cobalt because security is fundamentally about people. Whenever our robot detects a person in your o ce building or warehouse at night, it actually video calls one of our own robot specialists to talk to the person and make sure they’re allowed to be there, just like a human security guard would. Even for robots that only rarely interact with people, it’s very important to be safe, because humans can be unpredictable.

Are you comfortable with the idea of self-driving cars?

I think self-driving cars are 95% there, but in all kinds of engineering, the last 5% can take more than half of the work. People aren’t 100% perfect drivers either though, so I think self-driving cars will win out in a few years!

What are some of your favorite Norwood memories?

I made a lot of great friends at Norwood and still regularly talk to and see many of them! Some of my favorite memories

are of us just spending time playing and learning with great people.

Can you offer some advice for Norwood students thinking about a career in robotics?

For students interested in any kind of engineering or science, have fun and don’t forget to play around. Creativity beats memorization every time, and I learned way more in high school and in college by building things with my friends than I did in classes.

What’s a typical day like for you at Cobalt?

Cobalt is growing fast, so a lot of my time now is spent building our team and recruiting the best engineers I can find. I also manage all the di erent teams working together to make sure the electrical, the mechanical, and the software all fit together at the end.

How do you like to spend your time off?

I hike, mountain bike, read science fiction, and play board games with friends.

If you could design a robot to take care of some of the tasks of your life, what would be on his/her to do list?

Doing the dishes! It would be great to wake up in the morning and find the dishes left out from dinner the night before back in the cabinet. A dishwasher saves a good chunk of time, but the perfect technology would be fully transparent—you wouldn’t even have to think about the dishes.

“For students interested in any kind of engineering or science, have fun and don’t forget to play around Creativity beats memorization every time.” -erik schluntz ’07

Held at The Ritz-Carlton on 22nd Street in D.C., the 2018 Norwood Auction featured a festive “Norwood in New Orleans” theme, a variety of exciting auction items, a delicious meal (including New Orleans specialties such as shrimp and grits, jambalaya, and beignets), and lots of rocking and rolling on the dance floor (live music courtesy of Lloyd Dobler Effect). There was even a Mardi Gras parade led by none other than Matthew Gould himself.

Special thanks to DeeDee Fisher and Heather Tyrer, this year’s auction co-chairs, and to our generous

volunteers, donors, bidders, patrons, and corporate sponsors (Maryland Capital Management and The Cohen Group). “We are so grateful to everyone who supported this important event for our school,” said Matthew. “Not only did it raise critical funds for two important programs, it was a wonderful celebration of what makes Norwood such a special school and community.”

The Saturday night event was preceded by an online auction, which ran February 2-8 and raised nearly $40,000.

View more Auction photos: norwoodschool.smugmug.com/February-2018

Watch a video from the Auction: vimeo.com/norwoodschool

Welcome to Diversity University

2018On February 9, 2018, Norwood’s faculty took o their teacher hats, put on their student hats, and spent the afternoon at Diversity University, a series of discussion groups thoughtfully planned by members of the Diversity Leadership Council (DLC). Held annually, Diversity University presents an opportunity to explore topics related to diversity, equity, and inclusion in small seminarstyle “classes.”

According to Billy Vargas, Norwood’s director of diversity, equity, and community, the overall goal of Diversity University is to facilitate open, honest, and respectful dialogue around how diversity-related issues connect with our work as educators and to reflect on how our own experiences and realities interact with these considerations. “Our

Diversity University program gives us focused time to explore di erence, as well as sources of inequality in society. It encourages vibrant intellectual discussion, collaboration, and a great exchange of ideas,” shared Billy.

This year, faculty members, along with the many sta members who participated, were asked to choose from five di erent discussion groups, each one structured around the viewing of a video.

Topics included:

n What defines home? What does it mean to belong?

n Overcoming challenge and recognizing diverse abilities

n Being color blind vs. color brave

n LGBTQ spectrum and discrimination

n Rethinking poverty

unexpectedly receives a magical tollbooth and a map of the Lands Beyond. Thinking he has nothing better to do, he drives through the tollbooth in his toy car and finds himself on an educational journey filled with wacky characters and important life lessons.

A NORWOOD FIRST!

NORWOOD’S DIVERSITY UNIVERSITY SESSIONS RELY ON THESE TIPS FOR RESPECTFUL AND EFFECTIVE DIALOGUE:

Speak from the “I” perspective.

Listen for understanding.

Respect di erent realities.

Share airtime.

Take risks and lean in. Be fully present.

Each video served as a starting point for the discussions. “I’m really proud of—but not surprised by—the thoughtful, respectful, and meaningful dialogue around these complex issues,” said Billy. “These topics can be di cult to unpack and discuss, and this work helps all of us navigate them more e ectively. We are fortunate to be a part of a school community that values and honors diverse experiences and perspectives, and is committed to doing the work to promote opportunity and justice for all.”

FALL PLAY The Phantom

Tollbooth

Milo is bored. He mopes. He’s in the doldrums. He thinks everything is a waste of time— including the process of learning and seeking knowledge. Until he

On November 17 and 18, 2018, Norwood’s seventh and eighth graders did a magnificent job bringing Milo’s adventure to life in this year’s fall play, The Phantom Tollbooth, by Susan Nanus. Based on the beloved children’s novel by Norman Juster, the performance was packed with wordplay and puns that were both funny and insightful. Fantastic costumes, a creative set, special e ects, and plenty of action enhanced Milo’s story as he rescued Princess Rhyme and Princess Reason from the Land of Ignorance. Along the way, he picks up valuable knowledge and skills that will forever change the way he approaches life.

Congratulations to the entire cast and crew on three fantastic performances and to their magical director, Middle School Drama Teacher Emily Nichols, as well as to costume designer Claudia Sorenson, set designer Amanda Cannell-Boone, and lighting designer Kirby Mahoney.

Middle School String Orchestra Performs at the Library of Congress

Seventh- and eighth-grade members of the Middle School String Orchestra got a taste of what it’s like to be a professional musician with back-to-back gigs! During the busy holiday period, these young musicians went from the always-impressive Grandparents and Special Guests Day Concert to the Middle School Winter Festival Concert a few weeks later, and then to a special “pop-up” concert at the Library of Congress the very next day! It was a quick turnaround, but how do you pass up an invitation to play in the beautiful Great Hall of the Thomas Je erson Building of the largest library in the world?

According to Middle School Strings Teacher Stephen Czarkowski, Norwood performed as part of a series of 30-minute lunchtime popup concerts hosted by the Library of Congress during the holiday season. “To perform in this hall and to see the students’ reactions to the

SPRING MUSICAL:

At the time of publication, Norwood’s seventh and eighth graders were hard at work on the 2018 spring musical, Mary Poppins. Look for photos in the fall issue of the Norwood Magazine.

View more fall play photos: norwoodschool.smugmug.com/ November-2017

Watch the play: vimeo.com/norwoodschool

“Each team had to come up with a specific challenge, solve it, and develop a compelling presentation for the tournament judges,” explained Juan. The teams were also required to build, program, test, and refine a fully autonomous robot using LEGO Mindstorms technology. FLL teams are evaluated on their presentation, teamwork, robot design, and robot performance.

“We are so proud of what these students were able to accomplish during this pilot year,” continued Juan. “From the very beginning, the team has worked really hard, supported one another, and enthusiastically embraced the theme and challenge. We can’t wait to see what they accomplish in the future!”

enthusiastic applause we received was an experience I will never forget, and I’m sure our students won’t either,” said Stephen. “Plus, it was quite an honor to be the first school invited to perform in this new series of concerts.”

FIRST LEGO LEAGUE Robotics Team Makes a Big Splash at its First Tournaments

Last fall, 17 enthusiastic students in grades 5-8 formed Norwood’s first Robotics Club, under the guidance of the Technology O ce: Juan Ramirez, Jose Melendez, and Stephen Rowley. The initial

goal was to prepare for and experience their first tournament in January: the FIRST LEGO League Maryland Qualifying Tournament at the Rockville Science Center.

Clearly, they were well prepared! Split into two teams to meet the tournament’s 10-person team maximum, the new Robotics Club placed second and eighth out of 24 teams from middle school and tech clubs in Maryland and Washington, D.C. The team that placed second qualified for the state tournament on February 24 at the University of MarylandBaltimore County, competing against more than 70 teams for top honors at the Maryland FIRST LEGO League Championship.

According to Juan Ramirez, Norwood’s director of technology, the championship was an excellent experience for the team. “Despite some glitches with the robot—it happens!—the team persevered and earned the Judges’ Award for their fantastic project presentation.”

FIRST LEGO League challenges students to think like scientists and engineers. Teams of up to 10 players focus on team-building, problem-solving, creativity, and analytical-thinking to develop solutions to a problem currently facing the world. Each September, a new theme/challenge is unveiled to FLL teams worldwide. This year’s theme, hydro dynamics, had teams exploring the location, use, storage, and movement of water.

Food, glorious food. It celebrates. It comforts. It connects. So it’s no surprise that food is the common ingredient in two new programs at Norwood School: “A Seat at the Table” and “Dinner and Dialogue.” The first is designed to give parents a casual and intimate setting for sharing thoughts about topics pertaining to diversity and inclusion, while the second program brings teachers together to talk about professional development. Both encourage thoughtful conversation, open eyes to di erent perspectives and experiences, and nourish the soul.

A Seat at the Table

Sponsored by the Parent Forum for Identity, Diversity, and Inclusion, this dinner series brings together a

SHARING A MEAL TO Connect, understand, and grow together

1, 2, 3 & 4 Scenes from the fall play, The Phantom Tollbooth 5 The Middle School String Orchestra at the Library of Congress.

6 The Middle School Robotics Team shows o their trophy at a FIRST LEGO League tournament.

small group of parents in a family’s home for a casual evening of dinner and dialogue. Questions and topics are suggested, such as: What is the most out-of-character choice you have ever made? What is your favorite book and why? What is the community that influenced you the most when growing up? If you could teach your child one thing about diversity what would it be? How does identity matter in today’s America? Has your sense of cultural identity changed since becoming a parent?

“The purpose of these dinners is for parents, who may or may not know one another, to enjoy a meal together, celebrate di erences, share di erent perspectives, and maybe learn something about themselves,” said cochairs Humaira Fazili, Cathy Goldwyn, and Clair Koroma. “It’s been a wonderful way to bring people together and create new friendships.”

Dinner and Dialogue

Led by Mike Risen, director of curriculum and instruction, the Dinner and Dialogue events begin in the Norwood kitchen

where approximately 10 teachers put on their chef’s aprons and spend the first part of the evening chopping and dicing and cooking their own meal. Fortunately, they admit, participants are guided by Norwood chef, Jose Del Cid, who plans each dinner and oversees the cooking. When dinner is ready, teachers sit down at a common table, enjoy their meal, and engage in a robust conversation about professional development. Head of School Matthew Gould attends each dinner, facilitates the dialogues—and occasionally lends his skills in the kitchen.

“These dinners are a great opportunity to come together over a delicious meal and further explore our essential PD question for the year, ‘How can we improve our inclusive teaching practices,’” explained Mike. “People are relaxed and having fun, and the conversation and fresh ideas just flow. It’s the perfect recipe for success.”

Blue Hawk Athletics

FALL & WINTER HIGHLIGHTS

Boys Soccer

The varsity conference team finished the season with a winning record and had their best performance at the Norwood Invitational to win the tournament. The independent team also finished the season with a winning record, beating Bullis with a last-second goal in one of the most exciting games of the season. The JV conference team finished as champions of the Woods Invitational after playing a tough game against the home team. The JV independent team

improved their skills throughout the season, enjoying an awesome comeback win against Lowell.

Girls Soccer

The varsity conference team finished with a 9-2-1 record with notable wins against Holton, Holy Child, and Stone Ridge. They were also winners of the Norwood Invitational beating St Patrick’s in the championship game. The varsity independent team had an excellent season, finishing with a 5-1-1 record and closing out the season with a strong win against Georgetown Day. The JV team enjoyed an exciting season and finished second in the Woods Invitational. The highlight, however, was beating Lowell in the semifinals in a shoot-out.

Cross Country

Throughout an excellent crosscountry season, the varsity and JV teams worked diligently to improve their individual times. They also worked closely with their coaches to develop a strategy for each race. Runners competed in meets at Bullis, Landon, and WES. They concluded the season with the Norwood Invitational, where 150 runners from eight di erent schools competed on our campus. Both the boys and girls team finished fourth in the team scoring.

Field Hockey

The varsity team showed tremendous growth this year,

improving both skills, field positioning, and game performance. With many new players to the team, the girls—beginners and more experienced players—came together as a strong team both on and o the field.

Volleyball

Varsity volleyball had an outstanding season. The girls improved their bump, pass, and set skills, and put them to use in some competitive matches that were decided in the final few points. They had some thrilling wins against Holton, Langley, and Stone Ridge, and finished in third in the Norwood Invitational. It has been exciting to see the volleyball program continue to grow.

Summit

Summit enjoyed a busy fall and winter. On campus, Summit students have been shooting arrows in archery, practicing belaying, and building campfires. Trips have included outdoor rock-climbing, indoor climbing and bouldering, and hiking the Billy Goat and Cabin John trails. In all, there have been 28 Summit trips during the fall and winter! Throughout the program, varsity students serve as leaders and are responsible for guiding a one-hour class on campus and a three-hour o -campus trip.

Boys Basketball

The varsity conference team experienced a hard-fought season

and came out of it with a 12-2 record and an exciting championship win at the Norwood Invitational by beating Woods in a back-and-forth game. The varsity independent blue team improved throughout the season and closed out with a win at Woods. The varsity independent white team enjoyed a great comeback win at Bullis. The JV conference team went undefeated and were champions of the Norwood Invitational. The JV independent blue and white teams showed great improvement throughout the season, both enjoying some incredible competition and strong wins.

Girls Basketball

The varsity conference team had a sensational season, finishing with a 11-3 record, which included big wins over Stone Ridge, Bullis, and Sidwell. They also beat Woods in an exhilarating game to win the Norwood Invitational. The varsity independent team also enjoyed a winning record with wins against WES, Holton, and St. Andrews in their best games of the season. The JV conference team finished with a 5-3 record and were runners-up in the Norwood Invitational. The JV independent blue and white teams worked hard throughout the season to improve their skills, both teams enjoying some exciting games.

Strength & Conditioning

With a new curriculum in place, students were challenged to improve their strength with body-weight workouts in the Fitness Center. Conditioning and cardio workouts were added and varied from interval training to group workout videos to outdoor running. Students also enjoyed options such as yoga, dance, and group games. Overall, they learned new techniques, added to their understanding of fitness, and enjoyed a fun and e ective variety of activities.

Follow us on Twitter @BlueHawkSports

Spring Speaker Series

During March and April, Norwood welcomed four speakers—Bill Stixrud, Ned Johnson, Ali Michael, and Bonnie Zucker—to share their wisdom on three important topics for today’s parents and educators: motivation and stress, understanding racial bias, and children and anxiety.

Bill Stixrud & Ned Johnson

“The Self-Driven Child: How a Sense of Control Makes Kids Motivated and StressResistant” (March 12, 2018)

Bill Stixrud, Ph.D., is a clinical neuropsychologist and director of

The Stixrud Group. Ned Johnson is founder and president of PrepMatters. Together, they wrote the book, The Self-Driven Child: The Science and Sense of Giving Your Kids More Control Over Their Lives (Viking Books).

Takeaway: Many well-meaning parents try to micromanage every aspect of their children’s lives. However, when children feel they don’t have any say in decisions, or in their lives for that matter, they are denied the opportunities to find meaningful paths for themselves. Additionally, they feel less motivated when they think someone else is responsible, and a low sense of control leads to greater stress and anxiety. Children need the freedom to navigate on their own in order to grow into stronger, more confident and resilient human beings.

Ali Michael

“Building a Healthy Multiracial Community: Why Talking with White Children about Race Matters” (April 9, 2018)

Ali Michael, Ph.D., is the cofounder and director of the Race Institute for K-12 Educators and author of Raising Race Questions: Whiteness, Inquiry and Education (Teachers College Press, 2015), winner of the 2017

Society of Professors of Education Outstanding Book Award.

Takeaway: Remember that talking about race is not racist. Help your child develop critical skills for consuming media and observing the world around them. Recognize that racism impacts everyone, and therefore anti-racist action is relevant to all of us. The goal is to help children develop a positive racial identity.

Bonnie Zucker

“Children and Anxiety” (April 10, 2018)

Bonnie Zucker, Psy.D., specializes in the treatment of anxiety disorders in children and adults and utilizes a cognitive-behavioral (CBT) approach. Dr. Zucker is the author of Anxiety-Free Kids: An Interactive Guide for Parents and Children (Prufrock Press).

Takeaway: When it comes to dealing with the behavioral manifestations of anxiety (typically avoidance), have your child list all of their anxiety-provoking situations and put them into a “ladder.” Starting with the easiest items on the bottom, have them “face their fears” one by one, gradually becoming desensitized to each one. Remember: You must face your fears to overcome them.

1 Norwood parents gather for a photo at one of this year’s “A Seat at the Table” events. 2 The varsity girls conference basketball team won the Norwood Invitational championship game. 3 The varsity boys conference soccer team with their championship trophy. 4, 5, 6 & 7 William Stixrud, Ned Johnson, Ali Michael, and Bonnie Zucker headlined this year’s Spring Speakers Series.

1978

Lyn Linke Witt is the owner of Market House in Rockville, Maryland. She works with clients who are downsizing and looking to sell and donate unwanted items.

1995

Catherine Sproul recently returned to New York City after a two-year stint in Seattle with L’Oreal. She has been working at L’Oreal since she graduated from business school in 2010. Since leaving home for college, Catherine has lived in five different cities and states. “I’m ready to stay put for a little while,” she writes.

1996

Thayer McGregor left her job at CNN in 2017 and is now home “spending glorious time” with her new son, Peter McGregor.

1997

Claire Simeone was selected as a 2018 TED Fellow, the first veterinarian to receive this distinction. She joined a class of 20 change-makers from around the world who delivered a talk on the TED stage in April in Vancouver. Claire is a conservation medicine veterinarian with The Marine Mammal Center in Sausalito, California, the world’s largest marine mammal hospital and education center. She studies how the health of marine animals informs and influences both human and ocean health.

2001

Christine Brown is engaged to Mike Stehel and plans to get married on September 15, 2018. Her sisters and fellow Norwood alumnae, Alex Brown ’04 and Diana Brown ’06, will be bridesmaids.

2002

Mark Shesser founded a web-development business called Coldsmoke, which focuses primarily on helping e-commerce companies design and develop their online stores. Mark lives in Washington, D.C.

2003

Gianmarco Soresi, an actor and comedian, performed in November at the Bier Baron Tavern in Washington, D.C. The audience was filled with Norwood supporters, including Michael Sidgmore, Alex Azzara, Genevieve Ryan, Mallory Polak, Viveka Jahn, Mara Perman, and Kevin Huang

Robert Parrish and his wife, Sarah, live in Falls Church, Virginia. He is a senior consultant at KCIC, a consulting firm that helps companies manage their product liability. Robert reports that he is still in touch with Andrew Baer, who is

a social studies teachers at the Oakwood School in Greenville, North Carolina.

2004

Ari Opsahl and his wife, Harley, are the proud parents of Clark Vedder Opsahl. Clark was born on February 6, 2018.

2005

Braxton Cook is a professional saxophone player and recently played in the Mid-Atlantic Jazz Festival in Rockville, Maryland. A graduate of Juilliard School, he has played alongside Wynton Marsalis, Christian McBride, Jon Batiste, and Robert Glasper. Braxton and his newly formed band have released their debut album, Somewhere in Between

2006

Sally Marx graduated from Amherst College in 2014, where she played basketball and was part of the 2011-2012 Division III

National Championship team. She also volunteered with her teammates at “Amherst A Better Chance,” a national residential high school program that facilitates the recruitment and care of high-achieving students from underserved school districts. After graduating, Sally took a job with The Ben Barnes Group, a government affairs consulting firm, but soon left that job to work on the Hillary Clinton presidential campaign. After volunteering at the Brooklyn, New York office, Sally was promoted to national voter outreach and mobilization project manager.

2008

Grace Hansen-Gilmour graduated from Harvard University with a major in French. She currently lives in Boston and works for TDC, one of the nation’s oldest nonprofit management consulting and research firms. A foundation programs associate, Grace

1 Class of 2013 moms gathered at Norwood in February to assemble Valentine’s Day care packages for first-year college students. Front row: Stephanie Suttle (Grant Suttle), Alicia Billings (Annie Brown), Susan Forman (Clayton Forman), Janice Hansan (Tommy Hansan), Deepika Prasad (Dilan Prasad). Back row: Lisa Campbell (Colin Campbell), Kate Latimer (Max Slaten), Lori Clogg (Jennifer Clogg), Sunita Iyer (Neelam Shaikh), Janie Haynes (Brendan Steuart), Mary Pat Alcus (Colin Alcus), Nicki Geifman ’83 (Sydney Geifman), Natalie West (Phoebe West), Hilde Kahn (Susanna Bradbury), Caroline DuPont (Colleen Carroll). 2 Ari Opsahl ’04 is the proud father of Clark Vedder Opsahl born February 6, 2018. 3 Claire Simeone ’97, a conservation medicine veterinarian, was selected as a 2018 TED Fellow. 4 Former auction chairs gathered for a reunion on November 8, 2017 at the home of Cathy Poston to share auction stories and Norwood memories. Front row: Michelle Bryan, Hunter Schoenfeld, Toni Marx, Mary Beth Connell, Cindy Klebano , Lynn Alexander, and Stacy Joseph. Back row: Tara Primis, Maralyn Marsteller, Cathy Poston, Betsy Turley (sitting), Tracy McPherson, Stephanie Johnston, Angie Marriott, Lisa Frulla, Wendy Landres, Liz Stephens, Yve Dinte, Mimi Kirstein, Sandra Gichner, Susan Bies, Kimi Murakami, and Leanne Gill. 5 Members of the Class of 2003 joined classmate Gianmarco Soresi at his stand-up performance at the Bier Baron Tavern: Michael Sidgmore, Alex Azzara, Genevieve Ryan, Gianmarco, Mallory Polak, Viveka Jahn, Mara Perman, and Kevin Huang.

provides support and program coordination for foundation clients and their grantee organizations in the arts and culture sector. Prior to joining TDC, Grace worked as a legal assistant in White & Case LLP’s International Arbitration group in Paris. She has also worked abroad for nonprofits in South Africa and Madagascar.

2009

Mikayla Harris graduated from Yale University in 2017 with a bachelor’s degree in American studies. Currently, she is living in New York City and works as

a news associate for The Rachel Maddow Show at NBC News.

2011

Colin Witt is a junior at Plymouth State University in New Hampshire, where he is studying entrepreneurial business with a minor in economic development.

2013

Zachary Harris graduated from The Potomac School last spring and is a freshman at Northwestern University.

2014

Maggie Atwood is a senior at St. Andrew’s Episcopal School in Potomac, Maryland where she participates in technical theater, various community service programs, and the Bokamoso Club (an exchange program with youth in South Africa). She traveled to Haiti on a school mission trip last year. Maggie was chosen to serve as a student fellow for the Center for Transformative Teaching and Learning (CTTL), working with the education departments at Johns Hopkins and Harvard to conduct research to help

201 for $10K Challenge

An anonymous donor has generously o ered to contribute an additional $10,000 if 201 alumni make a gift to The Norwood Fund before June 30, 2018. If you aren’t already, be counted in the success of this “201 for $10K” challenge by making your gift today! Follow our progress on Instagram!

www.norwoodschool.org/give

and Susie Rosenbaum. 4 Patrick Newcombe ’16 spent two weeks studying bird species at the Piro Research Station on the Osa Peninsula in Costa Rica. 5 Norwood faculty congratulated alumnae, Nicki Ganti ’16 and Isabel Engel ’17, after their performance in Joseph and the Amazing Technicolor Dreamcoat at The Potomac School. Left to right: Amanda Cannell-Boone, Emily Nichols, Nicki, Isabel, Devon Oviedo, and Stan Smith. 6 Class of 2017 alumni pose with Head of Middle School Michele Claeys after serving on a panel to discuss the high school placement process: Danielle Latham, Celia Johnson, Isabel Engel, Michele Claeys, Andrew Sojka, Jack Schoeb, Rania Chowdhury, and Emma Scielzo.

teachers improve their practices.

Maggie writes, “I have learned about neuroscience and how it impacts teaching and learning. Last year, I traveled with a small group to Harvard and MIT, where we met with graduate students, and we also watched an MRI of a teacher’s brain.”

Harrison Smith was named the 2018 Potomac Youth of the Year by the Potomac Chamber of Commerce. This honor is given annually to a high school senior who

resides in Potomac, Maryland, exhibits strong scholarship and leadership qualities, and uses his talents to help the community. Harrison is a senior at Landon School. He has worked with classmates to package meals to send to hungry people in other countries, put together Thanksgiving baskets for families in the D.C. metropolitan area, and assembled care packages for victims of natural disasters. Harrison also earned Landon’s 2017 Riddleberger Alumni Scholarship Award for

the highest grade point average in the junior class.

Kate Whatley performed with the youth choir at the Choral Arts Society of Washington’s holiday concert at the Kennedy Center. The Choral Arts Youth Choir is quickly gaining attention as one of the finest youth chamber ensembles in the D.C. area. The ensemble, now in its third season, is comprised of “all-star” singers from area high schools. Kate is a senior at National Cathedral School.

1 Virginia Asher (left) and Ella Glassman, both from the Class of 2015, pose for a photo with Mr. Gould after their chapel presentation on their work for the Leukemia and Lymphoma Society. 2 Raphy Conrad ’15, a junior at Bullis, is a member of the school’s varsity crew team. 3 Many former faculty and sta returned to Norwood on December 6, 2017 to attend a luncheon hosted by Matthew Gould. Front row: Nancy McGuire, Maureen Sievers, Molly Heylin, and Lynne Astrich. Back row: Mary Clair Steinbraker, Jay Roudebush, Jane Katz, Sandi Hannibal, Matthew Gould, Gary Lorenz, Jan Molnar,

Calling all alumni to meet the challenge!

2015Virginia Asher and Ella Glassman returned to Norwood in February to share their work as candidates for the Leukemia & Lymphoma Society’s Student of the Year Campaign. Virginia and Ella spoke during chapel to the entire school community about the mission of LLS and their work to raise funds and awareness to fight blood cancers. Their team came in second in the Maryland campaign, raising more than $222,000 for LLS!

Raphy Conrad rowed as a novice on Bullis School’s newly formed crew team during the spring of 2016. In 2017, he became a member of the varsity team and won his first medal rowing in seat four of an “eight” in the Upper Merion Regatta near Philadelphia. Raphy continues to row with the varsity crew team this spring.

2016Hannah Baltimore, Emma Golden, and Charlotte Helmig, all students at Bullis School, were the winning team of the 2018 Leukemia and Lymphoma Society’s Student(s) of the Year campaign for the state of Maryland. They raised over $228,000!

Lauren Cooke, a sophomore at Holton-Arms, loves being on the “It’s Academic” team— especially this year as it marked the first time that her team competed on air. They won their first game and made it to the playoffs, which is quite an accomplishment for a new team with no seniors. Lauren practices three times a week before school during peak season. She reports, “I can’t wait for our next season!”

Nicki Ganti and Isabel Engel ’17 performed in The Potomac School’s production of Joseph and the Amazing Technicolor Dreamcoat. Several Norwood faculty members were in the audience and reported that Nicki and Isabel were fantastic!

Patrick Newcombe spent two weeks last summer researching the Black-cheeked Ant-Tanager and other rare birds at Osa Conservation’s Piro Research Station in Costa Rica. “It was thrilling to watch these endemic species in the rainforest. I’m inspired to expand the project this year,” he wrote. “The more we learn about the feeding and habitat requirements of the endemic birds of the Osa, the better we will be able to manage and restore conservation landscapes to increase their chance of survival.” Patrick wrote about his experience on the Osa Peninsula in a blog post for the American Birding Association. He is a Caroline D. Bradley Scholar and sophomore at Sidwell Friends School.

2017

Jonah Kaiser was seen around Norwood in March as he was doing a physical education internship under the guidance of PE teacher Chris Giles. Jonah is in ninth grade at The Field School.

Danielle Latham, Celia Johnson, Isabel Engel, Andrew Sojka, Jack Schoeb, Rania Chowdhury, and Emma Scielzo returned to Norwood in the fall to speak with current eighth graders and their parents about the high school placement process. This alumni panel shared a lot of helpful information and answered many questions from students and parents.

Former Faculty News

The Norwood community was deeply saddened to learn of the death of Nancy Davis on January 25, 2018. Nancy was a beloved second- and third-grade teacher at Norwood for 16 years (1973-1977, 1985-1997) and also taught at other schools in the D.C. area, including Primary Day, Landon, and Concord Hill. Nancy was also a parent at Norwood, with husband Lowell Davis, to daughter Laura Davis Stifel ’92 The family asks that any donations in Nancy’s memory be made to any of the schools where she taught. A memorial service was held at Landon on February 10.

Sarah Barton Thomas, former K-8 technology integration coordinator, will be the new upper elementary division head at Trinity School in Atlanta beginning in July. For the past three years, Sarah has served as the middle school director at The Montgomery Academy in Montgomery, Alabama.

RECONNECTING Alumni Parent Reception

It was wonderful to see so many past parents gather on March 15, 2018 at the home of Matthew Gould and Charlotte Hartley to reconnect, share updates, and hear about the exciting happenings at Norwood!

PHOTOS: 1 Rachel King, Robert Marsteller, Mark Cymrot, and Maralyn Marsteller 2 Carin Dessauer, Lisa Newcombe, and Bryan Newcombe 3 Cindy Buck, Anne Sidey, and Beanie Burr ’73 4 Anjali Calhoun and Aliya Poshni 5 Matthew Gould, David Good, and Jane Weiman Good 6 Karin Currie, Lynne Astrich, and Kenwyn Kindfuller 7 Binod Taterway, Neil Currie, and Thenthia Taterway 8 Bob Sievers, Maureen Sievers, Danny Korengold (former board chair), and Martha Dippell (former trustee) 9 Betsy Turley ’71 (trustee) and Kimberly Stephens 10 Andrea Markovitz and Liz Grube 11 Charlotte Hartley, Chip Heartfield ’64 (former trustee), and Linda Heartfield 12 Frank Dong and Matthew Gould 13 Eric West and Lynette Conrad 14 Matthew Gould, Gina Pack, and Michael Pack 15 Austin St. John, Sandra Gichner ’78, and Pat Bowditch 16 Brooks Brown, Elise Brown, Carol Ferrentino, and Andy Ferrentino 17 Brad Steuart ’73 (trustee), Peggy Steuart (former trustee), and Cindy Steuart (former trustee)

6 10 14

We are a community of creators, and our integrated child-centered program is designed to inspire each student to seek out new experiences and to build confidence through thoughtful problem-solving and taking healthy risks.

The Norwood Fund supports the daily life of the School on every level, from faculty salaries to classroom materials and technology to the consistent addition of the resources, programs, and opportunities that create a studentcentered Norwood experience just right for every child

In other words, The Norwood Fund, and your contribution to it, allow us to be... Notably Norwood.

notably Norwood

Visit www.norwoodschool.org/give to make a secure online gift.

Participation in The Norwood Fund is important and meaningful. Be counted!

The Refugee Series

Artwork created by: 1 Bella Trizzino ’18 (Syria). 2 Church Elmore ’18 (Syria). 3 Serena Hong ’18 (Syria). 4 Sage Sharma ’19 (Democratic Republic of the Congo). 5 Louisa Cave ’18 (Syria). 6 Ben Schirmeier ’19 (Rohingya). 7 Rhyan Goozh ’19 (Syria). 8 Deon Johnson ’18 (South Sudan). 9 Catherine Carroll ’18 (South Sudan). 10 Grayden Mitchell ’19 (Rohingya). 11 Gavin Vaughn ’18 (Democratic Republic of the Congo). 12 Helen Primis ’19 (Rohingya).