The Lead: Fall 2022

the

Lead

Leadership Starts at Lowell

Through creativity, commitment, and courage, Lowell’s students and newest administrators embody our guiding principles

PLUS

Introducing Lowell’s new Diversity, Equity, and Inclusion Strategic Plan

FALL 2022

EDITOR-IN-CHIEF

Joan Buhrman Director of Brand Communications and Marketing

MANAGING EDITOR

Diana Wensley Manager of Digital Storytelling

PHOTOGRAPHY

Joan Buhrman

Director of Brand Communications and Marketing

Diana Wensley Manager of Digital Storytelling

CONTRIBUTORS

Michelle Belton

Director of Diversity, Equity, Inclusion, and Belonging Initiatives

Joan Buhrman

Director of Brand Communications and Marketing

Donna Lindner Head of School

Diana Wensley Manager of Digital Storytelling

Chanel Malik’s 8th Grade Communications Arts Class

DESIGN

Edith Ridderhof Odd Egg Design

ON THE COVER

A middle schooler helps two younger students learn about a frog found during a creek cleanup event.

LOWELL’S MISSION

To create an inclusive community of lifelong learners in which each individual is valued and respected.

Sixth graders spend time reading books they wrote about the impacts of climate change to 1st-grade students.

20 Through It All, We’re Still Lowell

After the challenges brought by a global pandemic, Lowell is as strong as ever.

26 Living Our Mission Out Loud

The new Diversity, Equity and Inclusion Strategic Plan forms a blueprint for Lowell’s future.

FROM THE HEAD

There’s a thread you follow. It goes among things that change. But it doesn’t change.

People wonder about what you are pursuing.

You have to explain about the thread.

But it is hard for others to see.

While you hold it you can’t get lost.

Tragedies happen; people get hurt or die; and you suffer and get old.

Nothing you do can stop time’s unfolding.

You don’t ever let go of the thread.

“The Way It Is,” by William Stafford

Donna Lindner, Head of School

Ten years ago, I attended a weeklong leadership seminar, where I was introduced to a poem. That weekend, William Stafford’s “The Way It Is” settled in my heart, becoming a touchstone for how I lead and live. It helps me make sense of my work, grounding and reminding me every day, but especially on those most challenging days, of Lowell’s reason for existing.

Lowell’s mission, its purpose, its “thread” is to create an inclusive community of lifelong learners where each individual is valued and respected. Our founders strived to design a school rooted in respect for children. They wanted to create a joyful learning space that instilled a sense of curiosity, helped students build their social and emotional literacy, and offered opportunities for deep learning. They aspired to create a school that encouraged students to value all dimensions of diversity and social justice, becoming humans that gained confidence in advocating for themselves and others. We have never let go of this thread.

“Tragedies happen; people get hurt/or die; and you suffer and get old…” The last two years of navigating a global pandemic impacted the student experience. They added layers of additional purpose to our work, requiring adults to reach deep and apply the very skills we strive to instill in our students. These years forced us to be doubly focused on implementing our mission and philosophy. We found ourselves forced to go above and beyond our usual manners of operation and interaction, increasing the ways in which we thought analytically and creatively, problem-solving, and, more than ever, striving to listen to and understand multiple perspectives among members of our community. Our COVID-19 Response Team made difficult decisions through the lens of three “North Star” areas of focus. Two goals centered on the safety and well-being of our community and a desire to implement a plan that allowed for continuous student learning. The third focused on staying true to our mission and values in spite of the challenges we were enduring. We worked every day, successfully, might I add, to hold on to our thread; Lowell’s reason for being guided our decision-making across all aspects of our thinking and actions.

This is why, despite the daily and sometimes hourly challenges presented by the pandemic, today, Lowell remains the same strong, vibrant community of learners and families that we have always been. This edition of The Lead highlights some of the ways in which we lived with purpose and thread-holding, even as we plotted a course in real-time through the most recent iteration of COVID protocols and mitigation strategies. Among other topics, you will read about “Lowell joy,” as seen through the eyes of our students, leadership across the divisions, and our wonderful alumni. I hope you enjoy bearing witness to the success that we created together for our students.

In another year touched by COVID, I have no doubt that our community, and most importantly, our students, will continue to thrive. The magic of a Lowell education will endure. We won’t ever let go of the thread.

What brought you joy

The 2021–2022 8th-grade Communication Arts class did some field reporting to ask their fellow students.

“My Eric Carle story that I am writing. It’s about bunnies.”

—Nailah, Kindergarten

“I enjoyed PE, getting Oreos…the whole year was great.”

—Isabelle, 1st grade

“I think it was our social studies project we did about making books and guides about the sea. I enjoyed it because I love researching.”

—Scarlett, 2nd grade

“My favorite activity was art because we get to draw and make sculptures. My favorite project was the hamsa. It’s like a hand with an eye on the palm.”

—Ayden, 3rd grade

this year?

“What brought me joy most this year was math when we were doing our measurement segment because we got to pick things up around the class and measure them.”

—Nick, 4th grade

“I really liked recess because I got to hang out with all of my friends. I also liked writing because we got to write novels, and I wrote about Star Wars.”

—Grayson, 5th grade

“I think I most enjoyed learning about skulls in [Adrienne’s] skulls class and how to identify them.”

—Elliot F., 6th grade

“My favorite part of the year has been doing things we didn’t get to do when we were online.”

—Kellyn, 7th grade

2 Making Memories, One Step at a Time

1 New families meet and returning families reconnect for morning coffee in the fall, hosted by the Lowell Parent Community.

2 Kindergarten students show off their candle drawings at a December Gathering. Friends in the Primary School thought about how they could “shine their light” by helping others with positive actions.

3 Kindergarten students wait at the gift wrapping station after selecting gifts in the Secret Shop in December. This beloved tradition helps students practice independence as they select gifts for friends and family. In 2021, Secret Shop raised over $800 for charity.

4 Middle schoolers learn about Brazil’s sweets and favorite pastimes at the

Multicultural and International Fair in February, hosted by the Lowell Parents of Students of Color.

5 Eighth graders performed Box in March, exploring big ideas about identity, expectations, and the “box” into which others categorize us.

6 Middle School Band Director Mike introduces the 6th- and 7th-grade band at an outdoor concert for families this spring.

7 Middle School Director Kavan and 8th grader Eliot show off their temporary tattoos at the Bazaar in April.

8 Dozens of Lowell volunteers work to remove non-native plants from Kalmia Creek in April. Further enhancements to the creek area will expand student

opportunities for learning, observation, and access to this important ecosystem.

9 Families, faculty, staff, and alumni enjoyed a festive cocktail hour near Kalmia Creek as part of the Fête in April. The event raised over $209,000 in support of economic diversity at Lowell.

10 A Primary School student helps a PrePrimary student complete an experiment at STEMfest in May.

11 Emily and Elizabeth’s 4th-grade classes enjoyed plenty of togetherness during their capstone trip to Echo Hill in early May.

12 Fifth grader Sophia crosses the stage at the Moving Forward ceremony in June. This special event honors students as they make their important transition from Primary School to Middle School.

Hear the Leopards Roar

BY THE NUMBERS

3 Seasons

324 Student-Athletes, including 179 in Track and Field

77 Games and 15 Meets

9th-Straight Small School Cross Country Championship

6–1 Overall Record in Girls Soccer

463 Points: Zuri Johnson becomes the new all-time leading basketball scorer

3 Baskets at the buzzer to win the game

1st Winning Season: Girls Lacrosse finishes with five victories

1 Track and Field Event Champion for Washington, DC

1 Long Jump Champion for Washington, DC

We’re On Top of the World

On Friday, June 10, Lowell celebrated the Class of 2022 in a graduation ceremony on the Front Field. From the beauty of a sunny summer day, the 32 graduates processed into the tent to “Open the Door,” sung by faculty and families as they grinned ear to ear.

Donna then welcomed the families and friends who had gathered to celebrate these young leaders’ accomplishments. She noted the exceptional resilience the Class of 2022 had demonstrated and encouraged them to lean in when the decisions are hard, always be compassionate, and find reasons to laugh every day. Each student then shared their own words of wisdom with the crowd, ranging from memories of past teachers and time with families to stories of the things they learned at Lowell and their hopes for the future. Attendees were also treated to Imagine Dragons’ “On Top of the World,” performed by 8th-grade musicians.

The Class of 2022 may be remembered most for the relationships they formed at Lowell, many of which were memorialized in the graduates’ speeches. “Lowell gave me a best friend,” shared one speaker. This sentiment was shared by many of her classmates as they looked back on trips shared, obstacles overcome, and identities formed during their years at Lowell.

As they move on to top area high schools in the fall, the Class of 2022 will bring with them these formative relationships and look ahead to creating new ones. We can’t wait to welcome them back to campus in their new role as alumni. In her closing words, Donna reminded them all, “Lowell will always be your home. And you can always come home.”

New Leading Leopards

On July 1, we welcomed three new faces to the Lowell administration. Joining Head of School Donna Lindner and Middle School Director Kavan Yee, Nathalie Šviedrys is Lowell’s new Pre-Primary School Director, and Justin McLean is the new Primary School Director. In addition, Courtney Benson stepped into the new role of Assistant Head of School, where she will focus on curricular design and implementation, professional development and coaching of faculty and staff, and parent education programming. Courtney, Justin, and Nathalie — who join us from Sandy Spring Friends School, The Meadowbrook School of Weston (Mass.), and Sheridan School, respectively have jumped right into their roles and are already working to connect with the community. As they get to know all things Lowell, we asked them about what guides them day-to-day and what they’re looking forward to, both in work and play.

Why did you feel Lowell would be a good fit for you?

Nathalie: I love Lowell’s sense of community, where diversity and inclusivity are present. Everyone is working toward the same goals of educating children with values and experiences that make them discover their interests in a progressive environment.

Courtney: I admired Lowell from afar for years before officially joining the community. The school’s commitment to student-centered teaching and learning, its focus on preschool through 8th-grade education, and its talented team of leaders are easy to admire! When I actually got to visit the campus, conversations I had with various constituent groups reflected a community that was fully dedicated to a progressive, whole-child approach to teaching and learning, which aligns with the tenets that have guided my own educational practice over the past 15 years. It immediately felt like home!

Justin: I love K–8 schools, and I was hoping to find a place that walked the walk with diversity, equity, and inclusion, as well as strong academics. When I visited Lowell, I saw my hopes

and dreams for a school actualized in the classrooms that I visited and the people with whom I interacted.

What excites you most about Pre-Primary and Primary education, respectively?

Nathalie: The children in Pre-Primary School are transparent. They are excited to learn new things and are like sponges that absorb any information you give them. I love how they reflect on themselves with each other and how they see life.

Justin: What excites me the most about Primary School education is the present and future impact. Many times when an individual reflects on their vocation as an adult, they come back to an experience during their Primary School years. It is exciting to be alongside seven-year-olds and know that what is happening in a classroom will have an immediate impact on their life today, but also when that young person is 17 or 47. When I was in third grade, I had a teacher (Ms. Chen) who challenged me as a math student, and it had a profound ripple effect in my life that eventually led me to Boston College.

What is your philosophy as a leader in education?

Justin: I believe that schools have a vital role to play in the society that we live in today and the communities that we will come to know in the future. I consider myself a futurist; I choose to be in education because we owe it to every young person to provide a space for them to come of age in an environment that prepares them to thrive in an unknown future. I also consider myself a humancentered gatherer; I think meaningful change comes from a collective of individuals working together on thriving teams. Leadership is about helping others shine!

Courtney: I am a tireless advocate for listening deeply listening to what our students are telling us, not only with their words but with their struggles, their successes, their resistance, their excitement, their behavior, and their emotions. I am also committed to remaining transparent and accessible to the community, so my door is always open for questions, conversations, ideas, and debate! Mine is a new position, and I hope it can serve as a bridge and a connection between so much of the incredible work people are already doing at Lowell.

Nathalie: I am a hands-on person who loves to be inside the classroom, collaborating and learning from others.

(from left) Courtney Benson, Assistant Head of School; Justin McLean, Primary School Director; Nathalie Šviedrys, Pre-Primary School Director

“I love Lowell’s sense of community ... Everyone is working toward the same goals of educating children with values and experiences that make them discover their interests in a progressive environment.”

– Nathalie Šviedrys

I look forward to gaining a better perspective and understanding of the day-to-day routine in the Pre-Primary School and its dynamic. My goal is to collaborate with the Pre-Primary School and create a connection with the Primary and Middle School so we can better understand each child’s journey throughout Lowell.

How do you plan to build community and connection with and between Lowell’s students, parents, faculty, and staff? How can the community help you?

Courtney: Being present and accessible is my starting point and connecting with parents, faculty, staff, and students is my first priority. I’m working on carving out office hours during the week to allow for a consistent time to connect and chat with families and faculty. The community can help by popping by my office, reaching out to say hello, or stopping in the hallway to chat!

Justin: I plan to start by asking genuine questions and listening

intently. I also love to design experiences for people to gather in a manner that builds trust, growth, and belonging. I hope to be a part of co-creating and co-designing gatherings for our Primary School community to share meaningful experiences. The community can help by sharing their stories with me, especially about why they came to be at Lowell.

Nathalie: I would like to involve families in our day-to-day adventures and projects and find times to get together as a community. My goal is to run a “pop-in session with Nathalie,” where families, faculty, and staff can spend some minutes in the morning having coffee to get to know me better and learn more about what is happening inside the Pre-Primary School.

Outside of education, what are some of your passions?

Justin: Outside of school, I am the parent of three children under five years old: Italina, who joined the

Pre-Primary School in the fall, is four; Santiago is two; and, Alejandro was born on May 23, 2022. I spend most of my time with them, alongside my wife, Julianna. I also love running, and one of my goals this year is to find my way back to it.

Courtney: It’s a running joke in my outside life that there isn’t a hobby I haven’t tried! Aside from spending time with my family, the passions that have stood the test of time for me include gardening, cooking, and fitness activities of all types with a strong preference for running, martial arts, and lifting heavy things! drawing, design, and anything involving animals.

Nathalie: I love spending time with my two daughters and family by traveling, exploring, going thrifting, cooking, and enjoying life at home together. Also, I am currently renovating a little house outside the DC area built in the 1870s. Art is my passion, and I consider the house my canvas; every part I work on is becoming a piece of art.

“When I actually got to visit the campus, conversations I had with various constituent groups reflected a community that was fully dedicated to a progressive, whole-child approach to teaching and learning, which aligns with the tenets that have guided my own educational practice over the past 15 years.”

– Courtney Benson

Justin, you grew up nearby how does it feel to be back in your hometown?

Justin: I left the DC area when I was 17 years old, and returning more than twenty years later is surreal. Everything feels both familiar and completely new. I am so excited to be living here again, close to family. Two of my children will meet their great-grandfather for the first time!

Courtney and Nathalie, you have lived in the DMV for several years now. What is your favorite thing about the area?

Nathalie: As an artist, I take advantage of all museums. My favorite museum is the National Building Museum because of the architecture and inside space. When my kids were little, we often went there to picnic in the main hall.

Courtney: I love that the DMV truly serves as a hub for so much of the world

around us. I’ve lived outside of NYC, in Boston, and in Chicago, and I’ve found that DC’s energy truly is unique. I love that my kids get to grow up with the experience of living in this area, too.

Lastly, what are you most looking forward to in the year ahead?

Nathalie: I look forward to an amazing school year where I can collaborate with co-workers, meet all the students and parents, and have opportunities to get together. I want to be present in the classrooms and in our students’ lives to support them whenever needed.

Justin: When I visited Lowell in March, the strength of connections between students, faculty, and staff was awe-inspiring. I’m looking forward to the meaningful relationships I will have with young people, faculty, staff, and Lowell families.

Courtney: I am so excited to get to know this community! I see so many

opportunities to enrich and expand upon the already-amazing things we are doing at Lowell, but the visioning process around our growth has to be a co-creative one. I really look forward to creating partnerships and developing relationships with the broader community.

“I plan to start by asking genuine questions and listening intently ...

I hope to be a part of co-creating and co-designing gatherings for our Primary School community to share meaningful experiences. The community can help by sharing their stories with me, especially about why they came to be at Lowell.”

– Justin McLean

CREATIVITY, COMMITMENT, AND COURAGE

Leadership Starts at Lowell

The school’s guiding principles, often dubbed “The Lowell Way,” make space for meaningful occasions in which students, even at the youngest ages, develop and practice their leadership skills and make their voices heard early on.

In Pre-Primary School, leadership skills are honored when students have the flexibility to follow their enthusiasm. Expressing their choices to supportive teachers allows young learners to take ownership of their dayto-day experiences. When friends in the Pioneers classroom had questions about the rocks they found around campus, teachers Dehejia and Ale tailored their lesson plans to explore

this interest. Students could choose to display a favorite rock or crystal in the classroom and share with others its provenance and unique qualities, such as shape, texture, and hardness. As leaders of a growing rock museum, students challenged themselves to learn more about the rocks that most interested them. They asked Librarian Christine for help with research and continued their exploration with numerous books. They grew their own crystals in the classroom and were then able to recreate the process for their families at home. Finally, they served as peer leaders by educating small groups from other Pre-Primary classrooms about the specimens in the rock museum. Inspired by self-directed

learning, the children were truly invested in the project and showed a sense of pride as they passed along their knowledge.

In Primary School, many teachers encourage a similar stake in the classroom ethos through mutually agreed-upon values and classroom roles. Third graders began their school year by creating “Our Promise to Ourselves” in a collaborative manner. As a group, they established long-term goals and solutions to challenges. “Our class encourages each other and celebrates when we each accomplish something,” one excerpt reads. “We are willing to struggle and learn from mistakes,” continues another.

Students across the Primary School are used to taking on rotating responsibilities, such as leading lines, ensuring Chromebooks are plugged in, or preparing the daily schedule. Children in one 5th-grade classroom took this a step further this fall by submitting an application for a specific duty. In addition to asking themselves what spoke most to their unique interests, they gained experience identifying and promoting their strengths to others, a crucial leadership skill.

By Middle School, these same students will have practiced advocating for themselves, their needs, and their interests. They have learned how to resolve conflicts collaboratively and seek out further support from mentors when they need it. In one example, Student Government Alliance (SGA) Co-Presidents Graham and Avery E., Secretary Noemi, and Treasurer Lena joined representatives from 6th, 7th, and 8th grades in outlining goals for the Middle School, including proposed changes to the rules about technology use during breaks in the school day. In April, following weeks of brainstorming, discussion with administrators, and revisions, the SGA presented its proposal to a group of Middle School faculty members. Armed with a brief slideshow, Noemi advocated for access to certain websites as reference sources and for the option of using breaks to complete school work. The teachers listened to the presentation intently and asked several questions to ensure that the policy suited the needs of all students and did not conflict with academic goals. Because they had done their homework

and engaged in previous discussions with Middle School administrators, SGA leaders anticipated many of the teachers’ concerns, allowing Noemi to respond deftly and diplomatically.

Elsewhere in the Middle School, a small group of 7th graders identified an area of need and created the “LGBTQIA+ and All-Inclusive Book Group.” The club’s co-founders Henry, Luca, and Soraya, approached Middle School Dean of Student Life Sara H. with the idea to create an extra-curricular group to discuss books that feature characters often underrepresented in popular literature. Sara honored the request, helping to facilitate their meetings within Lowell’s daily schedule and recruiting Middle School Librarian Melissa to oversee their activities.

Part of the student leaders’ role was learning to balance a variety of genres, paces, and interests that worked best for each member and practicing awareness of other people’s needs. Melissa also noted changes in their ability to separate facts about a character from an opinion of a character and an increased openness to creating space for conflicting opinions.

At Lowell, we say “students gain the knowledge, skills, and social-emotional literacy to be the bold leaders and creative problem solvers our world needs.” Listening with open minds, practicing effective collaboration, and honing their critical thinking and decision-making skills every day, they aren’t just poised to become leaders after graduation; they are already acting as leaders in our community.

READ MORE ABOUT THE LGBTQIA+ AND ALL-INCLUSIVE BOOK GROUP AT LOWELLSCHOOL.ORG/ INCLUSIVEBOOKS

A Legacy of Learning and Love

Faculty and staff are at the core of what makes a Lowell education so magical.

Whether they are respecting and meeting children where they are, teaching young minds to embrace their creativity, helping students to be confident in using their bodies to express themselves, being a calming and optimistic presence in an otherwise chaotic world, or simply being the face that reminds them every day that Lowell is their home away from home, the lessons from dedicated faculty members last our students a lifetime.

In June, we gathered to recognize five such individuals who retired between 2020 and 2022. With over 125 years of combined time as leaders in the Lowell community, these individuals have influenced the education and growth of generations of students. They will be remembered for their dedication, compassion, and commitment to our children’s and our community’s success.

As she closed her remarks during the event, Donna noted, “Every one of these educators has left a piece of their heart at Lowell over the years, and as we celebrate them tonight, I want you all to take a piece of our hearts with you as you begin or continue to write the next chapter in your story.”

Kathie Clements : 37 Years

Throughout her 37 years at Lowell, Kathie’s deep understanding of progressive education and its core of respect for children allowed her to be unabashedly accepting of where students were in their growth across all domains. When their students graduated as 8th graders, parents often commented on her indelible influence on their children…and their families. Of Kathie, Donna said, “When I began at Lowell, I looked to Kathie for stories that would help ground me in the critical work of carrying the legacy of this institution forward into the future. She helped me understand the essence of ‘The Lowell Way’ and its impact on facilitating the growth of children into empowered young adults who understand their impact on others and strive to be good humans.”

Elly Porter : 30 Years

“Elly doesn’t really walk. She’s either floating or flying, with a cheerful word for whoever she is passing,” Donna said of Elly. Elly’s 30 years at Lowell were dedicated to creating a safe and joyful space for students to learn how to be comfortable and confident in using their bodies to express themselves. She took what students learned in their other classes and integrated it into their creative movement. Once they entered Middle School, our students moved with a level of certainty about themselves that you don’t often see in children their age; those who didn’t still possess a willingness to try. That was a direct result of their time with Elly.

Loriann Signori : 26 Years

Twenty-six years ago, Loriann began as a Kindergarten teacher at Lowell before combining her love of teaching with her passion for art and becoming one of our beloved art teachers. In remembering Loriann, Donna said, “Loriann’s gift was her energy and enthusiasm as she moved between and with the young children she taught. She is generous with her time and her space, allowing students to come in early or on their own time to work on a project, and offering her home studio to those who were truly inspired and wanted to take their own growth to another level. Loriann honored and connected with the individuality of each child and nurtured their strengths.”

Jack Jones : 20 Years

“Jack, with his warm smile, humble manner, and cheerful demeanor, has embraced many Lowell students, their parents, and employees as family,” Donna said when remembering Jack. She also noted of his 20 years at Lowell, “Whether busily engaged in his work on campus as a member of our facilities team or driving one of our busses on a field trip or daily run, Jack made Lowell a home away from home with his presence.” Despite his retirement, Jack remains a familiar face on campus, greeting students each day as they begin their journey to school on one of Lowell’s buses.

Sarah Smith : 20 years

In her 20 years as an academic coach, social studies teacher, cross country coach, and much-loved chaperone on the Civil Rights trip at Lowell, Sarah has been described as a giver a giver of her time, energy, knowledge, ideas, and connections, all in an effort to make this the best school possible. When speaking of Sarah, Donna noted, “In the book Culture Code, the authors write about how if you walked into a room in a country where you didn’t speak the language, you could still feel the energy vibrations and know the environment. When interacting with Sarah, without saying a word, she put off a vibration of optimism and belief in children.”

THROUGH IT ALL

We’re Still Lowell

When Lowell closed the campus and sent students home for remote learning in March 2020, no one had any idea what the coming weeks and months would bring or how it would change us. Could lessons beamed through Google Classroom or connections with friends and teachers on a computer screen replace our engaging, friendly classrooms? Throughout these challenges, Lowell remained committed to the student-centered, collaborative, project-based learning at the heart of our academic program. As our community began its return to “usual” during the 2021–2022 school year, something remarkable happened. Student laughter rang out across campus. Every classroom dove back into creative, hands-on education. Students began to direct their own learning again. Despite everything we had been through as a community, when we emerged, Lowell was still Lowell!

READ MORE ABOUT THE DINOSAUR CAFÉ AT LOWELLSCHOOL.ORG/CAFE

PUTTING CURIOSITY AND COMPROMISE TO WORK SIDE-BY-SIDE

Making the most of their in-person classroom time together, PrePrimary School students followed their curiosities throughout the year. As a group, young friends considered others’ feelings and what is fair in both play and problem-solving.

Creative compromise came in the form of a Dinosaur Café in the Voyager classroom. The concept resulted from a tie vote on what to construct in their dramatic play space, to which students contributed ideas that would appeal to everyone. Once decided “On one side the museum and on the other the bakery!” students volunteered for one of several design and baking committees, opting for the tasks that spoke most to their skills and interests. Everyone contributed in their unique way. They used related classroom work to make the space accessible for visitors from other Pre-Primary groups, questioning whether the fossils from their art and science practice could be displayed on the walls or on tables for patrons to touch, and sharing their newfound knowledge of dinosaurs and cash registers with friends.

“The children led everything, from start to finish,” said Nuria, who is one of two teachers in the Voyager room. “It was so gratifying to help them realize their ideas and guide them to cooperative decisions. Deirdre and I are so proud of the progress that they have made this year working together and speaking up for what they need.”

CEMENTING UNDERSTANDING THROUGH PROJECT-BASED LEARNING

Through Lowell’s integrated curriculum, large-scale projects tie together ideas from across broad units, combining comprehension with real-world application. A return to in-person learning meant that students could once again tackle projects outside the virtual realm. In March, 6th-grade designers created renderings and scale models of new monuments honoring overlooked figures from the American Revolution that could sit alongside those that exist throughout Washington, DC, and across the country. Classmates also assessed the effectiveness of each other’s displays and offered feedback as part of the social studies project.

Over several weeks, the class encountered historical figures who were new to them, completed independent research, and engaged with primary sources to learn more. They also heard from an expert historian (and 6th-grade parent) on the challenges of learning about unseen actors and their importance in understanding a more complete picture of the Revolutionary era’s economy, culture, and sentiment.

Influenced by their discoveries, the 6th-graders have since demonstrated passion and respect for the accomplishments of Black soldiers, Indigenous peoples, and women from this time, as evident in the 3-D replicas and striking artwork that lined the walls and tables of the library. A powerful artist statement accompanied each rendering. Perhaps as much as the content, the building materials and placement of monuments contributed to their interpretation.

“I picked white granite because it will stand out from parks and other buildings. I also chose stone because it is very solid at times, but if you hit it hard enough, it will break, just like the promises made to Black soldiers by the British.”

“I wanted the students to think about how to convey their messages through these imagined monuments to potential audiences of any background, tradition, or native language,” said social studies teacher Yasmin of the project, which layered empathy onto history and public art. “How do you say what you want to say in a universal way?”

OBSERVING THE WORLD AROUND US

In Becca’s science classroom, 3rd graders led a hands-on exploration of microclimates and data collection. For several months, students tracked the changing weather at their homes in handwritten and detailed logs. By pooling their gathered data, they collectively noticed differences in temperature, snowfall, and air quality between locations throughout the DMV. “This exercise has also led to questions and discussions about why certain populations chose to live in or were directed to live in certain areas around DC,” said Becca. Through critical analysis of their data, they have crafted theories as to why one temperature zone may be more desirable, like tree cover, and thought through actions to make such plantlife accessible across the region.

As a group, they also interpreted the data as part of the project. They have pinpointed trends among their microclimates, including some that might indicate erratic and thus concerning weather patterns to an untrained eye. “As a class, we have talked about whether our sample size is substantial enough to indicate any major changes

Through Lowell’s integrated curriculum, large-scale projects tie together ideas from across broad units, combining comprehension with real-world application. A return to in-person learning meant that students could once again tackle projects outside the virtual realm.

to the climate,” said Becca. The students concluded that they don’t have enough data, “which is also an important part of being a responsible scientist.”

As they progress through the science curriculum, students will turn their attention to how microclimates can affect other communities, including those whose livelihoods are tied to the natural elements around them.

ADDING PERSONALITY BACK INTO TECH

A silver lining of months of remote learning was improved fluency with screens and technology among Lowell students. Fourth-grade teachers Elizabeth and Emily found a way to harness this technical prowess in creative ways throughout a yearlong focus on contemporary Indigenous culture. “I’ve been blown away by their tech skills,” says Elizabeth, who noted students knew how to cast images into videos and add backgrounds and gifs to web pages and were eager to pass along tips to friends!

Armed with this enthusiasm, 4th graders incorporated Flipgrid, a student-centered video creation platform, into their educational objectives. They recorded video reviews of books by thirteen Indigenous authors, using technology to reinforce their understanding of their cultural values, such as preservation of traditions, respect for community, and respect for the natural world. “The videos they made allowed students to synthesize their communication skills with continued learning,” said Elizabeth. For example, students displayed pages from the books they read within their videos, using the source material including vivid illustrations as supporting evidence.

Video projects continued into the spring with each student regularly contributing to a “Weekly Wows!” webpage. Going above and beyond the familiar dinner table question, “How was school today?,” these short video diaries were a fun way for students to practice tech and share their learning highlights. Experimenting with technology let students apply an individual voice to their projects while reviewing classroom material. As they made choices for visual style, tone, and content, the variety between the pages demonstrated the unique student personalities at play. Ranging from understated palettes to vibrant layouts that match the speaker’s energy, all of the pages allowed students to share in their own words the parts of the curriculum that excited them and to amplify the words of authors they admire.

Experimenting with technology let students apply an individual voice to their projects while reviewing classroom material. As they made choices for visual style, tone, and content, the variety between the pages demonstrated the unique student personalities at play.

MAKING LEARNING JOYFUL

One thing that never changed, whether on screens or in classrooms, was the joy Lowell’s teachers bring to their subjects every day. Play can indeed be learning and encourages creativity!

Walking into a colorful Kindergarten classroom this past winter, one would think students were eagerly swapping stories or trading Pokemon cards as they clustered around tables or lay on the carpet with feet playfully swishing through the air. But no, it was time for math!

Students in every division regularly engage in math games with the goal of identifying patterns, building fluency, and increasing number sense, or an understanding of how different values are expressed, compared, and combined. For example, Compare Two challenges Kindergarteners to put their addition skills to the test with special playing cards that visually reinforce number values by filling in a 2x5 grid up to ten. In one round, a friend worked out 10 + 4 to make 14, after which teacher Dave challenged them with 10 + 6 and 10 + 9. “Sixteen,” and “Nineteen,” the student was able to answer quickly, having just computed a similar set of addends. “And that’s a pattern!” celebrated Dave.

In Pre-Primary School, the Chip Trading Game is a longstanding tradition as an introduction to important math skills. Players roll dice to gather white poker chips and progressively trade in three for the equivalent blue chip. Three blue chips equal one red chip, and so on until the winner can trade up to capture the gold chip. “The game allows children to play at their own level and helps them practice skills such as adding, number sense, understanding sets, and trading up,” says Adventurers Room teacher Denielle. While they play, teachers notice improvements in one-to-one correspondence counting and look for openings to reinforce pattern recognition. Both are essential building blocks for any number of mathematical concepts to come in subsequent years.

The games evolve in age-appropriate ways as students advance through divisions, with multiplication and division coming into play by 4th grade, fluency with factors and operations allowing Middle School students to make games as challenging as they choose, and 8th graders using homemade catapults to map out quadratic equations. Many teachers note that former students remember these games as favorite Lowell memories, even if they didn’t recognize their value for building mathematical flexibility. With learning couched in play, graduates leave Lowell equipped to take on problems from multiple angles and keep the “fun” in function.

Many teachers note that former students remember these games as favorite Lowell memories, even if they didn’t recognize their value for building mathematical flexibility.

Living Our Mission Out Loud

By Michelle Belton, Director of Diversity, Equity, Inclusion, and Belonging

Lowell School Mission Statement

Can you picture a place, a school, that was created to be a community that respects and honors the diversity and uniqueness of every individual? As a young adult interviewing for a job in 1990, I certainly couldn’t. Imagine my surprise and wonder as I learned about a school that encouraged students to use their words and listened when they spoke. A place that recognizes young people for all they are and hope to be? Yes, please! Can I work here?

That was over 30 years ago, and Lowell still holds a sense of magic and wonder for me and the thousands of educators, students, and families who have been a part of this special community.

It Started with a Vision

A commitment to diversity, equity, and inclusion woven into the fabric of our school should not be a surprise, given the history and mission.

When Lowell began in 1965, it was a nursery school created by educators and families who felt a new approach to education was necessary. As you know, 1965 was a time of civil unrest that demanded our country live into its ideals of democracy. Beginning a school with socially just and enriching educational experiences was not easy, but at Lowell, inclusion, agency, and belonging have always been significant components of student success and fulfillment. That ideal extends to the adult community of teachers, parents, and staff, making Lowell a place where the complexity of human diversity is recognized, and the community works together to ensure everyone feels valued, seen, and included.

To create an inclusive community of lifelong learners in which each individual is valued and respected.

The intentionality behind this work began in 1992 with the formation of the Diversity Committee of the Board of Trustees. The early mission of this committee was to “...assist the Lowell community in its efforts to create and maintain an equitable school environment…” holding that “...an environment that actively promotes mutual understanding of differences will enrich the school climate and enhance social and cognitive development.” The committee began by working to highlight real-life examples of the school mission in action, ranging from multicultural education through music and movement to parent educational programming on race and racism to faculty participation at the People of Color Conference.

Building Our Foundation

While those efforts were vital to sustaining and generating a vision for Lowell’s diversity, equity, and inclusion efforts, in 2010, a more strategic approach was undertaken by implementing the National Association of Independent Schools (NAIS) Assessment of Inclusivity and Multiculturalism (AIM). This self-assessment and climate

survey is built on the principles of appreciative inquiry. While we were one of the first schools to implement it, AIM is now regularly used by independent schools across the country.

From the knowledge gained as a part of that work, the DEI Committee developed a number of goals, including:

■ Cultivating a community that continually challenges itself to live up to its values of diversity and inclusion;

■ Providing an outstanding diversity education program with a curriculum for students, training for teachers, staff, administrators, and board members, and a coordinated series of educational opportunities for parents;

■ Providing all children a safe learning environment that reflects the values of diversity and inclusion;

■ Ensuring the school’s recruitment, hiring, and retention practices further the ongoing pursuit of having a diverse faculty, staff, administration, and Board of Trustees; and

■ Effectively communicating and promoting diversity practices, initiatives, and values to internal and external communities.

Diversity, Equity, and Inclusion Vision Statement

Anchored in our history and mission, we believe that the foundations of advocacy begin in childhood and early adolescence. To dismantle systems of oppression, exclusion, and inequality, a child must fundamentally value the worth of all people as equals from the youngest of ages. Established in 1965, just one year after Congress passed the Civil Rights Act of 1964, Lowell’s founders specifically wanted to disrupt the existing norms and “wanted the school to be as inclusive and heterogeneous as possible” (Judith Grant, Lowell: The First Thirty Years). Over five decades later, we continue to be leaders outside the Lowell community and uphold Grant’s values with determination and intention, recognizing that diversity in all its variations is vital to an excellent educational experience and building a stronger, more compassionate society.

At this moment in time, it is still critical to call out and distinguish the work of equity and inclusion to ensure

In the decade since their adoption, Lowell has used those goals as guideposts, allowing us to initiate and embed critical diversity, equity, and inclusion principles into our practice. You see the results of this work in many ways, ranging from our adoption of Social Justice Standards from Learning for Justice and implementation of a Seeking Educational Equity, and Diversity (SEED) program for teachers and staff, to creating a Gender Policy and corresponding implementation training for staff and development of protocols for acknowledging and addressing hiring bias.

In addition, we created a new full-time position, now known as the Director of Diversity, Equity, Inclusion, and Belonging Initiatives, to ensure that direct and intentional attention and action would always be at the forefront of planning and programming at Lowell. This position was made part of the Administrative Team, reporting directly to the Head of the School, to reinforce the importance of the work and the school’s commitment. I am so proud to have served in this role since its inception.

Not only have we been able to manage the implementation of Lowell’s first DEI Strategic Plan, we have also launched

that the work remains a priority at many schools. We weave much of our work in this arena into the fabric of the school from how we build community through admissions and hiring to how we design and implement curriculum and even how we provide students with a full range of skin tone bandages in the nurse’s office. Practicing authentic inclusivity in everyday moments is critical. So is providing a learning experience for students about how our larger American and global society is still systemically an exclusive experience for so many.

A Lowell student is immersed daily in an environment that strives to provide opportunities for connection and curiosity, respect, and understanding. We aspire to actively and authentically embrace the individuality of every member of our community, and we aim to produce graduates who are engaged citizens in the world, always advocating for equity and justice.

and supported parent affinity groups, including groups for Lowell Parents of Students of Color and Learning Differences and Neurodiversity. We’ve supported faculty and staff through professional development opportunities and planning support, families through speakers and educational opportunities, and the broader Lowell community through multicultural curriculum auditing and creation, as well as recruitment and retention support for admissions and hiring. We also worked with the Board Diversity, Equity, and Inclusion Committee to update our DEI vision statement in 2018 to speak to the evolution of DEI at Lowell and the aspirational hopes we have for our students.

Lowell’s first DEI newsletter, published in June 2000

The DEI Community Leadership Team 2021 –2022

A Blueprint for the Future

Lowell is not immune to the world surrounding us, but I have been reenergized to see our community’s willingness to self-reflect on accomplishments and the areas where work must still be done. When the country was grappling with the death of George Floyd and so many others, we decided it was time to examine and look deeply at our practices and efforts that support, lift up, and celebrate our community. In 2021, we again partnered with NAIS to implement an AIM assessment. This was the first step in building Lowell’s new Strategic Plan for Diversity, Equity, and Inclusion.

The process included many focus groups with families, employees, and others, an online survey including responses from our students and much internal reflection. Statements gathered during the process reflect the complexity of diverse experiences at Lowell but also help to remind us of how important it is to continue our efforts toward being an inclusive school community.

To that end, in the 2021–2022 school year, the Board DEI committee deeply and purposefully reviewed the wealth of data gathered in the AIM process. They acted as a sounding board to determine strategic priorities that would add to our school-wide DEI initiatives. The Committee used a structured protocol in their review that included asking targeted questions.

■ What is the data telling us? What is factual about the data?

■ What does the data suggest?

■ What are the implications for DEI practice?

■ What has been affirmed?

■ What strengths can we leverage in supporting our efforts?

■ What else would you like to see happen?

They used each monthly meeting, from October to March, to further analyze the data, delineate responses into areas of strength, weakness, opportunities, and threats, and determine the implications for Lowell. In that work, the committee found four general areas or themes that connected the data: Governance, Community Engagement, Advancement, and Program. They developed specific goals and objectives for each area to guide the DEI office in the next few years.

As we begin another school year at Lowell, this new Diversity, Equity, and Inclusion Strategic Plan will serve as our guide for continuing to build bridges and links across our community. Our past work, combined with this strategy, will help Lowell continue to weave DEI into the very fabric of everything we do. By working together as a community, we can live Lowell’s mission out loud for the benefit of all.

Note of Thanks: I want to thank the students, families, faculty, staff, and alums who shared their experiences, ideas, and hopes for our work ahead. We are excited to see how the coming work will shape the future of Lowell, and I look forward to sharing our progress.

Emily Tignor Primary School

Gia Harewood Middle School

Mellie Davis Primary School

Charmaine Hamann Primary School

Denielle Hill Pre-Primary School

Diversity, Equity, and Inclusion Strategic Plan

GOVERNANCE

Goal: Implement a process of viewing Board of Trustees governance through a diversity, equity, and inclusion lens.

Objectives:

■ Develop a budget allocation process that expresses the school’s commitment to equity, inclusion, and belonging.

■ Develop strategies to have Trustees connect to the broader Lowell community.

■ Research possibilities for making the school campus more physically accessible.

COMMUNITY

Goal: Continue to strengthen Lowell’s culture and climate to be an inclusive community fully.

Objectives:

■ Design and implement a system of assessing the morale of all constituent groups.

■ Improve the process for communicating about school policies.

■ Support community members as they continue growing in their fluency of cultural competency.

■ Utilize allies across our constituent groups to expand diversity, equity, inclusion, and belonging work and push growth.

■ Create and sustain affinity spaces for adults and students to align with the school’s mission with clear organizational structures and stated purpose.

■ Continue to evolve parent education and involvement.

■ Continue to evolve the onboarding process for new families.

ADVANCEMENT

Goal: Optimize and implement strategies to best communicate all aspects of a Lowell experience for students and community members.

Objectives:

■ Center voices beyond the standard facets of diversity (intersectionality).

■ Debunk the perception that those close to leadership, wealth, and tenure influence school policy.

■ Communicate efforts to increase human diversity and indicate measures of growth.

■ Develop a communication process to fully articulate Lowell’s beliefs and practice supporting diversity, equity, inclusion, and belonging via all communication channels.

■ Determine a process to keep the community centered on our diversity, equity, inclusion, and belonging vision during all gatherings and parent meetings.

■ Communicate the profile of a thriving Lowell student.

PROGRAM

Goal: Implement structures to ensure that all student programming aligns with Lowell’s mission and philosophy.

Objectives:

■ Establish documented guidelines for age-appropriate curriculum.

■ Establish ongoing processes for reviewing the curriculum and for increasing diversity and representation across the curriculum.

■ Develop consistent and measurable cultural competency training for faculty and staff.

■ Establish guidelines for teacher evaluation that include diversity, equity, and inclusion-related goals.

■ Continue to incorporate the Social Justice Standards across grades and disciplines.

■ Research and implement a social-emotional curriculum to proactively address teasing behaviors.

Lowell Alumni: You Can always Come Home

Creating Green Spaces AND Space For Everyone

Though the campuses are only a few miles apart as the bird flies, alum Maya Hall’s journey from Lowell to American University has been a substantial one, full of self-discovery and a passion for environmental justice. Maya attended Lowell from 2000 to 2006, and just completed her first year of a master’s degree, working in a lab focused on urban tree phenology the study of natural cycles in plant life.

Her ongoing research builds on previous investigations into urban tree phenology in Washington, DC, encompassing brand new analysis using cameras trained on trees (phenocams) to record their changes over time. With relative affordability and ease of use, she hopes phenocams in urban spaces will allow researchers to obtain repeated images in a specific area and learn how factors such as species, site, and paved surfaces affect variability in an individual tree.

In between time in the lab and the field, Maya visited the Middle School on Social Justice Day in April. During Gathering, she began by introducing her Lowell journey and her belief that science can be executed in myriad ways and by anyone. Maya spoke to students about environmental racism, and some of the stands taken by disadvantaged groups, such as residents protesting garbage dumps or sewage plants in their neighborhoods. She also presented a small workshop on “green justice,” which explored, among other things, the relationship between tree cover and temperatures in the District and which populations are most affected.

Maya returned to Lowell in June to guide an interdisciplinary project about biodiversity and using

biocubes. She showed the students how to select a random sample and catalog the plants and animals enclosed in the one-cubic-foot cubes they constructed from PVC piping and joints. “You can scale this project up or down for any age group, and it’s helping to gather important information for a real data survey with the Smithsonian.” What’s more, students compared their data in math class as a way to practice rational equations.

We spoke with her about her research and how her time at Lowell led her down a path of lifelong learning.

QWhen did you choose to study environmental science?

AI chose environmental science because of my love for nature and I believe that starting my life with Lowell was the catalyst for that love. Lowell taught me to be a curious investigator of the natural world, as well as a critical thinker when it comes to addressing the problems I witness around me. Lowell also showed me that enjoying nature means we should be its stewards.

QWhat led you to your current research project?

AAfter graduating from university in 2018, I worked for a variety of environmental nonprofits and organizations. I tried many different types of roles and jobs, but one thing kept popping back into my head. I missed learning, and so I began looking for master’s programs that fit

within my interests. In 2019 I worked at the Smithsonian Environmental Research Center on a forest census, which inspired me to investigate forest ecology and opportunities in environmental science. It took some time, but I found a professor and a project that matched my previous experiences and knowledge.

QWhy is it important to understand the variability of trees in an urban environment?

ATrees in the urban landscape can keep areas cooler, provide shade, and create valuable wildlife habitats and recreational zones. A cooler and more covered area can reduce the risk of heat-related illness in the hotter months. Trees can also purify the air and water, which can lead to fewer respiratory diseases and cleaner water. Understanding how trees are changing over time is crucial to managing forests and ensuring that they are around for a long time.

QWhat do you hope to achieve with your research?

AThere is still a large barrier to accessing high-quality green spaces in urban areas, so one of my big dreams is to pair my research with education and intentional action to improve accessibility. There are a ton of studies that prove that this kind of access improves people’s quality of life, as well as the overall ecological well-being of an area. I think that by engaging with diverse communities,

focusing on scientific research that advocates for culturally inclusive land management techniques, and promoting more environmental education, we can create natural areas in urban zones that benefit all. My research makes me feel prouder and more confident than ever before. I hope it will be meaningful, not just to the environment and plants and animals, but to the people who live in and share this world with me.

QHow did it feel to give a presentation at Lowell?

AEveryone was so kind and eager to listen. I particularly liked that I could be my authentic self in front of not just the students, but also the teachers and staff.

QWhy do you think it’s important to share your story with middle school students?

AI think it is important because there are still not many people who look like me in ecology or environmental science. I tried to encourage the idea that each student could see themselves in my shoes and feel like they would be making a big difference if they were to pursue a similar path. Science can look like me and science can look like you!

Diversity is important in good science. To have well-rounded science, you need numerous backgrounds, opinions, and lived experiences involved.

I also wanted to share with students the various possibilities available to them as young scientists and remind them that life and growing up is not straightforward. It is more like a puzzle that you have to put together as you go along. Each new experience, lesson, or challenge that comes your way adds a new piece to the puzzle. When you’re a student, it may feel like you should have an entire, completed puzzle in front of you. My hope in talking with the students about environmental science and ecology is that I’m providing them with one more option that they could put in their puzzle if they wanted.

QWhat would you say to young people who are curious about careers in science?

AMy best advice is to be you and trust that you can do science. You are a scientist even on the days you don’t believe it.

My hope is that Lowell students will be advocates for the environment and each other. I hope they continue to inspire their fellow students and the adults in their lives to pay attention to what is happening in the natural world. I hope that they ask questions about the climate and about living sustainably. I hope that when they see trash on the ground or pollution in a river, they think about the reasons why that happened and how they could fix it. Lowell students are

already doing a tremendous job of helping the environment by learning about it, actively engaging in environmental conversations, and collaborating on ideas and solutions.

QWhat is a favorite memory from your time at Lowell?

AOne of my absolute favorite things during my time at Lowell was this big showcase involving different species of birds. Each student had to choose a bird and research it. Once the research was complete, we had to craft the bird in whatever style we wished and bring it in, along with a food from the native country of the bird. I chose the South African Blue Crane. I spent hours researching the crane at the library with my mom, and then my dad helped me construct a diorama habitat and cook a South African fried dough dish. The day we brought in all our birds and food was so exciting. I’ll never forget running around to each table to see what my friends created. The entire project brought together so many different elements, from creativity and wildlife research to cooking and project management skills. The thing that makes me smile thinking back on it all these years later is the time I spent with my parents during the project. Lowell brought us all together and reminded us that we are a community.

& A Familiar Face A Familiar Feeling

Many alumni are sure to remember Pre-Primary teacher Lisa from their time at Lowell. She has been part of the amazing team since 1982 and has taught generations of young friends. In fact, one of the joys she still finds in teaching is seeing her former students enroll their own children. Current parent Ash Kolodner ’96 attended Lowell through 3rd grade and was delighted for daughter Luna to experience the Explorers Room, led by Lisa and co-teacher Drew.

What has it been like to engage as a parent and teacher after your student and teacher relationship in the past?

Ash: It was exciting to be able to tell Luna that she and I both had the same teacher, which I think made her feel even more comfortable at Lowell.

Lisa: Ash recognizes the songs and book-writing projects Luna brings home. It’s wonderful to know parents still remember these things years later!

Was there a special memory you were excited to share with Luna?

Ash: Singing meeting with John B. was a huge joy of my Lowell experience. The songs were great, and everyone sang along. It was a beautiful moment of all ages coming together as one. It didn’t matter your age you learned the words and sang loudly every day.

What do you notice has changed about the school over the last 30 years?

Lisa: When I first started, parents were around all the time! Lowell has always been a community that wanted parents to be involved, and I still see that, but fewer families have the time to stay on the playground or hang out in the classroom as much.

I have noticed that children are more and more accepting. I remember years ago that when I came in with my short hair, many students hadn’t seen that before. It was just new to them. Inclusion in this generation is so much broader.

Also, I think the world is more competitive with an increased emphasis on academics now.

Ash: I had a hard time with reading and math, and one thing I hope has changed is being able to recognize early on when kids are dealing with ADD, ADHD, or dyslexia.

What has stayed the same?

Lisa: Well, the brain hasn’t changed how it’s developing! And our methodology at Lowell has become ingrained in me. We still look at the whole child, offer guidance, and work on critical skills. Our interactions are short and to the point, and you’ll still hear us leading the children with, “I wonder why that is?” or “What are you thinking about this idea?”

Ash: I chose Lowell for our daughter because I remember how much the school placed a value on learning to communicate and stand up for yourself. Lowell has always had teachers who really care. I think it’s important to enjoy being a kid and to learn about oneself before jumping into reading and writing. There’s so much more to life, and I think Lowell still celebrates that journey.

What are your hopes for your student(s) after they leave your classroom?

Ash: By the end of her time in the Explorers room, I hope to see Luna using her voice to advocate for herself more and more. I would love to see her grow her awareness of others and confidence in her art abilities and herself.

Lisa: Hopefully, when they leave Pre-Primary, students can see how much progress they’ve made within a group. They should feel like they are part of a community now. I would hope they retain the songs or the art or whatever their particular interest was and carry their enthusiasm for that forward.

Lastly, I would tell them that I learn something new every day, and I hope you can do the same. Never stop learning.

Alumni, what do you remember from your time in the PrePrimary School? We’re always looking for your photos, stories, and other memories. Contact aevans@lowellschool.org to share.

Lowell School Pre-Primary class of 1991 Ash is pictured second from the left, seated on the lower part of the picnic table.

Alumni Notes

Brooke Lierman ’86 is currently a Maryland state delegate and is running for Comptroller.

Alix Simonson ’01 received a PsyD from the PGSP-Stanford PsyD Consortium and has been developing specialties in PTSD and psychosis and treating high-risk individuals. In 2022 Alix will complete a post-doctoral fellowship at Stanford University School of Medicine - Department of Psychiatry and Behavioral Sciences.

Mollie Schear ’06 is currently a third-year medical student at Touro College of Osteopathic Medicine in New York City, where she will soon start rotations in the hospital. Since graduating from Vassar College in 2016, she earned a master’s degree in biomedical science at the Icahn School of Medicine at Mount Sinai in 2019.

Alex Jacoby ’14 will be studying theoretical quantum statistical physics and quantum information theory at Princeton University through an

TOMORROW’S TEACHER JAY SIMMS ’18

NSF Graduate Fellowship. ( pictured below)

globally and organized an in-person math competition in DC in May. This summer she worked as a TA at a computer science and math camp and will continue dancing and coding before heading to MIT in the fall.

Julie Steele ’18 served as executive director of INTEGIRLS, a global nonprofit bridging the gender gap in competitive problem-solving. She helped to run over 40 online math and puzzle competitions

For two weeks in May, recent Edmund Burke School graduate and Class of 2018 alum Jay trod the familiar halls of Lowell to learn what it is like to plan out a day as a teacher. Jay recently entered Ursinus College to major in education and is already looking forward to graduate studies in school administration. He reached out directly to Middle School Director Kavan to plan his Senior Project, expecting the experience to help him to “better understand what I hope to become in my near future!” Over his time in Primary School and Middle School, Jay spent every day in the classroom, assisting students with individual work, giving presentations, and exploring the subjects social studies and history that most intrigue him. Jay was very popular in 5th-grade classrooms, and as someone who still remembers his own Lowell graduation, he was a big help to 8th graders as they prepared their speeches for the June 10 ceremony. Jay encourages other graduates to consider Lowell for their volunteerism. “Lowell is the reason why I chose to do this certain project,” said Jay. “It has made me want to help kids and guide them through education and to have fun as well!”

In February, Isaiah Longstreth ’20 starred as Danny in Maret School’s production of Grease

Mario ’20 and Paolo ’21 Imbroscio each captured individual wrestling titles for Georgetown Day School at the MAC individual tournament on February

10, 2022. Their victories propelled GDS to its firstever win of the MAC conference title. GDS also

won the 2022 MAC Dual Meet Tournament a banner year for GDS wrestling, thanks to a couple of Lowell grads!

( pictured left)

A poem by Eliot Malis ’22 entitled “Spoonless” will be published in an upcoming book, Injury

BIRTHS

Adrienne Levi ’92 and husband Marc Rottman welcomed Lucas (“Luke”) Henry Rottman on March 23, 2022.

Annie Hirschhorn ’95, her husband Evan, and older sibling Lena welcomed Miles in February 2022. ( pictured above left)

Jade Belton ’01, husband Luke Ertle, and older sister Saffron welcomed Sage Michelle on July 6, 2022.

( pictured middle left)

Sam Schear ’02 and his wife Dani Haskins welcomed Levi Miles Schear on July 7, 2022. ( pictured left)

THE ARTS AND EDUCATION SAFI SMITH ’19

Following her graduation from Lowell in 2019, Safi entered the Siena School, where she is now a senior. Through an annual program at Siena, she returned to Lowell in late February to complete two weeks of volunteer service. Safi sought out Lowell specifically to dip her toe into art education. “My goal was to see if art is something that I would want to further explore in college,” she said. Safi’s internship consisted of classroom work, teacher support, and organizational tasks, each designed to give her a taste of different aspects of art in schools. Highlights included time in the Pre-Primary School, where she helped Mario demonstrate a painting technique reminiscent of Alma Thomas’s work, and sessions in Marjorie Webster House sorting through archival photos from her earliest years at Lowell. Safi also spent several hours in Paul’s Middle School studio, where she helped build and decorate props for the 8th-grade play, Box. Looking back on her own student productions, Safi remembered feeling more at ease with creative pursuits behind-the-scenes. “I was able to try out different roles in the theatre and ultimately found that art and scene design were where I felt most comfortable. It’s really exciting to give back to that same program as an alum and create a similar experience for someone else,” she said.

STAY IN TOUCH

DEATHS

Hervey Bizzell, grandfather to Jake Bizzell ’19, passed away on May 20, 2022.

Jeannine Sanford, mother to Julia ’14 and Joshua Parker ’20, passed away on July 13, 2022.

To share news or find out more about future alum events, contact Allison Evans at aevans@lowellschool.org.

Getting Involved and Giving Back

CONNECT. SERVE. LEARN. Lowell Parent Community

The Lowell Parent Community (LPC) led by its Steering Committee organizes and sponsors many fun, educational, and social events throughout the year. LPC events are great ways to get to know other Lowell parents, students, and staff, be a part of your child’s school experience, and give back to our community. Below are a few of the exciting events planned for the 2022–2023 school year:*

Stream Cleanup and Gardening Days / November 11 (Spring TBD)

Get your hands dirty and improve the campus’ ecological health

Secret Shop / November 17–18

Lowell’s very own pop-up shop for students

Pie Collection / November 21

Donating pies to DC Central Kitchen for the holiday

Book Fair / December 3–4

Books, books, and more books

STEMfest / March 18

A celebration of Science, Technology, Engineering, and Math

Fête / April 29

Our biggest community-run fundraiser to support financial aid

End of Year Picnic / June 8

Celebrating another successful year at Lowell

*Dates are subject to change and will be announced in the weekly Loop newsletter, along with additional events not listed above.

If you are interested in joining the LPC Steering Committee, please contact President Tabitha Bartholomew (Leila, ’29; Amani, ’33) by emailing lpc@lowellschool.org. Want to volunteer? Email volunteer@lowellschool.org. Please visit the LPC Resource Page on Lowell’s parent portal for general information.

AFFINITY GROUPS

In addition to the LPC, Lowell currently has two affinity groups serving our parent community. For information about the Lowell Parents of Students of Color, email lpsc@lowellschool.org, and for more information about the Learning Differences and Neurodiversity Group, email ldn@lowellschool.org. A third group for LGBTQ+ parents/parents of LGBTQ+ students is being formed. For more information on that group, contact DEIB Director Michelle Belton at mbelton@lowellschool.org.

The Kalmia Creek Project

ENHANCING OUR ENVIRONMENT AND INVESTING IN OUTDOOR EDUCATION

One of the most enchanting features of Lowell’s campus, Kalmia Creek, babbles its way across the front field before crossing 17th St. and entering Rock Creek Park. Children daydream next to it. Teachers use it for science classes and other learning experiences. Families and friends gather beside it to picnic and play.

Working in partnership with Lowell, Natural Resources Design, an ecologically focused landscape design firm, has developed a plan to significantly improve the health of the creek and expand student opportunities for learning, observations, and access to the creek’s ecosystem.

The Kalmia Creek Project is made possible by friends and family of Cathy Creech, an accomplished lawyer, lover of nature, and mother to Lowell alums Blair ’09 and Robert ’14, who passed away in May 2020.

Help us care for the heart of Lowell’s campus for generations of students to come. Make your donation today!

LowellSchool.org/Creek