The Lead: Fall 2023

Lead the

FALL 2023

Learning and Growing Together Collaboration, leadership, and lasting connections are hallmarks of Lowell’s new buddy program

PLUS An alum changes lives through soccer and design, and collaborative inquiry among faculty

LOWELL SCHOOL

FALL 2023

EDITOR-IN-CHIEF Joan Buhrman Director of Brand Communications and Marketing MANAGING EDITOR Diana Wensley Manager of Digital Storytelling PHOTOGRAPHY Joan Buhrman Maureen Miesmer Director of Enrollment Management and Admissions Diana Wensley CONTRIBUTORS Joan Buhrman Allison Evans Assistant Director of Development, Special Events, and Alumni Relations Donna Lindner Head of School Kimberly Rollins Director of Development Diana Wensley DESIGN Edith Ridderhof Odd Egg Design

ON THE COVER Primary School students march alongside their buddies to promote messages of peace.

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

Outdoor structures surrounding the Pre-Primary School allow for imaginative play.

FEATURES

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A Living History Revised and Revived Lowell’s Class of 2027 combines advocacy, research, and design to pay respect to the first stewards of our campus.

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For the Good of the Whole Community The buddy program sparks lasting connections and pride in learning.

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A Note from the Head of School

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Spotted on Campus…Nature Edition

A Year in Photos 06

On the Stage

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On the Field

Lifelong Learning 10

Big Moments and Big Plans

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Leading with Inquiry and Action

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Celebrating the Natural Beauty of Kalmia Creek

From Our Alumni 28

Alum Helps Youth Score Goals Beyond the Soccer Pitch

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Alumni Notes

Get Involved and Give Back 36

Build Connections with the Lowell Parent Community

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Ingredients of Joy

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Community. Belonging.

FROM THE HEAD You will hear these values articulated by almost any independent school, but they are hard to explain.

A parent once told me, “I can’t describe what [they are], but I can tell you when I don’t feel it.” This, in a nutshell, is the challenge.

In schools, community and belonging are experienced as states of being. They are a sense, something felt in one’s body, and they can be different for each individual.

I’ve spent the last few months reading and listening to podcasts, searching to see whether I could capture or define how Lowell creates the strong feelings of belonging and community that current and alumni students and families describe. Plenty of research shows that belonging brings out the best in people. A sense of belonging in a community makes it better across the board. Kids who feel they belong achieve more in school. I know this to be true from my own action-based research and decades as an educator. A sense of community and belonging in schools has a psychological and emotional impact that fosters feelings of safety and academic risk-taking in students, leading to deeper learning, growth, and, ultimately, success.

In Design for Belonging: How to Build Inclusion and Collaboration in Your Communities, author Susie Wise advocates for the idea that a sense of belonging and community is the outcome of careful, thoughtful design and questioning through the lenses of several levers: space, roles, events, rituals, grouping, communications, clothing, food,

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and schedules/rhythms. Reading Wise’s words, I realized that this is Lowell’s sweet spot. This is how we do it.

Adults and children here feel a sense of belonging and community, and speak in heartfelt ways about their time at Lowell because we strive to create concrete experiences that set the stage for the community to evolve and for belonging to grow. With thought and intention, we build daily programming, academic experiences, rituals, and events that simultaneously create stepping stones of togetherness and inclusion. Through these carefully curated moments, students, families, faculty, and staff support and celebrate one another while actively engaging with communities outside Lowell and with the world at large.

And when our students become alumni, they apply the lessons they learned at Lowell to do good in the world as citizens of a society that needs them, desperately.

This edition of The Lead shines a spotlight on the ways we created community and belonging last year. You will read how we use Wise’s levers to build and support the belonging and community that is a treasured hallmark of the Lowell experience lived daily by our families, students, alumni, faculty, and staff. In the classroom, on the stage or field, in our parent community, and out in the world as alumni, community members are living our values, not simply mentioning them.

As we look ahead to this year and beyond, I am inspired by our accomplishments and excited for the ways in which we will continue to live these deeply regarded values for generations to come.

Donna Lindner, Head of School

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Spotted on Campus Nature Edition

The next time you see a deer on the Front Field or a wasp during the yearend picnic, don’t shoo it away—document it! Everyone in our community can contribute their observations of plants and animals through the “Lowell School Campus” project in the iNaturalist app. This social network for citizen scientists is helping Lowell students learn about seasonal patterns, natural changes over time, and how the school fits into the local ecosystem.

These iNaturalist activities align with Lowell’s commitment to STEAM (Science, Technology, Engineering, Art, and Math) by utilizing tools to inspire action and engagement. They also align with the school’s dedication to outdoor education for children of all ages by incorporating hands-on learning and taking advantage of our nature-filled campus.

Fourth–6th-grade science teacher Adrienne initiated the project and encourages students to catalog everything, from what they see out the window to what they see under a microscope. To spark the students’ curiosities, Adrienne leads periodic excursions during class time and outside school hours to document organisms around campus. Often, these coincide with other citizen science projects, such as the 2023 DC City Nature Challenge.

Armed with iPads and trained to photograph for scale and identifying features, Lowell’s 5th and 6th graders contributed 80 observations of plants and animals to the weeklong project last April, part of a global effort to explore biodiversity through observations by citizen scientists. Out of 1,500 people or organizations participating in the DC area, Lowell was in the top 100 for number of observations!

Join the “Lowell School Campus” project today!

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Specimen photos seen here were contributed by Lowell students, faculty, and staff.

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A YEAR IN PHOTOS

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1 Puck delivers a poetic monologue in the 8th grade’s musical version of A Midsummer Night’s Dream.

5 Eighth graders give Primary School students a glimpse of the music offerings available in Middle School.

2 Students learn rhythms and how to play together as a group in Dave’s after-school Drum Circle.

6 In the bilingual 5th-grade play, El Canto del Roble, whimsical creatures like the snake help two young protagonists solve a riddle.

3 Fourth graders in Charmaine’s music and drama class recite a speech by activist Malala Yousafzai.

4 Pre-Primary friends waltz around the Willow Room during a dance break.

7 Kindergarteners rehearse with colorful props for the Spring Dance Showcase.

Dozens of traditions were represented, with every Primary School class performing an original dance.

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8 Sixth graders ended the year with a production of School Daze, lending a humorous take on the everyday happenings of middle school.

9 Primary School students perform the Lowell Line Dance during an outdoor Gathering.

10 The 8th-grade Groove Group keeps it cool at the Winter Music Festival.

11 The traditional Kindergarten Food Feast brought families together over recipes and dancing!

12 Charmaine’s 4th- and 5th-grade classes presented a musical celebration of the winter holidays.

13 Romeo is a lovelorn (and rhyming!) figure in the 7th-grade production of The Seussification of Romeo and Juliet.

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A YEAR IN PHOTOS

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1 The Middle School Basketball Boys A team celebrates a championship win in February.

2 Middle School Girls Lacrosse players make a fierce play.

3 The Girls Soccer team takes on Woods Academy.

4 Junior Track and Field teaches essential skills to beginners while Middle School Track stars have collected multiple city and school records.

5 Here’s the windup…and the pitch during a Middle School Baseball game.

6 A Middle School basketballer dribbles past the competition in a Boys B game.

7 The Middle School Basketball Girls A team competes at the championship.

8 A player focuses on the shot during a Middle School Basketball Girls B game.

9 A Lowell scrimmage is one of the highlights of the 4/5 Basketball season.

10 Primary School students cross the finish line during a Cross-Country meet.

11 Ultimate Frisbee returns to Lowell.

12 The Boys Soccer team plays on the home field.

13 Lionfish Swim Team members hone skills during PE.

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LIFELONG LEARNING

CLASS OF 2023 GRADUATION

Big Moments and Big Plans “We are so incredibly excited to see what you will accomplish in the future.”

On Friday, June 9, the Class of 2023 celebrated the end of their middle school journeys and the start of new adventures. The haze from distant wildfires cleared just in time for a beautiful outdoor ceremony attended by families, faculty and staff, and even 3rd-grade buddies who came to recognize Lowell’s largest-ever graduating class. (Read more about the special buddies relationships formed this year on page 20) After opening remarks from Head of School Donna, Middle School social studies teacher Katie represented the faculty in an address to the graduates. “You were able to thrive despite the many challenges of the pandemic, and you have applied this same resiliency to so many of the things that you have accomplished during your time at Lowell,” remarked Katie. “You are able to think deeply and critically about the world around you. You are factful and thoughtful, able to comprehend that incremental change adds up over time.

Many of you care about others more than you care about winning, and that is so important and so Lowell…It is no surprise that you have grown into empathetic young adults.”

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Perhaps the best display of this was through the student speeches, a hallmark of Lowell’s commitment to student voice and choice. Many of this year’s speeches were introspective and remarked on the growth students recognized in themselves due to relationships, lessons, and experiences at Lowell, some over as much as a decade.

Graduates had pushed themselves to try new things and were generous in thanking those who had paved their way to and through Lowell.

The heartfelt speeches were broken up by a performance of Lukas Graham’s “7 Years” by the 8th-Grade Groove Group and “Seasons of Love” by the Cabaret Choir.

The lovely event was marked by big feelings of nostalgia, reflection, and joy, with anticipation for what’s next winning the day. Katie spoke for everyone present when she ended her speech: “We are so incredibly excited to see what you will accomplish in the future.”

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LIFELONG LEARNING

LEADING WITH

Inquiry and Action “Building shared

knowledge of both current reality and best practice is an essential part of each team’s decision-making process.”

—Richard DuFour, co-author of Professional Learning Communities at Work: Best Practices for Enhancing Student Achievement (1998)

Among the professional development activities our faculty and staff engage in, a recent highlight centered on creating Professional Learning Communities (PLCs). PLCs allow faculty and staff to engage in recurring cycles of collaborative inquiry and action-oriented research. At Lowell, this took the form of focused sessions on Diversity, Equity, Inclusion, and Belonging (DEIB)-related questions, including, “How do I include antibias, anti-racist practices and social justice standards in my curriculum?”

“Are my classroom management and discipline practices rooted in racial or implicit biases?” or “How do I support gender identity and bring genderinclusive practices into my classroom community?”

PLC groups are an intersection of staff and faculty from different departments and areas of focus, fostering crossdivisional connections that are often difficult in day-to-day work. During the 2022–2023 school year, each of eight groups engaged in collective research to support individual efforts at making DEIB more intentional in our practice.

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“Once the year gets going, it’s harder to get outside of our classroom (or department) spaces,” said Assistant Head of School Courtney. “We were excited that PLCs gave employees an opportunity to engage with new ideas from colleagues they don’t usually collaborate with.”

In May, the groups gathered to present their findings, suggestions for further reading and research, and ideas to implement in the year ahead.

Lowell’s Steps for PLC Engagement 1. Start with a shared purpose 2. Create collaborative teams focused on learning together 3. Develop a collective inquiry 4. Build shared knowledge 5. Identify action-oriented steps and experimentation 6. Commit to continuous improvement

OUTCOMES (includes partial list of recommendations from select groups)

Group F Daniel, Elizabeth, Coach K, Lydia, Melissa, Tim Our question: How do I support critical thinking skills and multiple perspectives while bringing historically challenging content forward?

Restorative Circles

Our recommendations: Create an active culture of practice(s) to make sure students and adults learn how to enter conversations around challenging topics without shutting down disagreement Pilot “Restorative Circles” technique in classrooms

Group H Annie, April, Courtney, Dawn, Dehejia, Gabby, Jackie, Jar, Justin, Kristin, Marsi, Sarah H. Our question:

Group G

How do I include best practices related to DEIB in my role?

Charmaine, Consuelo, Jill, Katie, Mekdie, Paul, Sabrina, Sara K., Sarah F.

Our recommendations:

Our question: How do my classroom and Universal Design for Learning practices hold space for neurodiverse students?

Develop standard, non-judgmental language to describe student behaviors that may be valued in some cultures and undervalued in our school setting

Create safe spaces for students to hold conversations about their diagnoses (example: Middle School Neurospicy Club)

Curate a list of potential clinical evaluators that reflect our families in racial identity, ethnic background, language, sexual orientation, and family structures

Provide multiple modalities for students to express/demonstrate their learning

Implement DEIB self-assessment as part of each employee’s goal-setting

Make executive function a main component of our UDL practices

Establish a formal mentoring program

Our recommendations:

Enhanced parent education

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A LIVING HISTORY

Revised and Revived

Lowell’s Class of 2027 combined advocacy, research, and design to pay respect to the first stewards of our campus In 4th grade, Lowell’s integrated curriculum ties together lessons in reading, writing, and social studies to explore the history of and current issues facing Indigenous people.

This lens of the Indigenous experience shapes countless units throughout the year, showing up in book reports, art creations, and social justice projects. In the 2022–2023 school year, one project stood out as an actionable way for our students to create change in our own community.

On a crisp November day in 2022, the entire Primary School assembled on the Front Field for a bi-weekly community gathering. In recognition of Native American Heritage Month, Lowell’s 4th graders presented some of their social studies learning to fellow students from Kindergarten through 5th grade. As in years past, they talked about their exploration of the history of Lowell School and the land its campus sits on. “A land acknowledgment is when you recognize and name the people who were the original and first to live in an area, even if there are other people living

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on the land now,” one student explained before reading aloud from the then-current Lowell School Land Acknowledgment.

But these 4th graders noticed something else significant in their research: changes had to be made! And so, with an audience of their fellow students, 4th graders stated their commitment to a months-long project to improve and update Lowell’s land acknowledgment and make it more visible. “It was important to me to update the land acknowledgment because it was outdated and incorrect, and I feel like Indigenous people could be better represented,” said student Jackie, thinking back on their work.

With student interest leading the charge, teachers Emily and Elizabeth helped guide their classes through the process of creating a thoughtful statement representative of the whole school. “Indigenous communities ask that when an institution writes a land acknowledgment, certain steps be taken to make it meaningful,” they shared. “Students

edited Lowell’s to be more up-to-date with the guidelines Indigenous groups provide for such efforts.” (See inset for guidelines from the Native Governance Center on page 17.)

As a class, 4th graders read and reviewed these guidelines.

Emily and Elizabeth challenged them to do their own research into each of the Indigenous groups named in the original version of the acknowledgment—Piscataway, Pamunkey, Nanichoke, Mattaponi, Chickahomini, Monacan, and Pow’hatan—to determine if they had once inhabited the area now bordered by Rock Creek Park to the west and Kalmia Road to the north. Notably, the Nacotchtank people, who inhabited a major trading center in the Washington area, were added in revisions.

Students also took to heart the guidance, “Don’t sugarcoat the past,” and “Land acknowledgments shouldn’t be grim.”

It was a delicate task to balance, to be sure. Ultimately, the 4th graders determined it was important to recognize the loss of life, land, and culture as a result of European interference with the Nacotchtank and Piscataway people and to celebrate their ongoing efforts toward resistance and reparation.

“The biggest lesson I learned from this project was that Indigenous people are incredibly diverse,” reflected 4th grader Jackie. “There are so many more groups than I would have ever known about had I not worked on the land acknowledgment.”

Books exploring Indigenous identity anchored learning in reading comprehension and analysis in 4th grade.

Research about the land our campus occupies is not only an important vehicle for teaching about reliable sources, fact-finding, and the history of our country’s relations with Indigenous groups, but it also aligns with Learning for Justice’s Social Justice Standards. As they learn to value diversity, students at this age seek to understand that, “the way groups of people are treated today, and the way they have been treated in the past, shapes their group identity and culture,” (DI.6–8.10 from Social Justice Standards: The Learning for Justice Anti-Bias Framework Second Edition, 2022).

In December, Emily and Elizabeth invited several administrators to share in the progress made so far: “Our amazing students are adamant that they present their revised land acknowledgment and process behind the revision in front of decision makers at Lowell.” Fourth graders were determined to enact change and sought assistance from

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Fourth graders were determined to enact change and sought assistance from their teachers to reach the people “in charge.”

Fourth graders prepare for the Primary School Gathering.

their teachers to reach the people “in charge,” creating the list of invitees themselves.

As the face of the Main Building’s front desk, the students unanimously identified Operations Coordinator Marsi as a key stakeholder. “The presentation was well thought out, and the students really did their research. I learned a lot that day,” said Marsi, reflecting on their presentation. “Students clearly cared about this project. It mattered to them, not because the teachers made it so, but because they saw the importance in the history of the land and the value in taking these steps themselves.”

Head of School Donna also received a coveted invite.

“I was impressed with 4th graders for asking thoughtful

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questions and presenting their work in such a professional manner. I immediately offered my support for their new land acknowledgment,” she said, adding that the requests she sometimes fields from students are focused on a want or solving problems for themselves. This one stood out as an educational benefit to the whole community by centering the experiences of others.

Buoyed by the support of Lowell’s leaders, students finessed and finalized the revised language when they returned from Winter Break. But their work was only halfway done.

Another important goal of the project was making the acknowledgment visible to Lowell students and any visitors to the school. Following numerous brainstorming sessions where they identified permissions and manufacturing

Key Components for Creating an Indigenous Land Acknowledgment Statement

challenges, students asked for assistance from the professionals in their community to implement their vision

(from the Native Governance Center, 2019) Start with self-reflection:

To begin, 4th graders wanted to ensure that Lowell students and staff would regularly be reminded of the land’s history.

What about every time someone enters a campus building?

A small task force teamed up with Primary School Academic Technologist Daniel to create signs that are now displayed at the entrance to each division.

Using design thinking to guide their solution, students considered the needs of the greater Lowell community. They did field research to look for other signage around campus, noticing what it communicates, why it’s important, and

• Why am I doing this land acknowledgment?

(If you’re hoping to inspire others to take action to support Indigenous communities, you’re on the right track.)

• What is my end goal?

• When will I have the largest impact?

Do your homework. Put in the time necessary to research the following topics: • The Indigenous people to whom the land belongs.

• The history of the land and any related treaties.

• Names of living Indigenous people from these communities. If you’re presenting on behalf of your work in a certain field, highlight Indigenous people who currently work in that field.

Indigenous place names and language.

• Correct pronunciation for the names of the Tribes, places, and individuals that you’re including.

Social justice and environmental lessons challenge 4th graders to confront a climate change issue facing Indigenous communities.

Use appropriate language. Don’t sugarcoat the past.

Use terms like genocide, ethnic cleansing, stolen land, and forced removal to reflect actions taken by colonizers.

Use past, present, and future tenses. Indigenous people are still here, and they’re thriving. Don’t treat them as a relic of the past.

Land acknowledgments shouldn’t be grim. They should function as living celebrations of Indigenous communities. Ask yourself, “How am I leaving Indigenous people in a stronger, more empowered place because of this land acknowledgment?” Focus on the positivity of who Indigenous people are today.

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“Utilizing the STEAM Workshop to design and make signs for the land acknowledgment project was another organic way to take the students through the design thinking process,” said Daniel. “One of the driving goals I have for technology use in the Primary division is to look for ways that it can be embedded into the classroom curriculum.

Making signs with the laser cutter is fun, but linking its use to this project-based unit that makes a positive change not only teaches a transferable skill but also helps the classroom content ‘stick.’”

Students transfer the words from the updated land acknowledgment to a durable canvas during a Social Justice Day art activity.

details of its design, and created prototypes from paper and cardboard. The team voted on the merits of each prototype— fonts, spacing, and readability—before landing on a final iteration. Along the way, they learned elements of practical design, answering questions like “What will make this stand out visually?” “Is it easy to read for everyone?” and “What materials should be used to ensure the sign lasts?”

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In January, another small group met with members of Lowell’s communications staff to discuss where the land acknowledgment could be displayed on the website. They were asked to think again about the goal and audience of the acknowledgment, and make hypotheses about how different audiences—be they prospective families, faculty and staff, or casual browsers—might interact with the website.

Another team, prepared with a Google Slides presentation, floated ideas for an article or social media post to be shared with the broader community. Students practiced using persuasive language to relate why it was important to highlight the changes to the land acknowledgment. Those ideas led to the very piece you’re reading now!

In addition to signage and written formats, students sought out active opportunities to share their learning.

When hundreds of visitors gathered in the gym to kick off Grandguest Day in March, 4th graders were there to open the assembly with a presentation of the new land

Lowell School Land Acknowledgment (revised 2023)

Students recite the land acknowledgment during a field trip to nearby Koiner Farm.

acknowledgment. In another instance, students learned that several areas close to Lowell’s campus share a similar provenance and relationship with Indigenous inhabitants.

They recognized that the work they completed could be of use to others in the neighborhood. During a field trip to nearby Koiner Farm in Silver Spring, students recited

the revised land acknowledgment and offered it to staff as a template to inspire their own research and respect for the land they farm. The founder and executive director of the farm’s conservancy was honored to receive this gift—a gift that Lowell’s Class of 2027 has ensured will enrich and educate our community for years to come.

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For the Good of the Whole

Lowell’s buddy program sparks lasting connections and pride in learning Community is at the heart of the Lowell experience, and the school’s new crossdivisional buddy program is building relationships that help students learn from one another and grow together.

In the fall of 2022, with the emergency safety measures of the pandemic largely behind us, Lowell’s three division leaders—Nathalie in the Pre-Primary School, Justin in the Primary School, and Kavan in the Middle School—put their heads together to develop a buddy program that would encourage collaboration between grades, build long-term mentor connections, and inspire students to become leaders for their community.

Buddy groups met once a month in different venues, like the dance studio, the Berkeley library, or the Pre-Primary playground. Eighth graders were paired with 3rd graders, 7th graders with 2nd graders, 6th with 1st, 5th with Kindergarten, and 4th with Pre-Primary friends. These pairings will continue in the coming years, allowing students to stick with their buddies as they progress through each grade level. All three directors agree this was an essential piece of the program’s design, allowing time and space for deep relationships to grow naturally. After 8th-grade buddies graduate, rising 4th graders are introduced to a brand new class of Pre-Primary students and transition from mentee to mentor.

At first, some students were wary of each other and stuck close to peers in their class. However, “get to know you” games like human bingo and scavenger hunts

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around Parkside soon put new friends at ease. By midyear, you could count on seeing big hugs when buddies got together, as well as an eager exchange of news, like when a 1st grader couldn’t wait to show her 6th-grade buddy the empty spot in her smile where a baby tooth once resided.

“For me, success started super small,” recalls Justin. “A few times, I saw younger students running up to a buddy and saying, ‘That’s my friend,’ where they wouldn’t have made that connection before. Even the simple act of knowing each other’s names helps us recognize we’re all part of the same community.”

The division directors expect these connections to help with transitions, too. Pre-Primary School students will recognize the friendly faces of the “big kids” when they are the newest Kindergarteners, easing some of their anxiety in a year filled with unknowns and new routines. Primary schoolers can count on a fist bump or greeting from Middle School buddies when they enter Parkside for music class with Charmaine or science with Adrienne, making the building a welcoming space before they even reach 6th grade.

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One of the benefits of Lowell’s Pre-K through 8th-grade model is the empowerment students develop over time.

Middle schoolers feel safer and perform better academically when they recognize they are leaders among the student body, and this feeling is intensified through individual relationships, like those carefully curated by classroom teachers in the buddy program.

“I think the benefit for younger and older students is the same,” continues Justin. “You’re part of a culture of belonging, sharing connectedness both within a larger group like your whole grade, but then also having either a care-taking or mentee role. Certain values that we share as a community are modeled for the younger students. And then, when they’re older, they can share what they learned from their experience with the newer generation. There’s so much value.”

Justin also sees the pairings as a lesson for older students in personal responsibility and selflessness, especially for those who may be in a caretaker role for the first time ever.

Students as young as 4th grade are being asked to think about how they socialize when they’re together versus when they’re with younger students. “Can you take all that’s great about the way you interact and shift it because you’re going

to be with four- and five-year-olds and you need to make sure the environment works for them too?” Justin wonders.

“This is a good lesson for life: sometimes you have to change your state of being for the good of the whole community.”

Kavan echoes Justin’s observations. “Middle schoolers are still kids with different levels of maturity, but they really know how to show up for the younger students. That’s what’s great about Lowell kids; they have this empathy in their DNA. It’s really beautiful to see.” One of his favorite examples was the 8th grader who learned that his buddy loved Spiderman; the very next buddy meeting, he showed up in a head-to-toe Spiderman suit to further strengthen their connection.

Buddies played together, sang together, and created together.

They met their future teachers and got to know their classmates’ siblings. Older students’ eyes lit up as a spark of memory came rushing back from a familiar lesson, art project, or Lowell tradition. In a particularly charming episode, one of Nathalie’s favorites, students in the Explorers classroom taught 4th graders the procedures for boarding the imaginary airline in their dramatic play area—the big kids were eager to play along! “I saw the older kids coming

Students in the Explorers classroom taught 4th graders the procedures for boarding the imaginary airline in their dramatic play area—the big kids were eager to play along!

SEE THE PRE-PRIMARY AIRLINE IN ACTION!

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“Certain values that we share as a community are modeled for the younger students. And then, when they’re older, they can share what they learned from their experience with the newer generation.”

—Justin Director of Primary School

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into PP…their inner child came out once again and they were enjoying so much playing with the same things they had at a younger age,” says Nathalie.

Together, buddies took on big ideas, like illustrating what different principles of the Black Lives Matter movement mean and walking side-by-side during the Social Justice Day Peace March. Notably, students took pride in their learning.

“The upper Primary School kids felt empowered to guide the younger students through the activities or even show them what they’re learning and what their Lowell journey has been like. At the same time, I could see the little ones were very proud to give tours of their classroom or demonstrate their work to the older students,” says Kavan.

Nathalie overheard a 4th grader commenting to classmates how they were learning different things, including math, just by playing and building and doing with their young friends.

“By participating, they started to understand this concept of learning in different ways in PP,” she says. “Students relate to each other. It doesn’t matter in what grade—there is a sense of community.”

A student-pairing program like this is something Lowell has long desired to see in place. Kavan recalls that some of the initial inspiration came from seeing a buddy model at work in K–12 schools in Finland: “I always imagined having the younger students cheer on and celebrate the graduates of the school and imagine themselves there one day. We saw that this spring when some 3rd-grade families came to graduation this year to see their buddies graduate. They built that sense of connection.”

Even before the ceremony, 3rd graders surprised their 8th-grade buddies during a long week of graduation rehearsals. The younger friends descended on the front field with handmade cards expressing how much their buddy relationship meant to them. As the students exchanged cards and big hugs, Kavan was struck by the importance of marking a special moment together. Third graders chose to recognize and celebrate the achievement of the 8th graders, who in turn gained a greater understanding of the legacy they leave behind.

With a successful first year under their belts, the division directors continue to engage teachers in brainstorming sessions around improved schedules, new buddy activities,

and ways to connect. For example, Lowell’s science teachers are building in more opportunities for the grades to interact in their discipline. Pre-Primary teachers are thinking about how 4th-grade buddies’ knowledge of Indigenous values and practices can be shared with Pre-Primary students as they discover planting, water, and a respect for nature. (Read more about Indigenous studies in 4th-grade classrooms on page 14.)

Buddy time has already inspired other cross-divisional moments, like the 8th-grade bands performing at a Primary School gathering and the 4-year-old groups in Pre-Primary visiting Kindergarten classrooms. Says Nathalie of the experience, “It was nice for our PP kids to see the classroom upstairs and understand what they have to do in the future.”

Kavan remembers, “During a leadership retreat this summer, Nathalie, Justin, and I were asked to name one of the most successful things that happened last year. All three of us said buddy groups!” In time, they hope to see 4th graders as excited about Stone Soup day as their Pre-Primary buddies, Primary School students pumped up for a big Middle School basketball tournament, and spontaneous “buddy time” even beyond the designated hours of the school day. But, it’s clear that the program is already off to a great start.

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When they returned to campus this fall, students were excited to engage with new features surrounding our beloved Kalmia Creek. Throughout the summer, a team from Natural Resources Design—the founder and principal designer of which is a Lowell parent—executed the extensive plan, adding platforms, boulders, and seating for improved observation of the creek; removing invasive materials and reintroducing native plants; and creating two pond habitats designed to receive tadpoles, the first crop of which Lowell students have already welcomed. As Donna noted in an allschool Gathering this fall, “We had some new [frog] friends visit over the summer, and they liked it so much they decided to move in!”

Lowell is grateful to the many supporters of the Kalmia Creek Project, especially the friends and family of longtime Lowell supporter, board member, and alumni parent Cathy Creech, whose memory this restoration honors.

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FROM OUR ALUMNI

Alum Helps Youth Score Goals Beyond the Soccer Pitch Oliver Steinglass (’10) has found a way to combine his love for soccer and art while changing the lives of young people Oliver works for Design Football Club (Design FC), a non-profit that encourages elementary and middle school students in creative thinking, self-expression, and autobiographical storytelling through design. Led by Oliver and his friends Ayo George and Omri Gal (Omri is also the founder), the program allows students to design their own soccer jerseys.

Design FC began in 2018 as a one-year after-school program in Chester, PA, just outside Philadelphia. Originally seeded by a $10,000 grant from Swarthmore University, Design FC’s popularity has allowed the program to blossom, even when COVID necessitated a pivot to virtual programming. In the four years since Oliver joined the organization, it has finalized its non-profit status and expanded its reach to other cities, with dreams of growing further.

Oliver graduated from Swarthmore in 2020 with a degree in art and psychology and a desire to apply his studies in a fun way that gives back to the community. Getting involved in Design FC felt like the perfect fit, especially when he thinks back to his own elementary school days at Lowell, when he and his best friends, Aaron James (’10) and Drew Platt (’10), would design jerseys and make up teams after school. Now he is helping youth make their own ideas a reality.

After-School Program Design FC recently completed its fifth year offering a 22-week-long program at its founding site: Stetser Elementary School in Chester. Design FC arrived at the right time for Stetser; the school had not had an art teacher since 2014.

In the program, which currently supports 20 participants at no cost to the student, 4th and 5th graders create individual

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soccer jerseys, combining artistic creativity and personal expressions of identity.

Oliver says that using the jersey as a medium provides space for connection way beyond design.

Over the course of the year, the program’s six coaches cover essential elements of design and the design process and introduce another central pillar of the Design FC curriculum: self-reflection. Questions like, “If you were writing a book, what would the title be?” or “What makes you feel powerful?” inspire students to think deeply about who they are, their aspirations, and the social issues that mean the most to them. As their answers take shape, students learn to express big ideas about identity and community in a visual medium. To complete their projects, students learn to use Adobe Illustrator to digitize their designs before transferring them with vinyl and heat presses to an actual garment.

Oliver has seen the designs go in all sorts of directions. One student, who wanted to be a scientist, laid out a paper jersey template with scientific symbols. Others have expressed nonviolence and anti-police-brutality messages on their templates, inspired by the experiences they witness in their own neighborhoods.

With an established curriculum as their foundation, the program has launched a new junior coach training program for 6th–7th graders fresh out of Stetser, introducing them to leadership roles and bridging a gap between after-school activities available in elementary school and high school. Oliver and his colleagues want to give older students increasing opportunities to work on larger projects and expand their responsibilities.

Academy and High School Expansion For older students, Design FC offers an in-depth Academy, maintaining a connection with students who graduated from Stetser Elementary and engaging with high schoolers who can benefit from design education.

The first Academy class, begun three years ago with only two students, designed jerseys, but also merchandise and hoodies with the guidance of their coaches.

A highlight of the early program was a partnership with video game franchise EA Sports to incorporate the students’ designs for jerseys, an arena, and signage into the virtual world of FIFA (now called EA Sports FC). These same students also presented their work virtually at the 2022 Urban Soccer Symposium, one of the biggest grassroots soccer conferences in the US, and enjoyed a trip to New York City where they shared their work with designers from Adidas’ S.E.E.D. design school and Kevin Durant’s sports, media, and entertainment company, 35 Ventures.

While the Academy itself has maintained a small class of students, it recently inspired Design FC’s after-school program for ten 7th–12th graders at

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FROM OUR ALUMNI

“It’s been very inspiring to hear the stories that kids have to share...The way students share things through their art, I think, is incredibly powerful.”

– Oliver Steinglass (’10)

Chester-area high school STEM Academy at Showalter. Beyond soccer apparel, after-school instructors help students take their design ideas to the next level with the right tools and exposure. “We want to show them there are more opportunities in the world using the skills that they are learning,” says Oliver. “This year, we were able to bring in a Chester-based photographer who ran a couple sessions teaching the kids. That’s also something that we are looking to build on— leveraging the connections we have with Chester creatives to teach our students their areas of expertise and be role models within the community.”

In a recent success story, the founders saw their first Design FC alum go to Widener University in Chester, where he will continue to support the program as a coach.

Design FC Gains National Exposure At the outset, Oliver recalls the steep learning curve for Design FC’s staff of three (at the time, two were recent college graduates and one was still in school).

They had to be nimble. Oliver says, “We wore so many hats: fundraising in the morning, but buying snacks in the afternoon.”

Their hard work started to attract attention. At the invitation of Los Angeles Football Club and Major League Soccer’s (MLS) All-Star Game, staff were flown out to southern California to present a workshop in the LAFC Stadium in July 2021. This presented the unique challenge of condensing a year’s worth of programming into a single day. Oliver says his team used the opportunity to think critically about their work and distill the elements of the curriculum that could be most impactful.

They have since been able to use the abbreviated curriculum in workshops around the country, including a workshop in Minneapolis with MLS, Minnesota United, and the St. Paul Boys and Girls Club; a virtual workshop for Football for the World, which provides free youth soccer programming in Omaha, NE and redistributes donated soccer gear to over 50 countries worldwide; and a session with St. Louis’s public schools and professional soccer team.

Coming Full Circle Their ongoing partnership with MLS has allowed Design FC to have a presence at the All-Star Game for the past three years. Oliver’s journey came full circle when the game returned to his hometown of DC this past July.

Each year, MLS and the US Soccer Foundation present the host city with a new mini-pitch to benefit the local neighborhood. On the occasion of the 2023 game, Design FC took part in the project, along with DC SCORES—which provides its poet-athletes with access to soccer, poetry, and service-learning—to foster student

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creativity beyond jerseys at Seaton Elementary school in the Shaw neighborhood. Over four weeks, Design FC engaged with Seaton’s young students, transforming their proven curriculum to help students design jerseys and the walls of the mini-pitch, which will be used as a safe and durable field even in inclement weather.

Oliver’s team led the young artists in depicting visual representations of their school, community, and lines from “Seaton Got That Sauce,” an original poem that won the group first place at the 2022 DC SCORES Westside poetry slam. “At the end of the day, mini-pitch or jersey, they’re still both canvases,” said Oliver. “What is different is that the jersey is individual. It’s representing you and you own it and wear it. Whereas the mini-pitch is more of a communal space, so there’s also the cool collaborative aspect. Students were really excited to have their artwork permanently displayed and take ownership of that space.”

In April, Oliver was also proud to engage with DC’s Open Goal Project, which makes high-level club soccer accessible to underserved communities throughout the district, in one of Design FC’s now-signature day-long workshops. Throughout the three-hour session, coaches took students through the design process and led them to reflect deeply on their individual identities and that of the team. The result was a team jersey featuring international flags, cherry blossoms, and the word “love.”

Students Drive This Alum’s Lifelong Learning Oliver enjoys working with his students and is inspired by their outlook on life.

“It is special to see how children drive the program,” he says. “If the kids want to do something, we will make it happen.” The work ignites the founders’ own passions, allowing the team to pivot through COVID, gain leadership skills, and evolve along the way.

Read about local partnerships:

Celebrating the new mini-pitch with MLS and DC SCORES

Open Goal Project

“I’ve learned an incredible amount about working with kids of different ages and from different cities across the US. It’s been very inspiring to hear the stories that kids have to share,” says Oliver. He, Omri, and Ayo are continuing to centralize the curriculum and consolidate the process, preserving their ideas so that Design FC can reach as many students as possible. “The way students share things through their art, I think, is incredibly powerful.”

To learn more about Design FC and their programs, visit DesignFC.org or follow them on Instagram @dfc.afterschool

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FROM OUR ALUMNI

Alumni Notes Bee featured the top ten scorers out of nineteen initial applicants, who were challenged to complete twenty integrals in twenty minutes. The popular event featured live commentary detailing the contestants’ backstories, music, and clubsponsored prizes.

NEWS Carter Stallard (’78) is Lowell’s account manager for Level Green Landscaping. He has enjoyed getting to know the Kalmia Road campus and attended a tour this past spring. (Pictured above)

and events intern in the CHIP hospitality program.

In July, Caroline Wentworth (’03) moved to Boston to begin a Pediatric and Adolescent Gynecology fellowship at Boston Children’s Hospital.

Frederick AlfonsoFrank (’19) graduated from Montgomery Blair High School this spring, having placed second at the Maryland State crosscountry meet (the best finish of any Blair boy) and achieving the fastest time of any Blair runner at the NXR Southeast Regionals with a time of 15:50, according to his coach, Angelique Bosse.

Cara Racin (’06) moved to Honolulu, HI, with her fiancé.

Husam Shabazz (’09) is the Assistant Director of Admission and the Head Boys Lacrosse Coach at The Cheshire Academy, a boarding school in Connecticut.

June Durkee (’13) is working at Cornell University as a meetings

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Noah Morris (’14), aka DJ Morriscode, is teaching DJ lessons for Lowell’s after-school music program starting this fall.

This spring Ollie AlfonsoFrank (’20) co-organized Georgetown Day School’s Inaugural Integration Bee: “a tournament-style math competition with timed, head-to-head match-ups.”

Held on March 2, the

Ben Fitzpayne (’20) was one of three subjects interviewed in an NPR story about how a recent wave of antisemitism in Montgomery County is affecting area teens.

Elodie Fleurence (’21) won a National Scholastic gold medal from the Alliance of Young Artists and Writers’ Scholastic Art and Writing Awards. “Tea-ntacle,” pictured below, was in the top 1% of submissions in

the nation’s longest-running, most prestigious recognition program for creative teens.

Adrien Penhoet (’21) won second prize in Plane and Pilot magazine’s Your Flying World 2022 Photo Contest.

Evelyn Penhoet (’21) was selected as one of 18 sophomores and juniors to participate in the National Healthy Schools Collaborative’s Youth Council. The Council will work as a part of the Collaborative to engage stakeholders, including policymakers, organizations, and educators at the federal, state, and local levels, to transform K–12 education by expanding and innovating policies and practices across all areas of health.

Antonia Romm (’21) and Nora Schulman (’21) spent this summer living and volunteering in a community in Costa Rica with Amigos de las Américas, an organization that fosters community service, crosscultural exchange, and youth engagement. During the trip, they focused on sustainable development, especially surrounding coffee farms.

returned to Lowell this summer as camp counselors, counselors-in-training, and staff (above).

Twenty Lowell alumni, from the Class of 2014 through the Class of 2023,

We’re always looking for alums to join the summer team! Visit LowellSchool.org/Employment.

On May 21, Lowell hosted a reunion for the Class of 2019, before they graduated from high school.

EXPANDING MINDS

ZURI JOHNSON ’22 Zuri is a sophomore at Sidwell Friends School. In July, she participated in Leadership Initiatives’ Advanced Medical Neuroscience Internship at Georgetown University, performing cutting-edge neuroscience experiments to explore the biological foundations of the brain, progressing from the cellular foundations of the neuron to an understanding of the sensory systems and high-order cognitive functions such as memory, emotion, and morality. Over the course of seven days, Zuri pursued a project on anti-social disorders such as psychopathy and sociopathy. “We tried to explain how it’s not necessarily a dangerous disorder but is very common,” said Zuri. “If we can get to the root of the problem while a patient is young, maybe we can monitor them and their thoughts, changing their way of thinking and guiding their brains to do something good instead of whatever impulsive thought they may have.” As a final project, she and her team designed and proposed an experiment using non-invasive brain modulation to stimulate gray matter in the prefrontal cortex, hopefully regulating impulsive thoughts in psychopaths.

They presented their experiment to leading neuroscientists, including Georgetown’s chief of the Neuroethics Studies program, Dr. James Giordano. Zuri also attended soccer camps at Princeton University and Wake Forest University and competed at the ECNL Girls National Playoffs in San Diego, CA with the Arlington Soccer Association in June.

In the year ahead, she will participate in Leadership Initiatives’ International Internship Program, a one-year program partnering high school students with community leaders across the globe to design solutions for real-world problems facing communities in developing nations.

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FROM OUR ALUMNI

MILESTONES Ari Hershey (’95) welcomed Aidan Scott Dalley on July 2, 2023.

Anna Spelman (’97) married Peter Prix on March 11, 2023, in Sedona, AZ, (pictured far left, credit Hailey Golich Photography).

The wedding was officiated

by Anna’s parents, Liz Lerman and Jon Spelman.

The couple honeymooned in Peru and currently live in Istanbul.

Rachel Greenspan (’03) welcomed Zeke Mortimer Ramirez, born December 22, 2022. (pictured left) Michele Lipow Grote (’03) welcomed James Irvin Grote, born June 1, 2023 (pictured bottom left with big brother Hugh).

MUSIC NOTES Marco Santarlasci (’05) released his second album, Full Circle, in July (pictured immediate right).

Autographed vinyl copies are available for sale at MarcoFosterMusic.com.

Jack Bobley (’17) released his new song, “Speak to Me,” (pictured far right) on July 1 and performed it at an impromptu venue of his own creation the same day, as reported in Washington City Paper. Co-produced with his friend Jonah B, the song means a lot to Jack.

During a half gap year before attending

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Middlebury College, Nick Penniman (’18) recorded an EP of original songs in a local studio with four fellow musicians. The EP was released on all music platforms.

Are you in a band, or do you love to perform solo? Alum bands and musicians are wanted for performances at Lowell School community gatherings, like the Fall Bazaar, and other special

events throughout the year.

If you are interested in performing, please contact Allison Evans at aevans@lowellschool.org.

Alumni Events Fall Bazaar Saturday, November 11, 2023, 11 am–3 pm Featuring an alumni lounge and live bands!

Alumni Family Party Friday, January 5, 2024, 6–7:30 pm

STEAMfest Saturday, March 16, 2024, (time TBA) Alums are invited to contribute STEAM-related activities or volunteer at booths.

Fête Fundraiser for Economic Diversity Saturday, April 6, 2024, (time TBA)

Lowellapalooza Saturday, May 18, 2024, (time TBA)

Class of 2020 Reunion (Stay tuned for details!)

REMEMBERING

JOSÉ ARGUETA José, a member of Lowell’s facilities team since 2015 and father to staff member Mario, passed away in August 2023. José will always be remembered for his big heart and cheerful disposition, a willingness to go above and beyond to help create the best experiences possible for our students, and his love for Lowell.

CONDOLENCES Steven Wenick, father of Julia (’13) and Jeremy (’15), passed away on August 18, 2022.

Kwame Romaine, father to Asha (’15) and Cai (’20), passed away on April 16, 2023.

Laura Marchiori, mother to Alessandra “Sasha” (’09), passed away on May 4, 2023.

Jimmy K. Yee, grandfather to Kellyn (’23) and father to Kavan (Middle School

STAY IN TOUCH To share your own news or find out about upcoming alumni events, contact Allison Evans at aevans@lowellschool.org. And be sure to follow @LowellSchoolAlumni on social media for all the latest updates from the Alumni Office.

Director), passed away on June 9, 2023.

Ginger Mandel (’09) passed away in August 2023 following the birth of her son, Harry. Those who wish to support her parents,

Thorne Rankin and Jack Mandel, and her sister, Salli (’13), may contact Allison Evans for a mailing address or suggestions.

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GET INVOLVED AND GIVE BACK

CONNECT. SERVE. LEARN.

Lowell Parent Community The Lowell Parent Community (LPC)—led by its Executive Committee— organizes and sponsors events throughout the year to build and strengthen the wonderful connections in our Lowell community. Attend with your family or roll up your sleeves and volunteer—either way, LPC events are a great way to get to know and support the students, staff, and parents that make our school so special.

Below are a few of the exciting events planned for the 2023–2024 school year:*

Book Fair / November 4–5 A celebration of reading with titles for all ages

Pie Collection / November 17 Donate pies to DC Central Kitchen for Thanksgiving

Secret Shop / November 30–December 1 Lowell’s pop-up shop allows students to select thoughtful gifts for family and friends

STEAMfest / March 16 Science, Technology, Engineering, Art, and Math are on display through handson activities

Fête / April 6 Lowell’s annual fundraiser to support financial aid and economic diversity

Stream Cleanup / April 26 Get your hands dirty and preserve the health of our beloved Kalmia Creek

End of Year Picnic / June 8 Salute another wonderful year at Lowell *Dates are subject to change and will be announced in the weekly Loop newsletter, along with additional events not listed above.

Are you interested in joining the LPC Executive Committee or volunteering at an event? Contact President Sarah Robbins at lpc@lowellschool.org or Volunteer Coordinator Karin Bencala at volunteer@lowellschool.org. Please visit the LPC Resource Board on Lowell’s parent portal for general information.

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AFFINITY GROUPS In addition to the LPC, Lowell has two affinity groups serving our parent community. For information about the Lowell Parents of Students of Color, email lpsc@lowellschool.org; for more information about the Learning Differences and Neurodiversity Group, email ldn@lowellschool.org.

2023–2024 ANNUAL GIVING

at Lowell INGREDIENTS OF JOY What about Lowell brings you the most joy? Is it Singing Meeting, exploring science using the outdoors as your classroom, or spending time on the beautiful campus? Creating art and performing in the Black Box Theatre? Time in the pool? Watching discovery unfold as thought-provoking questions spark inquiry? We are grateful that so many have shared with our community that this joy—no matter what sparks it for them—is the reason that they give back to the school.

Lowell’s Annual Fund is supported by the families, teachers, staff, alumni, alumni parents, grandparents, and friends who make up our vibrant community. Every time a gift is made to the Annual Fund, it goes directly to supporting all that makes Lowell special. From providing over $2 million in financial aid for students and families to sustaining our inclusive athletics program to ensuring professional development yields the very best for our students…your gifts are an investment that transforms Lowell. We recognize the collective power of giving when we are all in it together—thank you. With your support, there is no limit to what Lowell students can achieve!

VISIT LOWELLSCHOOL.ORG/MAKEAGIFT OR USE THE QR CODE TO MAKE YOUR DONATION TODAY.

The Lead is printed with vegetable-based, eco-friendly Toyo inks on Accent Opaque, a forest-friendly FSC paper.