The Lead: Spring 2019

Lead the

SPRING 2019

Shaping Lowell’s Story

Up close with Debbie Gibbs and Donna Lindner as Lowell transitions to its next head of school. PLUS

The new 6th grade humanities curriculum leads the way in climate education.

Sam Teicher ’02 is saving the world’s coral reefs.

EDITOR

Carolyn Law

Director of Communications

PHOTOGRAPHY

Keri Rasmussen

Website Manager and Digital Media Producer

CONTRIBUTORS

Debbie Gibbs

Head of School

Allison Evans

James Evans

Melissa Hill

Christine McDaniels

Charis Torres

DESIGN

Mari Foret

ON THE COVER

Children in the Explorers Room celebrate Lunar New Year with Elly Porter in the dance studio.

LOWELL’S MISSION

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

From the Head

s I head into the last few months of my tenure, I have been reflecting on our journey together. Much has changed at Lowell and yet, at its core, the school remains very much the same—not unlike the evolution of The Lowell Ledger into this wonderful new magazine.

I am proud that we have lived faithfully into the school’s progressive mission while transforming Lowell in some exciting ways. I came to Lowell to help ensure a bright and sustainable future, and I feel that we have achieved that and paved the way for Donna Lindner, Lowell’s fifth head of school, to guide our community forward.

Over the last twelve years, we have added a middle school and enhanced our gracious campus, enrollment has grown to 343, and the educational program has burgeoned. Our popular after-school athletics and music programs, our thematically integrated curriculum, our K–1 outdoor science classes, STEM education in every division, and groundbreaking social studies curriculum are just a few additions that enrich and deepen children’s learning and set them up to thrive in the best high schools in our area.

We are making great strides toward our ambitious goal of ensuring optimally challenging and supportive learning experiences for all students through our co-teaching model in the Pre-Primary and Primary Schools, our expanded student support team, and the adoption of Universal Design for Learning strategies. In addition, we have furthered our work on the leading edge of diversity, equity, and inclusion practices. Creating identity-safe learning environments and helping each individual flourish academically, socially, and emotionally has always been part of the fiber of Lowell’s being, and I know the school will continue to forge ahead in the vanguard of this important work.

I feel very grateful to have had the opportunity to lead Lowell, building on the foundation laid by the three strong women who preceded me. I have always benefited from the very capable leadership of the Board and the Lowell Parent Community and from the hard work of Lowell’s dedicated administrators, faculty, and staff. I know that Donna will be warmly and fully supported by the Lowell community and will help lead the school to even greater heights.

Eighth graders present a musical version of A Midsummer Night’s Dream.

Inspiration

HISTORIC SEASO N

Middle School Girls Basketball won the Burke tournament for the second year in a row and also Lowell’s January Jam tournament. They ended the season with an 11–1 record, the best in team history. GO LEOPARDS!

Next Move: Dallas

FIVE-TIME CHAMPS

Cross Country won their fifth straight Small Schools Championship this fall. The team also came in sixth out of 20 teams at the Landon Invitational and sixth out of 22 teams at the MD/DC Private School Championships. With just three 8th graders graduating, the team is poised to pursue their sixth league championship next year.

Lowell’s chess team heads to the 2019 National Junior High Championship in Texas this spring. To warm up for the big competition, some team members played in the MD Chess Scholastic Tournament. Max FitchConnelly ’21 landed fourth in the 800–1199 section, and Diego Zein ’21 and Elias Weetjens ’21 came in fourth and fifth, respectively, in the under 800 group and also brought home a third-place team trophy. Aidan Becker ’21, Ben Mannes ’21, and Ethan Vandivier ’21 round out the team headed to Dallas with Lowell’s chess teacher, Lizzie Sadoff.

CHALLENGE ACCEPTED

Three students—Ella Malis ’22, Emily Mauser ’22, and Ehsan Serajuddin ’22 —entered the NPR Student Podcast Challenge in March. Their objective? To uncover the ways that people persevere through life’s challenges. One of their first subjects was Judge Tanya Chutkan from the US District Court for DC. After the interview, the judge invited the students to a naturalization ceremony so they could interview people who were becoming US citizens. Check Lowell’s website for a link to the podcast later this month.

Black Lives Matter

The Black Lives Matter movement inspired a door decorating activity across the school in the month of February. Forty-two doors on campus honored more than 200 different heroes from Black History—mathematicians, inventors, nurses, doctors, authors, actors, athletes, artists, dancers, librarians, musicians, activists, and more. Here are just a few notable figures who were honored: Marie Van Brittan Brown, Laverne Cox, Marley Dias, Alicia Garza, E.J. Josey, Patrisse Khan-Cullors, Philip Randolf, Bryan Stevenson, and Opal Tometi. If you’re not familiar with their work, be sure to look them up.

Experience Counts

Together, Lowell’s Pre-Primary School teachers average 19 years of experience working with young children. They may have seen it all, but that doesn’t lessen their enthusiasm for nurturing children’s curiosity and encouraging them to stretch and learn every day!

Animals abound

Lowell’s classroom animals enrich children’s learning every day. There’s even an animal husbandry class in Middle School. The most recent critter count puts the school’s animal total at 26.

White lionhead rabbit (Blanca)

Leopard gecko (Jupiter)

Fire-bellied toad (Cheezy)

Red-eared slider

Tree frog

Bearded dragons

Hermit crabs

Dumbo rats

Tetra

Guinea pigs

AWARD-WINNING STORYTELLING

Documentary filmmaker and photographer Anna Clare Spelman ’97 is working on her first feature film. The story follows Maddie, a young transgender girl, from elementary school through high school. Her photograph of Maddie (above) was featured in Women Photograph: 2018 Year in Pictures. Anna’s video, “After the Fire,” for Univision News Digital, won third place in the Online Video Storytelling: News and Issue category of the National Press Photographers Association’s Best of Photojournalism 2019. You can see more of Anna’s work at annaclarespelman.com.

Goldfish (María, Platanillo, and Tlaloc)

Orange platies

Zebra danios

Total animals

ON BEING A DC NATIVE

Auxiliary Programs Director Dawn Smith was one of four winners of the recent Washington City Paper essay contest. Eligibility was strict. To be considered, essayists had to tell where they were born, what neighborhood they grew up in, and what high school they graduated from. In her essay, Dawn recounts her experiences in nearly every corner of the city. We don’t want to give it all away, so settle into your favorite chair, find her essay on the City Paper website, and soak in the sights and sounds of the city through Dawn’s eyes.

Connect Online

Audiences packed the black box theater in January to hear Chris Mosier, five-time Team USA athlete and transgender advocate, share his life journey and experiences as a transathlete. His message to students: “Don’t give up or hide who you are.”

Eighth graders have finished their Projects of Discovery! They wrote original short stories, constructed scale models of an eco-friendly house and Lowell’s Middle School Parkside Building, explored family history through cultural cuisine, studied the effects of rising sea levels on countries years into the future, and much more.

Hiring for Cultural Competency in Schools by Director of Primary School Jason Novak and Director of Diversity, Equity, and Inclusion Michelle Benton

Learning Every Day Students share the favorite thing they learned at Lowell this year. From the life cycle of a pumpkin to the insights of Bryan Stevenson in Just Mercy, Lowell students are thinking, creating, and connecting.

And if you subscribe to our blog, SchoolTalk, our informative posts will be delivered straight to your inbox twice a month.

Keeping a Love of Reading Alive by Middle School

Librarian Melissa Hill

DAILY HAPPENINGS. EDUCATIONAL TRENDS. CLASSROOM INNOVATION. GET IT ALL ONLINE FROM LOWELL.

Always Learning

TEACHING AND REACHING BLACK BOYS IN AMERICA

THE GUIDE TASK FORCE

Michelle Belton, Director of Diversity, Equity, and Inclusion

J Bernick, 4th Grade Teacher

Kathie Clements, 3rd Grade Teacher

Debbie Gibbs, Head of School

April Greene, 5th Grade Teacher

Tasha Jackson-Jones, Kindergarten Teacher

Wendy McGrath, then-Director of Development

Jason Novak, Director of Primary School

Cordenia Paige, 5th Grade Teacher

Coleman Rose, Middle School Spanish Teacher

Stefania Rubino, Director of Pre-Primary School

Dawn Smith, Director of Auxiliary Programs

Brian Stark, 5th Grade Teacher

Last January, faculty were energized by the panel discussion, “Teaching and Reaching Black Boys in America,” which was hosted at Lowell and led by Dr. Eddie Moore Jr., one of the editors of The Guide for White Women Who Teach Black Boys (2017). Inspired by the vision to balance the scales for Black boys in school, teachers and administrators came together in a task force. The Guide Task Force explored the ways that race matters in the classroom and then created a yearlong series of workshops to lead our entire community forward in shaping learning environments and ensuring success for Black boys.

Overview of The Guide

J and Debbie led one of the groups in a deep dive, discussing all six sections of the book—from “Understanding the Constraints and Challenging the Narratives About Who Black Boys Are and Who White Women Can Be” to “Ensuring Student Success with School Structures and Classroom Strategies.”

Black History in the Curriculum

Michelle and Cordenia built their discussions about the importance of understanding the history of Black people around this quote from The Guide: “We believe educators must start by respecting the history connected to Black boys. It is

impossible to bring our Black boy students to a place of success, pride, and self-actualization if we don’t know where that place is.” Resources included “Respecting Black Boys and Their History” by Jawanza Kunjufu (The Guide, 2017), “A Talk to Teachers” by James Baldwin (Teaching for Black Lives, 2018), and clips from The African Americans: Many Rivers to Cross with Henry Louis Gates Jr. (PBS, 2013).

White Fragility

Jason and Coleman led their group in a study of White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin DiAngelo. Questions discussed included What is White fragility? How does race shape the lives of White people? What are the racial triggers for White people? How can White people engage constructively in the work of antiracism?

Creating Identity Safe Classrooms

Using the book Identity Safe

Classrooms: Places to Belong and Learn by Dorothy M. Steele and Becki

Cohn-Vargas, as well as other articles, Stefania and Brian led discussions on ways teachers can create inclusive, equitable classrooms in which students from diverse backgrounds can thrive. Theory, research, and practice informed the strategies covered.

Black Boys in Literature

Kathie and Tasha’s group examined current literature for children and generated a list of criteria to use when considering whether or not books support the development of Black boys’ positive racial identity. Using the criteria, they expanded the list of books suggested in The Guide. The group also studied the Ford-Harris/Bloom-Banks Matrix, which provides a framework for multicultural differentiated instruction. Teachers then used the matrix to design lesson plans for books on their list.

Black Males in the Classroom: The Importance of Relationship

April and Dawn focused on how to establish emotional and academic trust between parents, teachers, and Black boys. Their goal was to help teachers tap into the full breadth of strength, resilience, and power that Black males bring to the classroom. They focused on five chapters in The Guide, as well as additional resources, including “What is Black Boy Joy?” (BuzzFeedVideo, 2017).

CRITERIA FOR SELECTING BOOKS

Black characters are portrayed as individuals instead of representatives of a group.

Black boys can see themselves in the text.

Characters are engaging in everyday activities, experiencing fun adventures, and spending time with families.

Black culture is accurately and positively represented, transcending stereotypes.

The story normalizes conversations about race.

“The workshop ‘Black Males in the Classroom’ helped me to more deeply deconstruct the power I hold as a white female teacher.”

—Charmaine Hamann

Shaping Lowell’s Story

This year, Head of School Debbie Gibbs passes the torch to Donna S. Lindner, who will become Lowell’s fifth head of school on July 1. As the community celebrates Debbie’s legacy and prepares to welcome Donna, the two leaders pause to reflect on where they have been, where they are headed, and the enduring qualities of Lowell.

DEBBIE GIBBS ON LEADERSHIP AND LEARNING

INTERVIEW BY CAROLYN LAW

QTwelve years ago, what drew you to Lowell and excited you most?

AI was drawn by a few key things, including the philosophy and mission of the school, the articulate children who interviewed me, the quality of student artwork, and the diversity of the families and faculty. But I was particularly impressed by the clear willingness of the faculty to do what was best for children, even when it meant giving up some autonomy. Teachers understood the importance of consistency and routine, and they were already collaborating on some of the curriculum, which helped them reach their teaching goals more effectively and efficiently. You can see the same collaborative spirit now in our diversity and inclusion work, in the vertical curriculum alignment, in the STEAM and theater arts teams in Middle School, and in the two-teacher model in the Primary School. Collaboration has always been a part of Lowell, and it is an essential ingredient for strong program development and delivery.

QIs there something that took you more time to truly understand about Lowell?

AThe Lowell Way, which is based on Haim Ginott’s philosophy. The specific language, reasoning for it, and approach to managing children— especially the youngest children, as I had not worked with nursery age before—took a while to absorb. Affirming children’s ability to figure things out, resolve conflicts, and judge their work on their own is important. And, instead of downplaying or denying children’s big feelings, you acknowledge them and help them find strategies to calm down and move forward. You do this by describing what you observe and asking children guiding questions. Over time,

I came to appreciate just how powerful The Lowell Way is for individual children and for the overall educational environment.

QHow would you describe the change you have brought to Lowell?

AI helped Lowell advance into its next developmental stage. Lowell had grown from a very small, co-op style nursery school in a church basement to a Pre-Primary-6th grade school on our current multi-building site. Lowell needed to add a middle school to stay competitive in the DC education market, and the campus needed a plan for development that would support a new middle school and improve the Pre-Primary and Primary School facilities. Lowell’s faculty and staff needed to grow to support both the educational program and the campus, and the maturity of the school required systems—educational, financial, and operational— commensurate with an enrollment and physical plant Lowell’s size. These were important changes that I felt I could help the school make.

QWhat have you found most rewarding about being Lowell’s leader?

AWhile it is very exciting and satisfying to see the Middle School and its success, to see the increasing prominence of Lowell in equity and inclusion work and in climate education, what has always been most rewarding to me both as a teacher and a head of school is the individual work with families, particularly those with children whose paths are more complex. When I see the 8th graders deliver their speeches, I feel gratified by the hard work of the teachers and administrators, the trust and support

of the families, and most important, the spirit and resilience of the students.

QWhat do you know now that you wish you’d known when you began your headship?

AThe list would be too long if I even attempted it! Overall, I wish I had had the confidence I now have after so many years, but I know that that comes from the lessons learned the hard way. We expect our students to take risks, learn from their mistakes, and keep going, wiser and stronger, and I asked no less of myself.

QHave local, national, or world events in the last twelve years affected the way you think about education and the role of schools?

AThe past few years have reinforced for me that Lowell’s mission to create an inclusive community of lifelong learners in which each individual is valued and respected is absolutely right on and timeless. The world needs children growing up with a deep sense of equity and inclusion, who have been respected and are respectful of others, who are empathetic and value multiple perspectives, who have learned to ask hard questions and listen deeply to responses, who devote energy and commitment to learning, who find new ways to solve problems, and who enhance the quality of life in the communities they are a part of.

QWhat did you learn about yourself from being head of school?

ABeing the leader of a school required me to find balance in my life. Painting gives me that release. It’s freeing, and I am able to think more clearly later. After college, I stopped painting. I didn’t have the space to do it, and my life was full with work and family. But, when I got to Lowell, I knew I needed to

paint again. It’s funny how I rediscovered it during the busiest time of my life. Now, I will have even more time to pursue it!

QWhat will happiness look like for you in retirement?

AFor me a happy retirement will include making headway with my own career as an artist, having lots of time for my children and grandchildren, both for fun and to help them, and a pace of life that allows for time to enjoy being with Charles, sharing our lives and family together. It might include some teaching as well, as that has always been a deep source of contentment for me.

QWhen you move to Houston, what will you bring with you from Lowell?

AAll my memories, all I have learned and grown from, and a deep sense of satisfaction that I did the job the very best I could.

Debbie with her husband, Charles, and grandchildren, Abby and Henry

DONNA LINDNER ON CHILDHOOD, FAMILY, AND SCHOOL LIFE

INTERVIEW BY JAMES EVANS ’20 AND CHARIS TORRES ‘20

QWhat made you want to work in schools?

AI don’t remember ever wanting to be anything other than a teacher. I always loved children and began babysitting in middle school. When I was in high school, I began working as a volunteer at a daycare for children whose mothers had been abused. I was inspired by the resiliency of these little people and their parents, and went on to get my first degree in early childhood education. There is something about watching the light of learning come on for a student of any age who has been really trying to understand a concept. As an administrator, I feel the same joy when supporting teachers and parents.

QYou began your career as a 3rd grade teacher and then became a reading specialist—what is your favorite book of all time?

AI have been a lover of words and books ever since I was a little girl in England. I loved Winnie the Pooh by A.A. Milne and The Mists of Avalon by Marion Zimmer Bradley. In thinking about this question I have come to realize two facts about myself. The first is that I can’t pick a favorite book. I love too many. My new love (which I have just begun reading) is Circe, by Madeline Miller. The second is that the books I read for pleasure and love most tend to have protagonists who feel different from the norm, or are viewed as outsiders in their communities. Some that come to mind are Seraphina by Rachel Hartman, Americanah by Chimamanda Ngozie Adichie, and, of course, all the Harry Potters!

QHow did your childhood shape who you are?

AMy childhood shaped me in every way! But for brevity’s sake, I will give you two examples. As a child I was the only person of color, or one of a very few, all the way through school. I think it made me acutely aware of the need to make sure everyone knows that they have value in the group. Also, I was a strong reader in elementary school and the boy I carpooled with was not. My heart used to hurt watching him read out loud when he was called on, and he inspired me to become a reading specialist and eventually the person overseeing student support at my old school. What I have tried to do in my work is help faculty, parents, and students see that people learn in ways that are unique to each and every individual. No one way is better or worse than the other, just different. The job of a teacher is to discover the types of teaching that work for each student, incorporate those methods into the classroom, and provide a scaffold for each method to allow every child to thrive as a learner.

DONNA—KINDERGARTEN

QHow did you find out about Lowell?

AI became familiar with Lowell about four or five years ago, when I met a teacher who used to work in the Middle School. We were at a conference together, and we were sharing stories about the places we worked. Lowell sounded like an ideal place to be a teacher, and I went on the website to learn more about the work faculty were doing with children. I was so impressed, particularly with “The

Lowell Way,” which really resonated with me as an educator and a parent.

QWhat is your favorite aspect of Lowell and why?

AAt this time, my days on campus have been limited, but there are many parts of Lowell that I already love. I love the attention to children, from making sure there is a place to put wet boots, to

Donna with her children, Sophia and Sam, and her husband, Steven

the sign in the driveway that asks parents not to idle their cars in order to keep the air clean for students. I love the physical plant, especially the creek, the playgrounds, and the garden. But my most favorite aspect is the students. In my short time, I have been so impressed by their thoughtful questions and passion for their school and each other. I can’t wait to get to know all of them!

QHow will you make everyone feel welcome at Lowell?

AThere is a difference between people feeling welcome in a community—being an invited guest—and people feeling included—being part of the family. One thing I would do regardless of the terminology is make an effort to learn and remember people’s names and something about them. One of the things we don’t do in our world enough these days is actively listen to what people are saying and to take in what they’re saying as a way of getting to know them. I spend a lot of time with students at my school now. I go out to recess and hang out and ask them about their lives and their dogs and whatever else they have going on. I make sure to do the same with my faculty. On a higher, more administrative level, I would want any decision that is made to positively answer two questions: Is this going to be in the best interests of all students? And, does this align with Lowell’s mission, which declares a desire for an intentionally inclusive community?

QWhat is your thought process when you make decisions?

AOne of the lessons I have learned over time is the importance of gathering data to make the most thoughtful decisions possible. I ask for lots of opinions from people I trust and use all the responses I get to help inform my thinking. I also try to imagine

the various ways a decision could play out. Ultimately, I make a decision combining the data and my intuition on what feels right for the situation at hand.

QWhat do you like to do in your free time?

AMy friends and family are incredibly important to me and the work of education incredibly busy, so whenever I can I try to spend time with my children, my husband, and my friends. My dad’s side of the family lives all over the DC/MD/VA area, so I am really looking forward to spending more time with them now that I am moving back to the area. Other than that, I love to read, knit, and be in the outdoors, and I try to get out for a run every now and then.

QIs there anything else you would like people to know as you begin your role as head of school?

AI believe the research on hugging as a powerful tool for maintaining and transforming our health and well-being. So, don’t be surprised if I give you a hug when I see you; it’s good for both of us. Also, I have a pretty direct style of communication. I’m going to tell you what I’m thinking, and I’m going to tell you what I’m feeling. And if you ask me a question, I’m going to tell you the truth. What that means for people, sometimes, is that they don’t get the answer that they expected, and they don’t get the answer that they wanted. But that’s the only way that I know how to be. That’s who I’ve been since I was little, and I appreciate that kind of communication in return. I don’t offend easily. I really take people at their word, and I really want to understand where they’re coming from.

A New Lens for THE HUMANITIES

Climate Change Education

Mitigating the effects of global climate change is critical for all of earth’s inhabitants. While Americans disagree on many issues, they overwhelmingly support educating youth about climate change. According to a 2018 report from the Yale Program on Climate Change Communication, an average of 78 percent of Americans—across all 50 states and more than 3,000 counties—want schools to teach children about the causes and consequences of global warming and potential solutions for it. Lowell is doing just that and leading the way with a yearlong course designed to look at climate change through the lens of the humanities.

Climate Change Education Now

The facts of climate science are well established, and most climate change education is delivered through science instruction. Even so, the Next Generation Science Standards, developed by the National Science Teachers Association, include only one standard directly addressing human-caused climate change for middle school students and two for high school students.

Lowell takes climate change education much further. In Primary School, students begin learning about climate in 2nd grade science class when they study rocks and the Earth’s surfaces and discuss why it is possible to find whale fossils on the top of mountains. In 3rd grade they explore the difference between weather and climate, and in 4th grade they are introduced to the idea of humancaused climate change. When they circle back to climate in 6th grade science, they analyze the data showing the effect of climate change on Earth’s oceans and atmosphere and consider the ways that science and engineering can contribute to our understanding of climate change.

But 6th graders learn more than the science. Their yearlong humanities class focuses on the social dimensions of climate change. Through the core disciplines of the humanities—history, geography, economics, literature, and government—students learn about the complex social effects of climate change, how humans contributed to the problem, and the ways that people

are addressing those problems within local, national, and international contexts. At the same time, students develop vital core skills such as accessing, comparing, and evaluating sources; writing in narrative, expository, and persuasive formats; conducting research projects; and analyzing data.

Sixth grade Humanities Teacher Dave Levy notes, “It’s important to make an issue such as climate change solution-based.” So, service-learning and civic engagement opportunities—like meeting the people of Tangier Island, collaborating on an oyster restoration project, and delivering bi-partisan climate action resolutions to members of Congress—channel students’ knowledge and skills into meaningful, constructive steps. Such opportunities counter

“This is how we create a sustainable world. . . . If adults aren’t listening closely enough or willing to change, then kids are our best hope because they are learning and changing every day.”

—Laney Siegner, PhD candidate, UC Berkeley

some of the negative emotions associated with climate change and empower students to make a difference in the world.

Lowell students have shown enthusiasm for the course, and parents have been supportive of the curriculum. According to Director of Middle School Kavan Yee, parents notice how engaged their children are in the topic and how much they bring home to share. “Some [students] have even helped their own families change their lifestyles or become more active in marches and demonstrations,” he says.

The 6th grade’s in-depth investigation of climate change from a humanities perspective is a first-of-its-kind program. Now in its second year, the curriculum was originally developed by a team of teachers at Lowell led by Humanities Coordinator Natalie Stapert. The teachers partnered with parents, representatives from Climate Generation: A Will Steger Legacy, and Frank Niepold, senior climate education program manager at NOAA. All of the partners recognized the importance of looking at climate change through the lens of humanities and continue to provide an important network for collaboration.

STUDENTS HEAD TO CAPITOL HILL

In January, Humanities Coordinator Natalie Stapert and four students—Mario Imbroscio ’21, Dylan Weber ’20, Abigail Stark ’21, and Laila Oko ’21—attended “Climate Change: Impacts and the Need to Act,” a hearing of the Natural Resources House Committee. Seeing democracy in action was an eyeopener. Abigail noted that the process was slow but orderly. Given the time it takes to pass laws, Dylan concluded, “It’s easier for people to make changes in their daily lives.”The group agreed that the people need to lead the way, then Congress will have to follow.

In March, Natalie and Abigail returned to Capitol Hill and were joined by Ethan Vandivier ’21 and Annelise Stapert ’23. As part of a larger student presence on the Hill organized by the Schools 4 Climate Action (S4CA), they visited the offices of Jamie Raskin and Chris Van Hollen to advocate for bold action on climate change. They also helped S4CA disseminate nonpartisan climate action resolutions to all 535 members of Congress.

Measuring Outcomes

Laney Siegner, a PhD candidate in the Energy and Resources Group at UC Berkeley, has also been following Lowell’s work. Deeply committed to climate change education, Laney contends, “We need education to create the norms for young people. This is how we create a sustainable world. … If adults aren’t listening closely enough or willing to change, then kids are our best hope because they are learning and changing every day.”

As climate change education is still in its nascent state in the US, and literature connecting theory and practice is scant, Laney was eager to study the effect of Lowell’s 6th grade curriculum and reached out to partner with Natalie on a study of course outcomes.

Their study was based on quantitative and qualitative data collected from student surveys, faculty interviews, and classroom observations. Their paper highlighting the results will be published by the peer-reviewed journal Environmental Education Research. Several key findings indicate success in the first year of the curriculum:

#1 According to survey results, Lowell middle schoolers demonstrated higher levels of knowledge and engagement around climate change than the average American teenager or adult.

#2 Sixth graders performed equal to or above the 8th graders on most climate knowledge and engagement questions. This outcome was surprising given the significant cognitive and social development that occurs between 6th and 8th grade.

Laney Siegner Visits Lowell

#3

Sixth graders had the highest response rates on engagement questions that asked how often they researched climate change and talked to friends and family about it in the past year. This is significant since the 6th graders were the only Middle School class to study climate change through the lens of social studies and language arts. It also demonstrates the ripple effects of climate change education. Students’ engagement doesn’t end when they leave the classroom, and they aren’t the only ones learning from the curriculum. “There is intergenerational transfer and learning,” Laney notes.

#4The staff interviews uncovered another potentially important piece of information related to outcomes. In reviewing the school’s internal standardized testing results, Kavan noticed significant improvement in the 6th graders’ reading comprehension scores, almost two standard deviations from their scores the previous year. This dramatic increase can’t be wholly attributed to the new curriculum without more data, but Kavan’s observations of enthusiastic student engagement with the nonfiction texts suggest a strong link.

Lowell’s course has clearly had a positive effect on our students and our school community, but it has the potential to do even more. Laney and Natalie are eager to share the results of their study and fuel a larger conversation around climate education in schools. Natalie has begun to present work nationally at conferences of the North American Association for Environmental Education and the National Council for the Social Studies.

In December Laney Siegner spoke to 6th graders about the actions people are taking around the world to address climate change and create a greener future—from tiny houses and pollinatorfriendly solar farms to the Green New Deal and COP24. She then challenged students to share even more ideas to combat climate change. Among other ideas, students suggested raising taxes on fossil fuels and making solar panels less expensive.

World Climate Simulation

In this role-play activity students participate in an international climate change negotiation. Students become delegates representing specific countries, negotiating blocs, and interest groups with the goal of keeping climate change less than 2°C above preindustrial levels. An interactive computer model analyzes the results in real time so delegates can find out how their proposed policies impact the climate.

FOSSIL FUEL MUSEUM

Sixth graders research coal, oil, gas, and deforestation, and make posters, timelines, and dioramas to share with 4th graders what they have learned about fossil fuels, their impact on the environment, and greener alternatives.

HOW HOT IS CLIMATE CHANGE?

87% 78% 70% 50% 41%

of registered voters support funding research into renewable energy sources of Americans believe schools should teach about global warming

of registered voters believe corporations should do more to address global warming

of registered voters believe citizens and/or government officials should do more to address global warming

Partnerships for Greater Impact

When schools partner with non-governmental organizations, academia, and government—as Lowell is doing—there is a greater chance to advance effective climate education for all. Laney explains that the power of partnerships is in creating programs that are capable of being replicated and scaled, and each partner contributes something important to that end. Head of School Debbie Gibbs describes Lowell’s contribution of curriculum and teacher training as an example of the school’s “public purpose.”

Recently, Climate Generation published two of Natalie’s humanities modules, which are based on A Long Walk to Water and The Boy Who Harnessed the Wind. And, in August Lowell will host 30–60 teachers from all over the country for Climate Generation’s Summer Institute for Climate Change Education. Natalie has been helping to plan the Institute, and she is excited to be on the faculty to share her know-how with teachers committed to furthering climate change education. She also plans to continue working with Laney to track the outcomes of Lowell’s curriculum and to deepen connections with two new partners, Mobile Climate Science Labs and Schools 4 Climate Action.

Student Voice

of Americans discuss global warming at least occasionally

2018 data from “Climate Change in the American Mind,” a project of the Yale Program on Climate Change Communication and the George Mason Center for Climate Change Communication

In April, Ethan Vandivier ’21 presented a climate action resolution to Lowell’s Student Government Association, and it was approved unanimously. In passing the resolution, Lowell students joined others from around the country who are urging lawmakers to take quick, bold action to address climate change. The initiative is organized by S4CA, a nonpartisan youth-adult campaign empowering students and schools to speak up for climate action. Ethan has also been advocating for solar panels on Lowell’s campus, and he was recently invited to join the Youth Advisory Board for Young Voices of the Planet.

Ethan has been working on and learning about climate change for some time. When asked about his advocacy, Ethan pointed out, “This is my future.” He says that the 6th grade climate change curriculum has brought a new level of awareness to students in the middle school: “I’m not alone anymore. People know what’s going on and are ready to make change. I think all schools should be doing this.”

Prior to the AAAS event, students were trained by Jim Callahan, director of Mobile Climate Science Labs, to use thermal infrared cameras and equipment to detect shortand long-wave infrared light and to measure an object’s radiated heat transfer.

Lowell Partners with Mobile Climate Science Labs

Lowell middle schoolers were invited to partner with Mobile Climate Science Labs to present two stage shows and assist scientists in demonstrating hands-on climate science activities at the American Association for the Advancement of Science (AAAS) Family Science Days in Washington, DC, in February. Students worked side by side with scientists from MCSL, NOAA, NASA, and Howard University.

Laila Oko ’21 was excited to participate in the event and tell people about climate change. She said it’s “a huge problem,” and she wants more people “who can do something about it” to understand it.

“This is my future. I’m not alone anymore. People know what’s going on and are ready to make change. I think all schools should be doing this.” —Ethan Vandivier ’21

In View

1 Pre-Primary children celebrate all things nightrelated on Pajama Day.

2 Explorers Room children learn about force and motion during the Pumpkin Roll.

3 Students test rockets at STEMFest.

4 The Lowell Parent Community holds a backpack packing party for Comfort Cases.

5 Secret Shop raises more than $1,100, which 3rd graders donated to Ayuda and the International Rescue Committee.

6–7 Students enjoy sharing their school experience with their special visitors on Grandguest Day.

8 The Adventure Club hits the slopes at Ski Liberty.

9 Second graders study accessibility at Hadley’s Park playground.

10 Third graders follow the secret recipe for Leopard’s Luxury Salad Dressing, sharpening their math skills.

14–15 Fun at the Fall Bazaar soars to new heights.

16 Discovery Theater brings “African Roots and Latino Soul” to Primary School Gathering.

17 Families connect while making s’mores around the campfire at a potluck sponsored by the Lowell Parents of Students of Color.

18 William Stixrud and Ned Johnson, authors of The Self-Driven Child, share research and advice with parents and staff. Hosted by the LDN Parent Affinity Group.

19 The LPSC organizes the community to take part in Project GiveBack Thanksgiving Food Distribution.

20 Voyagers Room children learn about mammals from Robert Sorey, Lowell parent and FONZ volunteer.

21 Fifth graders present two bilingual plays.

22 Sixth graders visit the Neutral Buoyancy Research Facility at UMD.

23 Children explore the hip-hop display at the International and Multicultural Fair.

Headliners

KATHIE CLEMENTS:

To honor Kathie Clements’ extraordinary service to Lowell, students and colleagues offered thanks and well wishes at the annual faculty-staff appreciation event in February. Here are a few highlights:

“Kathie is one of the best teachers in Lowell School.”—two students

“She is the most supportive person I have ever met. Love! You!”—student

“If there is a job to be filled you can count on Kathie to represent Lowell and give it her all.”—colleague

“I appreciate Kathie for her consistent dedication to Lowell students.”—colleague

“Every time in word study she really makes it fun.”—student

“She is supportive and helps me understand something if I don’t know it.”—student

“She is the epitome of a ‘warm demander.’”—colleague

“She is a great teacher with a great sense of humor.”—two students

“Kathie is one of those very special teachers whom her students will look back and remember with fondness and appreciation for the many ways she helped shape their lives. That is because she takes the time, effort, and care to answer to their specific needs and most importantly, sing to their hearts. As a colleague, I admire her greatly. Kathie is indeed a fantastic teacher, wonderful person, and friend.”—colleague

Lowell Milestones

5 YEARS

YEARS

Lourdes Alfonso Walter Gomez Coleman Rose Jessica Tomback

YEARS Tammy Brown Marsi Jackson Rosa Royle

15 YEARS Christine McDaniels 35

Kathie Clements

A LIBRARIAN’S LIBRARIAN ANNETTE DAVIS TO RETIRE

by Melissa Hill and Christine McDaniels, Librarians

With her vast experience as a school librarian in a range of school settings (and countries!), Annette inspired us to take our librarianship to the next level. Her experiences in the US, Mexico, and Japan kept the library team thinking in new and different ways about program delivery, circulation, and purchasing. From research and inquiry to book lists and a Lowell Library mission statement, Annette helped us to beef up the program and deliver 21st-century information literacy skills while still maintaining the heart of the library: a love of reading.

By encouraging enthusiastic collection development, she helped us transform our print collection. She also nudged us to take a leap and expand our digital offerings. Our students and teachers have her to thank for the top-notch e-books, databases, and other resources we have.

A librarian’s librarian, Annette loved exploring new technologies and celebrated the way they can transform learning and thinking. She also celebrated the transformative role that books can take in a child’s and family’s life. Annette introduced students and parents to

books they would not have found while casually browsing— hidden treasures on the shelves!

Never one to shy away from an opportunity to collaborate, Annette’s interest in and knowledge of American history provided context for students and teachers alike.

Annette’s steadfast belief that the library should provide support beyond the printed page led her to take a leading role on the Audiobook Committee, which ultimately resulted in the purchase of Tales 2go. Now all students in Pre-Primary through 8th grade can access quality audiobooks at school and at home.

We wish Annette the best in her future endeavors, whether that means attending a DragonCon event or sitting poolside at her grandson’s swimming lesson. The Lowell Library was changed because of Annette Davis and her commitment to the school library profession.

FACULTY PRESENTATIONS

“iPads Across Content: How Students Benefit from Meaningful Technology Integration”

NYSAIS Teaching with Technology Conference (April 2019)

by Mellie Davis, 2nd grade teacher, and Sam Moser, academic technologist

“From Curriculum to Action: Social Justice in the Spanish Classroom”

NAIS National Conference (February 2019)

by Sara Hodges and Coleman Rose, Middle School Spanish teachers “Building a Community of Inclusion”

Carney Sandoe FORUM/Diversity (January 2019)

by Michelle Belton, director of diversity, equity, and inclusion; Jason Novak, director of Primary School; Stefania Rubino, director of Pre-Primary School; and Kavan Yee, director of Middle School

Did You Know?

Before Middle School Social Studies Teacher Foun Tang began her career in education, she was a news associate for NBC Asia Evening News and a photo editor for Agence France-Presse in Hong Kong.

Q. How does your experience working in the news media inform your outlook as a social studies teacher?

A. News sense. When I was a news associate, I sat in on all the meetings about what would make it onto the news that night and what the angle would be. . . .There are so many stories out there—attention-grabbing stories. What makes them important for us to study? What is the heart of the matter? It is the same with history as it is with news: I want to get students to develop the capacity to determine what is important for themselves and recognize that the takeaways for others might be different.

Q. What do you think young people should know about the media and its role in contemporary society?

A. Students need to understand the power of media and social media, the speed at which things can change, and

how persuasive social media can be. It’s where so many people look for their news, and that says something about who we trust—that we might trust our friends to select news items for us rather than the news media.

Social media adds a new dimension to old lessons about the importance of analyzing sources. Students need to know something about the person who wrote the story, who the writer works for, what their motivation or agenda might be, what relationship there might be between the writer or news outlet and a political party.

Do you remember what you learned in junior high or high school? It’s not content that will stick, but the skills you learn—the ability to uncover a truth or a bias or something else that is meaningful for you. That’s the real, lasting residue of schooling.

“Why You (Yes, You!) Have to Teach Climate Change Now” National Council for the Social Studies’ Conference (December 2018) and the North American Association of Environmental Educators’ Conference (October 2018) by Natalie

Stapert

, humanities coordinator

“Transition from Tech Transaction to Tech Transformation” AIMS Tech Conference (December 2018) and the ATLIS Annual Conference (April 2018) by Sam Moser, academic technologist

FACULTY PUBLICATIONS

“The Big Benefits of a Marketing Strategy for Small Schools” NAIS’s Independent School magazine, online exclusive (Winter 2019)

by Carolyn Law, director of communications, and Liz Yee, director of admissions

“Why Edtech Specialists Should Focus on Transformation, Not Tools” EdSurge (November 2018)

by Sam Moser, academic technologist, with coauthor Nate Green

“Rethinking Climate Literacy: Teaching Middle Schoolers through Geography, Civics, Economics, and Literature” Green Schools Catalyst Quarterly (Winter 2018) by Natalie Stapert, humanities coordinator

Alumni News

A Bold New Vision for Saving the World’s Coral

50% OF GLOBAL CORAL REEFS ARE DEAD

An Interview with Sam Teicher ’02

By Allison Evans

AE | Why is it important to save the coral reefs?

ST | Coral reefs are dying at alarming rates. Over the past several decades, more than 50% of global coral reefs have died. By 2050, that number is projected to reach more than 90 percent. This ecological tragedy, which threatens 25 percent of all marine life, is also a serious socioeconomic catastrophe. Coral reefs directly support up to one billion people globally and conservatively generate $30 billion annually via tourism, fisheries production, and coastal protection. Reef degradation threatens fishing communities and their families, coastal residents exposed to more powerful storm surges, and industries and national economies dependent on the draw of reef attractions.

AE | What is the origin story of Coral Vita?

ST | The deepest roots of Coral Vita lie in my lifelong love for the ocean. My parents got my brother Seth (also a Lowell alum) and me scuba certifications for our bar mitzvahs. There’s no other place I’d rather be than exploring underwater worlds. Together with my parents raising us on the principle of Tikkun Ha-Olam (Repair of the World), I was always drawn toward fixing problems. As I grew older, this ranged from public education reform to Middle East peacemaking to eventually climate change.

During my senior year of college, I got into the master’s program at the Yale School of Forestry & Environmental Studies (F&ES). I decided to take a gap year and ended up launching the environmental branch of ELI Africa, my college buddy’s nonprofit in Mauritius. While there, I partnered with the Mauritius Oceanography Institute to get United Nations funding to launch a small-scale coral reef restoration project. It was simply amazing to see life return to barren seascapes, so much so that fishermen were setting up their traps a hundred yards away in areas they’d stopped fishing years before.

Unfortunately, the existing restoration model doesn’t scale to counter the global challenge. Largely carried out by NGOs and marine institutes, restoration efforts are limited to small-scale projects that depend on variable grants and donations. In addition to only being able to grow small numbers of coral, the limited funding also restricts such endeavors to underwater oceanbased nurseries. These ocean-based projects usually only rear fast-growing coral species, can do little to enhance coral resiliency to climate change threats, are jeopardized by storms or boating accidents, and must be established near each restoration site.

After starting up my graduate studies, I became friends with my classmate Gator Halpern. One of the things we bonded over was our shared feeling that public policy, academia, and NGOs weren’t solving some of the most urgent environmental crises at the scale and urgency required. Together, we came to believe that starting up a missiondriven for-profit could revolutionize coral reef restoration, unlocking a model to sustainably finance large-scale projects. What if customers

90% MAY DIE BY 2050

25% OF ALL MARINE LIFE IS THREATENED BY CORAL BLEACHING

PHOTO COURTESY OF CORAL VITA

Elkhorn and staghorn coral on dead reef compared to healthy staghorn coral

that depend on reefs’ immense tourism, fisheries, and coastal protection value paid to restore dying reefs? We developed a business plan, recruited some of the world’s leading coral scientists as our advisors (using their microfragmenting and assisted evolution methods to grow coral up to fifty times faster while strengthening their resiliency to climate change), and ultimately raised a $1.5 million seed round from angel investors to launch our dream of an ocean of healthy reefs for future generations.

AE | How did you settle on the Bahamas for building a coral farm?

ST | One of the biggest innovations of Coral Vita’s approach is our commercial model. While the science we use had been proven out, Gator and I needed a place to showcase our proof-ofconcept. This required an area with degraded coral reefs, optimal conditions for restoring them, and market opportunities for people to pay for restoration.

We decided to start in the Caribbean, which both needs help (80 percent of the region’s reefs are dead) and has a popular scuba and snorkel tourism industry, and began exploring several options. Eventually, we met Rupert Hayward—the Executive Director of the Grand Bahama Port Authority— actually through my brother Seth. Rupert has a vision for sustainable development in Grand Bahama, and together with the right ecological restoration conditions and incentives from the GBPA, like free land for our pilot coral farm, it ended up being a no-brainer.

AE | When you came to Lowell to talk to the 6th grade last year, you were about to move to the Bahamas—how are things going?

ST | I moved to Grand Bahama in March 2018 with the rest of my team. All in all, things are going really well. I’ll say that ’island time’ is very much a real thing. For example, due to unexpected and unfortunate delays in the permitting process, we ended up breaking ground on our farm in November rather than June.

That being said, we just broke ground on the world’s first-ever commercial land-based coral farm for reef restoration! The community has been so warm and welcoming, and we are planning to launch coral farming operations this spring.

AE | Coral Vita has gained some public recognition. Can you tell us about the awards you have earned?

ST | The work Gator and I set out to do through Coral Vita was and remains a big and bold goal, and we feel incredibly grateful for the support we’ve received along the way. Since founding the company in 2015, we’ve been recognized as Forbes 30 Under 30 Social Entrepreneurs, were accepted into competitive fellowship programs like Echoing Green, the JMK Innovation Prize, and the Halcyon Incubator, made it to the WeWork Creator Awards Global Finals, won the Ocean Exchange’s 2018 Neptune Award, and helped launch the Saving Coral Reefs XPRIZE. Gator was named one of seven United Nations Young Champions of the Earth, and I was chosen as both a Wild Gift Fellow and as one of 22 Climate Trailblazers at the Global Climate Action Summit.

AMONG OTHER HONORS, SAM WAS NAMED ONE OF 22 CLIMATE TRAILBLAZERS AT THE GLOBAL CLIMATE ACTION SUMMIT.

LEFT PHOTO COURTESY OF CORAL VITA

Using microfragmenting, this brain coral was grown in months rather than the decades it would typically take in nature.

AE | What is next for you and for Coral Vita?

I’m so excited to launch our first coral farm in the coming months. As we grow a few thousand corals per year to restore local reefs in Grand Bahama, we’ll also open up the farm as both an ecotourism attraction (where guests can see us working, adopt corals, or even plant them with our team) and an education center for local communities.

Once we’ve demonstrated progress with our proof-of-concept, we plan to scale up and begin launching farms in every country and territory with reefs, each growing millions of corals annually. This would be the largest restoration initiative in the world, and hopefully can help preserve coral reefs for future generations.

AE | What can you tell us about your journey from Lowell to Yale and a master’s degree in forestry and environmental sciences?

ST | Lowell gave me an amazing foundation for my later years in life. Creativity, problem solving, empathy, and learning to lead by working with others were all values and skills that Lowell imparted to me. When I left after 3rd grade (the year before the Kalmia campus opened), I went to Murch, Deal, and finally Wilson. The combination of Lowell and DC Public Schools was a great balance between experiential education and growing up with a diverse group of friends from across the city. I went to Yale for college and eventually got my Master of Environmental Management degree from Yale F&ES. It’s there where I had the idea to launch Coral Vita with Gator.

AE | What advice do you have for current Lowell students—thinkers and innovators like you, who are out to change the world?

ST | Hockey great Wayne Gretzky famously said, “You miss 100 percent of the shots you don’t take.” Whether it’s reaching out to an investor for time to pitch your idea, asking a question to your role model, or applying for that almost impossible school or prize, usually the worst thing that can happen is they don’t respond or they say no. Which, at the end of the day, is the same result as not going for it—so why not shoot your shot?

I’ve been very fortunate to have had a lifelong support network of parents and family, teachers, and advocates. Use the blessings you have, and then do your best to create your own opportunities and moments of serendipity.

Leading requires learning how to follow and work with others. Employ empathy, ask for help, nourish creativity, and make sure to take time to be a good friend to yourself.

“EMPLOY EMPATHY, ASK FOR HELP, NOURISH CREATIVITY, AND MAKE SURE TO TAKE TIME TO BE A GOOD FRIEND TO YOURSELF.”

PHOTO COURTESY OF MOTE MARINE LAB

PHOTO COURTESY OF CORAL VITA

CLASS NOTES

Lyon Stewart ’04 recently became a cardiovascular intensive care nurse and had a role in Leoncavallo’s Pagliacci at the Orpheum Theatre in Omaha, Nebraska in October 2018.

Clara McCreery ’05 will be returning to Stanford for a master’s degree in computer science with a concentration in machine learning.

he graduated from Maret in 2011. From 2012–16 he was signed to Flo Rida’s label, International Music Group (IMG) and toured with Flo Rida as his lead guitarist, featured artist, and opening act. In January, he signed a new record deal with an LA-based label called Artbeatz that will be distributed by Sony Music Entertainment.

event at the Head of the Charles Regatta.

Julian Cividanes ’14 graduated from Sidwell Friends in 2018 and now attends New York University’s Tisch School of the Arts where he is in the drama department.

Brooke Lierman ’86 was reelected State Delegate of Maryland, District 46.

Genevieve Scoville ’95 has moved to the United Kingdom, where she recently became a citizen.

Katy Waldman ’97 is a staff writer at The New Yorker and is the winner of a 2018 American Society of Magazine Editors award for journalists younger than 30.

Marco Santarlasci ’05 has been working as a fulltime recording artist since

Simone Zehren ’04

Robin Auesrwald ’08 graduated in May 2018 from George Mason University’s Honors College with a BFA in dance and minors in global affairs and arts management.

Daniel Boasberg ’09 is a senior at Brown University. His crew team placed third in both the men’s championship four and championship eight events and was the fastest collegiate team in the champ four

Since graduating from the University of Rochester in 2014, Simone has completed a Fulbright English teaching grant in Turkey and spent two-and-a-half years working with the Kennedy-Lugar Youth Exchange and Study (YES) Abroad program. YES is funded by the Department of State and is a high school exchange program for students from countries with significant Muslim populations and for students from the US who want to develop an understanding of a Muslim culture. It was created after 9/11 to help promote cross-cultural understanding. Simone says: “The students were very inspiring and truly embraced their roles as youth ambassadors for their countries.” Sparked by their example and by a desire to break down stereotypes, Simone applied to join the Peace Corps and now serves as a volunteer in Kosovo.

Sari Finn ’15 will attend Northeastern College in the fall of 2019. She plans to study engineering.

Abby Ginter ’15 will attend College of Charleston in the fall of 2019.

Dana Mauser ’15 will attend Tulane University in the fall of 2019.

Hope Wisor ’15 will attend Rhode Island School of Design in the fall of 2019.

Sam Marks ’17 is a sophomore at Wilson High School. He was on the sound stage crew for their production of Rent and is involved with Cappies, a student-run international organization that recognizes, celebrates, and provides learning experiences for high school theater and journalism students.

ENGAGEMENTS AND WEDDINGS

Ari Hershey ’95 is engaged to marry Chris Dalley.

Sam Schear ’02 is engaged to marry Dani Haskin.

Chas Goldman ‘14

Before entering the Walsh School of Foreign Service at Georgetown University this past fall, Chas Goldman ’14 spent a year pursuing his interests in domestic politics and international relations. He worked as a deputy legislative correspondent and then as the staff assistant for Congressman Jamie Raskin (MD-08) and also as a nonresident research intern working in the Center for Political-Military Analysis for Senior Fellow Richard Weitz, PhD, at the Hudson Institute. His research included weapons of mass destruction deterrence in Syria, US-China relations, post-Soviet defense architecture, and the crisis on the Korean Peninsula. “Hudson is a right-leaning DC-based think-tank, so it may seem odd that I work for one of the most progressive members of Congress,” Chas reflects. “However, I have found it extremely valuable to expose myself to various ideas, particularly in the comparatively nonpartisan space of international security and diplomacy.”

IN MEMORIAM

Joann Macbeth, mother to Cullen Macbeth ’96, passed away August 6, 2018.

Senator John Culver, father to John Culver ’01, passed away December 26, 2018.

Harry Teicher, grandfather to Sam ’02 and Seth ’95 Teicher, passed away July 7, 2018.

Charlotte Teicher, grandmother to Sam ’02 and Seth ’95 Teicher, passed away October 8, 2018.

Ulrich Jacoby, father to Alex Jacoby ’13, passed away September 5, 2018.

William Moore, grandfather to Brooke ’17 and Adam Hart ’96, passed away October 16, 2018.

Al Holler, grandfather to Jax Holler ’23, passed away July 30, 2018.

BIRTHS AND ADOPTIONS

Becca Kohlmann Oran ’95, her husband, Gabe, and son, Logan, welcomed Lillian Mae on September 12, 2018.

Marguerite Scheuermann Gould ’95, her husband, Justin, and children Anthony and Anastatia welcomed Vincent on January 9, 2019.

Annie Hirschhorn ’95 and her husband, Evan Luster, welcomed Lena Elizabeth on December 16, 2018.

Jacob Horowitz ’06 and Jessica Rodriguez welcomed Genesis Rose on October 20, 2018.

Ken Miesmer, grandfather to Matthew ’24 and Anna Hurvitz (Discovery), passed away May 18, 2018.

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

From left: children of Annie Hirschhorn ‘95, Becca Kohlmann Oran ‘95, and Jacob Horowitz ‘06

Mind Map

This fall, 2nd grade artists explored infinity. They drew their inspiration from an exhibit at the Phillips Collection—Marking the Infinite: Contemporary Women Artists from Aboriginal Australia.

Kingston, 2nd grade

“Infinity means it goes on forever. I made it look infinite through dots that look like they are going off the page.”

For

GIVE TO THE ANNUAL FUND TODAY

Every gift to Lowell’s Annual Fund makes an immediate difference. Give online at www.lowellschool.org or use the enclosed envelope.

Questions? Contact Director of Development Sarah Harding: sharding@lowellschool.org or 202-577-2003

I hear Lowell teachers using language that empowers children and encourages them to take risks. I see loving, supportive acceptance of each child and their whole self. I am grateful to Lowell for fostering my child’s confidence, creativity, and curiosity. For these and so many other reasons, I support the Annual Fund.”

—Katie Myer, mother of a Pre-Primary School student and Annual Fund Class Captain

our confident creative and curious kids

Upcoming Events

BOOK FAIR May 14–18

CLASS OF 2015 REUNION May 19

ARTS AMPLIFIED May 19

DEBBIE’S FAREWELL PARTY June 1

GRADUATION June 7