The Marker 2019 by Mark Day School

THE

MARKER

THE MARK DAY SCHOOL MAGAZINE

Spring 2019

As I write, kindergartners are just outside my door on the quad, joyfully rehearsing their “Oh, When the Bugs Come Marching in!” number for the upcoming Lower School Arts Festival. Next to them, the 4th grade is in the Lower Learning Commons with our visiting author today; earlier this morning, 7th graders were hard at work in the Creativity Lab using tools ranging from the computer-controlled routing machine and laser cutter to hand-held saws and drills. Upstairs in the Upper Learning Commons the 6th graders are using the green screen and sound booths in the Digital Media Lab to prepare for their final presentations on Greek myths. All around campus, teachers and students are completing an iteration of the Panorama Education pilot SEL and metacognitive skills assessment to track our students’ growth in these mission-critical skills for the challenges and opportunities of the 21st century. In other words, a “normal” Monday here on campus.

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Even with the thousands of collective hours of thought, community input, professional development, and planning that went into the new Learning Commons and Creativity Lab project, we still underestimated the transformative effect these spaces would have on teaching and learning at Mark Day. Like the science and arts building and gym project in 2001, these spaces enable students to undertake new and deeper challenges in settings purpose-built for them. They represent in physical form the thoughtful innovation that keeps our program connected to both longheld values of Mark Day School and the new opportunities that research and brain science have to offer. Often, it is this balance of old and new that enables us both to understand who we are and where we are headed. There is perhaps no better personification of that concept than PE Teacher and Athletic Director Ray Orwig, who has been a part of Mark Day School since its very founding in 1980. Mr. Orwig has brought many passions to our school: chess, running, and science fiction, to name just a few! This spring we surpassed a record established five years ago to reach 204 students participating in the 39th Annual Mark Day School Chess Championship--a community moment that reflects our love for Mr. Orwig and for a game that helps students develop patience, critical thinking, empathy, and a growth mindset, among others.

At the same time, we constantly assess new opportunities to prepare students for today’s world. Seventh grade “Deep Dive” projects included a study of the impact of sea level rise on our immediate community. As part of their focus on United States history, 5th graders studied the history of racism in our country and how it continues to affect our local, regional, and national communities. While the topic of race has long been an important part of learning at Mark Day, we continue to evolve our practice to equip students to grapple, in developmentally appropriate ways, critically important issues that affect each of us. Additionally, the northern California fires prompted empathy, altruism, and a truer understanding of our climate. The divisiveness of our political climate aroused greater investment in the 8th grade presidential election simulation. And the pervasiveness of the media’s influence sparked a deeper responsibility as students shaped stories for the Upper Division elective, Mark Day TV. It is an important part of our mission to raise responsible world citizens who understand their own agency and impact on others around them, and these opportunities enhance that mission. Within our community, too, are great moments of rich learning. This year, we were fortunate to welcome to campus all three of our partner schools from Beijing, South Africa, and Costa Rica. The side-by-side learning and blossoming friendships nurtured during those weeks reflect the depth and reciprocal nature of our partnerships. Further, collaboration is essential for growth and advancement, and our faculty members continue to develop projects across grade levels and disciplines. These teaching and learning moments, along with many others from the 2018-19 school year, fill the pages of The Marker that follow. We hope that the vibrancy of our community and thoughtfulness of our academic program are reflected in its pages, and encourage you to visit campus in person. We hope to see you very soon.

MARK DAY SCHOOL discovers and nurtures what is finest in each child in a vibrant, inclusive learning community. Innovative and full of heart, Mark Day School strives to develop wellrounded critical thinkers in a challenges program that fosters academic excellence and responsible world citizenship. BOARD OF TRUSTEES Robert Hee, President Julian Allen, Assistant Treasurer Sharina Belani Trent Boorman ‘03, Alumni Representative Aimee Foreman Alexander Fraser, Treasurer Reetika Grewal Joe Harvey, Head of School JT Herman Dan Kalafatas Andrew Kawahara Kristin Keeffe, Trustee Emerita Christina Mazzola Michelle Mulkey Sam Parker Steve Polsky Terry Powers Ashley Ransom, PA President Carl Reichardt Shalu Saluja, Vice President David Shapiro Nicole Stanton Peter Supino Melissa Villarreal, Faculty Trustee DIRECTOR OF ADMISSION Mandy Tachiki DIRECTOR OF DEVELOPMENT Wendy Levine ‘89

Joe Harvey Head of School THE MARKER 2019

CONTENTS NEWS 5

Campus Highlights

Retirements

Teacher Feature: Norm Lyons

Welcoming Our Partners

PAS Pen Pals

Play Photos

Alumni News

FEATURES

Second Chances

Chess at Mark Day School: 1980-now

Understanding Systemic Racism

Creative Collaborations

From K-8: Writing

EDITORIAL & DESIGN Sophie Shulman’02 Director of Communications

ALUMNI NEWS Christine Maguire Associate Director of Development

PHOTOGRAPHY Chad Forrester ‘86 Media Specialist Sophie Shulman ‘02 Director of Communications

PRINTING AlphaGraphics Inc. alphagraphics.com

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CAMPUS HIGHLIGHTS 2018-2019

FUN RUN 2018

This year’s Fun Run, Walk, Obstacle Course, and Pancake Breakfast was a hit! On Sunday, September 30, students, parents, faculty, staff, and friends arrived on campus ready to run - and eat. The morning consisted of three races: a 3.1-mile, a 1-mile, and a 1/2-mile race. There was also an obstacle course and a dunk tank, followed by an all-you-can-eat pancake breakfast. The annual event raised $10,507 to support the Girls’ Scholarship Program at our partner school in South Africa, eSibonisweni, and Mark Day School.

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SCIENCE FAIR

In December 2018, 7th graders completed their science fair projects. Topics included “Oh No. You Popped It! Do Different Types of Music Affect Your Risk Taking?”, “Do Magnets Have Muscles?”, and “How Does the Temperature of the Water the Plant is Given Affect the Growth of a Plant?” Congratulations to those who moved on to the Marin County Science Fair, including Jonathan E. with his project, “How Does Temperature Impact the Quality of Latent Fingerprints?”, Mia G. with, “What Do People Think Random Means?”, and Nicholas H. with his project, “Should You Buy a Propeller with More Blades?”

03 04 05

GPSF DAY 2019

The beloved annual event, Grandparents & Special Friends’ Day, took place on April 26th. Our guests were treated to student performances, including an excerpt from the spring musical, Annie Jr. Students also led their guests through the classrooms to showcase recent projects and activities.

SPRING FUNDRAISER

Thank you to all who attended, volunteered, donated to the online auction, raised a “paddle,” and danced the night away at this year’s spring fundraiser. Through the spring fundraiser, we raised more than $200,000 with $114,000 in Fund-a-Need donations going toward funding for Indexed Tuition.

39TH ANNUAL ALL-SCHOOL CHESS CHAMPIONSHIP

This January marked the 39th annual all-school chess championship. A recordbreaking 204 students signed up to play. Spread across the gym floor, students in grades kindergarten through eight battled it out on the chess board during this long-standing Mark Day tradition guided by none other than chess afficionado and P.E. teacher Ray Orwig. For more on this event and its history at the school, read the article on page 35.

RETIREMENTS

CATHY SEDLOCK Second grade teacher Cathy Sedlock has taught 2nd grade at Mark Day School for the

past 29 years, combining a sense of joy along with just-right teaching to lead 2nd graders through their increasing skills as students and the big developmental changes that children that age move through, including more independence and a differentiated sense of self. Through long-term connections with local senior homes, she brings 2nd graders into local partnerships with a group from which they learn so much. Cathy says, â&#x20AC;&#x153;I have felt so lucky and blessed to be a small part of the community for the past 29 years. The support, kindness, and relationships will always mean a lot to me.â&#x20AC;? Cathy is excited to explore what retirement will bring for her and her husband. She is also looking forward to coming back to campus for volunteer and subsitute opportunities.

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RONNIE FELDMAN Kindergarten teacher Ronnie Feldman has been teaching at Mark Day School for 23

years, the first year as a long-term sub and 22 more as a homeroom teacher. Thoughtful, eager to grow, and committed to her students and colleagues, Ronnie has spent more than two decades helping young people build the foundations for the learners, community members, and people they will become upon reaching graduation and going far beyond the bounds of our campus and their time here. A dedicated member of the Diversity and Inclusivity Committee, Ronnie embraces opportunities to make her classroom and the school an even more inclusive learning community, one in which every student has a voice. She is adventurous herself, having journeyed to Beijing early in the partnership with Er Xiao to serve as an early ambassador between our schools.

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RAY ORWIG Ray Orwig has been part of Mark Day School since the school’s very first year—he is literally a founding member. While the number of years that Mr. Orwig has been at Mark Day is easy to calculate, his impact here is much more difficult to measure. Just as he has been shaped by the school and community, Mr. Orwig has shaped the school and community through his time, care, love, and hard work with students, families, and colleagues over the past 39 years. The breadth of Mr. Orwig’s talents and work are astounding: PE Teacher, Athletic Director, champion chess coach, visionary co-founder of the Just Imagine Club (with his wife Gail), coach of the golf, cross country, and track and field teams, with Gail a published author, and an annual participant in the famed light saber duel at our Halloween assembly. Thank you, Mr. Orwig, for all of the gifts you have so generously shared with Mark Day School.

107,952 1,350 number of times he’s blown the whistle

announcements at assembly

1,443

movies shown at Just Imagine Club

OVER

1,100

individual chess tournaments won by team players under Mr. Orwig’s guidance.

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TEACHER FEATURE

NORM LYONS Math Specialist

When did you start working at Mark Day School and what roles have you served? In August 2001, I began as the school’s math specialist, until 2008 when I left for a year to run a non-profit startup organization called eduWeavers (I worked with two members of the Mark Day community, Jenny Getz and Stacey Kertsman). I returned to the school in August 2009 as the Director of Admission for one year. I’ve also served as a mentor to 7th and 8th graders and Mathletes coach and Fun Fest (faculty/ staff talent show) manager and MC. What do you currently teach? I teach mathematics to students in grades 4-8 and “spot lessons” to students in grades K-3. My teaching focus in grades 7-8 is the topic of enriched Algebra, and my teaching focus in grades 4-6 is often “enriched

middle school mathematics” to a subset of students. I teach full-class lessons and assist teachers in their own full-class lessons in the middle school age group. Why did you decide to become a teacher? Because it’s who I am! I thoroughly enjoy fostering logical and analytic thinking behavior in my students through fun puzzle solving, problem solving, and pattern recognition approach. Heck, I, myself, even love engaging in these “solving” activities, both in my work as a teacher and my leisure time. Also, developing the ability in my students to then eloquently and cogently convey their analytic thinking to their peers is truly a satisfying endeavor. Teaching math is “play time” for me every day!

“ What is your favorite math topic? That’s a hard one, since I have so many favorites. I can’t limit myself to one, so I’ll say that my favorites are: quadratics, linear programming, probability, and data analysis and representation. Mathletes problem solving is up there, too! What is your favorite memory from class? Perhaps one of my most favorite recent classroom memories is seeing the incredibly proud and accomplished look on one of my 7th grade student’s faces when she explained to me her very complex and sophisticated probability tree diagram that governed the game she and her teammates were designing and building for their end-of-school-year “Probability Game-Making Project.” It was an analytic sight to behold! What is one thing most students don’t know about you? I was in the business world for 15 years before I came to Mark Day School. And that I was my

I thoroughly enjoy fostering logical and analytic thinking behavior in my students through fun puzzle solving, problem solving, and pattern recognition approach.

”

summer camp’s trampoline champion when I was 11 years old!

What are your hobbies outside of work? I love to spend time with my wife (and children, Ben ‘10 and Marielle ‘13, when they’re home - they’re both off in college now!), do anything and everything with my two dachshunds (Ollie and Ruby), go on hikes, spend LOTS of time in the Sonoma wine country, listen to music of all types, play board games, watch the Warriors/Giants/ Barcelona on TV, watch Netflix/Amazon TV series, and volunteer to teach students at both Venetia Valley and Next Generation Scholars. THE MARKER 2019

WELCOMING

OUR PART 13

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NERS Photo credit: Steve Zimmerman

On Monday, October 8, we welcomed a delegation of nine teachers and students from Kliptown Youth Program (KYP) onto campus. During their week-long stay, they taught music, shared stories, and performed for our community. 15

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4th graders learn to play African beats on the drums during music class with Thando Bezana

This year, we hosted delegations from all three of our partner schools. In October, we were thrilled to host a delegation of four middle school students, two college students, and three administrators from our partner school in South Africa, Kliptown Youth Program (KYP). The delegation spent most of their time in the music room, where they taught students traditional South African songs and drumming techniques. They also visited classrooms for special projects. For example, in 1st grade, they led an activity that

Members of KYP perform the gumboot dance at assembly on Tuesday, October 9

8th grade students get to know members of the KYP delegation during lunch on the balcony

We were excited to have the delegations from both Kliptown Youth Program and Pan-American School on campus at the same time. We all had the opportunity to learn from each other.

explored a day in the life of a student in Soweto, South Africa, as part of their unit on South Africa, and in drama class, they focused on the art of storytelling. On Wednesday evening, the Mark Day community was treated to a dance performance by the delegation in the amphitheater. The Pan-American School delegation consisted of 15 students and three teachers. It was their fifth visit to the Mark Day campus since the beginning of our partnership. At assembly, they introduced themselves and presented us with a plaque to commemorate the occasion. For one day, we had both delegations from KYP and Pan-American on campus. It was a wonderful opportunity for them to learn from and teach one another. Pan-American students were delighted to learn the gumboot dance and traditional South African drumming.

PAS Middle School Principal Mรณnica Sรกnchez Barahona presents Mark Day School with an honorary plaque

During their visit, Pan-American students participated in a variety of activities across many grade levels, including community engagement with Upper Division students, making gratitude trees with 1st graders, and teaching 2nd, 3rd, and 6th grade Spanish classes. Mark Day students were not the only ones who worked alongside members of the Pan-American delegation. Teachers from Pan-American participated in professional development featuring Lynn Lyons, an international speaker who specializes in teen anxiety.

The delegation from PAS poses for a photo at assembly in October

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Students from Er Xiao joined their buddies in grades 3-5, participating in academic learning, collaborative activities, and play. 19

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In late January, we hosted our third student delegation from Er Xiao, our partner school in Beijing. The delegation consisted of 29 students and teachers. For the first time, these middle school students shadowed Mark Day students in class. They also participated in separate activities like a chain reaction activity in the Creativity Lab and an SEL workshop with School Counselor Theresa Hall. “There were many opportunities for collaboration,” says Fernanda Pernambuco, Director of Cross-Cultural Partnerships and Community Engagement. “Er Xiao students worked with 1st graders on a project on happiness and with 6th graders on a collaborative STEM activity.” Their visit also gave Mark Day students opportunities to become leaders. “The third graders in particular really took on that role, make sure their buddies knew where to go each day.” On the final day of their visit, Er Xiao students treated the community to a special talent assembly and presented their science projects to Lower School students and 8th graders. 5th graders collaborate with students from Er Xiao on a STEM activity.

The delegation from Er Xiao poses with members of the Mark Day School administration and faculty.

SECOND CHANCES 5th graders give gratitude to inmate firefighters and join efforts to help victims of North Bay fires

For the past couple of years, the North Bay has been hard hit with several widespread wildfires. School Counselor Theresa Hall worked closely with 5th graders, as well as students in other grades, to reflect on these tragedies and help those affected by the fires.

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Photo: Adam Fanton

In October 2017, several fires ripped through Napa, Sonoma, and Lake Counties. Many Mark Day community members knew people who had been affected by the fires.

mong those affected was former Mark Day PE teacher Leslie Sigler, who lost her home.

In the wake of the fires, 5th grade students approached School Counselor Theresa Hall seeking opportunities to help those affected. Considering how to guide these students, Theresa took inspiration from an NPR story she had heard about inmate firefighters. She learned about the California Department of Corrections and Rehabilitation Conservation Camps program, which comprises 3,800 state prison inmates who are non-violent, minimum-custody offenders deemed a low safety risk. They are given $2 per day to be part of the camp and $1 per hour when out fighting fires. And they save the state a whopping $90-$100 million per year. More than 650 inmates from Californiaâ&#x20AC;&#x2122;s state prison system battled last yearâ&#x20AC;&#x2122;s Pocket, Tubbs, and Atlas fires in the North Bay. This meant that 7 percent of the 9,500 firefighters who worked those fires were inmates.

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Iâ&#x20AC;&#x2122;m very glad you were there during the Napa, Sonoma, and Santa Rosa fires. You are very inspiring and next time I make a mistake Iâ&#x20AC;&#x2122;m going to remind myself of you, and how you chose to make a difference in the world! Everybody makes mistakes and you can pick yourself back up! I look up to you and feel much safer with you around. You have made so many lives better! CECILE, CURRENT 6TH GRADER

[The inmates] passed all the letters around and it was amazing how they were talking amongst themselves, saying things like “you have to read this one” and “this is so cool.” Please tell the children that their letters made our firefighting crews stand a little taller and made them proud for what they are giving back to society for the mistakes they have made. JEFF AUZENNE, CAMP COMMANDER, KONOCTI CONSERVATION CAMP 27

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Theresa found a radio podcast and video footage that documented the work and journey of inmate firefighters. Students listened and watched in class, hearing directly from both male and female inmate firefighters about why they do it and what it means to them. “We talked about the amount of appreciation CAL FIRE gets, and the 5th graders pointed out that these inmate firefighters go largely unnoticed and unthanked in comparison,” says Theresa. “We also discussed growth mindset—the idea that skills and abilities aren’t fixed, but can be developed through hard work and practice—and learning from mistakes.” The basic question became: when people make a choice to change their lives, should they be given the opportunity to turn it around? According to the 5th graders, they should, and that’s just what these inmate firefighters are setting out to do. Fifth graders wanted to show their appreciation and decided the way to do this was to write letters of gratitude. Theresa reached out to a

Raising money for victims of the fires

retired fire chief in Marin County named Jim Irving, who connected her with Lieutenant Jeff Auzenne at Konocti Conservation Camp. “He was surprised to hear from me because he’s never received such interest and gratitude about the program before, especially from a group of students,” Theresa recalls. Every 5th grader chose to write a personal letter to the inmate firefighters, which Theresa mailed to Lieutenant Auzenne. He wrote back, and Theresa shared his appreciative words with the class. For many, the idea of helping victims of the North Bay fires involves raising money. There is no doubt that such an act is beneficial. But with Theresa’s guidance, 5th grade students offered a different kind of help—appreciation—while learning valuable lessons about making mistakes and overcoming hardship.

During November’s Butte County fires, students in the Upper School expressed interest in helping the communities most affected. Working closely with Director of Student Life Gaelle Gordon and Director of CrossCultural Partnerships and Community Engagement Fernanda Pernambuco, students identified agencies in the area that were best positioned to provide aid most effectively. Students collected cash and gift cards from contributing Mark Day families to help victims purchase necessities like toiletries.

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PAN-AMERICAN

PEN PALS Third grade students exchange letters with our friends at Pan-American School in Costa Rica

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ne of the hallmarks of our global partnerships is the depth of relationships that develop between students at Pan-American School, Er Xiao, Kliptown Youth Program, and students at Mark Day. Whether delegations visit us on campus or students and families travel overseas, friendships often extend beyond graduation. It was with these relationships in mind that Director of the Learning Commons ReAnna Gailes began a pen pals program between Mark Day 3rd graders and Pan-American School 3rd graders. Since 2013, we’ve enjoyed our partnership with Pan-American in Costa Rica, both welcoming them to campus and sending a delegation of 7th and 8th graders annually during Presidents’ Week break. The pen pals program started in February of this year. Third graders first learned about the standard components of a formal letter such as the greeting, the body, and the signature, and discussed the content students could include—information about family life, what they’re learning in school, and questions about their pen pal. Each letter is accom-

panied with a photograph of the writer so students at PAS can put a face to the name. ReAnna delivered these letters in person while on the delegation in late February and also collected response letters from 3rd graders at PAS. In addition to writing these letters, 3rd graders learned about Costa Rica by researching the country, culture, and terrain—particularly volcanos. “While they were studying volcanoes in Costa Rica, students participated in a tinkering project in the Creativity Lab during which they built a working replica of a volcano,” says ReAnna. Through this pen pals activity, students

are learning research skills and gaining better knowledge of geography. They are also building writing skills, social and emotional literacy, and cross-cultural literacy. “They are making connections with students who live in a different country,” says ReAnna. “They are reaching across difference and finding commonalities.” The hope is that students will continue to write to their pen pals, and have the opportunity to meet them either here on campus or when visiting PanAmerican in 7th or 8th grade.

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One of the hallmarks of our global partnerships is the depth of relationships that develop between students at Pan-American School, Er Xiao, and Kliptown Youth Program and students at Mark Day.

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CHESS at Mark Day School, 1980-now

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Chess team XX.

how it all began In October 1980, the third month that Mark Day School was open, Ray Orwig was walking toward the office when he noticed two 7th grade students playing chess in one of the classrooms. An avid chess player himself, Mr. Orwig walked in and asked the students if they had other friends who also played. After an assembly announcement a couple days later, the first Mark Day School chess team was born. They began by meeting at lunch, and in January 1981, they established the first-ever school-wide chess tournament. Of the 146 students at the school at the time, 50 joined the tournament. What started as happenstance has grown into a significant part of Mark Day School culture—an unexpected

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but wonderful result. “On that day in October 1980, I didn’t think, ‘this is going to be big!’” says Mr. Orwig. “I just wanted to give some kids the opportunity to play a game they enjoyed. In those early days, we never thought about a team or tournaments. That didn’t come for a couple of years. That’s generally how great things start—by just having fun.” The game of chess is a great thinking game, teaching students about patience, reflection, and decision-making—especially “learning to live with those decisions once you’ve made them, since you can’t take a move back,” says Mr. Orwig. For many, chess is a meaningful part of their Mark Day School experience. It’s a unique program that sets the school apart and celebrates the often quirky nature of our close community.

Ray Orwig, 1980

Mr. Orwig updates the results for a state championship.

Junior Open, 1984 Winners from the Junior Open in 1984 pose with their prizes.

State Championship, 1987

The team that went to the state championship in 1987 show off their trophies and plaques.

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Chess Club

The chess club is held throughout the school year, meeting during lunch Monday through Thursday for students in grades two through eight. On Monday, there is a special meeting time for the kindergarteners and 1st graders. Itâ&#x20AC;&#x2122;s an opportunity for studentsâ&#x20AC;&#x201D;both those well-versed in pieces and moves and those who have never played beforeâ&#x20AC;&#x201D; to improve their game in a fun, low pressure environment.

Chess Team

Our team, the Knights, is for those who want more competitive play. Students must try out in order to join the team, and they make a yearlong commitment. The Knights compete in local, state, and national championship tournaments and have won many awards and trophies over the years, including the National Junior High Championship in 1990.

Chess Championship

For the past 39 years, Ray Orwig has coordinated the annual all-school chess championship. Students in grades K-8 sign up for this voluntary chess tournament averaging 170 students per year. While they eat lunch, students battle it out on the chess board until champions are crowned in each division. This year, a record-breaking 204 students played in the chess tournament.

chess today

UNDERSTANDING

SYSTEMIC

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RACISM

5th graders study the history and continued impact of racial segregation

For middle school students, history is often just that—in the past. It can be difficult to connect the unfamiliar culture of the early 1900s, for example, with the iPads, electric cars, and 3D movies we have today. But at Mark Day School, the link between past and present is an explicit part of history lessons— including the role of racism in our country’s history For many, race is an uncomfortable topic, but one that is pervasive in today’s culture. Research shows that young children form ideas about race

whether it’s explicitly taught or not. Margaret Hagerman writes in “Conversations with Kids About Race” in the Phi Delta Kappan, “Children are constantly developing ideas about race by interpreting information about the world around them from a range of sources. When kids are silenced at young ages for stating something about the color of another child’s skin, they learn that talking about race is socially unacceptable (Tatum, 2017). But this does not change the fact that they still live in a racist society with obvious racial patterns that they must try

In the context of studying historical events like British colonization and the American Revolutionary War, there is an opportunity to engage in an open conversation about race.

to figure out—they just no longer try to figure these things out with adults.” In the context of studying historical events like British colonization and the American Revolutionary War, there is an opportunity to engage in an open conversation about race. “It’s important that students, even as 11-year-olds, learn to see color, speak judiciously, and gain a deeper understanding of bias in themselves and others,” says Beckie Mejia, 5th grade teacher. It’s not an easy concept to teach. Fifth grade teacher Deb Pannell explains

that “kids really want to understand and define racism. But it’s often difficult for them to grasp that it is a social construct. It’s not based on science or biology. There is no inherent logic to it.” Many of the lessons surrounding race involve learning to tolerate this discomfort with ambiguity and lack of reason. What helps is studying its origin rooted in history—specifically, the British colonization and the American Revolutionary War--through literature, research, and writing.

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Arthur Gailes speaks to 5th grade students about his work developing opportunity maps.

During the unit, students engage in a multi-disciplinary project called “1607: What Really Happened” to examine British colonization from different perspectives. “Learning history through the lens of different people generates a more comprehensive understanding of history and empathy toward all parties affected,” says Fernanda Pernambuco, Director of Cross-Cultural Partnerships and Community Engagement. “It also highlights the impact of the dominant culture, the power it has to tell the story, and the effect of the stereotypes and assumptions bred from this dynamic that are passed down from generation to generation.” Recognizing the experiences of others is an important element of cross-cultural literacy. “For students to fully understand their own identity, they need to know how other people are living and experiencing daily life.”

The segregation laws that had existed centuries ago are not still in place, yet the effects of those laws are very real and it impacts us all, not just people of color.

Specifically, looking at history through the eyes of someone their age sparks a different kind of empathy and engagement with history. Students read Chains, a novel by Laurie Halse Anderson, which depicts the experience of an 11-year-old black American slave fighting for her freedom during the Revolutionary War. “They can put themselves in the character’s shoes and fathom what it might have been like from this child’s perspective,” says Deb. They also study the Civil Rights Movement from the children’s perspective, highlighted in

A screenshot of the opportunity map that Arthur Gailes worked on.

the film Mighty Times: The Children’s March, produced by Teaching Tolerance. The film depicts the racial context in Birmingham, Alabama, and the impact of institutional racism on adults and children in that community. “Students gain a deeper understanding of the vulnerability of black people during that time,” says Deb. “For many adults, participating in protests meant losing jobs, home loans, and freedom, so children were uniquely positioned to protest institutional racism. Their actions sparked massive change in our history, ultimately leading to the passage of the Civil Rights Act of 1964. It is important for our kids to see how influential those children were in effecting change, and reflect on their own power to be a loud voice in today’s culture.”

But even though the main character in Chains is freed at the end of the story and the Civil Rights Act of 1964 greatly improved the lives of black Americans, racism did not end there. “An important part of our class discussions is the development of racism in American culture,” says Deb. “Specifically, how court cases, laws, and social attitudes back then laid the foundation from which racism blossomed into how it exists today. To believe that racism ended when the enslaved girl from the novel Chains was freed is an injustice to the experiences of today.” Students became familiar with the different types of racism that exist, including institutional/systemic, individual/interpersonal, and cultural, and how they affect the life experiences of individuals in current American culture. And what better way to learn than to hear firsthand from the perspective of someone very familiar--Head of School Joe Harvey. Joe’s study of diversity and inclusion and his dedication to bringing it to the Mark Day community sparked a deeper pursuit of understanding about both himself and the effects of our country’s history. It began when he watched the film Race--The Power of an Illusion, a three-part PBS documentary about race in society, science, and history. “The film was a departure from what I’d learned in my own U.S. history classes,” says Joe. “It was an ‘aha moment’ that affected me both personally and professionally, a destabilizing moment in the understanding of my own identity and the history of whiteness in this country.” Diversity and inclusion is an important topic of professional development for faculty, administration, and trustees at Mark Day School, and Joe was eager to bring it to the 5th grade class. Students watched a short clip of the movie and discussed the concept and significance of redlining, the systematic refusal of particular services to those in racially associated neighborhoods or communities. When the GI bill was instituted in the 1940s to help soldiers pur47

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chase homes in the suburbs, people of color did not have the same access. The government denied loans to people in certain neighborhoods based on their ethnic and racial makeup, and the inability to achieve home ownership affected their wealth and access to quality public education, among other experiences that could benefit their lives. “We took this esoteric concept of financial policy and considered how it related to the opportunities available to white people and people of color. They understood that our own government that we pay taxes to was unfairly providing opportunity along strict racial lines, and considered how that contributed to the continuation of racism.” To bring it home—literally and figuratively— even further, Arthur Gailes, Economic/Data Scientist for Haas Institute for a Fair and Inclusive Society at UC Berkeley, spoke to students about his work developing segregation and opportunity maps that show the challenges impacting different neighborhoods. “Most people don’t realize that Marin is one of the most segregated counties in the state of California,” says Fernanda. “Arthur’s work is visual confirmation of history’s impact on our own community.” Using these opportunity maps, students were able to look up their own addresses and neighborhoods and see just how much segregation still affects us. They compared different neighborhoods within Marin, looking at employment, graduation, and literacy rates and considered how those rates will affect the future of those residents. With one click, they saw healthy markers decline as neighborhoods became less white. Even one street over, race— and rates—shifted and the correlation was clear. “The segregation laws that had existed decades ago are not still in place, yet the effects of those laws are very real and it impacts us all, not just people of color,” Fernanda adds.

Why is this unit and the lessons it involves important? “Students learn that it isn’t just a matter of working hard to get to the top, but recognizing the systematic disadvantages at play,” says ReAnna Gailes, Director of the Learning Commons. “Some of these students may very well be leaders one day and that empathy and understanding is crucial.” As with many units and projects at Mark Day, faculty collaboration was an important part of the process. Deb, Beckie, Fernanda, ReAnna, and Joe all brought different backgrounds to the table.

“Deb is a white woman who grew up in the south. Beckie is a Latina living in Marin. My family and I immigrated from Brazil,” Fernanda explains. “We have different perspectives and experiences with racism, and that really added depth to the unit.” ReAnna adds, “I’m really proud of the work we’ve done to educate students about such important topics. It’s units like this one that make me happy to be at a school like Mark Day. I know I’m making an impact not just on our community, but in the greater community as well.”

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Creative Collaborations At Mark Day, collaboration is encouraged and celebrated—among students, faculty and staff, and parents. We believe that many voices are better than one voice, and that diversity, in its many forms, is paramount to every child’s education and to our community. When it comes to program development, teachers often come together to create and revise classroom projects and activities. Grade-level pairs like 1st grade teachers Lisa Becker and Geneva Conway and 4th grade teachers Jennifer Rees and Donna Young meet regularly to plan their curriculum. But sometimes the most intriguing projects come about from more unexpected pairs—like the 4th grade teaching team and drama teacher Tori Truss, or music teacher Brian Wilkerson and Director of the Learning Commons ReAnna Gailes. In the following pages, you’ll learn about such unconventional collaborations and the amazing projects that are created.

Drama + Art + Learning Commons

n the beginning of the 2018-19 school year, drama teacher Tori Truss, art teacher Karen Klier, and Director of the Learning Commons ReAnna Gailes met to discuss a three-way-collaboration with the 4th grade teachers. In previous years, Tori and Karen had collaborated on a long-term project called Trickster Tales that combined literature, art, and drama. This year, ReAnna was looped in to involve more media and information literacy, research skills, and global literature study. “We each brought our own skill sets,” says Tori. “Three disciplines—including other crossdisciplinary literacies like SEL and metacognitive skills like collaboration— really converged to further develop the Trickster Tales project this year.” The project, which is part of the Native American unit, began with ReAnna leading 4th graders as they read stories about tricksters, a term that refers to characters who play tricks on others. “They are deeply flawed characters,” says ReAnna. “They are clever, but sometimes too clever for their own good, and end up learning important lessons.” The stories are set in countries across the globe, giving students the opportunity to study the country of origin and tricksters’ roles in different types of storytelling. “We analyze tricksters, define their qualities, and discuss their function in each culture.”

Students then made masks based on animals from one of the countries in the books, such as monkeys, spiders, and ravens. “Their inspiration are the African Mende Bundu mask and the Bambara Chiwara mask, which sit on top of the head,” says Karen. Once they had their masks, they brought them to drama class with Tori, where they were grouped into different cultures to create stories based on the mask’s persona. “We do a whole unit on masks so by the time they have designed their own masks, they can really embody the characters,” says Tori. In their homerooms, students wrote stories, which Tori also helped them adapt for the stage by translating the prose to dialogue. As for the collaboration, ReAnna says, “We knew that the others were experts in their field.” Tori adds, “If you’re going to do a collaboration, you have to be connected. For teachers, that’s hard because our schedules are crazy. There’s a lot of trust involved.” Karen agrees. “We had been doing this project for years and it was nice to refocus when ReAnna came on board. It helped us reinvigorate the project.”

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History +

Media Technology

pper Division history teacher Melissa Villarreal has been teaching a unit on West African Civilization to 7th graders for four years. It’s a valuable unit that brings new content and perspective to students’ learning. But Melissa has long thought about involving more project-based learning activities to bring the unit to life. When the Marvel superhero film Black Panther was released in theaters last February, Melissa had an idea. She found a curriculum based on Wakanda, the fictional nation in Black Panther, and she took it as inspiration to weave the movie into her own curriculum. “I saw the value of this movie in the context of what we were learning in class, and I knew I wanted to use it—I just didn’t know how,” explains Melissa. During a trivia night with her friend Joanna Robinson ‘95, a Mark Day alum, Vanity Fair writer (who wrote the cover story for Marvel’s Black Panther), and film and entertainment podcaster, Melissa’s vision became clearer. She decided that during the history unit on African civilizations, 7th grade students would draw historical comparisons with the medieval West African kingdom of Mali and Black Panther’s Wakanda. Then, they would make a podcast demonstrating what they’d learned. “I knew I could write the project, rubric, and content,” says Melissa. “But I had never made a podcast before.” That’s when she contacted Media Specialist Chad Forrester. She presented the project and together, they made some tweaks to further develop it.

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First, students studied the medieval West African kingdom of Mali and colonialism in Africa, and how the latter affected places like Mali. Joanna Robinson visited campus to talk about her experience as a writer and podcaster, how knowledge of history and historical references were key to her job’s success, and her own process for podcasting. During the podcast part of the project, students were split into groups and assigned one of three jobs— the producer, the on-air personality, and the audio engineer. Collectively, they were all responsible for writing the podcast, but each student also had particular responsibilities that contributed in a unique way to the final product. “Chad and I each had distinct roles that optimized the time spent in the digital media lab,” says Melissa. “While I was working with the producers and on-air personalities, Chad worked with the audio engineers to train them on equipment, software, and technique. This way, every student was doing something useful and productive at all times.” Plus, it helped that both Melissa and Chad were Black Panther fans and were equally excited to take on this project. “When the project was completed, Chad said to me, ‘That was really fun, let’s do it again!’” says Melissa. “Bringing an element of pop culture that students are familiar with into the classroom and learning about it alongside history really increased student engagement.”

Tinkering + History A

During a unit on early humans, 6th grade teacher Dana Kirk and Tinkerer and Garden Teacher David St. Martin collaborated to help students make the connection between early stone tool technology and today’s advanced technology. “Dana reached out to brainstorm activities that would simulate the experience of early humans,” says David. “She told me about the project and we considered it from an SEL lens. What we came up with was like nothing we’d done before.” After researching the role different species played in the evolutionary tree, students migrated to the garden for a hands-on activity. Their first exercise was to independently find a natural object that could cut a branch. Following a discussion about the frustrations they encountered, students worked together to modify garden objects into tools like using a rock to sharpen another rock. “These exercises helped them understand what it would be like as an early human to survive in a situation without modern technology,” says Dana, touching on the social and emotional work involved in this project as students make connections between themselves and others. “David is very open to trying new things and he’s really creative. It seemed like a natural choice to collaborate with him.” Over the four years this project has occurred, David and Dana have continued to collaborate and hone the activities, lessons, and outcomes.

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FROM From kindergarten through 8th grade, our nine years of curriculum are thoughtfully interconnected. Knowledge and skills build upon each other as students graduate from one grade level to the next. The art of writing is no different. Lessons begin in kindergarten, following a strategic path to 8th grade so that by the time students move to high school, they are well equipped to write well in any form. As they do in all other subjects, teachers differentiate according to writing ability by meeting students where they are while also stretching them just beyond their comfort zones along the way. What follows is the path students take from K-8 to become skilled and thoughtful writers of any subject and form.

K TO 8 writing

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writing in

LOWER SCHOOL The writing program in kindergarten through 3rd grade is guided by differentiated instruction aimed at moving students through a progression of developmentally appropriate skills and concepts. Teachers draw from a number of research-based programs, including “Step Up to Writing,” Lucy Calkin’s “Units of Study,” and “Writer’s Workshop,” to instill in students the confidence and enthusiasm that will fuel their progress as writers. From multi-sensory approaches to learning the basic components of writing to developing complete paragraphs with topic sentences and supporting details, students are building a foundation in these grades that allows them to thoughtfully express themselves in writing.

Kindergarten In kindergarten, students begin along the path to becoming writers using color-coded outlines and multi-sensory reminders. These activities help teach them the key elements of sentences and paragraphs. Students also build â&#x20AC;&#x153;human paragraphsâ&#x20AC;? and take on different parts and movements, including a full stomp to indicate a period at the end of

a sentence. Through music and movement, along with interactive Smartboard activities, students learn hand movements to accompany each letter of the alphabet and its corresponding sound. Writerâ&#x20AC;&#x2122;s Workshop also gives students daily opportunities to develop their voice as writers.

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1st Grade Writing lessons in 1st grade become more complex as students internalize foundational skills. Students build on these skills by learning how to implement more supporting sentences, proper grammar, and punctuation. During literature read-aloud activities, teachers guide students in discussion and analysis about authorsâ&#x20AC;&#x2122; writing style and word choice. They learn the basic elements of storytelling like characters, setting, and plot, and vary the types of writing from simple paragraphs to letter writing and personal narratives, drawing on their own experiences and imaginations. As students begin to master basic writing skills through ongoing Writerâ&#x20AC;&#x2122;s Workshop, they begin to use them in their writing with more accuracy and consistency.

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2nd Grade

As students move into 2nd grade, they begin by using graphic organizers to help facilitate their writing. Students are exposed to three types of writing: informational, opinion, and expository, and are asked to experiment with each. Students draw on their experiences, imaginations, and information they have learned and learn to write more structured paragraphs that include an introductory sentence, three supporting sentences, and a final closing sentence. Poetry is also a focus of the 2nd grade writing program, which promotes creativity and helps to build vocabulary as students experiment with more descriptive language. The writing process in 2nd grade begins to incorporate more peer editing, through which students learn to give and take constructive feedback, deepening their understanding of what it means to be a writer.

3rd Grade

Students enter 3rd grade prepare to go deeper into the writing process and explore their personal voice and style. As the year progresses, students learn how written language is used to link and sequence ideas and express feelings and opinions on topics they care about. Their writing continues to include text and images to express and describe experiences, events, information, ideas, and characters. Students use thesis statements and write clearly and concisely on a variety of topics. They create a range of written pieces such as responses to texts, letters, and reflections on personal experiences. Keyboarding, a key component to the writing progression, is introduced in 3rd grade. Instruction on the appropriate use of technology in the writing process further deepens studentâ&#x20AC;&#x2122;s comfort with the role of the editing process in successful writing.

Daily practice throughout the grades, including a balance of direct instruction and less structured writing, helps students to become skilled writers while also enjoying the process. Journal writing, research-based projects, and creative writing pieces are equally valued in the progression. From the formation of letters and identifying sound-symbol relationships to developing a biographical piece of writing to be shared publicly, students are gaining skills and confidence as writers during this key developmental time.

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writing in

UPPER SCHOOL The writing program in the Upper School develops studentsâ&#x20AC;&#x2122; abilities to write in a thoughtful, authentic, and articulate manner for a variety of audiences and purposes. Throughout grades 4-8, students learn to use and apply the writing process to develop ideas and plan their writing and revise with feedback to produce their final pieces. Students write in a variety of styles, including narrative, opinion, informational, and reflective in order to entertain, persuade, analyze, explain, and document their own growth and learning. They create stories, paragraphs, essays, research papers, position pieces, reports, guidebooks, journal entries, historical fiction pieces, newspaper articles, dramatic scripts, and more. Fundamentally, students learn the power of the written word to communicate complex ideas and experiences with clarity, accuracy, and purpose.

4th Grade

Writing practice is woven throughout the 4th grade curriculum. Our students write in every subject, including math. Fourth graders start the year by reinforcing the thesis support paragraph format they learned in Lower School, commonly known as a hamburger paragraph. They are challenged to add more description, detail, and explanation to their work. They use paragraphs to express their opinions and respond to what they have read about and what they have learned. Students soon transition into writing five-part essays, again using the thesis support structure. Teachers emphasize showing more depth of thought and evidence of critical thinking in students’ written work by using the longer essay format. By mid-year, when students are secure in the paragraph and essay structures, they begin writing creative stories. Their goals are to tell a logical story that includes a clear problem and resolution and enhance the reality of the piece by including “show, don’t tell” descriptions of the actions and emotions of the characters.

5th Grade

In the 5th grade, paragraph and essay structures featured in the 4th grade build in complexity. Emphasis is placed on organization and clarity of thought as well as writing strategies that add interest and depth to narrative and informational writing. Students begin each writing assignment with the formation of a detailed outline which they ultimately expand to a paragraph or essay format. Development of organizational skills increases students’ writing efficiency and quality as the year progresses. Research skills are introduced and supported by the Director of Learning Commons, ReAnna Gailes, and include instruction in paraphrasing and citation techniques. Students learn to write and cite sources in MLA format. Research skills are an important focus in the Black Women’s History Project as well as the States Project. Grammar instruction is featured prominently in the 5th grade writing program and is incorporated organically into the writing process. Students benefit from ample opportunities for self- and peer-assessment.

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6th Grade

The 6th grade writing curriculum builds on the studentsâ&#x20AC;&#x2122; foundational skills in clear, specific, purposeful expression, close editing, organization, and effective brainstorming techniques. The curriculum is a blend of informal â&#x20AC;&#x153;quick-writesâ&#x20AC;? and longer, multi-draft pieces, including detailed rubrics. Often, students are provided with choices so that they can pursue topics of interest to them and research with genuine passion. Students regularly use writing to gather their thoughts, explore other perspectives, experiment with vocabulary, and show their knowledge. Regular lessons and feedback encourage them to see all writing, even critical analysis, as creative, as well as an opportunity to grow. Poetry, fictional narratives, descriptive passages, and personal responses are frequently included, and literary analysis stresses organization and effective use of evidence. As in 5th grade, lessons in paraphrasing and proper citation are woven into the history curriculum. One culminating work is a biography paper about the legacy of a pharaoh. All lessons, conferences, and writing sessions are intended to prepare students for the rigors of the 7th and 8th grades.

7th & 8th Grades Upon entry into the Upper Division, students have already formed strong literacy skills and are ready to apply this knowledge to different genre types and more sophisticated literary and non-fiction works. Students acquire the ability to read a text for a variety of meanings and identify and apply literary and linguistic techniques to works such as Shakespeare. Students are able to track themes and motifs through their annotations of texts and to craft a unique thesis statement which stems from their engagement and interests. The Independent Reading Program is structured to expose students to diverse authors, with strong social justice themes. Students engage in project-based assessment outcomes, pursuing genre types and formats which are aligned to their passions. Vocabulary is acquired in context and applied in their essays, short stories, dramatic monologues and other formats. Students actively engage with the Upper Division English curriculum, writing for a variety of audiences and purposes. Students create media, filming their dramatic monologues and drama performances and producing thought provoking film trailers demonstrating their understanding of a range of texts. Students also engage in prepared student-led discussions, which allow them to practice different rhetorical strategies and social skills. By the conclusion of their time in Upper Division English, students are able to reflect deeply upon their learning and experience to produce an inspirational graduation speech. Students are challenged to engage the audience and to provide anecdotes reflective of their experience at Mark Day School.

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FALL PLAY

GULLIVERâ&#x20AC;&#x2122;S TRAVELS

Photos by Steve Zimmerman

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SPRING MUSICAL

ANNIE, JR.

ALUMNI NEWS Class of 1987 Chris Ballard received the Jenkins Medal for Excellence in Sportswriting from the Moody College of Communication at the University of Texas at Austin.

She is having a great time at school and is snowboarding every weekend. She was the youngest female runner to compete in the March 2, 2019 Way Too Cool 50K in Auburn, California. She completed the 31.3 mile run in 6 hours and 52 minutes.

Class of 1988 Eric Miller was confirmed to the United States Court of Appeals for the Ninth Circuit in February and received his judicial commission on March 4, 2019.

Class of 2015 Navika Budhraja was named Marin IJ’s prep of the week in December, as the Marin Academy Wildcats basketball team’s captain.

Class of 1989 Daniel Pardi recently earned his PhD in neuroscience. His research focused on sleep, the brain, and metabolism. Now his company humanOS.me brings health education and tools to optimize health performance with individuals and companies on a global scale. Dan lives in Marin with his wife and two children. Window Snyder is now Intel’s first Chief Software Security Officer. Class of 2006 Maddie Ross opened for KT Tunstall’s tour this past fall, along with creating her own music and being named Billboard.com’s “The Best DIY Rockstar You’ve Never Heard Of ” in 2018. Jessica Cohen plays a Russian ballerina in the touring production of Charlie and the Chocolate Factory. Class of 2009 Alexander Claman is in Lubbock, Texas, where he is working on his Master’s program in Classical Archeology. Elena Dennis will be graduating from Chapman University in May and announced that she has been published as a co-author for a systematic review and meta-analysis focusing on antimicrobial resistance within recipients of antibiotics for trachoma prevention, after two summers working on the project. Class of 2011 Kate Claman is working on a double major in Italian and Art History. Class of 2012 Dylan Woodhead was named to the American team for the FINA World Cup in 2018. Class of 2014 Taylor Powers finished up her first year at the University of Nevada, Reno working towards a degree in Public Health and Nursing. 69

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Class of 2016 Lily Cummings works with the Ceres Community Project, which was selected to be part of a three-year pilot program to study the impact of healthy food on chronic illness. Katherine Gutierrez performed as the Rose Queen in Stapleton Ballet’s The Nutcracker in December. Frank Lookinland was the drummer for Mark Day’s spring production of Annie. Class of 2017 Matin Winiarski was awarded the JV volleyball coaches award at San Domenico this past fall. Class of 2018 Kylie Sebastian was named varsity golf MVP at San Domenico this past fall. Olivia West-Lewis was named varsity volleyball co-MVP at San Domenico this past fall.

IN MEMORIUM Winnie Appleby Winne Appleby, former Parents’ Association President and Director of Development, passed away on December 27, 2018. She is survived by her two sons, Charles and Foster, her ‘adopted’ son David, as well as her seven sisters. Renee Janzen Renee Janzen, former 5th grade teacher, passed away this past winter. She was a founding faculty member of the school. She is survived by husband Calvin, two sons Michael and Jon, and their families.

2018-19 ALUMNI REUNIONS!

HEADED TO HIGH SCHOOL

Holiday Reunion, December 16, 2018 Terrapin Crossroads, San Rafael

American School of Madrid (1) The Bay School (2) The Branson (7) College Prep (1) Marin Academy (10) Marin Catholic (5) Marin School of Environmental Leadership (1) Novato High School (1) Redwood High School (6) St. Ignatius (1) St. Paulâ&#x20AC;&#x2122;s (1) San Domenico (2) San Rafael High School (3) Sonoma Academy (3) Urban (1)

COLLEGE MATRICULATION

Los Angeles Alumni Event, February 28, 2019 Napa Valley Grille, Westwood

SF Alumni Networking Event, April 4, 2019 The Dorian, San Francisco

Neil Ashe: Brown University Bella Bromberg: Barnard College Navika Budhraja: UC San Diego Sarah Camacho: Washington University Davis Crowe: University of Rochester Taylor Dixon: CU Boulder Owen Jennings: University of WisconsinMadison Britney Klein: USC Harper Korol: Elon University Dante Lacuadra: Harvard University Cooper Lopez: UCLA Paco Marmolejo: Boston College Miya Matsuishi-Elhardt: Brown University Anna Mayrisch: Skidmore College Patrick Morrison: Santa Clara University Sally Noble: Harvard University Lucas Ornish: The New School Emily Owen: Butler University Samantha Owen: Southern Methodist University Alex Regier: Tulane University Sophia Rizzuti: UC Berkeley Miriam Rogers: Loyola Marymount Alison Savage Brooks: UC Berkeley Robbie Shaw: Holy Cross College Alex Sheft: Cornell University Andrew Sim: Boston College Rachel Suh: Tulane University Caroline Suh: Tulane University Jamie Thomas: The School of the Art Institute of Chicago Clementine Thompson: Pomona College Jack Warner: Vanderbilt University Chelsea Wong: Tufts University

ADDRESS SERVICE REQUESTED

NONPROFIT U.S. POSTAGE PAID SAN RAFAEL CA PERMIT NO. 2

39 Trellis Drive San Rafael, CA 94903

Parents of alumni: Please forward this publication. If your child no longer maintains a permanent address at your home, please notify the Development Office at 415.472.8000 or alumni@markdayschool.org.