The View, Spring 2019

View

NEWSLETTER FOR PARENTS, STUDENTS, ALUMNI FAMILIES, GRANDPARENTS AND FRIENDS

SPRING 2019

Changing Perspectives

Dear Friends OF Open Window School, This is my first View letter since I announced in November my intention to retire at the end of the 2019-2020 school year. When first I came to Open Window in 2011, I saw a school doing great things for gifted children with all the resources in place to create truly transformative experiences for its students. I was honored and thrilled to be invited to be the school’s seventh Head of School, and the successes we have experienced during my period of leadership were built upon the foundation set by my predecessors, Jean Augustine and Wilder Dominick. Our school is well-positioned for its next leadership transition. We are financially strong and have an outstanding faculty and staff. I have great confidence in our Board to find the right person to lead us into the future. For both me personally and for Open Window, July 2020 is the right time for this transition.

Each year brings special memories and it will be hard for me to top the experience of watching an incredibly talented group of middle school debaters compete this year. The story of their “perfect season” appears later in this issue. Another highlight in this issue is how our school is always moving forward and focused on preparing our students, not only academically, but to be good citizens. Fourth and eighth grades are especially focused on this theme of citizenship, and this year’s eighth graders were the first class to begin their year by visiting Washington, D.C. as a prelude to considering how well our country lives up to the ideals of its founders.

The eighth graders’ civic involvement was highlighted this March as they successfully participated in the State Senate process that led to the raising of the minimum age to purchase tobacco products. Our Bobcats are already impacting the world!

This year marked the second year of implementing a new approach to teaching math in the lower school. We have moved to a teaching model that is more developmentally appropriate for young students and features a deeper and more genuine approach to building a foundational understanding of mathematics. Though the math changes happened because of years of research, other new approaches in the school have emerged suddenly, inspired by the creativity of our faculty. The Quest of Epic Proportions represents a brilliant and totally unique way of building community in the first years of middle school, and I am glad that you can learn about it from its creator Dr. Wellington Crackers, otherwise known as middle school math teacher Jason Ermer.

Project Week is now a permanent part of our program and a preeminent example of our commitment to providing students with authentic experiences, which narrow the gap between what students do in school and adult professionals do in the real world. Along the lines of unstructured time for exploration, students in all grades have opinions on why recess and breaks are important.

As I head into my last year of school leadership in 20192020, I am excited about the new opportunities and challenges ahead. We will launch a new strategic plan, welcome new students and families into our community, and continue to develop outstanding experiences, building upon our five core values of teaching, authenticity, love of learning, social and emotional learning, and community. We may even go back into space and have our students design an experiment for the International Space Station. For me, next year isn’t going to be a coast to the finish line, but one last chance to enjoy all the amazing things this school can offer to our students!

“As I head into my last year of school leadership in 2019-2020, I am excited about the new opportunities and challenges ahead.”

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Jeff Stroebel Head of School

TABLE OF CONTENTS

Exploring Math as a Multi-dimensional Subject Project Week The Importance of Recess Parent Association Builds Community A Note from the Board of Trustees

Chess and Debate A Trip to Washington, D.C. Fourth Graders Visit Olympia The Quest of Epic Proportions

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OPEN WINDOW SCHOOL

Chess Club The Open Window Chess Club is one of our most popular clubs on campus with over 40 students participating. Students of all ages can participate, and we have 3 exceptional coaches who work with the students as they progress. Coach Bill coaches our youngest players and those new to the game, Coach Greg takes over when they have learned the fundamentals, and Coach Emil coaches our most experienced players. Over the past year our students have had fantastic results at local, state, and national events including:

• 4th Place in the K-8 team competition at the National Junior High School Championships • 3rd Place in the 1-3 team competition at the Washington State Elementary Chess Championship • 1st Place at the Medina All City K-3 Chess Tournament • 2nd Place in the K-3 team competition at the Presidential Scholastic Tournament • 3rd Place in the 4-12 team competition at the Presidential Scholastic Tournament Congratulations to all our chess players and parent volunteers who have helped make the chess club the success it is.

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Middle School Debate Open Window middle school students completed an unprecedented perfect debate season this February. The Bobcats finished first in all three regional tournaments and the top team of eighth graders Rachel Hines, Swadesh Sistla, and Evan Yi won the coveted honor of debating on stage at the end of the final tournament on February 2 after going 9-0 in their season.

In a packed Seattle University auditorium, with all the debaters and their families watching, the OWS team successfully rebutted the proposition that “Homework does more harm than good,” and defeated the top team from The Overlake School.

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Middle school debate in the Seattle area began in 2012 when OWS teacher Dan Gulotta, responding to interest from students, reached out to other schools to see if they would be interested in forming a league. Four schools: Bush, Overlake, Seattle Country Day, and Soundview joined the first year. Interest grew quickly, the league has grown to over 15 schools, and tournaments are too big for any school to host and are now held at Seattle University.

Open Window fields the largest team in the league with 35 students. Coaches Corey Paulson, Arren Ellingson, and Richi Thomas work with all the students and see improvement regardless of their previous experience. Sistla noted that the coaches “care about each and every student,” and that is a key to the excellence of the program. Coach Paulson believes that debate is a perfect fit for Open Window students: “They are

quick on their feet and love to express their opinions. They enjoy learning how they can back up their opinions with evidence.” Going into a tournament, debaters never know which side of the resolution that they will need to argue, so it builds an appreciation for both sides of the issue.

A team made-up of fifth through sixth graders provides an opportunity for younger students to learn from their more experienced peers. Sixth grader Julia Barnett enjoys how “the whole team supports each other,” and this year’s top team of Hines, Sistla, and Yi remembered being inspired as fifth graders by watching Ashley Ka, Ayush Noori, and Max Schaffer win the final debate on stage in 2016 when they were in eighth grade.

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A Trip TO

Washington

By Corey Paulson, Eighth Grade Humanities Teacher

“Oh, the other Washington,” is what many people said to the students when we said we were from Washington State. However, on the west coast, few students really understand what our nation’s capital has to offer, and often they can struggle to place it on a map.

In eighth grade, students take a deep dive into understanding the makeup of our state and national government as well as impactful events in American history. If students can see in person how the government functions, and also the numerous phenomenal museums, monuments, and memorials, they will have a more direct connection to how they can be involved in making positive change in our society.

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In order for the students to be ready to fully engage in the trip, we spent a month studying and understanding the Constitution. Beginning with checks and balances of the three branches of government and ending with how they can use their voice to impact their society, the students participated in a myriad of activities to prepare them for their trip.

These ranged from playing games on the website iCivics to using our ITL to build projects that will teach others about different aspects of the Constitution.

Concurrently, we followed current events so the students could be actively engaged with what was going on in the Capitol.

Upon returning from D.C., the students recognized on a fundamental level how important it is to understand our government. They saw people exercising their First Amendment rights on the steps of the Supreme Court as well as our senators advocating for the passage of bills that would directly impact Washington State. By using their understanding of civics and the government, the students better comprehend how they can vocalize their opinion to make a difference in the world. In a democratic society, it is imperative to have engaged citizens who want to be involved in the decisions that their representatives make. It is our job to inform our leaders of what we want, but when people do not understand how things operate in Washington, it becomes incredibly challenging to get involved in the political system.

Since our return from Washington D.C. to “the other Washington�, I have examined the passion and fortitude of our eighth graders in the realm of civics. I can confidently say that our world is safe in their hands, as they know how the government works, how their voices can be impactful, and how much power really is in the hands of people just like them.

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Hear FROM THE Eighth Graders HOW DID THE WASHINGTON, D.C. TRIP BENEFIT YOUR INTEREST IN CIVICS AND CIVIC EDUCATION?

By Kalieyah Johnson, Eighth Grade

The eighth grade Washington, D.C. benefited my interest in civics and civics education because it helped me realize that all opinions are valid, and that I have a valued voice no matter my age. I appreciated getting taught about my individual rights and laws that protect us all, it showed me that even now, my voice matters, and in our current society it is so important for all of us to know our rights. This sparked my interest because I realized that not everything in civics is taught and I now see how imperative it is for me to know my rights, the laws, and duties as a citizen.

One example is when we visited the Library of Congress, because I learned that we can see original texts and documents for ourselves and learn to form our own opinions on them. It shows us that there is power in words and learning about civics teaches us that.

We also visited and toured the Capitol building; this taught me that as much as things change, we can still remember where we started, and that we can each make a difference today.

Lastly, we went to the Belmont-Paul Women’s Equality National Monument.

I learned all about women’s fight for equal rights and the history behind the rights and privileges we have today. It showed me how courageous the women were and still are, and the duties we have as citizens to vote and stand up for what we believe in.

In conclusion, this trip will affect my life and has gotten me more interested in civics and education because I now know more about how things have changed and how they continue changing. I’ve learned how history can repeat.

Overall, I learned that our nation’s history can’t just be summarized in a textbook, that you have to really see it to fully learn about it. This trip taught me about my rights and freedoms, how I can make a difference in and out of civics, and civics education.

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By Amar Kumar, Eighth Grade

Civics teaches us how the government is structured and describes the rights and duties of citizens. In return for the protection and facilities provided by the government, every member of society has civic duties or responsibilities that will ensure that our system functions well. Examples of civic duty include paying taxes and voting in elections. This is the minimum set of responsibilities for citizens. U.S. citizens also have the civic duty to help improve our country by volunteering in their communities and improving our planet by being environmentally conscious. The Washington, D.C. trip was an important experience in increasing my understanding of these topics.

We got a chance to meet our senator from Washington State, Patty Murray. Even though the meeting was only for a short amount of time, I asked her about the most important issues facing America. She said that they were education and healthcare.

I learned that one should make an effort to understand the candidate’s views on topics and what they think is important.

STUDENTS MEET WITH SENATOR PATTY MURRAY.

Many people vote along party lines, but it is also important to know the individual candidates’ point of view.

I had a fantastic opportunity to talk to a World War II veteran. I think that risking your life for protecting your country is the highest form of civic duty that someone can perform. Men and women get paid for serving in the armed forces, but they could get the same pay in other jobs. What motivates them is protecting the country, and that is admirable and inspiring.

We learned about the history of the constitution in class. Visiting the Jefferson Memorial and seeing his quotes on the wall made the topic more real and increased my interest in studying how different scholars thought about the system and how they solved differences. I think the fathers of the Constitution were amazingly wise in how they set up the government.

An important experience for me was visiting the Japanese American Memorial. I hadn’t expected to see this and didn’t know anything about how the Japanese living in America were treated during the Second World War. I was saddened by what happened at that time and felt compassion for them.

Another important experience was seeing protestors. I have seen protestors before (coming back from a soccer match in Bellingham, we encountered an anti-Trump rally.) I think it is important to protest in a lawful manner if you disagree with certain policies since the framers of the constitution allow the constitution to be amended.

The Washington, D.C. trip was the best trip I have taken in the last few years.

Besides being very well organized and a lot of fun, I learned a lot about the government and civics — it has been a major highlight of my year!

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F O URTH G R A D E C I V I C S A N D A

Visit TO Olympia

by Maggie Van Cise, Fourth Grade Teacher

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Every year fourth grade classes go to Olympia in connection to our social studies focus on Washington State. We tour the capitol buildings including the chambers for both house and senate. Students are then invited to participate in a mock trial in the Temple of Justice.

Our introduction to civics falls at the end of the year after learning about Washington state history, during which we learn the role government played in the founding of our state. We learn about government at the state level where there are three branches much like the federal level. Finally, students write their own bill about an issue concerning our state.

Mr. Hamann, OWS After Care Assistant, joined Ms. Lucas in a conversation with a few fourth graders about their trip to Olympia in the fall. Hands down, the most memorable experience was the mock trial: One student explained the details of a case they were given where an employee who broke a contract under extreme circumstances was on trial. Students were tasked with playing specific roles: lawyers, bailiff, and more, making and presenting this case. Anoop shared, “We learned how to make a deal with a case.” Though this was a mock experience, as it turned out it was an actual case that had been tried and Open Window fourth graders voted in favor of the employee, just as the actual supreme court did in a 6-3 vote. “It taught us how the supreme court works, with roles like the bailiff and justices,” explained Elena. All four students agreed that this experience inspired them to want to participate in debate club in middle school and to know more about how their government works.

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THE

Quest Epic OF

PROPORTIONS

by Dr. Wellington-Crackers (aka Jason Ermer, Middle School Math Teacher and masterful storyteller)

The Quest of Epic Proportions is a team game about negotiating and making decisions in a group. Advisory groups work together, adopting the role of a team of adventurerarchaeologists (in the spirit of Indiana Jones).

Their task is to rescue artifacts from a dangerous ancient-Egyptian monument: The Tomb of the Screaming Mummy.

Day by day, individual students earn adventuring supplies from their teachers for making positive contributions to our classroom and school community: a treasure map for lending a pencil to a classmate, a bottle of water for taking an extra minute to help push in chairs, a pickaxe for picking up trash in the hallway. These supplies are contributed to their advisory team’s supply pool.

Then, once a week, teams venture into a new section of the tomb. Each chapter of the game presents a “choose your own adventure” story in which teams encounter action-packed scenarios and must decide as a group how to proceed: How shall we get across this pit of deadly snakes? How can we defeat this glowing-eyed mummy?

Do we want to swap our only lantern in exchange for the golden idol on the pedestal?

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The team must work to ensure that all voices are heard and all opinions and options are considered as they come to an agreement on how to use their supplies so that they can avoid negative consequences (e.g., using a first aid kit to heal a snake bite) or take advantage of opportunities (e.g., using a pickaxe to uncover a buried treasure).

As they explore the lower levels of the tomb, the challenges mount and supplies grow scarce, so teams must practice their active listening and negotiating skills. Successful teams will include all members’ voices, discuss alternatives, and weigh their options as they decide the best course of action.

The Quest was inspired by a classroom game from Nora Oswald called Survival of the Fittest, which uses a deck of custom cards to randomize the adventure scenarios that challenge the participating teams. I merged the ideas from that game with my passion for interactive storytelling to write an adventure tale using Twine 2.0, a technology platform that enables this fun smash-up of creative writing and computer programming.

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Exploring Math AS A Multi-dimensional Subject

by Cary Kirby, Director of Teaching and Learning

In the world of social media, it is difficult to scroll through your newsfeed and not see at least one comment, article, or meme referencing school, homework, or the struggles of helping one’s child complete an assignment. A common refrain among these posts goes something like, “I don’t understand what they want my kid to do — why are they changing how to do math?!? The way I learned made more sense!” If you have read these posts and felt yourself nodding and wondering, why are schools doing this and specifically why is Open Window School shifting the math program and the way students engage with mathematical concepts, then this information is for you!

We hope to explain why we believe this shift is in the best interest of our students.

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To understand the impetus behind the shift in mathematics education, we must start with some definitions. Merriam-Webster defines mathematics as “the science of numbers and their operations, interrelations, combinations, generalizations, and abstractions.” Meanwhile, the Encyclopedia Britannica defines mathematics as “the science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects.

It deals with the logical reasoning and quantitative calculation.” In both definitions, the concept of calculations and operations are present, but it is also clear that there is a lot more to math than merely learning how to add, subtract, multiply, and divide. Most traditional math curricula focus almost exclusively on the rote memorization of basic calculations throughout elementary level texts. However, research suggests giving students the space and guidance to notice patterns and to reason abstractly about those patterns will lead to greater understanding of numbers and how they work — and it is for this reason that we have chosen to shift our approach to teaching mathematics at Open Window School.

The biggest difference between a traditional math sequence and our new approach to teaching math is number sense — understanding numbers and how they work — which is fundamental to all future work in math. To truly understand numbers and the many ways in which they interact takes a lot of time and hands-on experience. While young students may be able to learn the “rules” of an algorithm (i.e. how to stack two numbers and add them, including carrying the tens), when they are focused on such methods too early, they learn to follow a predetermined set of steps rather than how to explore and notice patterns and relationships. By not introducing students to the traditional methods too early, we allow them to continue to explore numbers, valuing flexibility and efficiency over speed. All students are eventually shown the traditional methods for all four basic operations, but they learn those after they truly understand what is happening, which supports making the best choice for the problem at hand rather than only knowing one rule to work out a solution.

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Approaching math instruction in this way allows an exploration of math as a multi-dimensional subject area; recognizing that perseverance, making sense of patterns, abstract reasoning, and the ability to generalize are just as important as being able to calculate.

This approach also builds an understanding through authentic struggles, as students work to make sense of complex scenarios.

This is essential to building a strong foundation of number sense.

While it can be tempting to speed them through this process, particularly with gifted students who catch on quickly, it is important to recognize that there are certain experiences that cannot be accelerated through or skipped over. For example, spending time working with manipulatives to truly understand the magnitude difference between 1,000 and 100 takes time because we want students to truly understand the actual difference in size and not just the number of zeroes. To accomplish this, students in first grade spend several days creating sets and sub-sets of chain links to ultimately create a chain of 1,000 links and they are genuinely surprised when they see just how long a chain of 1,000 one-inch links is (for the record, it is around 27 yards long). While a series of lessons like this takes time, the concrete understanding that is built by students cannot simply be accelerated through by showing kids how that adding an extra zero makes the number 1,000. It is through understanding the concrete reality of 1,000 in this way and not just its numerical representation that students create a mental representation that allows them to truly reason abstractly.

Experiences such as this are found throughout our students’ math experiences as they progress through Open Window School.

Knowing that a shift like this is complicated, we approached a multiyear adoption of a new curriculum by starting with kindergarten and first grade in 2017-2018. This year, we added second and third grade, and fourth grade will begin using the curriculum during the 2019-2020 school year. The middle school math program is also going through a similar shift as we prepare for students who have been experiencing the new curriculum to transition to middle school.

We are only beginning to gather data from standardized tests to compare how our students are performing in comparison with previous years. It will take several years to truly have longitudinal data, but the current MAP test data for second and third grades looks promising; our students continue to perform well above the national average. Beyond the standardized test data, anecdotal data also suggests that overall, students are more engaged and excited about math than they have been in previous years. Knowing that our students are working through math in a more meaningful and in depth way while also maintaining their performance on standardized tests is not a surprise; rather it demonstrates what we knew about Open Window school students and teachers — that they are second to none.

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“Approaching math instruction in this way allows an exploration of math as a multi-dimensional subject area; recognizing that perseverance, making sense of patterns, abstract reasoning, and the ability to generalize are just as important as being able to calculate.”

Family Math Night

by Marissa Sandberg and Sean Patch

How can I help my child with math? Throughout the school, this question was commonplace. We decided that the best way to answer this question was for parents to have the opportunity to join some of our teachers and engage in complex problem-solving for themselves. And so, Family Math Night was born!

We wanted to provide opportunities for parents to both experience this process firsthand, as well as engage with their child as they explored tasks and games that their children have worked through at school. Adults first gathered to tackle a problem with multiple “entry points,� attempting first to solve the problem independently, then with their tablemates, and finally with the greater group. Students are routinely asked to make sense of a problem, choose a strategy, work with a group to test this strategy, and then share out their findings. This allowed a firsthand experience of a typical day in the life of an OWS Math Student, including highlighting the varying perspectives, approaches, and attitudes toward the process of understanding and engaging deeply with mathematical concepts.

After adults debriefed this experience with teachers, they joined their children for an hour of games and exploration. Teachers were on hand to help coach and model the process of asking open-ended questions that further students’ understandings without unveiling solutions.

These games included Workplaces from the Bridges in Mathematics curriculum; trade games recommended by OWS; as well as sample puzzles, problems, games, and activities from Middle School math courses. It was so exciting to see students and adults from across our community connecting over the joy of mathematics.

Although space was limited due to the uncertainties that come with planning a new event, we were overwhelmed by the support and positive feedback from the community. Moving forward, this will be an annual event that we hope to grow in both scope and reach.

When families understand and engage in an open-ended discovery of mathematics rooted in concepts over calculations and process over product, we build mathematical foundations for life.

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Project Week 2019

Each year during Project Week, the schedules go out the window and our middle school students spend early mornings on MAP testing and rest of the day collaborating, creating, and critically thinking about global issues. Project Week took place the week before what will be known in the climatology history books as, “Snowmageddon 2019�, where our Cougar Mountain campus and much of the region accumulated several feet of snow over a two-week period. Prior to the snow-day robocalls, middle schoolers were immersed in the following projects:

EIGHTH GRADERS combined science, humanities, and drama, writing their own 21st Century trial scene.

Inspired by a 1955 play, students read Inherit the Wind by Jerome Lawrence and Robert E. Lee, researched a current ethical science dilemma, and wrote a screenplay to perform for an audience.

SEVENTH GRADERS created S.H.A.R.K. Tank projects.

S.H.A.R.K. stands for STEM, Humanities, and Revenue Kickstarter. Student teams were tasked with creating a product or service that could solve a global issue.

They developed their ideas, calculated economic cost and revenue equations, and pitched their proposals to adult investors, asking for an investment in exchange for a certain amount of equity.

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SIXTH GRADERS designed and built smart condo models that included green features. In the process of designing, sixth graders visited with architects from Miller Hull to understand the realities and constraints of the design process.

FIFTH GRADERS completed the Green City Robotics Challenge.

They collaborated in small groups to program an EV3 Robot to complete various challenges like our FLL Robotics Team. A visit to a local landfill was a part of the research that led to creating and sharing presentations with ideas and innovative solutions to a real-world problem regarding green energy, waste, or clean water and air.

This wonderful week not only focused on authentic problem-solving, it also connected our community. This year, we had 45 parents from all grades (K-8) come to share their expertise and mentor students.

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THE IMPORTANCE OF

Recess AND Break ACCORDING TO THE EXPERTS…

THE LITTLES SAY: “Kids need a little fresh air.”

“We need time to play with our friends.”

“I like to stretch out my bones.”

“I like to play games with other people.”

“We need time to get all our wiggles out.”

THE BIGS SAY: “It can relieve stress.”

“We need time to have fun, be loud, and be with our friends.”

“Being outside is refreshing.”

“Instead of using your brain a bunch, it’s important to take a break and relax.”

“We like to play sports, talk with friends, and just mess around.”

Photo credits: Deema Almunajem, Melodie Chia, Kelly Faber, Aileen Granstrom, Helen Rosemund, Jennifer Vo, Jillian Wong, and Kimberly Workman.

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PARENT ASSOCIATION BUILDS COMMUNITY AT THE MOVIES

LUNAR NEW YEAR

HOLIDAY PA

RTIES

PARENT EDUCATION

PARENT-TEACHER CONFERENCE LUNCHES

AY

PIZZA FRID

SPIRIT WEEK

POSITIVE IMPACT PROJECT (PIP)

ALK WORLD W

EVENT

WINTER WINGDING EVENT

orkman.

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BOARD LEADERSHIP COMMITTEE AND CARNEY SANDOE CONSULTANT SKIP KOTKINS

“Jeff’s wisdom and unwavering commitment to the school’s mission have been instrumental in Open Window School’s incredible success.”

Dear Members of the Open Window Community, In November we announced the news of Jeff’s planned retirement in June 2020. We will miss the extraordinary leadership and dedication Jeff provides, and we are filled with appreciation for his work and the progress our school has made during the past seven years he has been Head of School. The Board of Trustees and I look forward to continuing our great partnership with Jeff over the next fourteen months and wish him the very best in his welldeserved retirement.

Jeff’s wisdom and unwavering commitment to the school’s mission have been instrumental in Open Window School’s incredible success. His contributions are many, but they can be summed up in three words — Unity, Growth, and Strength:

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• Unifying our two separate schools, OWS and Vista to create one Open Window School experience.

• Growing our student body and building upon a solid foundation of financial management.

• Strengthening our program to enhance our reputation as a leading independent school in gifted education.

On behalf of the Board, I want to express our most sincere gratitude to Jeff for his continuing leadership in building a school that is so strongly positioned to move forward toward an exciting future.

By announcing his retirement plans this November, Jeff has given our Board the precious gift of time. I was an Open Window parent in 2011 when Jeff’s predecessor, Wilder Dominick, announced her intent to retire after fifteen years as Head. Naturally, it was hard to imagine our school without Wilder’s visionary leadership, and we knew her successor would “never be another Wilder.” In our search for our next Head of School, we attracted many strong candidates.

In Jeff, we found an experienced Head of School with years of expertise in similar-missioned schools who was ready to fall in love with Open Window. With his experience, we knew he would not serve for fifteen years, but we never could have imagined his positive impact over the last seven. We will not find “another Jeff,” but I am very confident that our Board will find the next great leader who will take us to even more amazing heights.

Jeff and the Board have a tremendous partnership, and we have had time to prepare for this transition. Last year, we worked with consultant John Littleford to strengthen our Board practices. The Board has created a Leadership Committee, chaired by Board President-Elect Chad Fletcher that will lead the Head of School search process. In addition to Chad and myself, the Leadership Committee consists of Trustees Thao Blanchard, William Kennedy, Shona Smith, John Stewart, Moz Thomas, and Nancy Woo. In December, the Board hired Carney Sandoe consultant Skip Kotkins to assist with the search. Given the time that Jeff’s announcement has provided, we expect the Board to name his successor at some point between June and October.

Our goal is to hire a school leader who will continue to further our mission of nurturing and inspiring students of high intellectual potential, encourage our community to stay true to our values, and commit to the continued development of our gifted education program. This is an exciting opportunity for us, and the Board is confident that we will find a Head of School that will continue the legacy of Open Window School and position us for our next 30 years.

THE OPEN WINDOW SCHOOL BOARD OF TRUSTEES Cydnie Horwat PRESIDENT

Chad Fletcher VICE PRESIDENT

Jeff Derstadt TREASURER

Nancy Woo SECRETARY

Glynis Abdallah Thao Blanchard Jason Boerner Liz Bohlin Vince Curley Andrea Dancs Susan Gellatly Kevin Gruben William Kennedy Mona Khanuja Shona Smith John Stewart Mike Tholfsen Moz Thomas Chuck Whitmer Jeff Stroebel HEAD OF SCHOOL, EX OFFICIO TRUSTEE

Linda Inagawa PA PRESIDENT, EX OFFICIO TRUSTEE

Michael Crowson HONORARY TRUSTEE

Nancy Robinson HONORARY TRUSTEE

Sincerely, Cydnie Horwat President, Board of Trustees

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SPRING 2019 NEWSLETTER FOR PARENTS, STUDENTS, ALUMNI FAMILIES, GRANDPARENTS AND FRIENDS

Jason Ermer

EDITOR

Carolyn Lucas

MIDDLE SCHOOL MATH TEACHER

COMMUNICATIONS DIRECTOR

Cary Kirby

CONTRIBUTORS

DIRECTOR OF TEACHING AND LEARNING

Jeff Stroebel HEAD OF SCHOOL

Corey Paulson EIGHTH GRADE HUMANITIES TEACHER

Amar Kumar & Kalieyah Johnson EIGHTH GRADE CONTRIBUTORS

Maggie Van Cise FOURTH GRADE TEACHER

Marissa Sandberg & Sean Patch FIRST GRADE TEACHER & MIDDLE SCHOOL MATH TEACHER

K-8 contributors PLAYGROUND EXPERTS

Cydnie Horwat & Board Leadership Search Committee

PHOTO CREDITS

Cover, Cary Kirby Our Vidigami Photo Community Linda Inagawa Sha Sha Zhong-Metzmaker Katya Palladina Helen Rosemund DESIGN

Christa Fleming

BOARD OF TRUSTEES PRESIDENT

Noor Martin DEVELOPMENT ASSISTANT

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