February 2012 Ridge Report

Report

The Ridge

Febuary 2012

Exciting new chapter

brings Forest Ridge full circle How many times have you heard someone say that everything comes full circle in life? Sometimes as we embrace change and welcome new ideas, we find ourselves thinking, “Where have I heard this before?”

As excited as I am to announce that we are opening a boarding program for students for the upcoming school year, I have to laugh about it, as well. The more I talk about it the more I hear that this is something we did years ago! Yes, our school in Seattle included facilities for boarders, many of whom have some wonderful stories about life as a boarding student. In August 2012, we will add to our history here at Somerset by opening a residence hall for 18-20 students on the site of our current convent. We could not be more pleased with this new, or should I say old, venture!

With the introduction of the International Baccalaureate Programme in our high school this year and the strong emphasis on our Women as Global Leaders Program, Forest Ridge affirms its status as the leading global education school in the Puget Sound area. The addition of the Resident Student Program to our community strengthens our commitment to providing a world-class educational experience to a nationally and internationally diverse population of qualified young women. Our Resident Student Program cements our commitment to the Goals and Criteria, specifically preparing and inspiring “students to be active, informed, and responsible citizens locally, nationally, and globally” (Goal III, Criterion 4).

Over the past two years, the RSCJs who reside on campus have been in discussion and discernment about their future in the current convent. At one time a bustling home for many Religious of the Sacred Heart, the current facility, which is nearly 8,000 square feet, is home to two sisters who work in the school and two sisters who are retired.

As the numbers of sisters in active school ministry has decreased in recent years, the Provincial Team of the Society of the Sacred Heart has encouraged all their communities in schools to explore appropriate options for homes. Our sisters here agreed that the home would be best used by the school for other purposes, and they are working with the Society to locate a new home of a size and floor plan that will meet their current needs. Were it not for the generous spirit of the sisters, we never could have considered a resident program for students. I am grateful to the sisters and to the Society for this benevolent gift, which will allow our school program to grow in both size and stature.

In the past few years we have attracted more students from around the globe, many of whom are living with host families or with relatives.

While in the short term that has been a good experience for the girls, we needed a more long-term vision for both national and international students who have a desire to study at Forest Ridge. Some parents of current day students have asked if their daughters could stay in the residence hall for a short or long term; we will do our best to accommodate anyone who would like a dorm experience.

More details will follow, but I wanted to share this with you as soon as I could. We are excited about this opportunity for our school, and I personally am deeply grateful to the sisters for their highest act of charity.

Mark Pierotti Head of School

Volunteering is Partnership in Action!

Nicole Morris Database/Events Manager

Goal IV. Forest Ridge commits itself “to educate to the building of community as a Christian value.” Parents and school partnering together create a positive and enriched environment for our students.

Research shows that the attitudes and actions of parents impact their children’s academic success. Anne T. Henderson and Nancy Berla, editors of A New Generation of Evidence: The Family Is Critical to Student Achievement, reviewed the existing research and concluded: “When parents are involved in their children’s education at home, they do better in school. And when parents are involved in school, children go farther in school and the schools they go to are better.”

As a teacher, parent of two daughters and an avid volunteer, I know that volunteering in your child’s school offers a great way to get involved. Volunteering can enhance your child’s experience and make a difference in the lives of other children. By matching your skills to your school’s needs, you create a win-win situation. You may have a talent to share, such as quilting or speaking another language. Or you may have access to a resource, such as a service or business that offers materials that could be used by the school.

However, the school’s greatest need may be for something that you have not considered, such as driving for service or chaperoning dances. Try something new; you may surprise yourself!

“It was a great way to get to know members of the community.

I really connected with some parents and made long-lasting friendships,” says Arlene Peterson, parent of Sydney Peterson ’15, volunteering at Forest Ridge. Mary Frances Feider, parent of Estelle Feider-Blazer ’15 and Chiara Feider-Blazer ’17 and co-chair of this year’s Auction, agrees. “I volunteer because I’m happy to be of service; I’m Catholic and that’s what we do,” she says.

Volunteering offers parents many benefits as well. It provides opportunities to meet and socialize with other parents, which sometimes result in lifelong personal friendships. It can also enhance one’s professional network. Meeting and talking with other parents provide a greater appreciation for the joys and challenges in

the lives of not only your child but also their classmates. Finally, volunteering offers a deeper understanding of how the school lives out its mission.

“The primary reason [I volunteer] is to set an example for my daughters on what it means to give and give back to the community. The other reason is the opportunity to share my expertise and experiences with the young women who will be the leaders of tomorrow,” explains Brandon Blazer, father of Estelle and Chiara.

Modern life forces parents to juggle careers and personal lives.

Working parents may find volunteering difficult during school hours, but they can find activities that can be done before or after work or on weekends, even for just an hour or two. Volunteering for the Auction or making phone calls as Annual Fund class captains are both great ways to contribute. After all, raising funds for your child’s school benefits your child, too!

“I volunteer because when it’s a great cause, you lead by example, and your children see what you do,” says Jubilee Seth, parent of Divya Seth ’17.

Forest Ridge offers many volunteer opportunities, such as the Parent Association (PA), Admission Office and Development, just to name a few. The success of events and activities depends heavily on the generosity and time of our invaluable volunteers. It is not too late to sign up for a PA event, volunteer to help set up for the Auction or serve as a host at Grandparents Afternoon. For more information about volunteering, visit our website at www. forestridge.org Mouse over Support FR, then click on Get Involved, or contact Nicole Morris at 425-201-2418. I look forward to hearing from you!

Millennium Club Dinner is April 19 The 12th Annual Millennium Club Dinner will be held on April 19 at The Ruins in Seattle.

It’s not too late to be a part of this special evening. Head of School Mark Pierotti and Board of Trustees Chair Tom Hudson host this event to honor the many donors who have made a minimum personal, unrestricted gift of $3,000 or a combined personal and corporate matching gift of $4,500 or more to the 2011-2012 Annual Fund.

Make your gift today, and remember that every gift counts. For more information contact Janet Burns, Annual Fund Director, at 425-201-2410 or janetbu@forestridge.org. If you have not yet participated, please do. And if you have, THANK YOU! 2 The Ridge Report

Now is the time for reenrollment: Feb. 9 Diana C. Wall, RSCJ, ’82 (Broadway) Director of Advancement The Admission Office at Forest Ridge is busy preparing reenrollment contracts for approximately 351 students and examining applications from an additional 197 prospective students. Admission personnel have worked tirelessly synthesizing and refining significant amounts of data related to applications, such as ISEE test scores, placement tests, applications, teacher recommendations and financial aid forms, including 227 scholarship applications and essays. Reenrollment contracts are ready for your review online. We ask that you finalize your reenrollment intent by Thursday, Feb. 9, to ensure a place for your daughter(s).

In preparing the operating budget for the 2012-2013 academic year, the Board of Trustees approved tuition for next year at $26,597, a 4.3 percent increase over the current academic year.

As always, the Board’s decision was guided by its commitment to the integrity of our mission, the excellence of your daughter’s educational experience, fiscal prudence and a sincere sensitivity to our parents’ financial responsibilities. The importance of returning your reenrollment contract(s) by the Feb. 9 deadline cannot be overstated; the operating budget is predicated on an enrollment of 392 students. If enrollment is not met, then budget cuts, based on revised enrollment numbers, will be determined. By mid-February, we will extend enrollment contracts to new families.

The Board continues to work closely with the Administration in identifying the strengths and weaknesses of our current program to determine the best allocation of resources. As we prepare our next five-year strategic plan, our challenge is to balance the best 21st-century, competitive educational experience with the values that you have come to expect. In doing so, the Board must consider compensation for faculty, staff and administrative personnel that is competitive and that, at approximately 60 percent of the operating budget, is by far our school’s largest expenditure. This group of outstanding educators carries out the Sacred Heart mission with your girls on a daily basis and is surely our greatest resource. As you can appreciate, compensation is the central reason tuition rates rise annually and yet it is the way we attract and maintain top-quality educators, 88 percent of whom have advanced degrees!

While this tuition rate increase aligns with the historical 3-5 percent increase, the Board of Trustees and Administration are mindful of the sacrifice many families make to provide a Sacred Heart education for their daughter(s) in the midst of continuing economic challenges. We remain committed to providing financial assistance to families in need. This year the Administration will recommend to the Board of Trustees an approximate allocation of $1.4 million in financial assistance, encompassing both named

scholarships and need-based financial assistance. Last week, the scholarship committees awarded our 25 named scholarships in keeping with the donors’ intent. This is no small task given the quality and number of applicants and the guidelines placed by the donors. Awards totaling $520,280 for scholarships, both merit and need-based, will serve approximately 88 students.

The financial assistance committee has completed its first pass on need-based awards, based on the parents’ preliminary financial information (pending tax return verification) as given to our third-party provider, FAST. This firm analyzes a family’s financial data and creates a proposed award for the committee. If applicable, your reenrollment contract is based on this information. The financial assistance allocated to date is approximately $925,253 and will serve more than 90 students. The awarding of financial assistance is an ongoing process until the funds are exhausted; this is contingent upon students accepting their reenrollment packages with the financial assistance awards. We anticipate a greater demand for financial assistance than funds available by an estimated $650,000, due to the high number of requests for assistance. More information about financial assistance is available through the Business Office.

Should you, or someone you know, be in a position to provide direct financial assistance to a student, please contact me directly at 425-753-7833 or 425-201-2411. I can also assist anyone interested in starting their own named scholarship.

These contracts and financial assistance awards are conditioned upon receipt of the family’s federal tax returns for 2010 (for new families) and 2011 (for all families) by Feb. 15, 2012, to substantiate the requested need. In the event a prospective student does not accept her offer or does not provide a tax return(s) by the due date, these funds will be reallocated to another family. The financial assistance committee does its best to determine an award based on the information you provide and analysis by our third-party vendor. Nevertheless, we recognize that “life happens” and financial situations change; please contact Don Anderson at donan@forestridge.org for additional consideration if needed. It is our mutual goal to keep your qualified daughter(s) at Forest Ridge.

As you may know, tuition covers less than 85 percent of the cost of educating our girls (the school’s Annual Report is available through the Office of Institutional Advancement). A significant portion of the rest of our budget of more than $13 million comes from the generosity of those who, year after year, give magnanimously to our Annual Fund. On behalf of the entire school community, thank you for your continued support of Forest Ridge.

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High School Students

in the Health Sciences [HS]2 John Fenoli High School Faculty

Two years ago, middle school parent Terry Mayberg, M.D., and a priest from the Archdiocese of Mombasa came to Forest Ridge to explore ways to improve science education in Kenya.

They ended up talking with me. The conversations that followed helped create the High School Students in Health Sciences [HS]2 program, made possible through a donation to the Swedish Medical Center Foundation and with support from the Seattle Science Foundation (SSF), the Gossman Center for Advanced Healthcare Simulation at Swedish and Seattle Neuroscience Institute.

The goal of the nonprofit SSF is to educate physicians in the latest techniques in cardiac and neurological surgery and treatment. In addition, SSF sponsors oneday programs to introduce elementary students to medicine as a future career. Located in the James Tower of Swedish Hospital-Cherry Hill, SSF has worldclass facilities, which Dr. Mayberg and husband Dr. Marc Mayberg felt could also provide a terrific “medical camp” experience for high school students.

Over Spring Break in 2011, nine Forest Ridge students and four students from the Lake Washington School District, were pilot participants in the first [HS]2 program. The students learned about groundbreaking research in brain cancer, watched the removal of a pituitary gland tumor via an HDTV link, dissected pig hearts, worked with doctors, nurses and other staff members on childbirth simulators, robotic surgical equipment and medical manikins, heard the personal stories of a number of the practitioners and much more. One of the highlights of the three-day immersion experience was the opportunity to interview an outpatient with a neural pacemaker implant in her midbrain to control Parkinson’s disease.

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Then in late June 2011, 12 students with the Seattle Youth Employment Program (SYEP) participated in a refined [HS]2 program. SYEP supports underserved, minority and foreignborn students in their educational goals. Terry Mayberg and I conducted pre-program classes to prepare the students for the experience.

In the days before Thanksgiving, 2011, 10 Forest Ridge students and six students from O’Dea High School participated in the third [HS]2 session. In addition to the prior [HS]2 activities, these students practiced suturing pig skin with associates from the Seattle Neuroscience Institute, and, as students held a human brain, Dr. Marc Mayberg explained its structures. As always, we found that students who participated in the [HS]2 program were more excited and interested in pursuing training and careers in the medical arts.

The [HS]2 program continues to evolve. We are discussing funding with STEM Washington and, during the upcoming Midwinter Break, Drs. Mayberg and I will again volunteer our time and resources to craft this terrific experience for students in the Rainier Scholars program.

Middle School Girls:

Owning Their Strengths Students grow in self-knowledge and develop self-confidence Jenny McGovern and Betsy Briardy Middle School

Girls’ relational nature and concern for other people’s feelings make it challenging for a girl to name her own strengths.

Asked to name a personal strength, middle school girls will say they don’t want to be conceited or will respond, “I don’t know. Can I ask my friends?” When pushed, a girl will often reply with a list of accomplishments. “I am a good soccer player.” “I am a great reader.” “I am really organized and neat.” Girls don’t tend to name their interior qualities as strengths.

“I am hard-working.” “I am creative.” “I am empathetic.” When a girl’s definition of herself relies primarily on what she does, on her accomplishments and her outward appearances, her sense of self can be easily tipped off balance by a low grade, a mistake or a mean comment.

Fear of failure becomes a powerful constraint; it can inhibit trying a new sport or taking on an academic challenge.

A girl may take other people’s comments, especially perceived criticisms, personally.

She may also have a hard time finding solid footing in self-knowledge because she must continually keep up outward appearances and the perception of success. This requires that she devote a tremendous amount of time and energy to maintaining her image.

When a girl becomes comfortable naming her strengths as personal qualities, she has at her disposal an invaluable tool for navigating the day-to-day world of girls.

as they learn to deal realistically with their gifts and limitations. (Goal V, Criterion 3)

With confidence in strengths that are internal, her sense of self is not easily derailed by a bad grade or a snide comment. Instead she develops an inner confidence about her own abilities. Her sense of self is not defined or limited by a number, an award or the approval of others. When a girl can name the qualities she admires in herself, she takes a powerful step in developing a strong interior home base, or sense of self, a place she can come back to when presented with challenges, be they academic, physicalor social.

As educators and parents, the language we use and the example we set—how we are “walking the talk”—become two of our most powerful tools in helping girls grow in self-knowledge and confidence about their gifts.

The language we use to praise girls and talk about failure sends strong signals about what we value. When our praise focuses on the grade or test score, we can give the impression we value performance over the internal qualities of hard work, engagement, persistence and curiosity.

When we look over progress reports with our students or daughters, do we only focus on numbers—the lowest test grade, the class where she has the highest grade?

Grades are important to use as feedback, but they should not be the end goal. It is equally important to engage in a

conversation about which class she feels she has shown the most persistence in, her growth from last trimester to this trimester, or which class she is excited to go into each day and why. These dialogues can help us name—with our students and daughters—their strengths as well as strategies for addressing challenges.

Middle school girls are exceptional observers, though, and they watch what we do even closer than they listen to what we say. Are we able to name our own strengths? Are we able to admit the areas of our own lives that are harder for us or that we are still practicing to improve?

This is walking the talk. Let your daughter see the effort you put into a project and the tasks that take more practice or preparation. Tell her what you think your internal strengths, or those of other family members, are.

Middle school can be a challenging time, a time when a girl’s confidence often fluctuates. Helping a girl know and tap into her internal strengths and understand that in doing so she doesn’t diminish others is one of the most effective ways to help your daughter become a confident and resilient young woman.

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Women as Global Leaders Program

The Leap Month Overflows

This February is a leap month, and I celebrate the many gifts of an extra day: an extra day to recognize Black History Month, an extra day to be mindful of the sometimes-arbitrary human design of linear time, an extra day to notice the incremental extension of daylight as we amble toward spring, an extra day to work toward inner peace and healthy community.

Kisha Palmer Program Director Women As Global Leaders

In an ever-evolving effort to support the growth of an inclusive community, the High School Student Diversity Team will be sharing a learning workshop with the eighth-graders. The workshop will focus on the role of inclusive language and peer advocacy in the creation of an inclusive community; it will be an opportunity for middle school students to experience firsthand the kind of leadership opportunities available to them at Forest Ridge High School. The High School Student Diversity Team will also be featured presenters at the PNAIS Middle School Diversity Retreat on Feb. 10-11. The retreat’s focus is the role of media in identity and self-esteem, and the Forest Ridge team will specifically focus on real-time advocacy and online responsibility. The workshop will be 50 minutes long; students will have an opportunity to role-play, discuss and collaborate on new ideas for inclusion and equity at their respective middle schools. This will be an amazing opportunity for Forest Ridge students to share their experience and knowledge in the greater community.

On Feb. 16, Women as Global Leaders embarks on its second annual Peace and Reconciliation experience in the Holy Land. Following the itinerary created by Audrey Threlkeld, Jenny McGovern, Will Segall, David Fierce and me, this group of 14 students will travel from Jerusalem to Beersheba, the Bedouin community of Lakia, Bethlehem and Haifa. The group has been in class together since October, studying not only the religious significance of the region but also the historical context of the IsraelPalestine conflict. Within each unit is a component of self-reflection followed by group discussion; each student is asked to participate in an exploration of her own identity and her perceptions of culture and belonging as a framework from which to listen more closely to the stories she will hear as she travels with the group halfway around the world. Coming on the heels of the Arab Spring, this trip, for a second group of Peace and Reconciliation students, will reflect the experience of the first group, since much of the itinerary has been tweaked to respond to feedback from the first group.

Upon our return on Feb. 26, members of the class will share their experience at Parent Association meetings, faculty meetings and All-School Homeroom, as well as put together a book of the experience.

Please keep in touch with us while we are in the Holy Land by checking out the student blog on the Women as Global Leaders page on the Forest Ridge website!

And as Peace and Reconciliation has moved forward, the Women as Global Leaders Community Speaker Series has been experimenting with different speakers and content in an effort to identify the real learning needs of the greater community. We kicked off the year with the screening of Finding Kind on Jan. 6 to an audience of more than 100. Thank you to everyone who came to watch the movie and stayed to participate in the discussion. As I stated at the end of the evening, if you like the kind of programming we have been offering or you would like to see more of a certain kind of programming, please email me and let me know. The speaker series is only as fun as you are interested!

And finally, Women as Global Leaders is honored to share its story at the NAIS Conference at the end of this month as an example of innovation and risk taking in the pursuit of global leadership education. In a workshop to be presented in collaboration with Lakeside School, Cape Henry Collegiate (in Virginia) and the Chadwick School (in California), we will focus on the various stages of new programming at these four independent schools and their respective opportunities and challenges in building studentcentered opportunities for growth that are safe, multidisciplinary, and relevant.

Thank you for your support of Women as Global Leaders. I look forward to sharing more with you upon our return from the Holy Land!

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Thank you, Forest Ridge, for an amazing international experience

By Cynthia Seely

At this time last year, my family and I were on our way to Melbourne, where our two daughters, Jennifer ’12 and Katherine ’16, would begin their six-week exchange to Sacré Coeur, a school in the international Network of Sacred Heart Schools. The girls, then a junior and a seventh-grader, were a little nervous about going to a new school without a host “sister.” I was a little nervous about how the girls would get to school, how much homework they would have and where we would buy groceries. And I was unsure what type of exchange experience the girls would have with their mother and father in tow. We were doing something unusual: Our entire family was moving to Melbourne for the six-week exchange.

This idea was hatched at an anniversary dinner with my husband, Dan. It was the summer of 2009, and I was approaching a milestone birthday. I remember we went to a new restaurant in Bellevue, and Dan asked me if there was something I wanted to do in my life that I hadn’t done yet. I replied with the first thing that came to my mind: I wanted to live abroad with our family. We had talked about this over the years but could never quite figure out a good time to make it happen. As we talked about it at dinner, we realized that we would have a unique opportunity in front of us when our younger daughter started at Forest Ridge. Both girls would be in a school that was part of an international network that supported the idea of exchange, and both girls were taking ballet at a Royal Academy of Dance school, also part of an international network. “Hmm,” we dreamed. “Could this work? Could we all go on exchange together?”

The next step was to meet with Audrey Threlkeld, who directs the Exchange Program at Forest Ridge. We needed her ideas and support if we were going to make this dream a reality. Audrey was behind the idea 100 percent and gave us a clear “thumbs up” to go ahead with our plans. Next, we met with Carola Wittmann and Julie Grasseschi to discuss the issues for our high schooler and middle schooler, respectively. Again, we were met with complete support for the idea.

My husband’s work dictated that we be gone during the first part of the calendar year, so we decided to look at schools in the southern hemisphere, where it would be sunny. We needed an English-speaking school for our younger daughter, and, with Audrey’s help, we settled on Sacré Coeur in Melbourne. We contacted the Exchange Coordinator and the Head of School at Sacré Coeur, and, with their consent, we were ready to begin serious planning.

Jennifer Seely with friends from Sacré Coeur.

In the fall, each daughter and I met with her teachers to explain what we were doing and plan for the time away. With Jennifer, it was fairly straightforward because her teachers were accustomed to girls going on exchange during junior year. She would have to keep up with calculus assignments via email and her reading for the rest of her classes. Katherine would have to keep up with algebra and French (her Dad would tutor her in algebra, and I would help her with French). Her other teachers said to simply enjoy her time in school in Melbourne and not worry about her homework here.

Without exception, all of the teachers were incredibly supportive of our trip. They thought it was a wonderful opportunity! Many said that spending time in another country as a family was just as important as going to school. They saw the educational value of international travel and were willing to work with us to make it as smooth as possible for the girls.

Once we had the teachers’ support, it felt like it was really going to happen. I set about finding us a place to live in Melbourne, and, after hours of online searching, I found a company that rented furnished apartments. With the help of Mapquest, I identified the three apartments closest to Sacré Coeur and began calling them. When I called the first apartment, I spoke with the manager, a young woman named Sarah. I explained that our family was coming to live in Melbourne for six weeks so that our daughters could go on exchange to Sacré Coeur. When she heard this, she squealed in excitement. “That’s where I went to school! I loved it! It’s such a great school!” That’s when I knew we had made the right decision.

continued on page 8

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…an amazing international experience continued from page 7

We were greeted with the same warmth when we arrived at Sacré Coeur the day before school started. The girls borrowed uniform dresses and blazers from the school store, and we met Jennifer’s advisor and Katherine’s homeroom teacher. Everyone was so welcoming and nice to us, and we were given a grand tour. And, of course, we felt immediately at home when we walked into this school on the other side of the world and saw the Goals and Criteria of a Sacred Heart Education posted on the wall in front of the main office. It was comforting for Dan and me to know that during our time in Melbourne, our daughters would be taught with those same Goals that we value at Forest Ridge.

Our unusual exchange turned out to be an amazing experience for each of us. The girls learned a lot about Australia and about making friends in a totally new environment. They figured out how to take a tram to and from school. We found a dance school where they could continue ballet while on exchange. I found a fabulous place to buy groceries (at the Prahan Market, just around the corner from our apartment). My husband and I had a wonderful time taking long walks in the Royal Botanic Gardens and enjoying leisurely lunches in nearby cafes. And we all learned that we can create a cozy home in a tiny, two-bedroom apartment and survive without a car. It was a very special time for our family.

The Seely family in the Outback, near Uluru. At right, Jennifer ’12 and Katherine ’16 on Whitehaven Beach on the Great Barrier Reef.

We have Forest Ridge to thank for this experience. At many points along the way, we could have been met with roadblocks or negativity. But there was nothing but enthusiastic support for our family as a whole and our daughters in particular. The Exchange Program to a network school is one of the best things about Forest Ridge, and we are truly grateful to have been able to do this as a family.

{Cynthia Seely, Co-President of the Parent Association, shares this experience as one of the things she loves about Forest Ridge.}