Sycamore School Magazine / Winter 2016

SYCAMORE

SYCAMORE TURNS 30 The Past & The Future

WHY ART, MUSIC, LANGUAGE & PHYSICAL EDUCATION MATTER Enhancing Academic Instruction

ROBERTSONS PAY IT FORWARD One Family Making a Difference

Winter 2016 CELEBRATING 30 YEARS OF GIFTED EDUCATION

SYCAMORE

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VOLUME 9, No. 2 FROM HEAD OF SCHOOL

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HEAD OF SCHOOL DIANE BORGMANN

MATURI WINS $10,000 SCHOLARSHIP 06

FOR VIDEO, STORIES, HISTORY AND MORE ABOUT SYCAMORE SCHOOL GO TO SYCAMORESCHOOL.COM/THIRTY

FULWIDER NAMED 2016 OUTSTANDING TEACHER

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30 YEAR OF GROWTH: SYCAMORE SCHOOL

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ROBERTSONS GIVE BACK

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IMPORTANCE OF ART, MUSIC, LANGUAGE AND PHYSICAL EDUCATION 14 FOSTERING RESILIENCE IN CHILDREN

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CHOOSING A HIGH SCHOOL

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THE BIG DISCONNECT

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NEWS AND NOTES

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BOARD OF TRUSTEES MIKE ROSIELLO - PRESIDENT HEAD OF EARLY CHILDHOOD FRANCINE CLAYTON HEAD OF LOWER SCHOOL GLENNA LYKENS HEAD OF MIDDLE SCHOOL JAMIE MACDOUGALL DIRECTOR OF ADMISSIONS DR. SUSAN KARPICKE DIRECTOR OF TECHNOLOGY LARRY FLETCHER DIRECTOR OF ADVANCEMENT HOLLY LEE CHIEF FINANCIAL OFFICER PATRICK JUDAY SYCAMORE SCHOOL ASSOCIATION KATHY HACKWELDER - PRESIDENT

THIS PAGE:

SYCAMORE 2ND GRADE STUDENTS IN THE HALLWAY OF SYCAMORE.

OPPOSITE PAGE:

SYCAMORE 4TH GRADE STUDENT TANNON ROGERS USES A SMART BOARD DURING A UNIT THAT MIXES

MATH AND MEDICAL INFORMATION.

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SYCAMORE

SYCAMORE FROM DIANE BORGMANN Dear Sycamore Friends,

for facility; $1.2 million for the Sycamore Fund ($400,000 for three years); and $.5 million for a financial aid endowment.

Greetings from Sycamore as we celebrate our 30th anniversary year!

As most of you have learned, Sycamore is in a campaign, “Fulfilling Promise,” the third campaign in Sycamore’s 30-year history. In this sense, a campaign is an intensive fundraising effort on the part of an organization to raise a specified amount of money within a defined time period for identified needs of an organization. So why is Sycamore in a campaign and why now?

Sycamore is in a very strong position by any measure—faculty and program, finances, enrollment, and leadership. Relative to many stability markers, Sycamore is solid and performing at a high level.

Sycamore’s Board of Trustees and administration think about the future of Sycamore and what needs to be done to ensure that Sycamore will continue to be a strong institution for our students’ children. By any measure, Sycamore exhibits the strength to be successful in a campaign.

After developing a Strategic Development Plan and fostering a philanthropic culture, which has resulted in a strong and steady Sycamore Fund over several years, we began considering next steps for the school. In terms of facilities, Sycamore enjoys facilities that adequately support our program, but we envision improvements that could have significant impact on our students’ experiences. In 2013, we engaged Ratio Architects to develop a Campus Master Plan.

In order to develop that plan, Ratio convened several focus groups to identify what isn’t working well about our facility and what our grandest dreams would be. The result was an amazing design, but also one that we knew was far beyond our ability to fund. At that point, we engaged Johnson, Grossnickle, and Associates to conduct a feasibility study--interviews with many of our top donors—to assess our fundraising capacity. From that study we learned two important points: 1) we were ready to engage in a successful campaign; and 2) $3.7 million would be a reasonable philanthropic goal.

With the results of the feasibility study in hand, we went back to work with Ratio to determine and plan our priorities for the facility.

At the same time our Finance Committee, which had been prudently and effectively investing for Sycamore, made the decision, which was approved by the full Board, to self-invest approximately $2 million in the campaign. Since we had decided to conduct a comprehensive campaign (including facility, Sycamore Fund, and financial aid endowment), we were able to proportion the $5.7 million campaign as follows: $4 million

We are convinced that this campaign will make a transformational difference for Sycamore:

Through improvements to our facility, we will enable our faculty and students to teach and learn in ways they haven’t before and to teach and learn content they have before in new and better ways.

We will completely reconfigure the area that is now the Meeting Center and offices to include a Team Lab, an Innovation Lab, a Quest Room, and Technology Support offices and help desk.

GRANDPARENTS DAY VISITORS

We will renovate the office areas to provide better working conditions for our administrative and support staff.

Folks who work cooperatively in the same departments will have offices in close proximity to each other.

We are adding a much-needed commons, an area for our middle school students to socialize and to learn.

We are adding the a room where our Board will meet, our prospective parent tours will take place, and other important meetings and events will occur.

Our receiving area will be expanded, and natural light will be abundant is that the first impression upon walking through the Sycamore doors will be an awesome one.

The areas addressed in this project are the only parts of the original building that have never been renovated. As you may have noticed, construction has been completed for the Scott A. Jones Family Board Room and the Hagerman Family Commons. The project in the core of the school will be completed this summer. The Hagerman Group is contracting the work, and Jeff Hagerman, Sycamore parent and trustee, is keeping a close eye on it for us.

INDIANAPOLIS FIRE DEPARTMENT FIREFIGHTERS VISITED PRESCHOOLERS.

Fundraising has been extremely successful thus far. Sycamore parents, past parents, grandparents, and alumni are digging deeply to contribute to Sycamore because they believe in our mission, our philosophy, and our results.

This is certainly the right time for Sycamore to advance and to ensure that the next 30 years are just as strong as the past 30 have been! I’m honored to be a part of it, and I thank all of you for your extraordinary support.

Onward and upward!

Best regards,

1ST GRADERS CREATED PROJECTS DURING THEIR DAY OF SERVICE.

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POET AND AUTHOR REBECCA KAI DOTLICH WORKS WITH 3RD GRADERS.

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SYCAMORE “DORIS ENGAGES STUDENTS WITH LEARNING THAT IS DEEPLY ENRICHING.”

FULWIDER NAMED OUTSTANDING TEACHER AT IAG CONFERENCE

MATURI EARNS $10,000 SCHOLARSHIP IN NATIONAL STEM COMPETITION Sycamore alum Vikas Maturi has won a $10,000 college scholarship in the Siemens Competition in Math, Science & Technology. The $10,000 scholarship (and $3,000 he earned as the region winner) was earned as a result of his groundbreaking invention. Maturi developed a product that could reduce or eliminate pain from pre-injection procedures for ophthalmic patients. He presented the “Engineered Intraocular Injection Guide: Pain Reduction in Ophthalmic Disease Treatment.”

Launched in 1998, the Siemens Competition is the nation’s premier science research competition for high school students. Nearly 4,000 students registered for this year’s competition and a total of 1,781 projects were submitted for consideration. 466 students were named Semifinalists and 97 were named Regional Finalists.

“I saw patients were complaining about the speculum, which is a device that holds the eyelids open during an eye injection,” Maturi said.

“I was seeing this over and over again, and patients were complaining a lot from the pain. I thought there had to be a better way to give these injections without the use of the speculum.” Maturi competed with other winners region winners, as they presented their projects at the national finals in Washington, D.C. “It’s rare to see this level of progress achieved in an independent project, but Vikas has single-handedly advanced pain reduction for ophthalmic patients,” stated Region Three competition judge Dr. W. Matthew Leevy, Research Associate Professor, Dept. of Biological Sciences and Director, Biological Imaging at the University of Notre Dame. “Vikas identified a problem and invented a device – after a successful critical trial. This sort of exhaustive and thorough problem solving is worth celebrating.”

Maturi aspires to be a social designer or design engineer and anticipates majoring in product design and/or biomechanical engineering

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“I WAS SEEING PATIENTS COMPLAINING FROM THE PAIN. I THOUGHT THERE HAD TO BE A BETTER WAY.”

Sycamore School 2nd grade teacher Doris Fulwider won the Hazel Feldhusen Outstanding Teacher of the Gifted award for 2015, presented at the Indiana Association for the Gifted Conference in Indianapolis.

The Indiana Association for the Gifted annually presents an Outstanding Teacher of the Gifted Award to an individual whose exemplary leadership and outstanding contribution to gifted education has affected Indiana’s children, teachers, schools, programs, and/or policies.

in college. Vikas is especially inspired by the growing incorporation of engineering in the social design world – he loves his Engineering Design and Development class. Currently, Vikas and his research collaborator are modeling and prototyping a product that captures, redirects and filters flood water in developing countries.

“Doris has only been at Sycamore a short time, but it is easy to see that she understands gifted students and makes deep connections with them,” says Head of Lower School Glenna Lykens. “She combines rigorous content with teaching the processes and problem solving strategies students need to be strong, lifelong learners.

Outside of the classroom, Vikas enjoys playing soccer and piano, and also serves as president of TechHOUNDS Robotics, of which he leads a 140-person team and implements STEM outreach initiatives.

“Doris engages students with learning that is deeply enriching and focused at their appropriate level for continuous growth.”

Earlier this year, Maturi was named one of six national finalists for Bright House Networks Bright Ideas STEM (science, technology, engineering and math) from Today’s Youth competition for designing a mechanized eye dropper. n

Fulwider, in her first year teaching at Sycamore, is a graduate of Indiana State University, and earned bother M.S. and Gifted and Talented endorsement from Purdue University. n

VIKAS MATURI (‘12), A SENIOR AT CARMEL HIGH SCHOOL, PLANS TO ATTEND STANFORD UNIVERSITY NEXT FALL.

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SYCAMORE

SYCAMORE “IT’S IMPORTANT TO HAVE SPACES THAT REALLY HELP US DELIVER THE CURRICULUM IN THE WAY THAT’S BEST NEEDED.”

30 YEARS OF GROWTH, ALWAYS WITH A FOCUS ON THE MISSION Pearl: “a precious thing; the finest example of something” OXFORD ENGLISH DICTIONARY

The traditional 30-year anniversary gift, the pearl, is a fitting symbol as Sycamore School celebrates its third decade. What started in 1985 as a small seed in the minds of a bold group of Indianapolis parents and educators today has grown to become a lustrous gem, widely known as one of the best schools for gifted children in the nation.

As the school celebrates its 30th anniversary, it also has kicked off an ambitious campaign that will enable the school to add to its luster—all while maintaining its traditional mission, adopted just before its tenth anniversary: “Sycamore School exists so that academically gifted children can experience the enriched, accelerated education they need to reach their potential and to lead responsible, constructive, fulfilling lives.”

The school’s third campaign in its three-decade history, called “Fulfilling Promise,” is well on its way to achieving its goal to raise $3.7 million. The funds will be earmarked for three key areas that support Sycamore’s long-standing mission:

$4 million to build effective learning environments

$1.2 million to support the Sycamore Fund

$500,000 to endow the financial aid program

Head of School, Diane Borgmann, explains that the plans and resulting campaign were developed with a long-term perspective.

In order to develop optimal learning environments, the school hired an architectural firm to create a complete campus master plan. The architects met with focus groups of teachers, administrators, parents and students and “asked us what we would like if our dreams could come true over the next 15 to 20 years,” Borgmann says.

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After reviewing projected costs for a “dream campus” and working with fundraising consultants Johnson, Grossnickle and Associates to assess how much money could realistically be raised in a campaign, the board prioritized key components of the master plan. The board’s Finance Committee, which Borgmann notes has prudently and effectively managed the school’s investments over the past several years, suggested that the school had the means to self-invest $2 million to support the projects. As a result, the fundraising goal was set at $3.7 million - with a total campaign of $5.7 million - that will enable the school to complete campus renovations, support the Sycamore Fund, and endow and expand the financial aid program.

EFFECTIVE LEARNING ENVIRONMENTS

The construction program will result in renovation of the central core of the school building—the only section of the facility that hasn’t changed since it was built 60 years ago. Borgmann says, “Historically, Sycamore has built a program first and then built the facilities to support it.” Lower School Head, Glenna Lykens, agrees, noting that “It’s the curriculum that drives the construction and not the other way around.”

The new facilities will be no exception—they’re expressly designed to enhance students’ learning experiences and expand teachers’ capabilities. “It’s important to have spaces that really help us deliver the curriculum in the way that’s best needed,” says Lykens.

New small-group and collaborative areas will allow teachers to further divide grade-level groups by ability and readiness levels, as well as

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provide spaces for students to work in teams to solve problems and to meet with outside speakers and experts. “Opening up opportunities is going to be key,” she adds.

Borgmann points out there are no plans for the school’s enrollment to increase. “We plan to stay the same size,” she says.

The construction project also offers the opportunity to create energyefficient spaces. “There will be a strong environmental impact,” says Middle School Head Jamie MacDougall. “The committees have really thought about energy efficiency and minimizing our carbon footprint.”

TWO NEW SPACES WERE BUILT AND OPENED IN JANUARY.

Hagerman Family Commons – This 1,650-square-foot room, which was completed in January 2016, in the first phase of construction, is specially designed to meet the needs of adolescents. “The Middle School kids love coming to school. They come early and stay as late as they possibly can,” says Middle School Head, Jamie MacDougall. “Social time is really developmentally critical for this age group,” she notes, and they previously have not had an area devoted specifically to them.

MacDougall worked with a group of students to help structure use of the Hagerman Family Commons. “In the morning it will be a place to relax and socialize and do some homework. It will serve the same function after

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school,” she says. It also will be a place for students to share ideas and work in teams. The Commons includes bookshelves, resulting in a library designed specifically for middle-schoolers. MacDougall says students even will have the opportunity to help to select new books for the shelves.

Scott A. Jones Family Boardroom – This new meeting space overlooks the Outdoor Lab. Designed to take full advantage of natural light, it will be used for board meetings, admissions events, parent and volunteer meetings, conferences, and as a display area for student work. It was completed in January.

Office spaces and the current Meeting Center are being transformed into four new learning and collaboration areas, all to be completed by August 2016:

Francine Clayton, Head of the Early Childhood, adds, “We do so much hands-on work with our young children. Our philosophy is always to be looking at developmentally appropriate activities.”

Quest Room – About 15 percent of Sycamore students participate in the before- and after-school programs, and the Quest Room will provide a home-like atmosphere for them, with comfortable areas for reading, relaxing and working on craft projects. It also will be used for group activities during the school day. The before- and after-school student program currently is housed in the science lab, and that limits the use of the lab for after-school science programs.

Technology Support – The new technology area will include an office for technology support staff, as well as a technology help desk that will serve the entire school community.

FINANCIAL AID

Team Lab – This creative space for students and teachers will include five tables for group work, along with collaboration tools such as a flat-screen TV and video creation and editing equipment. Lykens says, “Part of the focus is to teach kids to be collaborators . . . and use technology in that planning.” MacDougall adds that the Team Lab offers a space that will “allow them to wrestle with problems.”

The campaign will endow the school’s need-based financial aid program, which granted nearly $700,000 in funds this year. Borgmann says approximately 16 percent of Sycamore students receive financial aid, with the school granting an average of $9,200 each year to qualifying families.

Innovation Lab – This room will serve as a laboratory for students of all grade levels to build and create, using a variety of high-tech and low-tech materials housed in the lab—everything from pencil and paper, to toothpicks and glue, to a high-tech 3D printer. Lykens believes teachers will use the lab to help students think more deeply and creatively. “What kinds of door can we open?,” she asks.

“Our mission is to serve gifted students, not students with financially gifted parents,” she says. “Financial aid is critical to not only helping individual kids, but helping the whole population here,” she says, citing evidence that “having a socio-economically diverse student body makes for a stronger school environment.”

THE SYCAMORE FUND

The Sycamore Fund helps to meet the school’s operating budget needs and is critical to maintaining a balanced budget. This annual fund makes up the difference between the total cost of educating a Sycamore student and the cost of tuition. It also funds dozens of academic and extracurricular endeavorts, including iPads in every classroom and a 1:1 iPad program in the Middle School, speaker visits, lab supplies and equipment, field trips, books and more. The Sycamore Fund raises about $400,000 annually, and the addition of $1.2 million will continue the Sycamore Fund for three years.

Borgmann believes the three-year “Fulfilling Promise” campaign is “an important juncture for the school. I think it’s really going to set the school apart in ways that are very cutting edge,” she says.

She’s pleased to note that donations to the campaign currently are exceeding expectations and is especially glad to see the number of alumni (the oldest of whom have just reached the age of 40) contributing to the campaign.

“I’ve been just blown away with gratitude by the way people are stepping up with pledges and gifts,” she says. “It’s great to see the investment in the school.” n

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ROBERTSONS FOUND THEIR HOME AND GIVING BACK FEELS RIGHT

DAN AND JEANETTE ROBERTSON AND DAUGHTER SARAH (8TH GRADE) HAVE BEEN LONGTIME SUPPORTERS OF SYCAMORE SCHOOL.

While every family has a different story they tell about finding their way to Sycamore School, the similarities of why they stay are often comparable. The Robertson family (Dan, Jeanette, and daughter Sarah) is an example of how a mom and dad discovered a need for an education like Sycamore offers for their daughter. They talked to friends, joined Sycamore in the Early Childhood years, and have watched their daughter Sarah grow into a young adult who will head to high school in the fall of 2016.

When asked to reflect on a myriad of memories from the past ten years, it is teachers caring about students as individuals that means so much to the family.

“Looking back, there’s one field trip that stands out in our minds for a different reason,” Jeanette says. “It was the first grade trip to the Cincinnati Zoo and on their return trip to Sycamore, the charter bus broke down along the interstate. They had a busload of first graders, had to transfer them to a nearby school via a local school bus to wait for a replacement charter bus to arrive to finish the journey home. The teachers, assistants, administration and parent chaperones handled everything so beautifully that the kids all thought it was a great adventure, singing songs with Mrs. Sandy (yes, she had her guitar!), eating McDonald’s courtesy of the parent chaperones, playing games and having a wonderful time.”

For Jeanette, it was a moment that captured the essence of what Sycamore School was about.

“The wonderful teachers, administration and parents made the experience such a memorable one and helped re-enforce Sycamore as being a truly exceptional place for our children,” she says. “It’s a caring community.”

Witnessing the way the potential dilemma was handled, it was another

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clue to the Robertson family that they had selected a school that not only understood how to teach knowledge, but how to take care of kids, and let them mature into successful students through experiences.

“Sycamore has developed and challenged Sarah in ways that should set her up for future success,” she says. “This started early with numerous opportunities to present in front of others either in the classroom or on the stage and these experiences provided her an opportunity to develop confidence in public speaking.

“She has continued to develop as a hard worker, and in recent years, her study habits have matured.” Jeanette says.

the smaller school atmosphere had the potential to provided a better academic experience,” Dan says.

After Sarah was born, they “started looking at private schools and early childhood programs, we found that Sycamore was the right fit for Sarah. We appreciated its academically challenging program and the nurturing environment for young learners throughout its program.”

PAYING IT FORWARD

Their longstanding relationship with the school has included generous gifts from the Robertsons, including support of the current campaign to raise funds for additions to the school and endowment for financial aid.

aid endowment, something the Robertson family supports.

“The beginning of a financial aid endowment is an important piece of the project,” Dan says. “It will ensure more gifted children will be able to attend Sycamore in the future, regardless of their families’ ability to pay the full tuition costs. Sycamore is such a unique educational venue that creates a special environment for our children.

“Though Sycamore is celebrating its 30th year, it is a relatively young school in comparison to many independent schools, and has fewer alumni,” Dan says. “That means it needs its current parents and extended community to make sure it can continue to adapt to meet its mission into the future.”

MAKING A CHOICE

The decade-long experience at Sycamore, the Robertsons say, has been highlighted by peer groups who help empower classmates to learn, and by students who work both independently and successfully with others. It was something the parents talked about as they were starting to think about schools for their daughter.

Back in the 90’s, Jeanette worked with a woman whose son attended Sycamore. “We would talk about how Sycamore challenged her son and was a good fit for him,” she says. “We filed that information away until the time we decided to start a family.”

The Robertson’s had similar-yet-different educational experiences growing up. Jeanette attended private schools for her education, including attending a private college. Daniel had a mix of private and public schooling. But they knew that if they had children, their preference would be private schools. “It was due in part to what we were familiar with in our own education and also that we believed

“We have always supported the annual fund because we felt it was one way for us to say thanks for all that Sycamore has done for Sarah,” Jeannette says. “We supported the Fulfilling Promise campaign because our family has benefitted from the wonderful improvements made during the prior two campaigns, and we felt it was important to give back and ‘pay it forward’ for future families.

As the Robertsons – and many more donors – have contributed, construction and renovation throughout the school started at the beginning of the school year, and will continue through the summer. ”We are especially excited about the Hagerman Family Commons,” Jeanette says. “It was a space we knew was really needed, and Sarah and her classmates can enjoy this space during their second half of 8th grade.

We also believe the new technology and learning spaces will enhance the educational experiences of current and future Sycamore students.”

RIGHT CHOICE

As the Robertson’s wrap up their final semester at school, Jeanette looks back fondly at the array of opportunities Sarah has had at Sycamore.

“She has explored team sports, art, and band, and that has allowed her to become well rounded and also teach her time management skills and prioritization,” she says.

“Sarah has developed her social skills and created what we expect will be life-long friends. We believe that all these experiences have created habits and allowed her to gain confidence that will support her to be successful in high school, college, and whatever she chooses for her career.” n

The Fulfilling Promise campaign also includes developing a financial

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SYCAMORE THE IMPORTANCE OF ART, MUSIC, LANGUAGE AND PHYSICAL EDUCATION FOR STUDENTS Francine Clayton HEAD OF EARLY CHILDHOOD

The following story by Francine Clayton, as well as the writings from Glenna Lykens, Diane Borgmann and Jamie MacDougall that also appear in this issue are part of a longer series of articles about education, parenting, technology and teaching that are posted on the Sycamore School website. Read blog posts from the entire year at sycamoreschool.org/sycamore-stories.

What is so special about Special Area instruction? Special area studies bring vital skills into a child’s educational experience. These subject areas not only provide experience with essential skills that are unique to the subject area, but they also reinforce and compliment the skills needed in traditional academic areas. Rejecting time for art appreciation, physical education, foreign language or music in order to put more time into math or language arts is a misguided use of instructional time. Eliminating these special classes from the curriculum weakens overall instruction.

I will list four special area classes and examine the ways that these areas of instruction, having merit in their own right, also enhance overall academic instruction.

ART APPRECIATION

It is obvious that, for young children, learning to manipulate, markers, crayons, scissors, paintbrushes, modeling clay, and other medium will strengthen their fine motor skills. These are skills needed for handwriting, tying shoes, buttoning buttons, and zipping zippers. What other benefits are there for children who are involved in art appreciation?

Learning skills required for the successful use of a maker space.

Learning to evaluate a product, identify possible flaws, and improve the design

Developing critical and creative thinking.

Learning to evaluate visual information and ideas.

Developing a broader vocabulary and the use of descriptive words.

Become a better consumer by learning how to evaluate persuasive

visual art in advertising.

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PHYSICAL EDUCATION

With all of the concern over childhood and adult obesity as well as all of the related health issues, the need for physical activity should be obvious. Children who learn to be physically active when they are young are much more likely to continue the habit in later years. That fact on its own should help us all realize that recess and physical education are vital to the well being of our students. In case anyone needs more convincing, here are more benefits to be gained by regular physical activity.

Better social and motor skill development

Strengthening developing muscles, bones, and joints

Reducing fat and lowering blood pressure

Reducing depression and anxiety

Building self-confidence, concentration and coordination from an early age.

It is clear that physical activity is important at school and at home.

There are so many ways to be active. Even children who are not interested in intense physical activity can find something to enjoy.

MUSIC

Children from birth to six years of age are considered to be in the “music babble” stage. This is much the same as the “language babble” stage for young children. Children continue to develop musically through a sequence of activities that will include singing in tune and marching to a beat. A rich music environment will continue to provide exposure to music elements. This continuous exposure will result in a child’s playful experimentation with music. The most typical reason that this skill does not develop in a child is simply a lack of exposure.

What other benefits are there to music education?

The development of brain areas that involve language and reasoning

A causal link has been found between music and spatial intelligence

Creative thinking and problem solving

Recent studies show higher achievement in other academic areas when children are involved in music education

Children learn the value of sustained effort to attain excellence

Music provides children with a means of self-expression which leads to self-esteem

Music performance teaches children to conquer anxiety and take risks.

Self- discipline and cooperation skills are developed

FOREIGN LANGUAGE

Children that know a language other than their native English, learn to be more open to people from other cultures and those who speak another language. As our economy and our existence become more global in nature, it is important that our children develop a willingness to understand the differences in the people of the world. The Early Language Learning Research White Paper Report that was updated in January 2008 and is published by Early Advantage has indicated some benefits to learning a foreign language. In the paper, there are six advantages listed.

Earlier is Better: Children who begin to learn a foreign language as early as the age of 3 have an advantage. They learn quickly and often are more ready to learn another new languages in the future.

Foreign language study increases cognitive abilities, including

intellectual and academic

Foreign language study improves verbal skills in English.

Children who study foreign language have higher test scores in English and Math than English only children.

Knowledge of foreign language provides students access to more opportunities in higher education and beyond

Foreign language knowledge leads to better employment opportunities and higher salaries

It is easy to see that the Special Area classes of art appreciation, music, physical education, and foreign language are indeed very special.

“SPECIAL AREA STUDIES BRING VITAL SKILLS INTO A CHILD’S EDUCATIONAL EXPERIENCE.” FIRST GRADER EVA BERGER WORKS ON AN ART PROJECT.

They are valuable in their own right but they also contribute to the achievement of children in many other areas. Cutting these opportunities from the curriculum so that children spend more time at their desks studying traditional academics is clearly an unfortunate decision. So, if you exercise even once in a while, enjoy listening to any kind of music or sing in the shower, appreciate the beauty that you see around you every day, and value the friendship or point of view of someone who is not exactly like you, thank those very special, Special Area teachers. n

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SYCAMORE “...AS CHILDREN GAIN COMPETENCE AND CONFIDENCE, THEY BEGIN TO SEE THAT THEY CAN CONTROL THE OUTCOMES OF THEIR DECISIONS AND ACTIONS.”

FOSTERING RESILIENCE IN CHILDREN

By Glenna Lykens

SYCAMORE’S

HEAD OF LOWER SCHOOL

EARLIER THIS YEAR.

Parents and teachers who know me, know that I preach – I mean talk!

– about fostering resilience in children as often as possible. Sometimes people act like resilience is a trait that someone either does or doesn’t have. I think resilience is a process that can and should be taught and fostered. I also think it is important for this to happen both at home and in school.

There is a lot of buzz about grit in the education world today, and sometimes people interchange grit and resilience. I believe they are different. Where grit focuses on perseverance, which is also important, resilience focuses on the ability to bounce back from adversity.

Resilience can be learned and developed, and as we learn, we increase the range of strategies we can use when things get difficult. Everyone experiences difficulties and times of distress, but people can improve the way they respond in those times to increase their chance to be successful when they move forward.

For teachers and parents to help children develop resilience, they must first form strong connections with them. Those connections need to give children a sense of belonging and show them that they have both physical and emotional security within the home or classroom. The adults are both a source of support and a model for the strategies and behaviors that resilient people have.

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VOLLEYBALL

TEAM

TALKS BETWEEN POINTS DURING A MATCH

Children need help in developing competence through experiences.

They need to learn that they can make responsible choices and trust their judgment. Adults can help children learn to identify and build upon their strengths, facilitate their thinking and decision making, and allow them to make mistakes and try again.

As children begin to realize their own competence they build confidence in their abilities. Confidence does not come from adults telling children they are special or wonderful. It comes from children experiencing challenges and learning to cope with them. Adults should focus on children’s qualities of fairness, persistence, kindness, etc., not just on their achievements, and should praise specific and authentic qualities and achievements. For example, instead of saying, “You’re such a great artist!” a parent or teacher could say, “Your choices of colors in your painting are so bright. Look at the variety of flowers and colors you used!”

For children to develop competence, they need to develop a strong character. When children have a sense of right and wrong, display caring and kindness, and show respect to others, they have a strong sense of self-worth. Adults should help children understand how certain behaviors affect other people in good and bad ways. It’s important for children to identify and clarify their values so they can draw upon them as they make decisions about their actions. Tying into

character, it can be a powerful lesson for children to see that their personal contributions can make the world a better place. They can gain a sense of purpose that can be motivating and enhance their competence and character.

Give children responsibilities; they need opportunities to learn, not lectures.

Help children set realistic goals for themselves.

Teach children to problem-solve. When they have a problem, ask them what they think they can do to solve it.

Finally, as children gain competence and confidence, they begin to see that they can control the outcomes of their decisions and actions. They start to realize that they have the ability to bounce back if those outcomes are not what they expect or want. Parents and teachers need to give children as much personal control as the children can handle. If the adults make too many decisions, children can feel as if everything happens to them and that the control is external, instead of learning that they have internal control over outcomes and responses to those outcomes. Developing a sense of autonomy helps children deal with unexpected issues that arise, and it helps them cope with challenges.

Avoid asking “why” questions. Ask “how” questions. (Don’t ask, “Why did you do that?” Ask, “Since you did that, how are you going to fix it?”)

Don’t provide all the answers. Saying, “I don’t know,” and following up with, “What do you think?” is a good alternative.

Let children make mistakes and teach them that mistakes are an opportunity to learn. They need to learn that mistakes are not the end point, but the point to figure out what to do next.

Help children manage their emotions. All emotions are okay, but they need to learn how to respond to them.

Model resiliency. Admit your mistakes, talk through how you’ll deal with them.

Here are some things parents and teachers can do to help children become resilient:

Help children identify and develop their strengths.

Let children know they matter.

Don’t accommodate every need; let children try to solve problems on their own first.

Avoid eliminating all risk. Allow appropriate risks and age-appropriate freedoms.

Parents and teachers can work together to guide children and teach them to be resilient. Being able to bounce back from adversity and have the skills to learn from mistakes and try again will help them in all aspects of their lives. n

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SYCAMORE

SYCAMORE

THE HIGHWAY TO HIGH SCHOOL: WORKING TOGETHER TO CHOOSE THE PROGRAM THAT IS RIGHT FOR YOUR GIFTED STUDENT

“A LITTLE CLARIFICATION, YOU MIGHT FIND THAT THERE ARE PATHWAYS POSSIBLE THAT AREN’T GIVEN IMMEDIATELY.”

By Jamie MacDougall HEAD OF MIDDLE SCHOOL

Earlier this school year, Sycamore hosted the annual High School Information Night with St. Richard’s and Orchard. Our halls and classrooms were filled with area high schools and boarding schools from as far as Exeter, New Hampshire. The event gives parents and students an opportunity to listen to and interact with admissions representatives, current high school students, and faculty members from multiple vantage points all in one evening.

Finding the right fit for high school can take time. Sycamore graduating classes of 42 typically attend a total of 5-8 different high schools each year. Choosing a high school may begin with looking at locations and course catalogs, but the deeper layers of extra-curricular offerings, allowance for course loads, ability to interact with faculty, and access to experiences are key.

The small environment at Sycamore has afforded students exposures to a variety of activities, helping students to begin honing their interests before looking at high school programs. Many of our sixth and seventh-graders and their families attend our Sycamore Alumni panel each March to garner the current perspective of a Sycamore transition to various schools. Candid conversations are had about no-cut athletics, which teachers provide the

18

most intriguing courses, and which clubs not to miss (one local high school boasted both a stellar robotics AND cake eating club!).

We encourage all eighth-graders to shadow three schools, to gain varied perspective (a large school, a small school, public, private, etc.).

Conversations regarding navigating these visits happen in our advisory program. We continually find these shadow days to be invaluable, as students return with solid gut feelings about the places they visit.

Parents often ask if there is one school that is best for Sycamore alumni, and the answer is no. Since students possess an array of passions, interests, goals, geographic locations, backgrounds, etc., the key becomes finding the right fit for each individual. We suggest that parents generate a list of viable options (having considered cost, transportation, belief alignment, access to appropriate coursework, etc.) of which they vehemently approve and then let the student have the final say in the decision, as he/she will be the one spending the most time there.

While we have yet to find a perfect algorithm for making these decisions, we have found that these questions are helpful starting points in parsing out each family’s high school needs:

1. What is the enrollment in grades 9 – 12?

2. What are the admissions criteria?

3. What are the admissions procedures? Please include dates, deadlines, notification of acceptance, etc.

4. Are scholarships available? Are those complete or partial, and on what basis are those awarded?

5.

Are advanced versions of regular courses available for more capable students? Are students allowed to “test out” of freshmanlevel courses? What are the criteria or procedures for enrolling in advanced courses? Are Advanced Placement courses offered? Are there other special programs such as International Baccalaureate?

Are students able to take classes for college credit while in high school? If so, how many and in connection with what university?

6. What is the average class size in freshman and sophomore level courses such as math, science, and English?

7. Is there a band, orchestra, choir? Are freshmen able to participate in the most advanced music groups?

8. What foreign languages are offered? How many years of study are available? Are there any of these not open to freshmen?

9. What extracurricular offerings are open to freshmen?

10. Is there an Open House scheduled? Are there other times available for visitation?

11. Who should I contact if I have additional questions after this shadowing experience?

12. What percentage of graduates go on to college? Where do they go to college?

13. What are the average SAT scores of recent graduating classes?

14. Have there been National Merit Scholars, Semi-Finalists, or Commended Scholars in recent years? If so, how many?

15. What is the annual tuition? Are there other fees? Do you expect these figures to change significantly in the next four years?

All of these questions are strong starting points for important conversations. The questions regarding access to higher-level coursework, clubs, arts, and athletics tend to be most critical for gifted students. While there is a fine line between inquiring and badgering, don’t always feel as though you have to settle for the first answer you are given.

With a little clarification and recalibrating the ask, you just might find that there are pathways possible that aren’t given immediately, as they are not the easiest. But when the school realizes that it is what might be best for the student, they will often make the essentials happen, and that is the kind of school we are looking for for our children. n

19

SYCAMORE

SYCAMORE “KIDS DON’T NECESSARILY KNOW WHEN IT IS TIME TO PULL THE PLUG. THAT’S

THE BIG DISCONNECT

By Diane Borgmann HEAD OF SCHOOL

OUR JOB.” At Sycamore we choose a few books to place on a reading list for faculty and staff. Every faculty and staff member chooses at least one title from the list—usually about 4 books— to read. We discuss the books and what they might mean for us professionally. One of the recent choices was The Big Disconnect by Catherine Steiner-Adair, EdD, a clinical psychologist.

Parents and teachers understand that technology offers us huge benefits, but also many threats and challenges. Steiner-Adair writes, “It is the parental paradox of our time: never has there been so much opportunity for families to plug in and at the same time disconnect.”

Steiner-Adair focuses on how technology is impacting our children, their development, and our family relationships. She sets the stage by describing how technology has changed and overtaken much of our lives—and the lives of our children. Children ages 8-18, on average, spend about 7 hours a day on electronic devices. Everyday life is being unbelievably transformed.

This poses challenges to raising and educating creative, happy, empathetic children. Steiner-Adair also addresses how we as adults are focused on technology, often to the detriment of our children. She cites interviews with kids of all ages who feel ignored, alienated, and unimportant because they can’t attract the attention of the adults they love and respect.

The Big Disconnect is based on research, and not only does SteinerAdair relate the hazards posed by unwise use of technology at every developmental stage, but she also offers suggestions to meaningfully connect with children of every age.

We should be very wise about use of technology with very young children. Steiner-Adair’s research-based opinion about technology and infants and toddlers is very clear: NO screens between birth and age 2.

If you look around you—in restaurants, in museums, in strollers—it’s not hard to find a toddler with a smartphone. Steiner-Adair cites a 2010 international survey of 2200 mothers, which found that more children ages 2-5 can play with a smartphone application than tie their shoelaces.

Families and parental attention and connection are what actually shape a child’s brain—not screens. She even cautions about too much

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“educational” technology at a very young age. She discusses how technology robs children of time for creative, self-generated play; how it erodes attention span; how it is limiting physical activity and 3-D exploration. Social and emotional literacy are focal points of child development from birth to age 5, and children need real interaction with real humans to develop those competencies.

In the elementary years, ages 6-10, Steiner-Adair cautions about protecting childhood and protecting our kids from growing up too fast.

Through this period, healthy cognitive, emotional, moral, and social growth continues to need a base of curiosity, hands-on experiences, relationships, and imagination. Pressure to “grow up” faster skips important developmental steps. Again, judicious use of technology can be advantageous; however, it is up to adults to provide the wisdom. The gender code is starting younger all the time, and children are exposed to the popular culture of violence and sex through all sorts of media; we adults have to manage this exposure. Research and experience have shown us that children become desensitized to brutality, misogyny, and pornography through repeated exposure. Kids don’t necessarily know when to “pull the plug;” that’s our job.

mean, don’t lie, don’t embarrass other people, don’t pretend to be someone you’re not, don’t go places you’re not allowed to go.

Don’t post pictures that Grandma wouldn’t love. Don’t do anything I wouldn’t approve of.”

For teens, the stakes just keep getting higher. Steiner-Adair quotes an 18 year-old, who says, “My generation is so comfortable at communicating electronically, but we are terrible at actual relationships.” Tech offers false privacy, temptations, and the ability to fake identities. Issues of sex, intimacy, and porn become more serious and dangerous. Parents sometimes are clueless, and sometimes they become involved in crazy ways. Parents must think and be approachable, calm, informed, and realistic.

Steiner-Adair says the family is an ecosystem, and we have everything we need to create thriving ecosystems.

Martin Seligman, psychologist, identifies the following 5 elements that are highly significant contributors to well-being: positive emotion, engagement, positive relationships, meaning, and accomplishment.

A SUSTAINABLE FAMILY:

Between the ages of 11 and 13, the “tweens,” we adults need to be especially vigilant. Steiner-Adair believes, and I concur, that kids of this age should not have computers in their bedrooms. Just “hanging out” with friends can lead to serious, sometimes threatening, trouble.

It is literally possible to become addicted to screens and use that as a coping mechanism. Children of this age still can’t always distinguish fantasy from reality, and their sense of “normal” can be changed.

Steiner-Adair has a good message that parents should be giving their kids:

“This is not your computer—I know it has your name on it, but this is my computer (or your school’s computer). I’m your parent and I reserve the right to see everything that’s going on there. You need to be on the computer in an open place. I have the right to know what your homework assignment is. You can’t be in your room with the door closed. You can’t take it to bed with you. You can’t collapse a screen when I walk by.

We have a code of conduct and we expect you to stick with it: don’t be

Recognizes the presence of technology

Encourages play and plays together

Nourishes meaningful connection and thoughtful conversation

Understands the uniqueness of each person

Has built-in mechanisms for healthy disagreement

Has values, wisdom, and language that links past to future

Provides experiences off-line in which children can experience and cultivate an inner life

The Big Disconnect provides a wealth of research, anecdotes, and wisdom that will provoke much thought as we adults try to navigate the confusing waters of technology and how best to use it for the good of our children. n

21

SYCAMORE

SYCAMORE TWELVE SYCAMORE SCHOOL ALUMS NAMED NATIONAL MERIT SEMIFINALISTS Sycamore School graduates garnered an amazing 12 National Merit Scholar Semifinalist awards, as in the recently released prestigious list from the National Merit Corporation. The scholars are chosen by taking the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) at the specified time in the high school program, usually as juniors.

NATIONAL MERIT SCHOLARS (SEMI FINALISTS)

CARMEL HIGH SCHOOL

Aryaman Gupta Emma Love Vikas Maturi

NORTH CENTRAL HIGH SCHOOL

Sean Egloff Ashorne Mahenthiran Brian O’Farrell Sydney Roach

PARK TUDOR HIGH SCHOOL

Julia Hoffman Amanda Li Joseph Lybik

UNIVERSITY HIGH SCHOOL

Christina Duffield

EXETER HIGH SCHOOL

Chad Qian

ABOUT SYCAMORE:

Sycamore School is celebrating 30 years as an Indianapolis private, independent school for gifted students Preschool – 8th Grade. Sycamore has a current enrollment of 404 students, with students traveling from Marion, Hamilton, Boone, Hendricks, Hancock, Johnson and Putnam counties to attend.

Read more about Sycamore’s history and watch interviews at sycamoreschool.org/thirty. n

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FROM THE SSA

By Kathy Hackwelder PRESIDENT

The volunteer spirit is alive and thriving at Sycamore, where the SSA, Sycamore’s parent-teacher organization, has been busy hosting a variety of events for students, parents and teachers.

The All School Social kicked off our school year. This year, SSA again utilized the Meeting Center to showcase many of our school’s resources. It’s always a great time for families to catch up with old friends and get acquainted with new ones. Students enjoyed seeing friends, meeting their teachers, touring their new classrooms and grabbing a bite to eat in the cafeteria!

The Middle School pool party was an excellent chance for middle schoolers to reconnect with friends after the first week of school.

Volunteers also provided dinners for the staff and refreshments for parents at each division’s Back-to-School Night, and hosted two Get-Acquainted Coffees for parents and administrators. Snacks and lunches were provided to the teachers during our parent/teacher conference days. On the day of the Colt’s first home game, volunteers were in the lobbies painting faces to show our Colts pride!

At the end of September, students and teachers showed their school spirit by participating in Spirit Week. They showed their creativity and spirit participating in Favorite Team Jersey day, PJ Day, Hero Day, Throwback Thursday to 1985 and Sycamore Spirit Day. While Spirit Week allowed students to show their school spirit, it also gave them an opportunity to show community spirit through the Annual Food Drive. Sycamore families provided over 6700 items for the Fay Biccard Glick Neighborhood Center at Crooked Creek – a new record for the school! The representatives from the Glick Center hugged our volunteers and cried tears of gratitude when they saw the amazing support from Sycamore. The entire Sycamore community should be quite proud of the tremendous effort.

In October, Sycamore welcomed nearly 400 grandparents and special friends. This year’s Grandparents’ and Special Friends’ Day began with guests being treated to a delicious breakfast and wonderful student musical performances. After the presentations, grandparents enjoyed a morning in their student’s classroom, having an opportunity for one on one time with the grandchildren. Also in October, our volunteers planned a hayride party for middle school students that was well attended and a great success!

Our Sycamore volunteer elves worked hard to prepare Gifts Galore, which took place at the school again this year, after thanksgiving. Thanks to a tremendous effort by dedicated volunteers, our students had the opportunity to purchase bargain-priced holiday gifts and have them wrapped and ready to give to family and friends during the holidays.

The SSA has also been hard at work this year planning the Sycamore Auction, which took place on February 27 at 502 East in Carmel. In honor of the school’s 30th anniversary, the auction will include a few new surprises! The auction committee has already procured many amazing items and experiences. The auction is sure to be a great time, so please mark your calendars now!

The second half of the year also featured game night on Janurary 29, and will include an alumni panel, an alumni panel speaking about local high schools on March 8, Staff Appreciation Week in late April, and an end of the year Carnival on May 6. We hope to see you at some or all of these events.

SSA continues to succeed because of volunteers like you who give time, talent and support. Your efforts are much appreciated by the entire Sycamore community. Thank you for all that you do to help make each year fun and successful! n

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SYCAMORE

SYCAMORE NEWS AND NOTES POETRY ACCOLADES FOR TWO SYCAMORE STUDENTS

The poetry of two sisters and Sycamore students was selected by the Partnership for Young Writers at Butler University and was included in Listening Still, an anthology of student writing published in December 2015.

The organization selected “Life is Like a Game” by Dani Wei (4th grade) and “Efflorescence of Spring” by Alex Wei (4th grade). These poems will join 173 other memoirs, poems, personal narratives, commentaries, feature articles, and other student writings selected from almost 1,000 submissions.

SYCAMORE RUNNERS SUPPORT PUBLIC SAFETY HEROES

Rachel Moore, Kendrick Mernitz, and Madelyn Sailors and their families ran in the Beyond the Badge 5K earlier in the school year.

It was in honor of Sheriff ’s Deputy Jason Baker and all heroes of public safety. As part of a project that Sycamore teacher Beth Koehler taught, the girls also researched Jason Baker, who was killed in the line of duty in 2002. His dad, Jerry Baker, hosts this run at Crown Hill each year. The girls were phenomenal in the run! Rachel came in 1st, Madelyn 2nd, and Kendrick 4th for their age group.

CLOCKWISE FROM TO:

ROBOTICS TEAMS EARN STATE HONORS

The Sycamore Robotics team competed at the First Lego League Robotics State Tournament in Fort Wayne. Team 3535/The EAGLES Have Landed won 1st place in the robot competition with a score of 672. That mark was their highest of the year. The team also won the Robot Strategy & Innovation Award. Sycamore’s Team 3597/d.o.g.e won the Project Creative Presentation Award, with their presentation of “WOOD 2.0: Using Recycled Wood,” focusing on lessening the waste of building materials used for construction projects.

SYCAMORE MATH INVITATIONAL In November, 150 students from across Indiana, ranging from 5th to 8th grade braved the first snow showers of the year to compete in the Sycamore Math Invitational. The contest is modeled after the popular middle school math competition, MATHCOUNTS. It is designed to be both a contest and a learning opportunity for the students, as Sycamore coaches Trent Tormoehlen and Bob Fischer review the problems with the students as they wait for the final results.

In the 8th grade and under division, Sycamore 8th grader Iris Yan was the overall champion with an outstanding score of 40, narrowly edging out fellow Sycamore 8th graders Jenny Zhao and Brian Liu who finished 2nd, and 3rd, respectively with scores of 39 and 38. Jerry Wang from Clay Middle School rounds out the top 4 with a score of 35. The next five finishers all tied with a 34, thus tie-breakers were used to determine place. In fifth place was Sycamore 8th grader Aidan Sher, sixth place was Song Kim from West Lafayette Jr./Sr. High School, seventh place

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was Christopher Zou from Clay Middle School, eighth place was Jack Liu from Carmel Middle School, and in 9th place was Sycamore 8th grader, Varun Chheda. Other Sycamore students recognized were Shaan Mishra (16th), Karen Wang(Honorable Mention), Nicky Ivan (HM), Rhea Acharya (HM), Spencer Durham(HM),Matthew Xie(HM), Faith Dee (HM), and Anusha Sinha (HM).

In the 6th grade and under division, Jammy Wang from Clay Middle School took first place overall. Rounding out the top 5 was Harry Zheng from Prairie Trace Elementary, Shrithan Sandadi from Carmel Middle School, Jashun Paluru from Battle Ground Middle School, and Jacob Zhang from Clay Middle School. Sycamore students receiving Honorable Me ntion awards were Vishnu Iyer, Miguel Spalding-Price, Daniel Mukhin, and Karl Wang. n

RACHEL MOORE AND JOE CHANDLER BREAK SCHOOL CROSS COUNTRY RECORDS

Rachel Moore set a new girls cross country school record for Sycamore in 2015, setting the record while finishing 2nd overall in the IISL Cross Country Championships at the North Central High School course with a time of 11:29. The record came one week after Joe Chandler eclipsed the old boys cross country record.

SYCAMORE ALUM BRINGING OFF-BROADWAY SHOW TO INDY

Sycamore alum Nick Abeel brought his sold-out off-Broadway show to Indianapolis’ Indy Fringe Theater in November. In the play, two actors and a sound artist used minimal props to do a scene-by-scene parody recreation of Jurassic Park (the original), playing all the parts including the dinosaurs.

RACHEL MOORE RAN THE FASTEST TIME IN SCHOOL CROSS COUNTRY

HISTORY IN 2015; 1ST GRADERS WORK ON “DAY OF SERVICE” PROJECTS; SYCAMORE ROBOTICS TEAM EARNED FIRST PLACE AT THE STATE TOURNAMENT.

INDIANAPOLIS CHILRDREN’S CHOIR ASSISTANT DIRECTOR VISITS SYCAMORE

Joshua Pedde, the Assistant Artistic Director to the Indianapolis Children’s Choir, was at Sycamore, and ran a workshop for the 6th and 7th grade choirs with Ms. Brueckmann. Pretty cool to watch him pass along singing and performing tips and ideas to the students.

NORTH CENTRAL BAND AND JAZZ BAND PERORM AT SYCAMORE; 12 ALUMS IN BAND

The North Central HS band and jazz band performed for Sycamore School students and staff again this year. Included in the band were more than a dozen alumni.

JANEIRA MAKES TV DEBUT

Sycamore 4th grade student Lauren Janeira had her TV debut in January on WFYI, Indianapolis’ PBS channel. She’ll was part of the cast in the play “La Casa Azul.”

NOTED AUTHOR VISITS SYCAMORE

Author Gene Luen Yang visited Sycamore School in October to talk to students in grades 3-8. He also led a computer coding exercise with some of the Middle School students.

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SYCAMORE FIRST GRADE PERFORMS “DAY OF SERVICE” FOR THREE ORGANIZATIONS

Sycamore School first graders worked on community outreach/involvement projects for one full day on December 11. They are creating a number of items that will make a difference in the lives of others. Their “Community Day” activities kicked off with the annual bake sale as students arrived at school. All the money went to the “Jeans for Shoes” project in Uganda, an organization that works to enact preventive “methods to combat disease that enter through the feet and create a physical and spiritual difference in the lives of individuals in impoverished communities.” Discarded jeans were cut into a ten-piece templates by the students and adult volunteers, and sent to Uganda, where local volunteers and workers stitch them together to provide footwear for those who need it. Sycamore middle school students helped with this project too! The students also created No-Sew Fleece Blankets - partnering with the Project Linus, which distribute the blankets to “provide love, a sense of security, warmth and comfort to children who are seriously ill, traumatized or otherwise in need of a warm blanket. They also partnered with Operation Gratitude, which sends student-written stories to “lift the spirits of our active duty and veteran communities.”

EAGLES MATH TEAM ADVANCES TO FINAL FOUR OF INTERSTELLAR MATH MADNESS

The Sycamore math team made it all the way to the final four in Division II of the Interstellar Math Madness High School math competition this year before losing to Lynbrook High School, a achool located in California’s Silicon Valley. Lynbrook posted a perfect score of 40.

Sycamore came up just short, scoring 38 out of 40. Sycamore was the 11th ranked team in the competition. They rank ahead of well known high schools such as The Roxbury Latin School, High Technology High School from New Jersey, and Detroit Country Day School.

Sycamore math team coach Trent Tormoehlen said that Sycamore’s performance in this contest, when considered in the context of being a middle school competing against top high schools from across the country “is the most impressive performance by a group of Sycamore math students in school history.”

Sycamore was led by 8th grader Aidan Sher. Aidan had perfect scores in four consecutive matches and is ranked 40th out of 10,000+ high school students. Jenny Zhao also had a string of strong performances, achieving a perfect score or only missing one in every match this year.

She was ranked 60th overall. Varun Chheda, Brian Liu, and Iris Yan also each ranked in the top 250 of all competitors.

A

THE RT OF PERSONAL SERVICE

SYCAMORE WINS AT CATHEDRAL OLYMPICS,

CLOCKWISE FROM TO:

FORMER SYCAMORE MUSICIANS CAME BACK TO PLAY AS PART OF THE

NORTH CENTRAL HIGH SCHOOL BAND; HISTORY TEACHER TONY YOUNG TALKS TO STUDENTS DURING THE HIGH SCHOOL/COLLEGE ALUMNI REUNION JUST BEFORE CHRISTMAS; AUTHOR GENE LUEN YANG WORKS WITH SYCAMORE STUDENTS DURING HIS VISIT TO THE SCHOOL.

DOWNTOWN

EARNING 5TH CHAMPIONSHIP

Sycamore captured the championship of the 2015 Cathedral Academic Olympics, beating St. Simon in the finals at Cathedral High School. Sycamore soundly defeated St. Charles--Bloomington in the first match, and knocked off St. Luke School in the semifinals. Sycamore has now won five championships in the 20+ years of the competition. Team members include Varun Chheda, Nicky Ivan, Brian Liu, Shaan Mishra, Aidan Sher and Iris Yan. Sycamore is coached by MS History Teacher Tony Young.

Cathedral Academic Olympics is a middle-school competition patterned after the Westfield Insurance Brain Game that airs on Channel 13.

CARMEL

107 North Pennsylvania Street

East Carmel Drive Near Keystone Ave.

NORTHWEST

GEIST/FISHERS

Ditch Road and 84th Street

Olio Road at 116th Street

THE ONEAMERICA TOWER

WEST CARMEL/ZIONSVILLE 106th and North Michigan Road

One American Square

WESTFIELD/CARMEL

MERIDIAN-KESSLER

49th and Pennsylvania Street

East 146th Street at Cool Creek Commons

CHAMBER OF COMMERCE

WESTCLAY®

Towne Road near 131st Street

320 North Meridian Street

ALUM INVITES MARY O’MALLEY FOR TEACHER RECOGNITION NIGHT

GREENWOOD

CASTLETON

West Smith Valley Road and SR 135

Bash Road and East 82nd Street

Sycamore’s Mary O’Malley was invited by Sycamore alum Alex Smith (2014) to be his guest at North Central High School’s Varsity Soccer Teacher Recognition Night. Alex scored a goal as North Central beat Lawrence Central 5-0.

ROBINSON RETURNS TO HELP BAND

Michelle Robinson, a Sycamore grad (2004) was in Indianapolis, and connected with Sycamore’s band director Candi Granlund. Michelle came for a day in the fall to Sycamore to work with some of our band students in a small group setting. Robinson, who now lives in Augusta, Georgia, graduated from Butler with a music degree and is currently playing parttime with the Augusta Symphony, and teaching private lessons. n

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