The Center News, Spring 2019

THE CENTER NEWS

SPRING 2019 INTRODUCING RULER A TRIP DOWN MEMORY LANE REFLECTIONS ON SOCIAL JUSTICE IN D.C.

THECENTERNEWS Spring 2019

On the cover: Toddler students engage in free play time in their classroom, learning to make choices, collaborate with others, respect boundaries, and explore a variety of activities and interests.

Photography: Jessica Levin Matt Arguello Moloshok Photography Editorial: Jessica Levin, Director of Communications Contributors: Sixth grade students Nate Ament ‘98 Mark A. Brooks Lois Levy Tara Nejat Darrin Revitz ‘92 Shoshana Ross Stephanie Steelman Design: Jeri Heiden / SMOG Design, Inc. Illustration: Ryan Corey / SMOG Design, Inc.

The Center for Early Education, a socio-economically and culturally diverse independent school for children, toddlers through grade six, strives to graduate students who are joyful, resilient, life-long learners. The Center embraces a philosophy of education that combines a nurturing, inclusive learning environment with an increasingly challenging academic program that addresses the developmental needs of each child.

Core Values Responsibility | Honesty | Inclusion | Caring

563 North Alfred Street West Hollywood, California 90048 Telephone: (323) 651-0707 CenterForEarlyEducation.org

CONTENTS

4

Mark’s Corner

12

From the CEE Archive

6

16

18

20 22 24

Social-Emotional Learning with RULER Behind the Scenes

Exploring Social Justice in D.C. Grandparents in Action

Alumni Stay Connected Connect & Give

MARK’S CORNER

Dear CEE Community, One fall afternoon this year, I found myself reading carefully written advocacy letters from our second graders, on a topic of utmost importance: a request for a pet bunny for their classroom. The letters presented well-reasoned, persuasive arguments, including assurances of the students’ accountability for the potential pet. Children explained how they planned to “give it fresh water and feed it” daily. Some students made a connection to their Classroom Charter, stating how they “would make [the bunny] feel safe, grateful, happy, and loved,” just as they do with their human classmates each day. Reading thoughtful letters like these from our second graders helped me appreciate not only how articulate these students are, but also how much having the responsibility of a pet means to an excited group of 7- and 8-year-olds.

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I wrote back to the students with more questions, asking who would care for the bunny during the weekends, breaks, and summers? How would the students raise the funds required for the bunny’s care? And lastly, who would clean the bunny’s cage? I understand the second graders are preparing their responses at the time of this writing and I look forward to continuing the conversation with them.

At CEE, students are encouraged to speak up—for themselves, for others, and for causes they believe in.

Children’s active participation in the daily life of the school is an essential component of our mission to graduate joyful, resilient children prepared for the complexities of 21st century life. Instilling self-sufficiency and confidence is of utmost importance to our faculty. I admire how these students felt comfortable enough to come to their teachers, and me, with a proposal that they knew would be taken seriously.

I was pleased, then, when in the same month I fielded several more student inquiries, including two third graders who spearheaded a donation drive to help students impacted by Hurricane Michael. Their efforts brought in over 76 pounds of school supplies for the Jackson County School Board in Florida. Not long afterwards, a Kindergartener came to me hoping to create a “Bike and Scooter Day” when children could bring their own vehicles to school to share with others during recess. I was touched by her thoughtfulness for those around her.

Big or small, from creating a student-driven school newspaper, to founding a service-oriented club on campus, each of these programs began because CEE students had an idea to make their world a better place and took action to make it happen.

It is a simple concept­—see something you would like to change and do something about it—and one we can all take something from, too. I am heartened to know that these children will be our future leaders, and that CEE is a place where children are encouraged to prepare ideas that will be listened to, and most importantly, heard.

In gratitude,

Mark A. Brooks Head of School

Reading thoughtful letters like these from our second graders helped me appreciate not only how articulate these students are, but also how much having the responsibility of a pet means to an excited group of 7-and 8-year-olds.

Building Emotional Intelligence With

RULER

By Jessica Levin

In classrooms a generation or two ago, it is unlikely that “emotional intelligence” topped the list of subjects most teachers prioritized for their students. But today, learning how to recognize, express, and explore feelings is a central part of the CEE curriculum as students develop the agility, creativity, and empathy required in the modern world.

What is RULER? RULER stands for five areas of emotional intelligence: Recognizing, Understanding, Labeling, Expressing and Regulating emotions

After several years of pilot programs at The Center, the RULER approach to socialemotional learning—developed at the Yale Center for Emotional Intelligence—is now being integrated at CEE across the school, for students and adults of all ages.

Why? Studies show that students in RULER programs who are less anxious and depressed, manage their emotions more effectively, are better problem solvers, have greater social and leadership skills, experience fewer attention, learning, and conduct problems, and perform better academically.

RULER students learn a diverse range of feeling words, which allow them to articulate feelings and access emotions in a new way. Feelings that may have been previously suppressed or confused can be expressed and acknowledged, promoting stronger communication between children, teachers, and parents. Teachers integrate RULER into the academic curriculum in creative ways so students continue to practice the concepts throughout the school day.

The Classroom Charter

At the beginning of the school year, each class creates a unique Classroom Charter as an expression of values and norms unique to the class, intended to make all feel safe, welcome, and heard.

Second grade teacher Shoshana Ross is the 2018-19 Leadership Fellow on RULER, along with a task force of teachers from Early Childhood through Upper Elementary helping teachers across divisions implement the approach and build upon their practices. She describes the Charter as a deliberate process that “builds positive emotional climates by creating agreed-upon norms for how we want to feel and how we can help each other experience these feelings. Instead of typical classroom rules that are teacher-directed, the Charter is an agreement that is based in feelings. We start with the question ‘How do we want to feel at school?’ then, ‘How will we make sure to feel these feelings?’ and finally, ‘What will we do when there is conflict or unwanted feelings?’”

Each class works together to build their own Charter which is then signed by all students and teachers, who share equal ownership in its values. Since the Charter is created completely by the students, and rooted in their feelings, they feel bound to it in an authentic way.

“The kids eagerly shared with us how they wanted to feel in our classroom environment. We particularly enjoyed that they strongly valued feeling silly. Our Charter acts as another reminder of the importance of play in EC and the delight that young children receive from a teacher engaging with them in a lighthearted, creative, and giggleinducing way.” -Shannon, Lindsey, and Dani (EC1B) describing the creation of their classroom Charter

The Mood Meter

The axes on the Mood Meter represent two components of emotions: energy and pleasantness.

The x-axis describes the degree of pleasantness a person feels (from unpleasant to pleasant) and the y-axis represents a person’s energy (low to high). Every emotion can be plotted onto the Mood Meter, which teachers and students rely on in numerous ways during the school day.

Emotions in the

Emotions in the

(high energy and unpleasant) include anger, frustration and anxiety.

(pleasant and high energy) include excitement, joy and elation.

RED

Energy

The Mood Meter is a tool that allows students to recognize their feelings and learn how to move between them. It helps enhance self-awareness, supporting the development of a nuanced emotion vocabulary and the ability to selfregulate. You will find Mood Meters of all kinds across the CEE campus!

Emotions in the

BLUE

(unpleasant and lower in energy) include boredom, sadness and despair.

YELLOW

Emotions in the

GREEN

(pleasant and lower in energy) include tranquility, satisfaction and calm.

Pleasantness

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What does RULER look like?

Each classroom uses Mood Meters differently. Some teachers and students start their days plotting how they are feeling, discussing why they are feeling that way, and thinking about how their feelings might affect their learning. Others conduct this activity in a private way (at each desk, or in a journal). It is not uncommon to overhear “I am in the green today!” on campus; Mood Meters provide a concrete tool students and teachers draw upon throughout the week.

Curriculum Integrations

RULER provides a framework to support socialemotional learning within the academic curriculum, too. Last year, 4th grade literature groups read Rules and Swallowed the Key, two novels which feature characters who go through many highs and lows, providing a number of emotional scenes to draw from. Rules features a girl who has a brother with special needs, as she faces friendship challenges and grapples with finding her identity, while the protagonist of Swallowed the Key is a boy who is diagnosed with ADHD and struggles with impulsive behaviors and trouble at home.

For some students, discussing a character’s feelings can come a bit easier than sharing their own feelings; the student can view a situation from one step back as a reader and writer. As Upper Elementary Learning Specialist Adam Koneman describes, the takeaways of breaking down emotional scenes with RULER “will often translate when they are ready to talk about their own situation.”

Studying literature through the lens of RULER can be an effective way to identify evidence around a character’s thoughts, words, or actions that can support a claim of an emotional feeling. Adam guides the students to root their arguments in concrete specifics; how do they know that someone is feeling something? If a character was “in the red” or “in the blue”—what advice would they give them to move out of that state? What would that look like in their own experience? Exercises like these allow students to practice identifying and expressing emotions throughout the daily academic program.

Finding a Common Language

Teachers reveal that the development of a common language around emotions is key to RULER’s success. Students feel at liberty to connect with RULER concepts at any point in the day. Shoshana describes how these tools can help children with times of transition or when conflict arises.

She explains how in one instance, “a student was struggling to regulate his excitement. We used the Mood Meter to talk him through his feelings, ‘moving from yellow to green,’ helping him practice strategies to help him self-regulate and grow from the experience. It turns what could have been a negative conversation about appropriate behavior into a positive learning experience.”

In Early Childhood classrooms, individual glitter jars provide a means for children to pause and identify their emotions in a moment of excitement, stress, or conflict. When shaken, the glitter swirls slowly around the jar. As they watch the glitter slowly settle, the children have an opportunity to connect with what they are feeling with the goal of selfregulating and calming the mind. By the time the glitter reaches the bottom of the jar, many children can redirect or shift to a more neutral emotion.

Each child knows they can rely on this tool when they begin to feel out of control, and this common tool allows for more directed conversations about emotions and a targeted means for addressing them throughout the school day.

Studies show that the higher emotional intelligence cultivated by RULER can predict future success in academics, healthy relationships, physical health, and overall quality of life. As students and teachers at CEE explore ways to bring RULER into the school day, they see how the little moments add up. The magic happens when an EC2 student finds the words to relate to her pen pal at PATH, a Kindergartener connects with a friend who is new to CEE, and a sixth grader comes to a deeper understanding of an important moment in history.

These new perspectives help us all see each other for who we are, fostering better connections, wellsupported students, and a strong community, this year and in the future.

Studies show that the higher emotional intelligence cultivated by RULER can predict future success in academics, healthy relationships, physical health, and overall quality of life.

A Trip Down Memory Lane Whether it’s a photo from the 1940s backyard in Hancock Park, a silly mascot costume from the 1990s, or a fundraising pamphlet from the late 1960s, the CEE Archive provides a home for the thousands of historical objects that tell the incredible story of our little school on Alfred Street.

CEE Librarian Stephanie Steelman, 2018-19 Leadership Fellow for the archive, has spent the year finding, cataloguing, and preserving many of the memories we hold dear. Here she tells us a bit about how the archive works and some of the little gems she’s discovered along the way!

First graders pose for a class photo in the early 1970s. This picture faces east and shows Alfred Street and the Rosewood Elementary School in the background. Many archival photos reveal not only the continuing development of the school and the students but also the rapid development of the Hollywood Hills and the areas surrounding Clinton and Alfred streets.

I view the archive as a space, a process, and a service to the school community. Most literally, the CEE Archive is a room on the second floor of building C dedicated to the preservation of the school’s storied and notable history. It is the official repository for institutional records documenting the intellectual, cultural, and administrative history of the school.

As a process, the archive collects, preserves, promotes, and provides access to records created by school administrative bodies, faculty, and student organizations. This work is done in order to preserve institutional memory and support the teaching and research needs of faculty, staff, students, and the larger community.

As a whole, the archives roots the school in its ideological history, shows the zeitgeist of the school throughout time, and preserves ongoing activities for future generations.

What are the types of objects in the archive?

The Archive collects official records, selected personal papers, objects, artifacts, memorabilia and ephemera created by CEE departments, employees, board members, volunteers, contract companies, research associates, partner institutions, and other affiliates invested in organizational objectives.

In practice that means we collect board meeting notes, architectural plans, school newsletters, annual reports, photos, promotional pieces from the admissions department and invitations to school events. CEE memorabilia, t-shirts, a collection of transcripts of talks psychoanalysts gave at school fundraisers in the 1950s are housed here. We even have the first CEE Olympic torch from 1983!

I am currently completing a “document survey” - a comprehensive list of what needs to be collected each school year. I recently added the “Kindergarten Mascot” (a stuffed animal that each child cares for for one week of the year) as well as the special book that students write in about their time with the mascot. I get excited about special objects that may be displayed in a future exhibit to tell the story of the school.

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What is the CEE archive?

The CEE archive includes photos, documents, and memorabilia from the school’s earliest years to present day. A series of scrapbooks assembled by parents that document the happenings of an entire school year are especially illuminating, as they show that while much has changed, CEE has remained committed to educating the whole child and cultivating a strong community.

There are a series of 6 or so handmade felt scrapbooks from the 1980s that are such special CEE objects. These books include spreads of photos, print pieces, objects, and lettering documenting some of the oldest or even temporary school traditions (the Picnic, Olympics, “Lakers Night,” Halloween parades, and more). These pages paint such a complete picture of what it was like to be here because they were assembled with great intention and care by the hands of the parents here at the time. Also, how much fun they were having! Those books reveal a new gem to me everytime I open them.

There are new surprises every time I sit down to process the collection. Last fall it was a photo of a unknown boy, no more than 6, sawing a 2x4 with a real saw at the Hancock Park house (left). Maybe it wouldn’t happen now, but to me, it showed the respect for the child on which the school was founded. I’ve talked with EC teachers about the importance of using real items in the classroom: porcelain teapots because it’s meaningful for children to understand that we handle glass delicately or it will break, or using a real hammer to hit golf tees into a pumpkin.

That respect for the child is still here today (now abiding by modern safety standards, of course!)

What have you been surprised to learn about CEE’s history?

I’ve been at the school for 3 wonderful years. I was surprised by how constant change and growth have been in the school’s history. There were times when I look at the pieces of the puzzle and wonder how they did it. A group of psychoanalysts who started what was essentially a co-op playgroup in a house raised $5,000 to buy 3 lots on Alfred Street long before preschool education had entered the educational consciousness...and all while World War II was raging on. They did it because they believed in educating the whole child and knew how important these formative years were in creating a psychologically sound and full life. Another example is in 1987-88 when students were bused to the Wilshire Boulevard Temple for the full year while Building B was under construction.

Time and time again, the spirit and heart of the community carries the school into the future.

Do you have an item to submit to the CEE Archive?

Please contact Stephanie Steelman at steelmans@cee-school.org for more information.

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Have you discovered any unexpected items?

Behind the scenes GIVING BACK

Former Assistant Head of School Lois Levy reports on her work with Bright Star Schools and how CEE is helping to give back to deserving students in the Los Angeles area

Lois Levy

Bright Star Schools is a free, open enrollment non-profit organization that includes eight charter schools for K-12 students in West Adams, Koreatown, and Panorama City. 2,800 Bright Star students experience rigorous academics, inclusive education, social-emotional support, and rich life experiences beyond the classroom. The resources available to Bright Star Schools are extremely limited as it serves many economically-challenged families.

In order to stay connected to education after retiring from 40 memorable years at CEE, I decided to volunteer my time to be on Bright Star’s Board of Trustees. I learned of all that Bright Star was striving to accomplish through a former student, Ari Engelberg ‘83, who was serving as Executive Director of Bright Star Schools. Ari’s description of Bright Star’s mission to educate the whole child reminded me very much of all that CEE strives to accomplish. My hope was that my rich experiences at The Center might be helpful to Bright Star’s Board.

Since CEE will soon be tearing down Building B when the new building on Clinton is complete, the school has generously offered to donate Building B’s classroom furniture, office furniture, Smart Boards, and more items to Bright Star. This generous donation is tremendously appreciated as Bright Star is opening new schools with limited budgets. The donated materials will be put to extremely good use in their new classrooms! Thank you, CEE!

TODDLER PROGRAM UPDATE

Historically, CEE’s Toddler Program has consisted of one team of faculty teaching a morning session for the younger children in the grade, and an afternoon session for the older children. While this program has always provided a wonderful experience for children, the school aspires to make the program more accessible to a wider range of families, especially those with dual working parents, since family diversity of all kinds is central to our mission.

With that goal in mind, some exciting changes are coming for the 2019-2020 school year. Parents may now choose either a half-day or a full-day option, regardless of where their child falls in the age range of the class. The grade will consist of two separate classrooms running simultaneously, with half-day and full-day children mixed together. Starting in fall 2019, classes will be held in the new Toddler Center (where EC2 classes are now) in Alfred House, just south of the main campus.

From feeding and bathing to studying animal life, CEE classroom pets keep things interesting on campus!

2AB - BETSY AND KAREN The students adore our classroom turtles, and enjoy helping to feed and care for them. They notice the differences between Jackson Pollack and Shy Girl, who now feel like class mascots, and observe changes in their behavior. Students share in the love and responsibility of having a pet. Some children who don’t have pets feel as if they do, which has helped some students overcome their fears of turtles and become more informed about these amphibians.

EC1A - JENNA, ARIELLE, AND AMIRA Cyril the Bearded Dragon was a gift from a CEE family. She teaches the children how to care for other creatures and provides an emotional regulation tool for many children. They often go to Cyril’s cage for comfort when they’re sad or scared. In the future, we also plan to incorporate Cyril into the curriculum.

EC2A - NANCY, JORDANA, AND NZINGA Fred and Ginger are goldfish that were originally brought to EC2A by Nancy and playfully dubbed “Mark’s Kids.” They provide a soothing and relaxing attraction, and the children enjoy learning about them because of their similarities to humans in terms of feeding and nurturing. The fish are also an important first step in teaching the children about loss. When a fish dies, the class buries it, the children write notes that are taped to the tank, and the fish isn’t replaced for a long time.

SCIENCE - NACISSÉ Having classroom animals helps the children build awareness, responsibility, and sensitivity towards others. For some, it encourages them to step out of their comfort zone and build their courage around new experiences. Anna the tortoise is a beloved mascot in the science lab because she is very curious and loves to be around the students. She often walks freely around the classroom, usually by students’ requests. The children experience on a small scale what it means to share space with other living things. They are called to step outside of themselves and consider what Anna needs to be healthy and safe in

the classroom. The students feel very protective of her and work hard to stay conscious of her welfare.

THE CARING PLACE - EMMA, MONICA, AND BIANCA The youngest children on campus enjoy saying hello to our three fish in the mornings and learn to help take care of them. These fish also serve as a transition tool for the The Caring Place children; often a child will arrive in the morning, say farewell to their parent and run up to greet the fish, allowing for a smoother goodbye.

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PETS ON THE LOOSE

REFLECTIONS ON SOCIAL JUSTICE IN D.C.

Every year, the sixth grade travels to Washington D.C., visiting museums and monuments, building confidence and camaraderie, and opening their minds to new experiences along the way. Many of the visits touch upon themes of social justice. When students returned to CEE this year, they wrote reflections on the following prompt:

What did your Washington D.C. field trip teach you about both the history of oppression in America and throughout the world, and about the history of people resisting oppression? Read on for a selection of responses from our sixth grade students.

“Over four days we experienced many national monuments, museums, and even saw a play at the Kennedy Center. Though we had a lot of fun during our trip to D.C., we also learned that many different groups of people have experienced oppression in our country and throughout the world. But we learned how people rose up against oppression and resisted it. Oppression is when the government or people in power treat a group of people in an unjust and cruel manner.”

“At the African-American Museum of History and Culture, we learned that African Americans experienced oppression through the slave trade and slavery. However, many brave people (like Harriet Tubman) used the Underground Railroad to resist slavery and escape to freedom. We also learned that Jim Crow laws established segregation throughout the South. However, Americans of all backgrounds resisted these unjust laws during the Civil Rights Movement. This is when people engaged in peaceful protests and boycotts meant to end the unjust treatment of African-Americans. It is important to know that the Civil Rights Movement is still going on today.”

“Our visit to the Holocaust Museum taught us the history of Jewish oppression. One of the highlights was learning about the Holocaust from an actual survivor. She escaped Nazi occupation during World War 2 by traveling to England on the Kindertransport. The Kindertransport is when foster families in England lovingly accepted Jewish children into their homes, so they could escape Germany. Also many European Jews joined the secret resistance army and helped Allied forces to win the war. We must remember the Holocaust so that such a grave injustice will never happen again.”

“On our final day we visited the National Museum of the American Indian. We saw many examples of Native Americans’ vibrant culture.

We also learned that Native Americans experienced oppression when they were forced to leave their homes and live on reservations. This was enacted through an actual law: the Indian Removal Act. However, many Native Americans fought against oppression and some even took up arms to fight for their rights: like in the Battle of Little Bighorn.

Today, Native Americans are working to eliminate the misuse of their image on consumer products and logos for sports teams.”

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.! .C D , n o t g in h s a W m o r f s g in Greet

Grand

On Sunday, November 4, current celebrated the first CEE “Senior” with catching up with old friends a delicious dinner catered by the photos in the photo booth! It was out and another opportunity to b Many thanks to the organizing co create a wonderful social event f

At the opening Grandparents’ Council Meeting of the year, author Wendy Mogel and former Head of School Reveta Bowers led a discussion on Wendy’s latest book, “Voice Lessons for Parents: What to Say, How to Say It, and When to Listen.” Grandparents engaged in a lively conversation on being a grandparent and how to support their kids on better parenting. Many grandparents commented on the fact that there are no classes like Mommy & Me designed for grandparents, so being able to come together in Grandparents’ Council meetings provides them with the space to discuss their grandparenting situations, sharing ideas and advice.

The September meeting was one of our most highly attended meetings with over 40 participants in the room, many of whom were from out of town. Five grandparents were even listening to the discussion remotely via our new meeting technology!

t and alumni grandparents ” Prom - a spirited evening filled s, dancing to a live band, enjoying e Drago family, and taking goofy s a wonderful community night build those bonds of friendship. ommittee for their efforts to for our grandparents.

CEE Parent Tanino Drago shared a delicious Italian feast with guests at “Senior” Prom.

Grandparents play a vital role in the children’s lives and are valued members our community. Throughout the year, grandparents are invited to read to their grandchildren’s class and volunteer on campus. Kids love seeing their grandparents, and they love school, so they enjoy sharing those two experiences. We look forward to welcoming all Grandparents and Grandfriends to campus on Friday, May 10, 2019 for CEE’s annual Grandparents’ and Grandfriends’ Day!

Grandparents and grandfriends pose for the camera at the first “Senior” Prom.

Grandparent Flora Co rdett reads to KA B with her granddaugh ter, also named Flora .

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dparents in Action

Alumni Stay Connected Darrin Revitz ’92 and Nate Ahment ’98 started their term as CEE Alumni Council chairs this fall. We checked in with Darrin and Nate about their time as Center students and why they stay involved on campus to this day.

What is a favorite CEE memory of yours?

Nate Ament: I’ve been a Dallas Cowboys fan for as long as I can remember. When I was in 6th grade, Emmitt Smith (my childhood idol) happened to be visiting campus. Reveta, knowing how big of a fan I am, pulled me aside and took me into her office where she introduced us. I haven’t washed that hand since.

Darrin Revitz: Some of my favorite memories involve Gar Burke’s encouragement of my love of performance.

I was involved with ‘Lullaby of Broadway’ for many years – one year, during our production of Oliver a student had to drop out and I was asked to replace him in the role of Mr. Bumble. I was a second grade female and gladly strapped a pillow to my stomach, put my hair in a hat and was thrilled to have the opportunity to prove myself. Gar instilled a love, confidence, and fearlessness on stage that I still carry with me today; I’ve worked professionally on stage and in voiceover since I graduated from college.

What inspires you to stay involved at CEE? NA: My best friends to this day are not those I met in college or at work. Rather, they’re all the kids I grew up with at The Center. I feel so fortunate to have relationships like these that span over 30 years. When I walk onto campus, I’m immediately transported back to the “good old days” filled with hot dog and pizza lunches, capture the flag, music with Gar, computers with Scott, and of course, competing as hard as possible for that coveted Olympic medal! To still have teachers at the school who taught me 25 years ago, not only recognize me and remember my name, but recall anecdotes about me as a child, is pretty special. I’ve

now been a member of the Alumni Council for many years and am incredibly excited to currently be serving as co-chair with Darrin.

DR: What inspires me the most to stay involved at The Center is to give back to a community that gave me so much. The school has changed greatly since my time there, but the foundation has remained the same: incredible teachers offering a second to none education, helping children learn to work together but not be afraid to stand out. It’s an extended family I am so grateful for and I appreciate how special it is that some of the faculty were teachers when I was a student (which was a very long time ago)! I also enjoy connecting with other alumni at this point in our lives – we all have a common bond even if we didn’t know each other while at school. It’s wonderful to form these new connections later in life.

What is the Alumni Council up to this year?

NA: The Alumni Council is making it a priority to get alumni more involved. Whether you’re a recent graduate or someone who hasn’t been back to campus for some time, we want to create exciting opportunities for everyone to reconnect with former classmates, as well as the school itself. Stay tuned, lots of fun updates to come!

DR: Nate and I are very excited for many of the events in the new year including the Graffiti party prior to Building B coming down (that was our “new” building in 1989!) and the ten year celebration of the CEE Poker Night.

We hope that with the changes on campus, alumni will come back to see for themselves what the future of the Center looks like. We also are working to establish networking sessions between notable Center community members and alumni who might be interested in their career field. We know we have incredible resources within this community and know so many people would benefit from being on either side of the table!

Alumni: Have an idea? Want to get involved? Please contact Laura Maher, Director of Advancement, at MaherL@cee-school.org.

MY

Nate

HELLO MY NAME IS

Darrin

ALUMNI GIVE BACK

Created by The Center’s Alumni Council in 1998, the Alumni Community Service Award aims to strengthen the connection between CEE and our alumni while continuing our commitment to fostering engaged and conscious members of our community.

The program awards a $1,000 stipend to a selected student in grades 9-12 to fund a project directly or to provide monetary support while the students are volunteering.

At the Alumni Council Meeting this January, the 2018 Alumni Community Service Award recipients joined us to share their projects and how the grant from CEE helped support their efforts. We are so proud of our alumni, and can’t wait to see how they continue to change the world!

Ethan Hodess ‘14 and Bryce Louie ‘14 planned an event to raise funds for the Greater West Hollywood Food Coalition. Their CEE grant helped secure a venue and through sponsorships and ticket sales, they raised over $5,000 which the Food Coalition was able to use for Thanksgiving meals, a new laundry service, sleeping bags, and other critical supplies.

Matthew Burkow ‘13 volunteered with children at The Help Group, making lasting connections with kids with special needs who face autism spectrum disorder and other attention, developmental, and learning challenges.

Matthew explained how the CEE core value of inclusion helped him build a strong bond with the students.

Mason Maxam ‘15 used the funds to support The Pad Project, a student-led nonprofit she is involved in that seeks to bring access to safe menstrual products to girls around the world, providing “pad machines” to these communities and building awareness through their award-winning documentary, Period. End of Sentence.

Will Toth ‘13 spent the summer helping kids in the community make their own guitars from scratch.

Through the Making it Forward program he started in 2016, children met regularly to work on building a guitar, providing an opportunity to learn the value of making something themselves and exploring the art and science of music making.

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LO HENALME IS

“I am most involved with the Center of all the schools I went to – perhaps because those earliest memories are some of the most vivid or character defining. Or it may be simply because The Center is a special place that cannot be compared to any other.”

-Darrin Revitz ‘92

Connect & Give Each year, Center graduates gain admission to selective secondary schools in Los Angeles and beyond.

The following list represents secondary schools attended by the CEE class of 2018.

Brentwood School Campbell Hall Colorado Academy, Denver, CO Crossroads School Harvard-Westlake School Marlborough School Oakwood School Polytechnic School St. Patrick’s School, Larkspur, CA Windward School

Thank you!

We have reached

100%

participation from parents, faculty, staff, and trustees in this year’s Annual Fund Drive.

Thank you for your support of CEE.

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