Winter 2020 Newsletter

Volume 41

Issue 1

Winter 2020

The Journey of Equity & Inclusion: The Wilderness Experience

By Tiffany Khang, Director of Equity & Inclusion and School Counselor

Students use natural materials to create images of self.

“Embracing Our Roots” was the theme of our 2019 Gala, and as a new person coming into TCS, I felt that there were many roots I needed to explore. Understanding the roots of our many field trips at TCS was really important to grasping this school’s unique identity. In general, what I discovered was that all TCS field trips address various social justice topics that have a wealth of experiential learning I have not seen elsewhere. I anticipate continued scaffolding of our mission and focus of these field trips to uphold the lasting impact of intentional conversations and explorations our students experience.

The Sixth Grade Wilderness Experience is a theme that focuses on personal growth, teamwork, outdoor skills, and stewardship. Sixth graders experience challenges that help them develop a wide range of skills, which are tested during a culminat-

ing five-day backpacking expedition to Shawnee National Forest in Southern Illinois. The root of our Wilderness Experience was one that really caught my eye, both literally and figuratively. I had no choice but to be curious about this trip as I mazed through the hallway of backpacks being scanned for a final check and the weeks of preparation by our students and teachers to verify that all supplies and equipment have been prepped and packed. Alas, a Board Member (probably noticing my curiosity) provided me some insight into this trip and began to share its roots. Lore or truth? It was one of those stories that was too good to be true… it ended up being true! I was extremely pleased to hear how Adventure and Outdoor Education, specifically the Wilderness ExContinued on page 5

Winter 2020

Winter 2020

Tomorrow Builders Re-Imagine Early Childhood Education in St. Louis

Making Meaningful Connections through First Grade’s International Market

By Uchenna Ogu, Kindergarten Teacher, and Emily Figley, Second Grade Teacher

By Melissa Ridings, First Grade Teacher

We envision a transformed early childhood education system across the St. Louis region where families regardless of race, income, and ZIP code - can access affordable education and care for their 0-5 year olds, care they can trust to be joyful and high quality...

Thematic learning is a rich way for students to pull from different modes of learning (visual, auditory, kinesthetic) and to have experiences that enrich the traditional learning process. The International Market in First Grade is a thematic learning activity that provides students the opportunity to demonstrate a new understanding and have an audience for meaningful sharing. When a child can explain something to another person, it gives them the opportunity to be in a teaching role and allows them to explain their new knowledge with a deeper understanding and ownership of the material. These moments create strong connections and pride, as the students highlight what they know.

Our market stems from two different ideas that are introduced at the beginning of the year. One thing we do every morning in First Grade is to greet each other in a morning circle. The other is to focus on where our food comes from. With regard to greetings, we teach the class how to greet each other in sign language, in addition to greetings with words. The next step is to see if the students know other greetings, whether it is a hand motion or another language. We often have students in class who speak other languages, know someone that does, or have visited a country that speaks another language, and they proudly share these greetings

This is the mission of WEPOWER’s Tomorrow Builders, a small group of educators and activists committed to re-imagining Early Childhood Education (ECE) so that it is accessible to all children in the St. Louis region. WEPOWER, launched in 2018, is a local nonprofit whose mission is to “activate community power to redesign education, economic, health, and justice systems to be just and equitable for all.”

One of WEPOWER’s first initiatives was to select 14 fellows, two of which are Kate Booher, former TCS Newport teacher, and Kate Polokonis, TCS parent. Aptly named the ‘Tomorrow Builders,’ the fellows have spent the last year gathering information about the current state of ECE in the region and are now working to re-design the system, so that all children can thrive. Research tells us that early childhood programs can have positive and negative impacts that last well into adulthood. We know that highquality, joyful programs matter, but that not everyone can access them. One part of their approach is to listen to and collect stakeholder voices—particularly those voices that have been previously missing from the process.

This idea of re-imagining ECE so that it can be high-quality, joyful, and equitable for all, resonated with Uchenna, Kindergarten teacher, and Emily, Second Grade teacher, as well as Kyle KranesRutz, TCS parent. So, when the Tomorrow Builders were seeking community members to participate with a solution team

2

From left to right: TCS Parent Kyle Kranes-Rutz, Former TCS Teacher Kate Booher, TCS Teacher Uchenna Ogu, TCS Parent Kate Polokonis, and TCS Teacher Emily Figley partner with WEPOWER to transform Early Childhood Education in St. Louis. process, they expressed interest and/or were invited to be involved.

For the solution teams, the Tomorrow Builders identified five key areas that needed to be addressed in order to make transformational change: Quality; Funding & Access; Family Well-Being; Workforce; and Governance & Coordination.

Kyle focused on Quality with Kate B. as co-chair, where they discussed how to assess “quality” in ECE and how to make high quality facilities accessible for all children. Emily worked with the Family and Well-Being team; this team recognized that communities that invest in families have better long-term outcomes for their children. Kate P. co-chaired Governance and Coordination, envisioning a St. Louis that would have a transparent system of accountability and oversight for ECE programs and providers. Uchenna looked closely at ways to support our teacher workforce, including bringing more respect to the title of early childhood educator and raising early childhood teacher salaries to a more equitable wage.

Between July and October, these solutions teams met and heard from ex-

perts in each field, learned about areas of need in St. Louis, and used a systems thinking process to identify possible next steps that could improve ECE for our region. Each solution team was tasked with coming up with action items to present to residents of greater St. Louis. On October 19th, PBS’s EDCamp hosted the solutions teams and the greater St. Louis community. Each team presented action items to the public, documented feedback, and then revised action items to reflect community input.

In December, after months of research, feedback, and reflection, the Tomorrow Builders published The Playbook, which outlines 17 community-designed steps to transform ECE in St. Louis. The Tomorrow Builders have also moved into the community organizing phase, building a power base to enact some of these proposed solutions. If you’re interested in getting involved with WEPOWER’s work, you can contact Kate Polokonis at k.polokonis@yahoo.com. We have been thrilled to be a part of this process and look forward to WEPOWER’s next steps.

n

with the class. A world map is used to make relevant connections, giving students a visual of countries that speak other languages. We then introduce the flags from each country, discussing and placing the flag on the map for the class to see.

With 20 students in First Grade this year, Since we value an audience for our we introduced 20 different countries and experiences, parents are invited to atthe corresponding greetings. tend. We also invite the second graders The second idea stems from the to visit our market, providing them with a science focus in First Grade’s yearlong passport that is stamped at each country theme, “Where does your food come they visit. The second graders, who had from?” We start by talking about food this experience the previous year, are althat the students eat at home for dinner and if they know where it comes from (other than the grocery store). If they are eating pineapple, then the question is posed: how did it get to the grocery store if it’s not something that is grown in the St. Louis area? This opens our conversation to the concepts of locally-grown food and how far food has to travel if we want something that can’t First Grade students share food and greetings during their International Market. be grown in our local climate. ways excited to visit the countries they Combining our food theme with our previously represented. exploration of other countries gives us a Food is a wonderful way for people wonderful opportunity to consider the to connect, as we all have experiences variety of foods eaten worldwide. This with food. Food can elicit memorable exposure to new foods events, places, and people. We value leads to conversations exposing the students to new foods and about food traditions having them try new things. Food is an in our families. In addiinterdisciplinary theme that connects with tion to learning about a social studies, math, science, language country’s greeting, we arts, equity, and inclusion components. create an International We cook during theme time and learn Market that combines about recipes and measurements. In scithe greetings and food ence, we look at seeds, name the fruits for a deeper learnthey come from, and discuss the condiing experience. Each tions necessary for food to be grown. We child is given a counread a variety of books about food, and try to represent in our make lists naming foods for each letter of market. The students the alphabet. Themes are rich in myriad make a representation ways, including contributing to commuof their country’s flag, nity building and collaboration. Instead greet people who visit of learning about something in isolation, their station with the food can be read about, touched, tasted, appropriate greeting, smelled, shared with others, grown, and and provide a sample of food that is eaten talked about with families and friends. in their country. We also ask each student Our International Market is a way for to research an interesting fact about their each child to learn something new, concountry that they can share. Students ofnect with all the information, and meanten dress in attire from their country or ingfully share their new knowledge with bring artifacts that might be found there. others. n

3

Winter 2020

Bristol Elementary Students Visit LaBarque Campus

By John McElwain, Director of Sustainability and LaBarque Campus TCS fourth graders partnered with 80 Fourth Grade students from Bristol Elementary for a fun and engaging cooperative learning experience at the Jan Phillips Learning Center (JPLC). It was a day spent exploring the property and studying LaBarque Creek biodiversity. TCS fourth graders were stewards, guiding our new Bristol friends through the LaBarque Campus, as they showcased their previous year’s River City projects that are on display, as well as how TCS utilizes the property through curricular connections. Almost like clockwork, you could hear the excitement of Bristol and TCS students spotting a crayfish or frustrated laughter at a frogling wriggling through their fingers. Having the opportunity for our neighboring school to explore the natural gift that is the LaBarque Campus was an impactful experience to be had by all and one we won’t soon forget. We are happy for this first of many upcoming opportunities for our TCS students to collaborate, learn, and share with other area institutions, as we grow and connect within the larger community. n

Winter 2020

Partnering with 4ocean to Impact Change

By Eva, Seventh Grade Student In Seventh Grade, the theme in the first trimester is called Environmental Issues. In this theme, we learn about many different issues in the world, from bees going extinct to urban sprawl. Even before we start learning about these things, we have to pick a topic on which to give a ten-minute presentation. This year, the teachers, Sarah Gravemann and Darel Shelton, told us that we could do a demonstration or give out something that relates to our project. I wanted to do my project on plastics in the ocean because I knew about what the company 4ocean is doing, and I wanted to give out a bracelet to everyone in the class. For every bracelet bought, a pound of plastic is taken from the ocean. I told my mom about my idea, but she said it would be expensive because they are $20 each. So I gave up on the idea.

One day on the bus, my friend Ella and I were talking about our projects. I told her about how I wanted to give everyone a bracelet but couldn’t because it was too expensive. She told me that I could raise the money. We then started brainstorming ideas on how to raise the money. Ella suggested having a bake sale at school, and I thought it was a good idea. “People go crazy for bake sales,’’

The Wilderness Experience

continued from front page perience, originated from the hope that students would learn how to work with people different from them. The dynamic duo of legends who have impacted the trajectory of this school, Jan Phillips and her late mentor and friend Hank Schafermeyer, birthed the Wilderness Experience at TCS 30+ years ago.

To know, hear, and read evidence of the legacy of our school’s Adventure and Outdoor Education trips gives me new meaning and understanding of TCS. To be a part of a school that has sought to be the change in systemic issues in the 1970s is something truly noteworthy. The journey of equity and inclusion over decades of attempts to desegregate St. Louis is an effort we take on together. To quote the late Hank Schafermeyer’s 1978 article in the Journal of Physical Education and Recreation called “Adventure Programming—Wilderness and Urban,” that references the “Outward Bound Recipe,” written by Derek Prichard:

4

she said. In Fifth Grade, we have a bake sale for monarchs, and we raised $700.

I started planning it quickly and went to Sarah during the trip to ask her if it was ok. She told me yes, as long as I get permission from the Administration.

Right after we returned to TCS, I immediately went to the Upper Division Head Eva’s passion for clean oceans led St. Louis Magazine to name her the Lori Knoblauch and told November 2019 Incredible Kid. her my plan. She quickly directed me to Brie Alley, our Director When all was said and done, I raised of Development & Communications. We $600, bought $30 bracelets, and took 30 met several times in quick succession to pounds of plastic from the ocean. None of identify what needed to be done. I also this could have been done by me alone. met with classmates so we could plan the From my friends who helped plan, bake, bake sale. Once the two-day bake sale and sell items to my family and friends was approved, I felt better and more nerwho donated outright and those who purvous knowing that this was really happenchased treats, I am thankful for all of their ing. Prior to the bake sale, I raised $70, help and support. I wanted to raise awareand this support from family and friends ness about environmental issues and this made me feel confident in reaching my project changed me. Donating to 4ocean goal. I reached out to 4ocean about my was a big but tiny step. My hope was to fundraising goals, and they offered the raise awareness about the amount of plasbracelets at the wholesale price of $10. tic in the ocean as a whole. The chance to After the first bake sale day, I raised $200, give everyone in the class a bracelet gave so we were encouraged that we would 24 more people the chance to show what raise even more the next day. others can do. n Take the broadest selection of people.

Bring them to the starting line.

Where they are all apprehensive.

Present them with challenges.

Give them goals-stress.

Downplay Individual contribution.

Make people face situations where they think they can’t do it.

Then they actually do it through group dynamics.

Under conditions of peak excitement and stress is a good time to learn.

We must all exist together. n

5

Winter 2020

The Creation of the Adventure Education Endowment

Winter 2020

ADVENTURE EDUCATION TIMELINE

By Brie Alley, Director of Development and Communications and understanding of their role in the world.

These adventures never fail to teach each child that they can do more than they initially believe.

Instrumental to the inception of our Adventure Education program is Tim Wood, a long-time faculty member who recently retired. For many years, Tim led the Kindergarten “Day in the Woods” and helped with climbing rotation on the First Grade Campout. In 1985, Tim co-founded the Eighth Grade Field Ecology expedition to the southeastern United States. That year, Tim, along with former Director Jan Phillips, a parent volunteer, and 12 students embarked on the very first Field Ecology trip to visit Sapelo Island, the Okefenokee Swamp, and the Great Smoky Mountains.

It was also the same day Hurricane Hugo hit. Despite the weather, the trip was a success. Field Ecology, a capstone adventure, remains a defining experience in a student’s journey at The College School, one that stays with them for years to come and one that students build towards from the moment they join our community.

In 2019, Tim Wood retired from The College School after 35 years of service.

To honor his dedication, a group of par-

You can take the Adventure out of Education, but you can’t take the Education out of Adventure. – Cap Grossman TCS has long embraced Adventure Education as a critical component of Experiential Learning. Our Adventure Education program, directly connected to our curriculum and run by our teachers, engages students at every age in challenging environments and experiences in order to provide them with opportunities to learn profound lessons and gain excellence in academics, arts, and life.

Our trips into the field are an inextricable part of the way we teach and learn at The College School. Beginning in Early Childhood, children hike and play with camping gear. By the end of First Grade, students have their first overnight camping trip. Fourth Grade embarks on a three-day expedition, while Sixth Grade students rappel a 100-foot cliff and spend a night solo camping. In Eighth Grade, our students explore the southeastern U.S. on a nine-day field ecology study where they foster collaboration through extensive ecological study all while bolstering selfconfidence and gaining a broader view

1973

Thank you to our generous Founding Donors for establishing the Adventure Education Endowment.

Stanley Allen Jill Allen Brett & Norene Bennett Bill & Rita Berthold Steve & Monnie Brodbeck Jerry & Beth Burka Allen & Jody Capdeboscq Ronnie & Donna Fredman Maureen Gillardi Cap & Jennifer Grossman Frank Hellwig Nina Leigh & Robert Krueger Elizabeth Little Karen Miller Jim & Stephanie Morgan Jennifer & Jim Ott Carl Pelofsky Jan & Abe Phillips Heather Wood Howard Wood Eric & Kelly Woodruff ents, alumni parents, and alumni established the Adventure Education Endowment to provide professional development funding for faculty and staff.

As I reflect on the opportunity to teach at TCS, I realize that it was a major part of creating who I am. It was life-changing on many levels. – Tim Wood The creation of the Adventure Education Endowment spurred from an Outward Bound trip that Tim and other faculty members went on several years ago.

The trip had a deep impact on the group, and they believe that and other similar experiences would greatly benefit their colleagues in the future, and by extension, the students they teach. The endowment

Wilderness Experience, created for 6th Grade, begins as a 3-day excursion and evolves into a 5-day backpacking trip.

1975

Jan Phillips and 1st Grade teacher, John Geers, start the 1st Grade Campout. To this day, first graders are the the youngest students to have an overnight campout at TCS.

1981

TCS introduces an 8th Grade class. The capstone grade features a Live-In experience, a primary-source research theme currently serving the city of New Orleans, LA.

1984 1989

Tim Wood is hired as a TCS Middle School Teacher.

Jan Phillips and Tim Wood establish the 8th Grade Field Ecology expedition to the southeastern U.S.

1992

1993

7th Grade Environmental Issue theme, featuring a bike trip on the Katy Trail is started by Judy Weng.

Gerald Axelbaum designs a handson science unit for 5th Grade to help research the monarch butterfly migration. Over the years, TCS tags over 2,000 monarchs.

1998

Through a generous donation from the Van der Werff family, the climbing wall is built in the school’s theatre.

2007

The Grossman Family Greenhouse and Gardens are constructed.

2010

TCS purchases 28 acres of property in the LaBarque Watershed near Pacific, Missouri.

2016

2019

The Jan Phillips Learning Center is built and serves as the cornerstone of our LaBarque Campus and hosts many excursions and campouts.

TCS establishes the Adventure Education Endowment to provide professional development to faculty and staff.

Continued on page 11

6

7

Winter 2020

Seeing Cuba Through a New Lens

Seeing Cuba continued from page 8

By Mary Jo Wilmes, Visual Arts Specialist Last year, I was gifted the Kevin Navarro Endowed Faculty award after being nominated by a mystery colleague who still remains anonymous. It was late October, and I had just completed the trifecta as we call it in Middle School—supporting the big three trips in one season. First, there was Eighth Grade Field Ecology, followed by Seventh Grade Environmental Issues biking trip, and ending with a sweet trip to the Wilderness with the Sixth Grade. I was a little “out of the loop” on faculty details, and the whole nomination process had slipped quietly by me.

With myriad deserving faculty at TCS, I was humbled by the recognition.

When the news sank in, I immediately began thinking about where to travel and what I wanted to experience that would benefit my teaching, not just my desire to experience adventure.

The College School not only nurtures our students in the outdoors—giving them so many opportunities to explore and expand their knowledge outside the classroom—but it also provides that for faculty. Experiencing the trips along with the students has fed my soul for many years and given me the same opportunities the students have had.

About 10 years ago, local professional photographer Michael Eastman traveled to Cuba from 1999 - 2002 photographing the architecture. His images were awash with color and texture and reflecting his sense of place and composition.

The photos are a haunting tribute to Havana’s faded glory. I was drawn to these images and to the strength of the Cuban people who have lived through the revolution, the embargos, the Fidel years, and so much more. To me, the images were ghostlike and mysterious.

I traveled to Cuba four years ago with a group of educators, several from TCS, and we experienced and learned about

8

the culture, the politics, the food, and the arts - it was a travel dream come true for me. Cuba is different from any other place I have visited. It challenged me in so many ways. When we were at the airport to leave Havana, I had an overwhelming emotional reaction to leaving. I knew I had to come back. I was not finished with Cuba.

After the first trip, John Colbert and I organized an alumni trip to Cuba with the same organization called CASE—Central American Service Expeditions. We traveled with 14 students and TCS teachers Mindy Bhuyan and Carol Fitzsimmons. I loved going back to some of the places we had explored and expanding our previous experiences. I loved the people we met, the places and spaces we visited, but mostly I knew that I wanted to come back again­—alone. I wanted to walk wherever

Winter 2020

I wanted and stop for as long as I wanted and give myself time to see.

That became my choice of travel with the Kevin Navarro Endowed Faculty award.

In October 2019, my husband Tom and I went to Havana with the goal of setting up a return trip for his students from Webster University Art Department. His goal was to explore the contemporary art scene in Cuba and mine was to explore with my camera. Finally, I was alone and could stop whenever I wanted for as long as I wanted. I was on the streets looking through my lens.

We visited the important art schools in Havana, met with artists, printmakers, and friends. We stumbled into museums where the lights were only turned on while we were in the galleries. The bold sound and visual installations that we never expected to see—unless we were in New York, Paris, or Chicago—were in small museums tucked behind busy streets in the Chinatown of Havana.

We visited Muraland, a community-based arts organization that hosts after school art classes for neighborhood children. We found our way into a print shop and met a group of contemporary printmakers who run a graphics studio that produces images that question Cuban politics.

It was amazing. As this art world slowly opened up to us, we were both surprised in so many ways.

I spent a beautiful Saturday walking the streets of Central Havana with a street photographer, who encouraged me and taught me ways of seeing, looking, and noticing small details, different angles, the light, the shadows, and the reflections. I feel better prepared to explore again.

I am now looking forward to returning with the Webster University students in March to continue my personal visual

exploration of Havana.

Prior to this trip, I spent a weekend with Dan Dreyfus—a local professional photographer and alum parent—participating in a photo workshop in rural Missouri. His tips on using my camera and taking the settings off of manual really set the stage for Havana.

My Digital Photography students have benefitted from these experiences that I strive to bring back to the classroom.

My work on photographing while traveling with TCS students has improved as I struggle to adjust my camera to fit different situations or ideas I want to explore.

Being a student again is a joy, and I am so grateful for this opportunity to grow and benefit from this award. n

This year’s Kevin Navarro Endowed Faculty Scholar is Middle

School teacher John Colbert. In his nineteenth year at The College School, John has contributed considerably to developing curriculum, fostering relationships with co-workers, students and families, and contributing to the leadership of the school, both formally and informally.

John has been a faithful keeper of longstanding TCS traditions such as the Wilderness Experience and the Civil Rights Theme, as well as an innovator in developing theme courses such as Now What? and the French Colonial America Theme that complement and deepen student experiences.

Beyond theme courses, John continues to bring new ideas and approaches to his math classroom. John noted, “My research has led to re-imagining my math classroom as a dynamic space for exploration of mathematical concepts through low-floor/high-ceiling activities that allow connection to deep concepts through visualization, open dialogue, and a growth mindset. I feel transformed in my teaching practice already.”

John has developed relationships with colleagues, students, and families alike, and has for the past decade or so served as the Middle School faculty liaison to the room parents. In this capacity, John helps the room parents as they recruit others to help with a variety of community-building events and trip support. Together John works with volunteers to create stronger faculty-parent-student interactions which helps build community throughout Middle School.

“The College School is the center of my professional community and a home for me and my family,” John commented. “It is a place where I have been given the freedom and responsibility to explore teaching and learning, pushing myself to grow and improve in my craft. I have both given of myself and benefited greatly from this community. I look forward to opportunities to continue in that vein.”

Congratulations, John! n

Continued on next page

9

Winter 2020

Volunteer Spotlight: Jeff Todisman Parent, Alumni Parent, Board Member, and Volunteer Jeff Todisman reflects on his time at TCS.

Winter 2020

The Creation of the Adventure Education Endowment continued from page 6

How many years have you been a part of the TCS Community?

gives TCS an opportunity to provide these intensive opportunities to interested faculty and staff.

This is our 20th consecutive year as parents at TCS. Prior to that, my motherin-law taught here, my sister-in-law was a student, and my wife worked in the After School Program when we were in high school. I went on a few field trips even before sending my kids here and also brought Catie (our oldest - Class of 2010) to the annual “Baby Day” that was part of the Human Sexuality curriculum years ago, before she became a student.

Our teachers provide the challenge and support necessary to build confidence within our students.

In order to do this, teachers need support to develop, improve, and reinforce their skills.

Having opportunities like Outward Bound, allow teachers to gain the skills needed to push our students forward. -Tim Wood

Why did you decide on TCS for your children?

Seeing the Outdoor Adventure and Experiential Education program in action over the years made this an easy decision for me. Additionally, I was involved in the Metropolitan Student Leadership Program (MSLP) in high school that was directed by Hank Schafermeyer. Hank was a pioneer in the St. Louis area in adventure education and very close friends with Jan Phillips.

Many of The College School’s adventure education experiences are very similar to the experiences I had with MSLP, which I credit with much of my love of nature.

How has TCS impacted your children?

Our kids have always wanted to get up and go to school every day and were upset any time they were sick and couldn’t go. They’ve grown up here—it’s like an extension of home, and they are incredibly comfortable here. They are willing to take on new challenges and face their fears with confidence because of their experiences at TCS, where they were provided a safe environment to try new things. Our children have an incredible awareness of our world and how they fit into it. The relationships our children and our entire family have cultivated with others from the TCS community are some of our strongest and most cherished.

What are a few of your favorite memories as a volunteer or parent?

I have annual favorites: Wagon Train of Food, Grade-Level Campouts, Neighborhood Studies curriculum in Third Grade (River City), and Eighth Grade

10

Graduation, to name a few. Specific memories—an ice- and snow-covered visit with Kindergarten to the St. Louis Zoo, a Middle School trip to Ste. Genevieve, MO, which ended in an impromptu lunch with my cousins (who live in Ste. Genevieve) at The Old Brick Restaurant, a chilly day on the Meramec River with Middle School during their first week of classes, Raise the Paddle for LaBarque, Tim Wood handcuffed to a 6-pack of home-brewed beer made from LaBarque hops that was up for auction, the first time I heard the entire school singing Garden Song at an assembly with many of my TCS friends accompanying. And many, many more.

One of your more recent volunteer activities was helping to upgrade the kitchen for

TCS

our new lunch program. Why did you decide to take on this project?

When the decision was made to move into a full-service lunch program, the need for a commercial kitchen became imminent. However, the cost of these types of renovations can be very sizable. I have a skill set that I was able to employ for the school’s benefit to significantly cut the upfront costs of implementing the program.

The endowment provides recipients with the opportunity to broaden their outdoor adventure skills, deepen their knowledge of adventure-based education, and incorporate the adventure education opportunities into the school’s curriculum.

To date, the Adventure Education Endowment has raised more than $36,000 from families, alumni, and alumni parents. Help us continue to grow this crucial endowment for our school by making a donation towards the endowment. Your donation will be generously matched by Cap and Jen Grossman. Donations can be completed by visiting thecollegeschool.org/donate or filling out the insert envelope. n

Why do you continue to give back to TCS? I don’t see it as giving back so much as it’s just a big part of my life. All pieces of my life get my time and attention, and TCS is an important place that I want to focus on. n

Parent Crew

Building a community with the help of our parents.

TCS parents are our biggest champions! From book fairs to Bingo Night, our Parent Crew hosts social events and activities for both our students and their families. Volunteering for the Parent Crew is a great way to connect with other parents and get involved at TCS. Both episodic and year-long volunteer opportunities are available, and all are welcome to join the Parent Crew.

Contact parentcrew@thecollegeschool.org for more information.

11

at The College School

Summer Camp

Preschool through Eighth Grade 7825 Big Bend Blvd.

Webster Groves, MO 63119 (314) 962-9355 thecollegeschool.org

Registration for Summer Adventure Day Camps and Expeditions Now Open.

thecollegeschool.org/ summercamp

N o n - P ro f i t U.S. Postage

PAID

St. Louis MO Permit No. 3469