The Parish Post: Summer 2018

Summer 2018

Project-Based Learning Formally Adopted The Parish School Raises More Than $600,000 Our Garden Project

Meet Our Employees and Volunteers of the Year Read About the Therapeutic Benefits of Sports Come See Our Makerspace

Our Mission To educate children ages 2-12 who have communication delays and learning differences, empowering them with the tools to succeed.

In This Issue

3

#TheParishSchool

8

4

Update from the Board President

10 Project-Based Learning

20 Spring Fling

5

Little Acorn Park Update

12 Photo Round-Up

22 Makerspace

14 Soccer at Parish

23 Save The Date

6

Employees of the Year

7

Alumni Spotlight: David Spisak

Volunteers of the Year

18 Garden Project

16 The Parish School Raises More Than 600,000 with “Big Birthday Bash” Gala

Administrative Team Nancy Bewley, MAT, CCC-SLP Head of School

Brooke Medina, LCSW, RPT Director of Student & Family Services

Mimi Branham, MA, CCC-SLP Clinic Director

Anne Powers, MA, CCC-SLP Director of Early Childhood

Terry Clough, CPA Director of Finance & Operations

Amy Richard, MS, CCC-SLP/CALT Director of Elementary

Meredith Krimmel, MS, CCC-SLP Director of Admissions

Amy Tanner, MBA Director of Advancement

Board of Trustees

Board Members

Executive Officers Steven Gordon President

Nancy Bewley, MAT, CCC-SLP Gregory Brown Cathy Guttentag, PhD Tommy Jamail Paula Katz Eleonora Leibman Ann Neyland, MA, CCC-SLP Tish Prior Peden Meghan Peterson Joseph Probst, LEED, AP Ashleigh Rickertsen Melanie Seigle, MA, CCC-SLP, LCSW

Greg Dillard Vice President Peter DeFazio Treasurer Laurie Gutierrez Secretary

The Parish Post is printed twice a year and is published by The Parish School for students, parents, alumni and friends.

For information or questions regarding The Parish Post, please contact Amanda Arnold – aarnold@parishschool.org.

! t u O t i k c Che eParishSchool #Th

We love to see what our families are up to. Use #TheParishSchool on Instagram and Facebook to share your favorite Parish moments and photos with us. Photos may be published here in the Parish Post! Also, remember to follow us on Instagram at @theparishschooltx and on Facebook @TheParishSchool. @littlesupercam

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Summer 2018 | 3

Letter from Board President, Steven Gordon in The Parish School’s rked a huge milestone ma r yea l oo sch -18 17 20 you Celebrating 35 years, the t birthdays. Hopefully, ms celebrated significan gra pro its of ny ma d an ms. history as the school ebrating Parish progra t all!) of these events cel no (if e som to it ke ma were able to AP Celebrating 10 years of Adventure Play Party – nu th An al Gala – The Parish School’s 25 Big Birthday Bash Gala n for a Reason Charity rating 10 years as a Ru leb Ce – n ho rat Ma on h current families Chevron Houst to share their journey wit ck ba s ilie fam i mn alu ming 8 Life After Parish – Welco Noecker Nature Center 5 years of the Margaret ing rat leb Ce – g Flin g sical Earth Day Sprin School’s 25th Annual Mu !” Musical – The Parish me eso Aw is ng thi ery “Ev her retirement effective ad of School, announced He t ren cur y, wle Be t 20 years of Earlier this year, Nancy Nancy has spent the las y, rne jou l’s oo Sch h ris rt of The Pa and selection of a new May 2019. So much a pa for Nancy’s retirement ing nn pla in rd wa for ve her career here. We mo h Head of School. d a Head of School Searc Trustees has organize of ard Bo e Th t, en d es, to lea Since Nancy’s announcem e of the Board of Truste which is a sub-committe e), itte mm Co h arc Se Committee (HOS Head of School. d the selection of the next d selected and engage several search firms an ted lua eva e itte mm ependent Co ind owledge of The HOS Search t firm, brings a deep kn en cem pla d an rch sea oss TEG, a The Education Group. trators and educators acr g school leaders, adminis cin pla ce en eri exp to e rs’ ed servic schools from 30 yea yn Miller, have combin ison Lorimer and Carol All ts, tan sul con r Ou y. ding the search team for the countr are pleased they are lea We rs. yea 40 er ov of independent schools The Parish School. ns of the entire Parish thoughts and aspiratio the ect refl to is s ces committee and Our goal for this pro paramount. The search are on ati nic mu com d timely y, board members and family. Transparency an meet with Nancy Bewle to y Ma in s pu cam on tors.

TEG consultants were ulty, staff and administra s, including parents, fac up gro s iou var m fro s representative likely will need to work s. As advised by TEG, we ces pro nth mo hteig to talented leaders in We anticipate a sixand interview the most t rui rec y ma we t tha ation ates so we take our recommend confidentially with candid d candidates screened, an d fie nti ide ad are He cts w for the ne the country. Once prospe The expected start date . ion cis de al fin a ke ma 2019 who will during the summer of to the Board of Trustees, offered to be available y usl cio gra s ha ncy Na . of School is July 1, 2019 dership for the school. ensuring consistent lea s, ces pro n tio nsi tra to assist with the h the committee, please would like to share wit u yo t tha hts ug tho or om. You can also If you have questions rie.Gutierrez@BVCPA.c Lau at z, rre tie Gu rie Lau l. ittee Chair, school.org/headofschoo email the Search Comm by visiting www.parish rch sea l oo Sch of ad He keep up-to-date on the Sincerely,

Steven Gordon

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During Construction

Little Acorn Park Construction Underway Plant an acorn and what happens? When the Margaret Noecker Nature Center first planted the seed of a dream into our fertile soil, we anticipated a tree, ever green and with many branches – gardens and a nature trail, playgrounds and woodland preserve, a marsh, a science center, outdoor classrooms, and the wonders of nature where our children can play and learn and grow.

We are excited to report that construction on the first phase of the Margaret Noecker Nature Center, Little Acorn Park, has actively been underway this summer and we can see our vision beginning to shape! As of late June, demolition of the previous play structure was complete, drainage installed, fence relocated, cement poured, and gravel and mulch were in place.

When we conceived the Nature Center, we envisioned a campus that would not only be beautiful, but that could amplify our curriculum with a safe environment where our kids could wade up to their ankles in the mud, watch their tomatoes turn red and plump, train their eyes on the sky to spot an eagle, or find a quiet

Before

place in a sheltered space where they could gather their thoughts and watch the sun filter through the branches.

With students and staff on campus for Camp Acorn this summer, safety has been our primary concern. We’ve worked with our contractors to ensure safeguards: all workers wear fluorescent shirts or vests so they can be easily identified; a barrier fence surrounds the construction zone and is a workers-only area; porches from nearby classrooms are cleared and strictly offlimits to students.

The best news is that we’re looking at a completion date toward the start of the coming school year! We’ve overcome a lot of hurdles, and we’ve kept our focus on our goal. How else to mark this moment than with a Grand Opening that includes all of you—the angels who have given us wings? When Little Acorn Park is ready to open its gates, expect to hear from us with an invitation to celebrate this accomplishment together.

We’re so grateful for the support of all kinds that we’ve gotten from our donors, our families, and our community. We’ve planted our acorn; now we start to watch it grow!

Summer 2018 | 5

Staff Members Named for Exemplary Service to The Parish School The Parish School is unique and innovative thanks to our amazing team of teachers, paraeducators, therapists and administrators. Each bring their own leadership style and skills to The Parish School and The Carruth Center to transform the lives of children who have communication delays and learning differences.

Each year, staff vote for the employees of the year who go above and beyond, demonstrating the school’s core values of creativity, nurture, passion, ethics and people. We are excited to announce the following well-deserving staff members who were selected as The Parish School and The Carruth Center’s 2017-18 employees of the year.

These individuals were celebrated with a special lunch at the lovely Brookwood Community.

Therapist of the Year: Brittney Fertak, MS, CCC-SLP Paraeducator of the Year: Maritza Medrano Teacher of the Year: Heather Hillery, MSEd, CCC-SLP

Brittney Fertak

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Maritza Medrano

Heather Hillery

Alumni Success Story: David Spisak Parish Student: 2010-2016

When he first arrived at The Parish School nearing his 6th birthday, David Spisak had a hard time forming sentences of more than three words. With a seemingly endless list of learning and social differences, parents Jennifer and Chris were afraid David would forever have a hard time fitting in amongst the “normal” crowd.

What you’re doing at Parish is changing liv es; not only of students bu t also parents like me who fig ht back tears thinking about their child, who was barely capabl e of forming sentences an d is now thriving in a typical sc hool setting, It is nothing sh ort of a miracle.

-Chris Spisak, David’s father

In the six years that David spent at Parish, he gained the communication, social and academic skills needed to succeed in school. After aging out of Parish’s program, David has gone on to attend a public middle school. The transition was tough at first due to an increased workload and responsibilities, but his parents are happy to report that after a few weeks of settling into a routine, David managed to exceed their expectations in his new environment. In fact, shortly after arriving at his new school, their special education liaison recommended to remove David’s in-class support, deeming it unnecessary – he didn’t require any additional help to keep up in his classes.

David is now making all A’s and excelling in a public middle school.

Where he truly blossomed, though, was in Adventure Play, the afterschool program at The Parish School where children create their own playground using nothing but their imagination and scrap materials. It was at AP that David found a place he truly loved and was able to make lasting friendships.

For his 12th birthday, Jennifer and Chris offered to take David to dinner, bowling, a movie…wherever he felt like going to celebrate. David respectfully listened to their suggestions but had already made up his mind – he wanted to go back to Adventure Play. Jill Wood, Director of Adventure Play, was delighted to accommodate David’s request.

“He couldn’t stop smiling on the ride home, beaming over how he got to lead the younger students on a walk through the tall grass before making himself at home again on the various structures that he’d seen assembled over the years,” said Chris. “Most of all though, he was happy to be reunited with Jill. ‘I just love her,’ he told us.”

David continues to attend Parish functions when he can, including this year’s Adventure Play 10-year anniversary celebration, Flight’s going away party and the annual Spring Fling. Additionally, he is volunteering as a Junior Playworker with the Adventure Play summer camp, where he helps other kids to expand the space he’s grown to appreciate so much.

Summer 2018 | 7

The Parish School Recognizes Parents, Volunteers for Service Each year, Parish staff show appreciation to our room parents, PTO, board and committee members, event chairs, office supporters, garden helpers and parents who all do so much to support the school. From this outstanding pool of individuals, honorees are selected for special recognition in four award categories: PTO President, Above and Beyond, Volunteer of the Year and Board Member of the Year. For the 2017-18 school year, six individuals were named, and we honor them for outstanding service to The Parish School. Additionally, with so many outstanding nominations this year, the Volunteer of the Year award was broken into two categories – administrative and instructional.

This year’s honorees are:

Ashleigh Rickertsen, 2017-18 PTO President Ashleigh has spent countless hours and a ton of energy working hard to make this school great. Smart, talented, articulate and a leader, we were so pleased she agreed to take on the big job of PTO president.

She was instrumental in creating a closed Facebook group for parents to seek advice, support and play groups. She regularly attended Parish Board of Trustees meetings, providing strategic, thoughtful feedback and insight. She led PTO meetings with grace and diplomacy, keeping staff and parents on track and looking towards the future. She was hugely instrumental in the success of this year’s Spring Fling. She has done a remarkable job and we will truly miss her insights, support and leadership.

Tish and Malcolm Wolter, Above and Beyond Award The Above and Beyond award is presented in recognition of exemplary service to The Parish School in completing special projects and going above and beyond normal volunteer duties to make a meaningful and lasting contribution to the students and school. This year, we presented the award to not one, but two individuals.

Tish is dependable, consistent and willing to help where needed. One of her first positions at the school was assisting with the 2011-12 gala, which she helped with for the next four years. She’s served as a room mom, won awards for purchasing the most poinsettias, and manages the school’s uniform exchange. Most recently, she took on the position of “musical mom” to assist with production for the upper and lower elementary musical.

Tish’s husband, Malcolm, is a member of the Parish marketing committee because of his incredible expertise in the field. His input has been invaluable as we’ve continued to highlight Parish in the community. He was instrumental in Parish receiving $18,000 worth of pro bono services to help with our website. He’s been an active member of the marketing committee since 2015 and is often called upon between meetings for advice, guidance and ideas.

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Jennifer Eubanks,

Administrative Volunteer of the Year

t: Claudia Soto, Volunteers from left to righ h Rickertsen, leig Alsh Jennifer Eubanks, Joe Probst and , lter Wo Tish and Malcolm

Unassuming and dependable, Jennifer regularly stops by when she knows there are projects to complete to see how she can help. She’s often the very first to respond to pleas for help in the office, and has in some way helped with every single event and program this year. And perhaps what tipped the scales the most, was when she unexpectedly baked homemade lasagna for the entire staff as a surprise one day for lunch!

Claudia Soto, Instructional Volunteer of the Year Claudia Soto received many emphatic votes, likely because she volunteers all over campus – in the classroom, as a listening friend, as a library book shelver, helping with special projects and events – and more. And she’s been doing it for a long time. Claudia has been a dedicated volunteer since her first year at Parish four years ago. She’s dependable, helpful and consistent.

One teacher wrote, “Claudia has been, by far, the most exceptional parent listener! She attends every week and greets each child with warmth and care. She has even kept impeccable data on each child’s reading improvement. She’s amazing!” Not counting our fantastic gala chairs, Claudia logged the most volunteer hours this year, coming almost every single week this school year.

Joe Probst, 2017-18 Board Member of the Year Joe is no longer a current Parish parent but had a child here in the early 2000’s. He recently re-joined the Parish flock in 2016 when he became a member of the board of trustees. Since then, he has been involved in several different areas, and, as Nancy Bewley commented, “is always available when we need him.”

He arranged for a huge donation of laptops to equip staff with new machines. He serves on the Margaret Noecker Nature Center Council and has been instrumental in the implementation of Little Acorn Park’s construction. He has also helped re-envision space needs at The Carruth Center. Not only that, but he serves on the maintenance and grounds committee, where we have added important new items to our maintenance checklist that were not in place before. As our director of finance says, “the list just keeps going on and on!”

We thank and commend all of our volunteers for their selfless and valuable contributions to The Parish School. Together, we create an educational environment where students don’t just grow – but thrive!

Summer 2018 | 9

Inquiry/Project-Based Learning Formally Adopted at The Parish School More than 35 years ago, Robbin Parish founded

multisensory, experiential learning into each

these forms of pedagogic methods use questions,

The Parish School to help children who have

school day. Experiences, projects and wonder

problems and scenarios to inspire students to be

communication delays and learning differences

replaced busy work and worksheets. Lecture-style

curious, ask questions and learn through their own

succeed in school and in life. Young learners

teaching and rote memorization were used in

agency and investigation, developing necessary

with dyslexia, autism, ADHD and/or genetic or

thoughtful combination with kinesthetic teaching

skills for children growing up in the 21st century.

neurological disorders were falling through the

and Socratic discussion.

cracks in traditional learning environments. Their needs weren’t significant enough to warrant special education resources, but these students learned differently enough for them to struggle (or fail) in

For the 2018-19 school year, The Parish School will

Robbin’s methods were just as valuable and

“formally” adopt this style of learning across grade

effective decades ago as they are today, and

levels and curricula, even though, really, we’ve

they’re catching on in mainstream educational

been doing it all along.

typical classroom settings.

settings. You may have heard the terms project-,

Enter whole-child development and “learning with

methods – often used interchangeably – bring

the whole body.” Robbin developed a model where

popularity and awareness to what Robbin Parish

highly-trained teachers and clinicians collaborate

believed all along – that learning should be active,

to offer individualized academic and therapy

fun and student-centered. Instead of teachers

plans for each Parish learner, incorporating

lecturing students from the front of the classroom,

problem- or inquiry-based learning. These teaching

Discover more about inquiry/project-based learning in this article reprinted with permission from Sam Houston State University. Subscribe to our blog and Facebook page to follow along on our journey.

Parent Guide to Project-Based Learning

By Lorin Mayo, MEd

As the world becomes increasingly digitized,

learning style and thinking ability as they develop

organizes learning around projects or complex

learning boundaries are fading. Geographics do

their outcomes. In this prototype, what the student

tasks precipitated by an in-depth question or

not play the role it once did in learning. Students

does is more important than what the teacher

problem. The teacher becomes the facilitator as

can collaborate without the confines of the brick-

does. Students become interactive learners

opposed to the director of learning and encourages

and-mortar settings in which they once learned

as they abandon their teacher-fed material to

an autonomous learning environment. A review

and tapping into the ideas of others at great

investigate topics in a student-centered prototype

of research on PBL supported by the Autodesk

distances is not as unviable as it might seem.

that authenticates their conclusions. Steeped in

Foundation in San Rafael, California identifies some

What does that mean for your family of learners?

the path of PBL is collaboration with peers, critical

characteristics of a valid PBL experience:

Invariably, rethinking learning must be prefaced

thinking, idea innovation development, feedback

by rethinking instruction

and revision, and finally public presentation. The

Consider this: If a student takes a test, and makes 100 percent, do we really know the limits of his or her knowledge? No. We only know they can

result is a product of the process and a balanced development of thought from the original question through its elaboration.

regurgitate 100 percent of the facts being assessed.

Though PBL has evolved, the concept is not new.

However, if a student takes a test and makes 80

In fact, PBL is based on the ideas of John Dewey

percent, it stands to reason, 20 percent of the

(1938), philosopher and educational visionary,

presented material has not been assimilated – but

who first introduced in the early 20th century

which 20 percent? What about the other learners

what would come to be identified as experiential

in the class? Which 20 percent of the material do

learning or practical experience in learning.

they not understand? Enter the concept of Project-

This theoretical approach has moved more into

Based Learning.

focus in recent years and has been significantly

Project-Based Learning (PBL) is a method of learning wherein students are assessed on what they produce. It reflects their knowledge about the studied topic and is inquiry or discovery based and the journey is as important as the destination. It honors the student’s individual

10 | The Parish Post

developed over the past 25 years. Buck Institute of Education (BIE) defines project-based learning as “a systematic teaching method that engages students in learning knowledge and skills through an extended inquiry process structured around complex, authentic questions and carefully designed products and tasks.” Fundamentally, PBL

There must be the presence of a driving question or central concept.

Students must learn through investigation of defined goals and should be constructive and knowledge building.

Projects are student-centered with teacher facilitation or guidance.

Projects are real-world and have significance to the student.

The best way to help your student is to embrace the procedure and assist them in the management of the details. What makes Project-Based Learning different than “doing a project”? There are essential elements to the methodology as defined by the Buck Institute of Education which will guide student activities intrinsic to PBL.

1. Significant Content

4. Student Voice and Choice

7. Feedback and Revision

In true PBL format, standards are said to “pull

At this point, the instructor has identified the goals

Now the teacher takes the opportunity to assess

through the curriculum” what is necessary

and expectations of the end-product of the project

what has been done and make suggestions to

to meet today’s demands for accountability

and now the students begin their exploration. The

change directions, rethink concepts, and enforce

and performance. If there is substantial

process becomes student-centered because the

success. This is the point at which a learning loop

responsibility for instructional practices to address

student now takes responsibility for their learning.

is created. It is also a great place and time to

predetermined requirements for curriculum

Age-appropriate guidance from the instructor will

demonstrate the potential and influence of peer

development, this allows the instructor to root

prescribe the level of supervision and management

feedback. Learning the art of the critique is another

project requirements in a manner that is bound

as the project proceeds.

life skill built into this learning model.

5. 21st Century Skills

8. A Public Presented Product

by expected academic outcomes.

2. A Need to Know

Often projects are cooperative in nature and

A publicly presented product exposes students to

The teacher initially launches what is commonly

the power of this model is the practice of team-

another real-world competence. It gives depth of

referred to as an “entry event”. This is basically an

building and collaboration. These skills are integral

commitment to quality outcomes and develops

introduction to the project and is only limited by

to successful transition to the workplace. Students

personal courage, efficacy and confidence. Debate

the creativity of the student initiator. It engages

become bound to each other in their progress. As

and the art of persuasion might find their way

and captivates the students and gives relevance

a result, ideas are interchanged and elaborated,

into this final phase of project development.

to the material. Some examples might be a skit,

problems are solved and direction is established.

Ownership of the product is fundamental to its

personal reflection, multimedia presentation or

A seamless progression of time management,

presentation and presenting outside the comfort

field trip. Ask your student how the project was

learning, collaboration, and presentation

zone of the classroom can embolden students to

introduced to grasp the introductory nature of

makes useful a myriad of technological tools

be responsible for what they learn and to take

the assignment.

for communication and production of the final

pride in the results of their journey.

3. A Driving Question This identifies and encapsulates the project in a way that motivates the student toward the learning goal. It could be seen as the last part of the assignment requirement, sometimes referred to as “…start with the end in mind”, without any clear trail how to get there. It should ignite curiosity without identifying any particular course of study.

product. Team communication avenues such as IM, GoogleDocs, Facetime, Skype or Edmodo can provide group members a way to interactively communicate beyond the confines of the classroom and negate the need for late-nightkitchen-table crisis management episodes with

Harnessing knowledge through knowledge management is thematic to today’s society and business environment. Scaffolding information and learning from experience are characteristic of the Project-Based Learning paradigm. It

which we as parents are all too familiar.

creates a cycle of learning that respects the

6. Inquiry and Innovation

of uncovering new concepts that completes the

Often the question starts out broad and becomes

Project participants have the opportunity to use

narrower as the student identifies

both sides of their brain – left brain (analytical) and

the details of their project.

right brain (creative). Inherent to any good answer is the process of finding it. Brainstorming produces questions and by virtue of its definition, is broad in context and comprehensive in discovery. What is already known? What needs to be discovered?

Where do we find it, how do we narrow it or how do we create it? Innovation is the result of

learner, the question, the result and the hope circle of information that can be the genesis of the next great idea. Project learning has been linked to sustainable growth in learning capacity and validates the importance of establishing learning communities. As your child’s earliest and best teacher, supporting their learning and encouraging student-centered studies as a precursor to lifetime learning demonstrates educational importance and a timeless belief in its process.

creative and higher-level thinking and here is the excitement of possibility.

Summer 2018 | 11

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Summer 2018 | 13

Soccer at Parish: Therapeutic Benefits of Sports

They shoot, they score, the crowd goes wild!

Parish preschool students are getting a taste of what it’s like to be on a team thanks to a pilot soccer program spearheaded by Carruth/Parish Occupational Therapist, Jennifer Woody.

Limited to 8 students per group, the Parish soccer team met this spring for 20 minutes after school on Fridays for 6-week sessions. Jennifer, along with a team of parent and staff volunteers, lead students in a series of relays to develop their stretching, dribbling, kicking and teamwork skills.

For many Parish students who might struggle with social, motor and coordination skills, direct teaching and exposure to sports and these types of life experiences are needed to help them succeed. Parish has been the perfect place to offer that type of therapy in a familiar and supportive environment.

The benefits of soccer include the strengthening of communication and social skills, along with the development of coordination, visual tracking and general physical fitness.

Once Jennifer proposed the idea, Director of Early Childhood, Anne Powers, was on board. Parents, many of whom are looking to introduce their children to athletics, were eager to sign up.

“It’s been amazing to see what the kids can do – they just blew us away,” said Anne. “We were able to see them demonstrate skills like standing on one foot – it’s a hard skill and it’s difficult to get them to

14 | The Parish Post

persevere in practicing it in class or in therapy. However, put a ball in their hands, give them a purpose, and suddenly they want to do it and do it well.”

Not only has it been enriching for the kids, but families see benefits from the soccer team as well. It’s built community among our early childhood families and taught parents how to support the language, motor and social skills being developed at school.

One mom shared, “I have such hope, it’s been a taste of normal.”

Anne and Jennifer agree, therapy shouldn’t always be in a clinical setting. That’s how the early childhood occupational therapy program emerged this year – to provide services to our students in the classroom and around campus. The soccer clinic was therapy, but it also just felt like life for these kids.

“To our families, that is a priceless gift – come, let’s learn some tools and strategies, and let’s just do life together,” said Anne.

We’ve received reports of one child who, after the Parish soccer season ended, joined a typical soccer team with her brother, where she has really thrived.

Since the soccer clinic has taken off, with many eager to sign up next year, Jennifer is expanding the program to not only preschool, but pre-primary students as well.

Summer 2018 | 15

The Parish School Raises More Than $600,000 with “Big Birthday Bash” Gala The Parish School smashes school fundraising goals with “Big Birthday Bash” gala. Chaired by Adonia and Kevin Cokinos, Ann Marie and Chris Kolkhorst, and Alice and Keith Mosing, the gala is The Parish School’s largest event of the year and raises much-needed funding for the school and financial assistance for families.

This year’s event celebrated the special needs school’s 35th anniversary and honors the vision of the late Robbin Parish, founder.

Held at the JW Marriott Houston, the gala opened to a sold-out crowd of 480 guests, who were delighted by sleight-of-hand magician, Jamie Salinas, and the stilt-walking acts of J&D Entertainment. However, guests were sure to keep eyes on the silent auction, which was filled with luxurious vacation packages, and hard to come by experiences, like being a radio show guest, or a bat boy/bat girl for the Rice Owls baseball team.

Emcee for the night, Roula Christie, of 104 KRBE’s “Roula and Ryan Show,” launched into the lively program, which included a performance from Parish students, Carl Janssen and Jonathan Wallace, of R. Kelly’s “I Believe,” and garnered a standing ovation. In celebration of the school’s 35th birthday, a short video featuring Robbin Parish and many long-time faculty members showed guests how the school has evolved over the decades. Additionally, the bidding was fast and furious during the live auction that featured a private dinner at the home of Randi and Johnny Carrabba, as well as a rare bottle of Pappy Van Winkle’s Family Reserve 23-year-old bourbon.

Over the past 25 years, The Parish School gala has honored groups or individuals with the Golden Oak Award, presented to those who exemplify the values of the school. This year’s gala celebrated all Golden Oak Honorees from 1992-present. Among the honorees in attendance were: former Major League Baseball infielder, coach, scout and manager (and Parish grandparent), Art Howe (2017); broadcast journalist and Parish School alumnus, John-Thomas Kobos (2014); Director at Children’s Learning Institute at the University of Texas Health Science Center, Dr. Susan H. Landry (2010); Developmental Pediatrician and Professor at Children’s Learning Institute, Dr. Danny Williamson (2007); and Director of The Carruth Foundation, Brady Carruth (2000).

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Chris and Ann Marie Kolkhorst, Keith Mosing, Nancy Bewley and Adonia and Kevin Cokinos

The highlight of the evening, however, was the parent testimonials from gala chairs, Kevin Cokinos and Chris Kolkhorst. Each shared their journey to The Parish School and how a Parish education has made a difference in their child’s life.

"The Parish School has helped Coy find his voice,” said Chris.

“You have made him feel significant. Most importantly, you have given him a future, and for that, we are forever grateful.”

Like Coy, Katina Cokinos was born premature – seven weeks to be exact. At 6 days young, doctors discovered she had poor circulation to her lower body and needed a procedure to balloon her aortic valve and arch. The procedure was successful, although she would continue to live with leakage in the aortic valve. Katina was later diagnosed with a rare genetic disorder called Kabuki Syndrome and has delayed development. Parents Adonia and Kevin looked for a school that could help Katina overcome her delays. They selected The Parish School, because not only would Katina benefit from group speech therapy, but onsite occupational therapy is available as well.

conversations we can't shut-up,”

“Within the first month, she went from 1-2 word sentences to said Kevin. “And we won’t…because we remember the beginning of this journey.”

Overall, guests left inspired to give at record-breaking amounts, with the event raising more than $600,000 for The Parish School.

Summer 2018 | 17

Upper Elementary Students Bring Community Gardening to The Parish School The Parish School now has a community garden thanks to the research, planning, construction and work done by upper elementary students and teachers, and funding provided by the Margaret Noecker Nature Center.

Squash, melons, tomatoes, radishes, potatoes and several different types of herbs are now growing from three large raised-bed planter boxes built outside of Post Oak cottage.

Design of the boxes was planned to account for wheelchair access and space for classes to gather for instruction, as well as to withstand the Texas heat and weather.

The garden project was born out of student research on communities and urban farming.

This past year, upper elementary adopted inquiry/project-based learning methods (see pages 10-11), which is a student-centered approach to learning. This instructional method is proven to engage students in their learning in ways that traditional teaching often doesn’t. The students were so interested in gardening, that they created a year-long study on it.

“This is where they wanted to go, so we supported them in their desire to know more,” said Upper Elementary Educator and Speech-Language Pathologist, Heather Hillery.

18 | The Parish Post

As facilitators of instruction, teachers made sure the project followed social studies, math, writing and science standards set by the state. Students ordered supplies, calculated square footage and determined how much could be ordered based on their budget. They researched plants that could grow in the local climate during different seasons. They also had to determine how to keep the plants alive, how much water they needed and when to harvest. Planning was even made to account for a summer drought. Students kept journals to document the project and sketch out the planter boxes.

“It was incredible to watch the kids’ reactions to a website related to square foot gardening,” said Heather.

“They made guesses as to how many carrots, tomatoes, etc. go into a square foot, and it

was funny to see their excitement when the website came back to tell them how many could be planted.”

As part of their research, students took a field trip to Sam Houston National Forest and the City Hall Farmers Market run by Urban Harvest, an organization that provides training and support to develop school-wide community gardens.

With the gardens now constructed, plans for next school year include the start of a school-wide farmers market. With this comes many questions in economics, such as how much to charge, where the money will go, and how each piece will be sold.

Additionally, teachers plan to use the fruits and vegetables grown to try new recipes with their students. One of the greatest outcomes of the garden so far, has been the discovery that children are far more willing to try new foods when grown themselves.

There has been so much excitement campus-wide around the gardens, that the desire is to get other classes involved as well.

“Our hope is to assign portions of the garden to individual classes to upkeep and have more investment from the larger school community,” said Heather.

Lower elementary students were happy to help fill the garden boxes with soil, and even requested a square foot to grow their own carrots.

Staff have been on-board with it too, checking on plants during the summer when students aren’t able to tend to them.

The Margaret Noecker Nature Center gladly funded the project, which was already part of the Nature Center’s master plans to provide opportunities for Parish students, teachers, and their families to engage in growing fruit and vegetables together. It was a win for all, as students were actively engaged in a project they were enthusiastic about, while also fulfilling long-time Parish Head of School, Margaret Noecker’s vision for the school.

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Spring Fling Attracts Current, Alumni Students, Families for Day of Campus Fun

From camel rides to giant slide, henna tattoo to petting zoo, spin art to photo booth – there was fun for all ages at The Parish School’s Spring Fling. As part of a year-long birthday celebration, over 300 current and former Parish families flocked to The Parish School to celebrate the school’s 35th birthday and five years of the Margaret Noecker Nature Center.

Held throughout the expansive nature-based campus on a perfect spring day in April, the Spring Fling also featured face painting, balloon artists, imagination blocks, a bounce house and nature scavenger hunt. DJ Candy had kids enthusiastically dancing around the school’s circle drive.

Guests were greeted by giant balloon arches, browsed school photos from throughout the decades in the courtyard, and rounded out the day with a big slice of birthday cake.

Alumni students were happy to reunite with former classmates and catch up on where they’ve been since Parish graduation, while current students showed off their favorite outdoor spaces to parents and siblings.

Terri Garth, Chair of the Margaret Noecker Nature Center, was on-hand to share plans for Little Acorn Park, The Parish School’s first outdoor classroom, planned to open for play at the start of school.

20 | The Parish Post

Spring Fling was chaired by Parish alumni parents Jennifer Stringer, Teri DeFazio and Demi Jessett, whose vision brought the event to life.

A host committee featuring Sarah Anderson, Maria Bahena, Sarah Bennett, Julie Bryant, Sonya Fisher, Terri Garth, Casey Rowland and Jill Wood, and a large team of National Charity League volunteers helped pull it all together and ensure the event ran smoothly.

The 2018 Spring Fling was the largest oncampus event held in the school’s history.

The occasion is held so students may enjoy a carnival-like experience with their friends and family in a safe and familiar environment.

Spring Fling Sponsors Special thanks to our classes for sponsoring the event activities: Armadillos, Beanstalks, Captains, Caterpillars, Critters, Dinosaurs, Giraffes, Oaks, Robins, Sailors, Tigers and Whos

Presenting Sponsors Ellwood Foundation G.M. Blossom Amegy Bank of Texas, The Cokinos Family, The Dunn Family Sprout Bellaire Family Eye Care, The Gwyn Family, Legacy Asset Management, Town & Country Orthodontics, The Tramuto Family, Lourdes Valdes, Ph.D., Clinical Psychologist, Stephanie von Stein Keeton Seedling The Cromeens Family, The Herrera Family, The Johnson Family, Manning Electric Co., Inc., Memorial Family Dental, Nalesnik’s Landscaping, The Rickertsen Family, The Selph Family, We Rock the Spectrum Kid’s Gym Houston/Memorial, Jennie and Kirby Woodard In-Kind Donors Maria & Jesus Bahena, Circle with Disney, H-E-B, Niko Niko’s, Raising Cane’s, Amber & Robert Rosenblum, Snowie Shaved Ice - East End, Texas Rock Gym

Summer 2018 | 21

The Parish School’s Makerspace is Hub for Creative Learning and Exploration With a greater shift toward 21st century skills and inquiry/project-based learning campus-wide, the Schissler Library at The Parish School expanded last year to include a makerspace. Makerspaces are creative, DIY spaces where students may gather to create, invent and learn, and are popping up in many school libraries.

We know that children learn best when they are actively engaged in a subject beyond just listening and following directions. The makerspace is where students can learn by doing. Students hone creative and critical thinking skills by studying something for weeks or months, adapting to where their explorations take them and learning from their peers.

As in most makerspaces, the emphasis is on STEM (science, technology, engineering and math). You will find bins of raw materials like cardboard, tape and string to build contraptions; electronics like iPads, simple robots, or circuitry kits; and tools for exploring simple machines or taking apart an appliance to see how it works.

The makerspace is part of The Parish School’s greater library lab program. According to librarian, Jill Wood, there are three sections of the library to find answers to questions, explore and play: the book section, the computer lab and the makerspace.

“Each area has different strengths and when you use all three, you get the best possible answers, adventures and fun,” said Jill.

This past year, lower elementary students decided to learn more about the library pet, “Rainbow,” a Madagascar hissing cockroach. They read books about cockroaches from the book section of the library, watched videos and live webcams in the computer lab, and had an entomologist visit to answer questions. In the makerspace, students used an app called Chatterbox to animate Rainbow and explain what she needs in her habitat. They also built mazes out of pizza boxes, straws and tape to observe the cockroaches moving through obstacles.

Elementary students have scheduled visits to the makerspace once a week but may also schedule additional visits with Jill.

Other makerspace projects completed this year include making art bots from electric toothbrushes, creating balloon-powered cars from a water bottle, and taking apart laptops to find out what’s inside.

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Save The Date: Meet the Teacher

of y a D First 19 2018-20 r ea Y l o o h Sc

Cy ber Au c t ion

ay, Tuesd 2018 st 14, u g u A

September 5 –12, 2018 www.parishauctio n.org

Monday, August 13, 2018

10th Annual on Fall Lunche

, 2018 ctober 4 O , y a d s r Thu .m. . – 1:30 p 11:30 a.m uston ue of Ho g a e L r io Jun

Fa ll Garden Wor k Da y Saturday, October 13, 201

The Parish School's Annual Gala

9 – 11:30 a.m.

8

Friday, January 25 , 2019 6:30 p.m. - midni ght The Ballroom at Bayou Place

Summer 2018 | 23

11001 Hammerly Blvd.

Houston, Texas 77043

Nonprofit Org. US Postage PAID Houston, TX Permit No. 440

Don't just grow. Thrive!

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About The Parish School: Since 1983, The Parish School has educated children ages 2-12 who have communication delays and learning differences, empowering them with the tools to succeed. This nationally recognized, special needs school in Houston provides an education for the entire family within the environment of a nurturing and safe 17-acre campus with on-site pediatric therapy clinic, The Carruth Center. Our personalized academic approach – with a focus on communication skills, social learning, nature, independence and the arts – allows children not just to grow, but to thrive.

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