The Willows Voice Spring 2021 by The Willows Community School

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grit & gratitude

Grit to Grow and Pivot

Gratitude for Keeping Our Community Spirit and Culture Thriving DEI–The Grit to Listen, Understand & Grow

Gratitude for Progress

www.thewillows.org

15 Things You Might Not Know About

The Willows Middle School It Takes Grit to become Eminent

Gratitude for our Leaders, Scientists, Inventors S P R I N G 2 0 2 1 | G R I T & G R AT I T U D E

THE WILLOWS spring 2021

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Message from Lisa Rosenstein Head of School With Grit & Gratitude

Grit to Grow and Pivot Gratitude for Keeping our Community Spirit and Culture Thriving

The Election Integrated in Curriculum The Grit of Campaigning Gratitude for Democracy

Diversity, Equity & Inclusion The Grit to Listen, Understand & Grow Gratitude for Progress

Thoughts from Bridgette Blue, DEI Committee Co-Chair

Play is Work! Building Skills with Blocks

2nd Grade Eminent People It Takes Grit to Become Eminent Gratitude for our Leaders, Scientists, Inventors

Gratitude From Our Dedicated Community

The Willows Multi-Purpose Field The Grit & Gratitude of The Willows Bold “Can-Do” Culture & Visionary Spirit

The Willows Middle School 15 Things You Might Not Know

To be a Middle Schooler

Buddies at The Willows & Beyond

Poetry & Art Integration in Curriculum The Grit it Takes to Share Your Voice!

Ruler & Mindfulness Grit, Gratitude & Empathy to “Be Our Best Selves”

Ideas@The Willows The Grit to Learn & Grow

Grit and Resilience of Trial & Error Instilling a Growth Mindset

Grandparents & Special Friends Festival

Who I Am The Name Song Project

Showing Gratitude By Giving Back to Their Roots

Alumni Spotlight Abby Bergman ‘10

Alumni News • Happenings • In Brief

CREATIVE INQUIRY AT OUR CORE

Creativity is essential to learning at The Willows. We are devoted to cultivating our students’ imagination and helping them discover their unique talents in an atmosphere that embraces questioning and exploration. As students examine new ideas from multiple perspectives and generate innovative solutions to problems, they learn that every individual voice is important. Creativity is not restricted to the arts; it is an integral part of every discipline. The creative process is central to our teaching: we embrace curricular innovation that energizes our program, creates a dynamic campus climate, and lends new insights to learning. –from The Willows Core Values The Willows Online WEBSITE: www.thewillows.org TWITTER: @WillowsSchool INSTAGRAM: WillowsCommSchool FACEBOOK: The Willows Community School WISDOM OF THE WILLOWS BLOG: thewillowsblog.wordpress.com/

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MESSAGE FROM LISA ROSENSTEIN, HEAD OF SCHOOL

uring this challenging and unprecedented time,

Lisa Rosenstein Head of School The Willows Community School

“The parenting style that is good for grit is also the parenting style good for most other things: Be really, really demanding, and be very, very supportive.” –Angela Duckworth, Psychologist

I have closed many letters “With grit and gratitude.” As a community we approached each day and every new directive concerning the COVID-19 pandemic with the grit to keep going to manage the many facets of the pandemic and with gratitude for our collaborative community. All of you helped us to persevere and win not just each battle but the war against COVID-19. This past year has been a time to embrace and embody grit and to express gratitude. We have learned so much about ourselves, our community, our nation, and the world, and our children are learning too about our, and their own, adaptability and perseverance. Along with grit, we empathize and express gratitude for our first responders, front-line workers, and health care professionals. They became our heroes and role models for our children. Teachers, staff, and parents displayed grit each day as they juggled work, children, and family. As our world changes, we are meeting the new challenges each day brings to our educational system and way of life. We have much to be thankful for as we go forward viewing the pandemic as an opportunity to further instill a “growth mindset” in ourselves and our children. The Willows educational program always encourages our children to keep trying, to persist, and to problem solve. When an experiment does not bring the expected results . . . when the math answer does not compute . . . when the maker project is not happening . . . we encourage our students to keep on trying, to stretch themselves. We ask them to embrace the struggle, engage with challenges, and take risks. Angela Duckworth, author of Grit: The Power of Passion and Perseverance, writes, “Being gritty doesn’t mean not showing pain or pretending everything is O.K. In fact, when you look at healthy and successful and giving people, they are extraordinarily meta-cognitive. They’re able to say things like, ‘Dude, I totally lost my temper this morning.’ That ability to reflect on yourself is signature to grit.” This year also brought a heated national election and a tumultuous aftermath. The Black Lives Matter movement brought a laser-focus on demonstrations, violence, hate, brutality, systemic racism, and the injustice and inequities that exist in our society, calling for not just examination but action. To tackle these issues, we most certainly need grit and perseverance, as well as deep personal thought and action. We teach our students to approach all problems with an analytical problem-solving viewpoint and The Willows “can-do” philosophy. We are bringing this same approach to diversity, equity, and inclusion within our community asking, “What can we do to be better, to get results, to progress, to become truly anti-racist in all areas of our lives, and get transformative results?” In response, we are reviewing and enhancing curriculum, conducting an organizational diversity, equity, and inclusion assessment, providing ongoing workshops and in-depth training to our faculty, staff, parents, and students, and taking steps to engage our community in conversation and action to further establish a culture of equity, social justice, and inclusion across our campus in all our endeavors. As a school, we are constantly reflecting, listening, learning, and growing as we acknowledge there is much work to do and grateful for the grit to combat the pandemic, systemic racism, and any challenges that arise so we may live up to our core values and mission. With our nimble transition to distance learning, the development of a solid COVID-19 Response Plan and hybrid learning model, safe re-entry of students, and gratitude for our exceptional community, we proved that all is possible with flexibility and resilience. Gratitude empowers and fuels grit. Simply put, Grit + Gratitude = Growth. This has most definitely been a time of growth. We are incredibly grateful to our school, our community, our families, and our inspiring students who give us the daily grit to keep going. With grit and gratitude,

THE WILLOWS spring 2021

& VIRTUAL EVENTS

GRIT TO GROW AND PIVOT GRATITUDE FOR KEEPING OUR COMMUNITY SPIRIT AND CULTURE THRIVING

hen the COVID-19 pandemic closed school, our faculty and staff hit the ground running and showcased The Willows trademark of being nimble, responsive, and always approaching life with a “growth mindset” and grit. Educator and author Carol Dweck states, “when we have a ‘growth mindset” . . . we can always learn and get better at what we do. Our teachers embraced growth, modeled problem-solving, collaboration, and positivity as they implemented curriculum in a new format. They quickly restructured lesson plans, redesigned classrooms, and rethought grade level exhibitions, assessments, and parent/teacher conferences. What became very clear was the need for The Willows to remain mission-driven and true to our foundation as a balanced progressive educational program rooted in experiential learning. We carefully investigated ways to engage the students in hands-on activities while at home that would reinforce the curriculum. Science kits, math tools, art projects, garden seeds, and other resources were packed and delivered to

families. Promoting curiosity and instilling a passion and joy for learning became paramount. Similarly, our administration, faculty, and staff rethought signature events creating virtual celebrations to keep our unique school culture and the indomitable spirit of our community flourishing. With gratitude for each other and with a commitment to our community, we nimbly innovated and transformed our event traditions. We worked to maintain the unique spirit of each event in a virtual format to ensure our children had meaningful memories and connections to our traditions. We approached the last year with the determination to keep our educational approach robust, and true to our mission, philosophy, and core values. Gratitude for our community fueled our determination and lead to growth as an institution and as individuals. We realized that we must model the grit to change and innovate for our students. Like the willow tree for which we are named, we did not break but bent in the wind and continued to grow.

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Faculty Unmasked: Reflections on our Mission-Driven Program Science Experiments/Kits-Commitment to Experiential Learning ANN ISTRIN

Home/School Partnership: Student/ Teacher & Parent/Teacher Relationships NATALIE JOHNSON & LIZA MONJAUZE

6th Grade Science Teacher

Developmental Kindergarten Co-Teachers

“Over the summer, I started thinking about how I could bring the excitement and the learning of our annual Forensic Science unit, during which students investigate CSI-style a hypothetical murder, into students’ homes. I came up with the idea of a science kit box that systematically contained all of the experiments for the unit. The Forensic Science kit had absolutely everything students could possibly need to conduct each experiment. The kit included fingerprint materials, pH testing equipment, handwriting analysis samples, and chromatography. The success of these kits was astounding. The 6th graders truly loved virtually coming together and conducting all the experiments. They enjoyed solving the crime by using their materials, deductive reasoning, and the evidence left behind. After the experiments were completed and the results discussed, classes took part in a virtual mock trial using their evidence to prove the accused person’s guilt or innocence. The kits enabled us to keep the deep thinking and joy of experiential learning and scientific discovery alive for our students.“

If we could describe our home visit days in one word it would be, magical! The joy was palpable and overwhelming, and on many days, we cried happy tears. Behind their masks, we could tell that the children were smiling ear to ear. These home visits allowed us to develop such a unique, one-on-one connection with each child during distance learning, and with the parents as well. After many months of weekly home visits, our DK friends came to campus ready to jump into our arms (if they could!). Home visiting days were the highlight of our weeks.

1:1 Device Program Enabled a Fluid Move to Distance Learning WENDY AMSTER // Dean of Educational Technology VIVEK KAPOOR // Director of Technology

“The robustness of our technology program (1:1 laptops or devices for each grade at the school as well as 24/7 use in our Middle School) helped prepare us for the transition to distance learning. Our tech device program allowed us to pivot immediately and equitably when school closed with the pandemic. Our Educational Technology (ET) and Information Technology (IT) Departments have always worked closely together. We meet weekly and function as a team. This collaboration was forged prior to the pandemic, so together we built on that relationship. The community spirit, creativity, and innovation of our school culture give us a strong foundation. We carefully yet quickly designed a distance learning program that engaged but did not overwhelm students to facilitate optimum learning. Our approach was agile, and each step of the way, we adjusted when it seemed necessary or prudent. We tackled each demand with determination. Did everything work? No. Did we need new solutions. Yes. We teach our students to problem solve and think out-of-the-box and this was our time to model that.”

DAN GOLDBERG

5th Grade Teacher and Willows Parent

“I was grateful when we were allowed to drive around town and see our students–socially distanced, outside, and wearing masks. We couldn’t even carpool with our co-teachers, but wow, getting to have conversations with each of our students gave us a chance to learn about our students in a way that I’m not sure would be possible through Zoom. For example, we learned about one student’s passion for birdwatching when we saw him tilt his head to the sky and point at a beautiful red-tailed hawk, circling lazily overhead. Those moments are invaluable to us as teachers, because they form the foundation of our bridge to each student and allow us to build the trust and love that are essential to our classroom relationships, but, I did wonder, as I drove to each student’s home, were we giving as much as we were getting? How did the student (and that student’s parents) feel about the visit? Well, sometimes it’s obvious, as in the case of one student who actually skipped around the backyard with glee, but many times, it’s hard to tell–especially, when the child is wearing a mask! Then, Doug Klier, Middle School Dean, came to visit our home, because I’m not only a teacher, but a Willows parent, too! Beyond the thrill of seeing one of my colleagues in person, my heart warmed to the sight of my 7th grader daughter, Tallie, excitedly asking the Middle School Dean questions and examining the bag of school supplies he’d brought for her. And it came full circle for me. I felt as if The Willows itself, the entire beautiful community, were giving us a hug.”

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THE WILLOWS spring 2021

THE GRIT OF CAMPAIGNING GRATITUDE FOR DEMOCRACY What qualities does a good leader possess? How and why do you vote? Is it important to vote? From mock elections in our youngest classes to studying our branches of government to voting on our 2021-2022 school-wide theme, the 2020 elections and our democratic process were integrated in the Willows curriculum in developmentally appropriate ways. Through this focus on elections, students discovered that running a campaign requires dedication, creativity, and grit. They also gained a greater understanding and appreciation for democracy, and how democracy takes resilience to keep it alive and thriving. We are devoted to equipping students with the tools to discover, research, and articulate their beliefs and making them aware of the power of their own voice. It is also vital for them to see opposite views and know when to listen with patience and when to take a stand. “The 2020 elections presented a real-world opportunity to learn more about the history and government of our nation, but also offered moments to help our students learn how to have difficult conversations, and more importantly, how to listen to each other,” explains Head of School Lisa Rosenstein. Across all grade levels, students explored local and national elections to learn more about our democratic process, citizenship, and voting as a means of making your voice heard. Discussions about what qualities a good leader possesses were held in many classrooms often in the context of mock elections. Annual School-wide Theme Election To coincide with the 2020 presidential election, our 1st through 8th grade students voted on the annual school wide theme for the 2021-2022 school year. Our 8th grade students took the lead on this election generating ideas during advisory and compiling a list of themes approved by the administration and voted on by the student body. After the ballots, were collected and tabulated the new theme, DREAM, was announced.

Students used the school-wide theme election data in math lessons analyzing the data in spread sheets and generating pie or bar charts and graphs in developmentally appropriate ways. They compared how the outcome changed grade by grade as the voting population grew. 4th through 8th grade students took a deep dive into the collected information and generated, sorted, and answered questions. Willows Dean of Educational Technology Wendy Amster, who visited classrooms to offer short data lessons, commented, “The election was a real-world experience for all our students from the youngest to oldest and an opportunity for learning to come alive through math, science, and data analysis.” Many grades nominated candidates, campaigned, held elections, or studied certain aspects of the current and historical election process. All our children engaged, shared, listened, and grew in their knowledge of our nation’s government and elections. DEVELOPMENTAL KINDERGARTEN

read aloud books on voting, discussed why we vote, and the importance of voting. They organically incorporated voting in their daily activities when they explored counting concepts like less and more, most, and least. They voted for two different animals comparing and contrasting the various characteristics of those animals.

KINDERGARTEN conducted

conversations about leadership spotlighting people in the students’ lives that are leaders. In math, students learned to collect information, organize data, and draw conclusions. Surveys and graphs were introduced to help understand the voting process. The entire grade held a mock election voting to elect one animal from each classification to run for the Head or Leader of the animal kingdom. 1ST GRADE students focused on the

qualities of a leader and read books including Sofia Valdez, Future Prez by Andrea Beaty, The Smallest Girl in the Smallest Grade by Justin Roberts, and The Days the Crayons Quit by Drew Daywalt. They integrated the election into their unit of study on insects and the rainforest by exploring the qualities of insects and animals of various species such as the teamwork of ants, the patience of a butterfly, and the strength of a dung beetle. Each class voted on an insect that best represented the class.

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2ND GRADE voted to elect an ocean

leader since the study of the ocean is part of their science curriculum. Candidates were Ollie Octopus, Sheldon Shark, and Tamara Turtle. The classes read Duck for President by Doreen Cronin and Grace for President by Kelly DiPucchio examining the qualities of a leader and collaborated on campaign speeches and slogans. After a close and heated race, Ollie Octopus won by a landslide! One of their slogans was “9 brains, 3 hearts, pick Ollie if you’re smart!” 3RD GRADE explored leadership and

the leaders in each student’s life (family, school, the world, books, or movies). Students interviewed their families and people in our community to discover how they came to L.A. Then, they pondered who they interviewed or read about in books exemplified the qualities of a good leader.

general, and local. They defined “proposition,” and why propositions are included in elections. Students analyzed a few propositions on the California ballot and determined who would benefit from the proposition and who would be opposed. Then, they built a PRO or CON argument and further developed their supporting argument skills.

5TH GRADE STUDENT’S LETTER TO THE PRESIDENT

6TH GRADE focused on voting rights

“It showed me that if I express myself anything can happen.”

using materials from Facing History and Ourselves (www.facinghistory.org), a non-profit organization dedicated to supporting teachers with tools and strategies to help students become thoughtful, responsible citizens. Students studied the operations of the U.S. government, the three branches of government, and how a bill becomes a law. 7TH GRADE studied political parties and

party platforms. Using a debate team approach, students examined the issues and argued for both sides of a political topic. A focus on media literacy helped students be smart, discerning consumers of information who avoid seeing information on the internet, even in “reliable” sources, as pure fact. Classes applied close reading skills to news headlines and articles, and examined how word choices, phrasing, and tone can indicate a subjective view by a reporter or publication. Voting rights and the importance of voting were explored emphasizing how important it is to exercise the right to vote. 8TH GRADE The 8th grade approached

4TH GRADE studied the electoral

college, the voting process, campaigns, fair elections, infographics, and slogans. They read and explored Lillian’s Right to Vote: A Celebration of the Voting Rights Act of 1965 by Jonah Winter, which relates the story of women earning the right to vote. Through research, they read nonfiction pieces about historical figures and studied the qualities of leadership. Persuasive writing capped off the unit. 5TH GRADE students studied the three

branches of the government and the three types of elections: primary,

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the election through a unit on the Bill of Rights, specifically, the 1st, 9th, and 10th Amendments. They discussed the 25th Amendment, in relation to President Trump’s COVID-19 diagnosis. All students created “protest” signs based on a cause they feel strongly about.

“Our brand of democracy is hard. But I can promise . . . I’ll be right there with you as a citizen - inspired by those voices of fairness and vision, of grit and good humor and kindness that have helped America travel so far.” –Former President Barack Obama during his second term

-Sam F., Willows 5th grade student

As a nation, we embarked on historical moments with the election of President Biden and Vice President Kamala Harris. The election made an impact on many across the country and around the world, but for one Willows 5th grade student, Sam F., the impact was powerful. Overjoyed, Sam decided that he would write a personal letter to President Biden and enclose stickers he designed. In return, Sam received a personalized response from then President-Elect Joe Biden. Inspired by Sam’s determination to write President Biden a letter, we reached out to Sam and his parents, Yasemin and Mark.

What made you decide to create stickers and write a letter to then President-Elect of the United States of America? Because I thought it was cool that he had been elected. And I was so relieved he’d been elected.

What inspired you to do this?

My uncle wrote a letter to Jimmy Carter and got a letter back when he was my age and that inspired me.

How did it feel to receive a letter back from the president? It felt amazing. It made me think that he was a really good person. And it showed me that if I express myself anything can happen.

Is this the first time you’ve done something like this? No, I’ve written to Justin Turner of the Dodgers (and he never wrote me back!). I just wrote President Biden back, and VP Kamala Harris and Colin Kaepernick and sent them all a new round of stickers.”

As Sam’s parents, how do you feel about this whole experience with Sam and President Biden? We loved to see his interest, enthusiasm, and initiative at work. He is a very passionate kid, and we love that he thought it was totally reasonable that the President Elect would like to receive homemade stickers from a 10-year-old.

Do you believe that The Willows education played a role in this? We think The Willows has been instrumental in Sam developing confidence and having faith in his own ideas. When asked about what he included in his letter to President Biden, Sam’s response was, “That’s confidential.” Fair enough. Our students live the credo: All things are possible, which is exactly what this story exemplifies. Thank you, Sam, for inspiring all of us.

Diversity, Equity & Inclusion The Grit to Listen, Understand & Grow Gratitude for Progress

THE WILLOWS spring 2021

student self portraits

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2020

brought enormous change & heightened awareness to our lives. The protests against racism, brutality, and inequities led by Black Lives Matter and anti-racist leaders lifted our awareness and gave impetus to the work to be done within our community to further address these inequities as allies who are part of the solution. It will take grit from all our community to confront injustice and a history of systemic racism in our nation. With renewed energy, we continue our firm commitment to diversity, equity, and inclusion as an ongoing process and with grit and gratitude combined, we promise to listen and unite in acknowledgement of the dignity and beauty of all humanity. We are thoughtfully listening, learning, and working to eliminate systemic racism on our campus, in our classrooms, and in our world. The Willows has always strived to make sure that every student, family, teacher, and staff member feels valued, supported, respected, and empowered. Our community encompasses families from diverse cultural, racial, and socio-economic backgrounds, and we embrace muti-culturalism and inclusivity. The resilience required to maintain this community has always been the work of The Willows. This inclusivity is at the heart of our core values. It is incumbent upon us to reflect and revitalize these goals. So, how are we enhancing this work and building a truly anti-racist community? As a first step, led by our Diversity, Equity, and Inclusion (DEI) Committee and Board of Trustees, we embarked on a schoolwide organizational assessment and ongoing work with Dr. Darin Earley, Ed.D., Founder of Bridge Builders Network and Director of the Loyola Marymount University Family of Schools. Focus groups were conducted to hear the voices of our community to increase our knowledge of where we are and where we need to be. We have established a long-range, in-depth plan with Dr. Earley that will continue with workshops and training with our faculty, staff, and parents, as well as an enhancement of multicultural and anti-racism elements in our school curriculum. We initiated the review our DK-8 curriculum instituting the addition in DK-5

of the Pollyanna Racial Literacy Curriculum to ensure that our teaching is inclusive, global, and racially diverse. Middle School students, parents, and faculty read and discussed Stamped by Ibram X. Kendi and Jason Reynolds. Bridgette Blue, Willows Board member, and Andrea Passarella, Dean of Social Emotional Intelligence, led a series of four talks with our 8th grade students on dehumanizing language in conjunction with the 8th grade reading of the autobiographical graphic novel trilogy March by John Lewis, U.S. civil rights leader and congressman. Topics and stories covered included bias, micro-aggression, racism, and white privilege. The DEI Committee has held workshops, conversations, and events to broaden our knowledge and engage our community in dialogue to combat racism and promote our core value of inclusivity. Our faculty, administrators, trustees, and Middle School students participated in various diversity conferences and initiatives including the National Association of Independent Schools People of Color Conference (NAIS POCC), and the Pollyanna Conference. In addition, we have thoughtfully brought in speakers such as Ibram X. Kendi, acclaimed author of How to Be an Antiracist and Historian, and Allison Briscoe-Smith, Clinical Psychologist, Director of Diversity, Equity, and Inclusion at the Wright Institute, University of California Berkeley, and author of Generation Mixed Goes to School, to raise our awareness and strengthen our commitment to being truly anti-racist. In a community effort and in affirmation of our desire to nurture equitable relationships at all levels, conduct difficult conversations, promote anti-bias behaviors, and further cultivate our multicultural community, we will continue to resiliently lift our voices to support equity, justice, and inclusivity. We are grateful for all our community and for our combined grit to confront any issues and accomplish this vital work that is essential to the life and growth of our school. Visit the DEI pages of The Willows website for more information, our Inclusivity Statement, and antiracism resources.

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Teachers Implement the Pollyanna K-8 Racial Literacy Curriculum Pollyannainc.org, a national, non-profit organization, creates “platforms where people can explore together diversity, equity, and inclusion” such as the annual Pollyanna conference and the Pollyanna K-8 Racial Literacy Curriculum. Our teachers in DK- 5th grade have been integrating the Pollyanna curriculum in their classrooms to share essential knowledge about race and engage in productive classroom conversations. Two of our faculty members, Jenny Owens, Kindergarten Teacher, and Genna Roegner, 1st and 2nd Grade Loop Teacher, share their thoughts on their implementation of this curriculum in Kindergarten and 1st grade. “The Pollyanna Curriculum gives us a structure to enhance what I feel is important. One of the things that I love about this curriculum is the idea of celebrating differences. As a teacher, I feel responsible for helping my students understand that differences are what make us special and not alone. I never want a child to feel left out or singled out for being who they are. The curriculum has a beautiful balance of educating and accepting what we already see with our own eyes. I also love the literacy behind each lesson. Books are gold for children and seeing representation of all skin colors is a huge bonus for kids of all backgrounds.” ~Jenny Owens “We integrated the Pollyanna Curriculum in Kindergarten and 1st grade. In Kindergarten, we focused on seeing color and how color adds beauty to our community and our world. Activities included making skin recipes starting with the primary colors to teach students that our skin tones have the same base colors that we can then darken or lighten and creating portraits with these paint colors too. We also had a great conversation about melanin and why skin colors are different. Following this literacy-based curriculum, in 1st grade, we read Have You Filled a Bucket Today by Carol McCloud, then explored kindness, filling each other’s buckets, created buckets in art class, and discussed our feelings when we do something kind for someone. We also read Last Stop on Market Street by Matt de la Pena, discussed community and the community members at our school, and highlighted how you can find beauty all around you. We read My Name is Yoon by Helen Recorvits and Alma and How She Got Her Name by Juana Martinez-Neal and celebrated our names. Student asked parents how they received their names and shared their name stories.” ~Genna Roegner

THE WILLOWS spring 2021

Thoughts from

Bridgette BLUE

Willows Parent, Alumni Parent, Member of The Willows Board of Trustees, and Co-Chair of The Willows Diversity, Equity, and Inclusion Committee Bridgette Blue graciously agreed to answer a few questions regarding the work and goals of the DEI Committee and her family’s personal experiences at The Willows.

Q IS THE WILLOWS DEI STATEMENT A LIVING DOCUMENT? A Y es, I feel it is a living document. Considering the part about, “We strive to build and cultivate our multicultural

community...We do this to equip our students with the perspectives and skills necessary to thrive”, I know that we have grown in our approach to providing students with experiences to consider and discuss multiple perspectives. We are progressing. We have always had wonderful speakers that engaged our community in a thoughtful and meaningful way. We are now moving to deepen the conversation and create a greater sense of belonging within our community.

Q WHAT ARE THE GOALS OF THE DEI COMMITTEE FROM YOUR PROSPECTIVE? A I feel the goal of the DEI Committee is to move from being known as the group that just does “Taste of Willows” (our annual

multi-cultural community building event) to being more visible and viable in the community. I think we have moved the needle some in the area of visibility. We started the year with an amazing virtual Taste of the Willows. We were able to pivot and engage the community in a new way. We still had family volunteers cook dishes from their culture. However, this year, instead of just enjoying the food, through zoom we watched people prepare the food and involve their children. I think a lot was gained from seeing people prepare food and also comparing ingredients to things we use at home and also learning about new foods. Continuing with visibility, we also hosted book talks and speakers. We had an evening with Dr. Kendi about race and being an anti-racist, then we hosted a book talk about the book Stamped. This was an opportunity for the community-at-large to discuss the tenants of being an anti-racist. I hosted a DEI breakout room during the virtual Book Fair, a lovely opportunity for our community to hear from diverse authors and learn about books from diverse backgrounds. We hosted more events and went deeper with our work. Our committee reviewed Letter from Birmingham Jail, Nice White Parents podcast, and the documentary Black Boys. In terms of viability, I worked with Andrea Passarella, a fellow DEI committee member and Willows Dean of Social Emotional Learning, to support teachers in the classroom around the subjects of race, dehumanizing language, and inclusion. We facilitated a four-part series in eighth grade using a graphic novel by John Lewis. We also facilitated a three-part series in third grade using the book The Jacket by Andrew Clements. In both groups we demonstrated lessons and strategies to effectively teach, discuss, and deepen understanding about the subject matter. We used literature to help students connect to characters and see the perspective of others, while also seeing themselves and others that they know personally. The students were able to reflect on how their view of the world is different from other people, even those who might sit next to them in class.

Q AS A PARENT, WHAT DO YOU SEE HAPPENING IN WILLOWS’ CLASSROOMS AND CURRICULUM? A I have had the opportunity to be in the classroom and facilitate learning on a few occasions. In my daughter’s fifth grade class,

I see multiple perspectives being addressed. My daughter was encouraged to research the contributions of people of color and women in the building of America. She was also supported by her teachers and administration when she and a friend wanted to start a student group to discuss race. Also, fourth grade students participated in the Black Lives Matter curriculum offered online. I feel teachers are continuing to grow, as they always have, as they provide unique experiences for students.

Q WHAT FUTURE DEVELOPMENT WOULD YOU LIKE TO SEE AT THE WILLOWS AND WITH THE DEI COMMITTEE? A I would like to see the efforts continue. I feel we need to still strive to be visible and viable to the community. I enjoy when parents send me emails about articles or ask me if I have heard about this news feature. It’s nice that people are continuing to have conversations after the program/book talk or podcast discussion is over.

Q W HAT DO YOU CONSIDER THE PRIMARY VALUE IN THE CURRENT WILLOWS’ DIVERSITY, EQUITY, AND INCLUSION WORK WITH DR. DARIN EARLEY?

A A s for Dr. Earley’s work, I do feel it is a benefit to our community. I think the use of focus groups to hear the thoughts of all members is superb. I know what this will support the work of providing greater inclusivity. It will also support our goal of moving from just inclusion to belonging.

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Play is Work!

Building Skills with Blocks! “Play is the work of childhood . . . We learn more when we are compelled to invent.”

Jean Piaget, Swiss Psychologist known for the Theory of Cognitive Development

Play is an integral part of The Willows educational program and building with blocks is at the center of play. “Block building may appear simple,” explains Head of School Lisa Rosenstein. “But there is so much work and learning happening. We strategically boost the use of creativity, expand the imagination,

and promote problem-solving, resiliency, social interaction, trial and error, and innovation.” Block Building is actually “complicated simplicity.” Students learn math and engineering skills such as gravity, balance, and geometry while developing fine and gross motor skills. They also experience trial and error and great inner satisfaction when their tower doesn’t topple, or their creation is a smashing success. Whether working with wooden blocks or our Imagination Playground life-size kit of blue foam blocks and shapes, block building offers classes the opportunity to work together with empathy, creativity, and teamwork. It may look like play, but vital skills and crucial emotional development are at work.

THE WILLOWS spring 2021

It Takes GRIT to become Eminent / Gratitude for our Leaders, Scientists, Inventors 2nd Grade Eminent People

“Who’s eminent, you’re eminent, I’m eminent” The Willows Eminent Person Song

The past year has brought compelling and well-earned attention to our leaders, medical professionals, scientists, and front-line workers and the determination and concentrated efforts required to protect our country. We start early with our students to explore what makes a good leader. The annual Eminent People curriculum in second grade, which resonates each year, was a perfect fit with the national election and the pandemic. Throughout the year, our second graders study a wide range of eminent people to deepen their understanding of people who were outstanding in their field and forged a place in history. The study starts with defining “eminent” and distinguishing eminent from famous, popular, and sensational. Students discover that in most cases grit, determination, and tenacity have been required. As students explore the impact of the courage and the vision of historical figures on the world, they carefully select their own eminent person to study in depth. This involves research, writing reports, and developing inferential thinking as they analyze and think critically about what they discover about their selected person. Outcomes of this study are a recognition of the depth and struggle often required to reach eminence and a greater sense of understanding and gratitude for the contributions of eminent people throughout the world and history. Over the years, the unit has culminated in a presentation by students, dressed as their eminent person, to parents and their entire grade. Often taking the form of a “press conference” with a Q & A of the panel of eminent people, designed to develop student’s public speaking and presentational skills. Classes often integrate our RULER, social emotional intelligence approach from the Yale Center for Emotional Intelligence, into the unit. For example, students were asked to find four different emotions that their eminent person displayed, plot those on the RULER mood meter, and describe how these emotions such as anger or frustration, motivated the accomplishment of goals. Another project was the student creation of portraits of their eminent person, exploring facial features and proportions and by digitally drawing on a photo using iPad and sphere exercises. When inspiration strikes, Willows’ teachers are empowered to enhance thematic units, by reflecting, refining, and revising to achieve curricular goals and ensure a great fit with the students each year. Of course, the 2nd grade singing of The Willows “Eminent Person Song” is always included and a big hit!

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If you can’t fly then run, if you can’t walk then crawl, but whatever you do you have to keep moving forward. ~Martin Luther King

“Real change, enduring change, happens one step at a time.” ~Ruth Bader Ginsberg

THE WILLOWS spring 2021

Gratitude from Our Dedicated Community We are grateful for the strength of our community and for our parents who partnered with us to preserve the health and well-being of our children and school. Thank you to everyone who worked together to face new challenges with a steadfast commitment to preserve The Willows unique intellectual, social emotional, and creative educational approach.

FROM OUR PARENTS:

It’s such a tricky balance right now to show you guys how you really are our shelter from the storm, while also respecting what a hard time all families are going through...You are shaping what will be the most profound time of our kids’ lives, and we are all so very grateful. You are the faces they will see and the voices they will hear in their heads when they tell their children about living through this time. You are the ones carrying their weight and keeping them safe and making sure they know their own resilience. We are eternally grateful and in awe of the meaning, warmth, and care you have brought into all of our families lives.

We have always felt

fortunate to be part of the Willows Community, but

even more so now...Your

videos and Google Meets and schedules give

[our child] structure,

motivation, a sense of

We are so grateful for The Willows, I can’t even put it into words... The Willows distance learning has surpassed any expectations I had by leaps and bounds. And the calls from teachers and administrators to check on us reminded me that I am part of this community as well which felt wonderful.

You’ve been incredible. I couldn’t be prouder. Thank you for riding this hideous storm with grace and integrity, [We] are in awe of you all. So happy to be a part of the school.

Just wanted to send you a deep felt THANK YOU from the bottom of our hearts for all you’re doing to keep our kids and everyone in the Willows community safe. You each have taken on roles you should never have had to this year and have done so with remarkable transparency, grace and grit. You all deserve some kind of medal of honor!! We are so grateful for you and all you’re doing. I cried yesterday sending my kids back. I know our challenges are far from over, but I feel very lucky to have you all at the helm. Thank you, thank you, thank you.

Thank you for all that you and everyone at the Willows is doing to keep things as normal as possible for the kids. I am amazed by how quickly you all pulled together to make distance learning work.

accomplishment,

comfort, and something

to look forward to in the morning...each of you

has made it immensely easier.

Just a quick note to...the entire pandemic team - thank you. It’s clear that you have been working really hard to prep the school for the kids’ return. It’s obvious how much care you all have taken and how seriously you take this responsibility...I hope you all feel the gratitude that I know many families share for all you have done to get us here... you have gone above and beyond.

As I picked up [my child’s] computer this morning, I looked over as I was pulling out and saw [an administrator] standing there with your mask and gloves sorting and delivering the kids’ computers and just wanted to thank you for all your hard work and dedication.

Thank you all for your tremendous hard work through these times and dedication to the children’s well-being and education.

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THE WILLOWS MULTI-PURPOSE FIELD

THE GRIT & GRATITUDE OF THE WILLOWS BOLD “CAN-DO” CULTURE & VISIONARY SPIRIT We are proud to announce the completion of The Willows Multi-Purpose Field! The Willows “can-do” philosophy triumphed with the purchase of adjacent property and the creation of our new Field. The Field beautifully expanded the opportunity for outdoor exercise, play, learning, and events while promoting a healthy, balanced lifestyle for our students. Fortuitously during this pandemic year, our field also offered the required outdoor space necessary for the physical distancing and outdoor classroom requirements from the Los Angeles County Department of Public Health, Centers for Disease Control, and the California government. The Field enabled us to maximize our outdoor space and create an optimum environment to reduce the transmission of COVID-19. The transformation of the Field shows that our community still embodies the bold, visionary, spirit of our founders. This expansion forwards our founders’ original vision of a community learning, listening, creating, and playing together. We are grateful for the unwavering support of our dedicated community, who helped us realize this expansion. We look forward to the day when we may gather together on the Field to dedicate it and celebrate this wonderful accomplishment as a community.

THE WILLOWS spring 2021

15 Things You Might Not Know

* 1:1 24/7

Laptop Program

Willows supplies laptops

! OVERNIGHT TRIPS International & National Service Learning and Overnight Trips to Simi Valley (WOLF), Memphis, Washington D.C., Arizona, Nicaragua, and Peru

Graduation Musical Production

Leadership Roles

All 8th grade participation in a theatrical production on-stage or behind the scenes

8th grade/DK buddies, Role Models to younger grades, Student Ambassadors providing tours and speaking at events

Annual Retreat

A community builder to bond

Arts Honor Program

Dance/Art Portfolio/Honors Choir/Advanced E-Music/ Advanced Photography

Elective Programs Dance/Drama,/ Photography/Music/ Robotics & More!

Language Arts and Social Studies, designed to prepare students for the rigor of high school writing and history

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about The Willows Middle School * Nay!

Gender Separation/Taught 5-days per week/Advanced Math determined by teacher recommendation, previous class performance, and test scores

! a e Y

ADVISORY

Debate Team Junior Classical Latin Convention

NO CUT ATHLETICS Baseball/Basketball/Flag Football/ Soccer/Volleyball/Tennis/Golf/Track & Field practice 4-days a week

Diversity, Equity & Inclusion Opportunities Students can join/Conferences to attend

THE WILLOWS spring 2021

To be a Middle Schooler at The Willows signifies so many things:

they are leaders, they are innovators, they are the future excitedly anticipating the next memorable journey. The pandemic might have changed their blueprint of the 2020 school year, but it did not change their grit and perseverance, and their ability to adapt to the ever-changing challenges that came their way during the 2020-2021 school year. The Willows instills in all our students the “growth mindset,” described by Carol Dweck as one where “people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point. This view creates a love of learning and a resilience that is essential for great accomplishment.” Classroom chatter and hallway jostles were replaced this past year with online learning and makeshift home classrooms. In spite of this, our Middle Schoolers found ways to adapt to a new format of school. As innovative, empathetic learners and leaders they applied The Willows “can-do” philosophy to the new normal of distance learning. For Middle School students, The Willows has been their home away from home since their Developmental Kindergarten or Kindergarten years. The ultimate pinnacle being graduation with their peers and teachers. Each year is filled with many traditions. Knowing this experience could not be what they hoped and deserved during the pandemic, our students decided to think outside the box and embrace the new ways the school found to remember their great accomplishments. While our students had to adjust to unforeseen adversity, not without frustration and disappointment, their grit for rising above and meeting these challenges head-on while simultaneously having the gratitude to remember the small things and kind gestures, speaks volumes.

“

Middle school is the culmination of The Willows’ values at a time in our kids’ lives when they need it the most. You have the most incredible, passionate teachers that take the time to get to know your kids - what they love, what is hard for them, what encourages and excites them - and apply that in an environment where the kids feel comfortable, where they can challenge themselves and explore new interests, be supported both emotionally and academically, and learn to become leaders in their community. They leave middle school with a solid foundation, a good sense of self and the confidence to advocate for themselves at school and in life.” – Meighan Offield, Willows Parent, Alumni Parent, and Member of The Willows Board of Trustees

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buddies at the willows & beyond! GRATITUDE & GROWTH!

One of the greatest benefits of our developmental kindergarten through eighth grade structure is our Buddy Program which pairs our youngest with our oldest students. Our older students assume leadership roles and mentor their buddies and our younger students interact and look up to a role model. “Our Buddy Programs reinforce a culture of empathy and perspective,” states Head of School Lisa Rosenstein. “Our students build compassion, develop responsibility, learn to lead, and draw inspiration from each other. Our DK-8 model keeps middle schoolers grounded and gives our younger students positive role models.” Our Book Buddy program pairs our developmental kindergarten students with an 8th grade book buddy. All yearlong the buddies read books together and participate in various activities including conducting science experiments, building with blocks, math problem solving, measuring, and simply playing on the yard. Buddy relationships often last beyond The Willows, as illustrated in the case of 3 buddies–Kindergarten student Jackson ‘29 and Willows graduates Jessie ‘20 and Ben ‘20, related by Jackson’s mother: “My son, Jackson, joined The Willows as an extremely shy child. I’ll never forget him clinging to teacher Jill’s leg on the first day (after I had spent thirty minutes prying him off my leg.) I wasn’t worried about his shyness, but I was sad for him. Would it hold him back from making friends? Would he ever truly feel comfortable? In October, I began to witness some changes in Jackson. He didn’t need to hold my hand as I walked him to class; he stood tall and waved to friends. As a parent it was so heartwarming and reassuring to see his eighth-grade buddies, Ben and Jessie, run up to him, hug him, and ask how he was doing. I instantly knew that they were helping Jackson with the transition. It was like they had all known each other for years. At home, Jackson would say things like “Ben would love that joke, I’ll tell him tomorrow,” or “Jessie said he likes to read too!” I knew a very special bond was forming, and I was thankful.

When the school transitioned to distance learning, a virtual meeting was set up for the DK and eighth grade to connect and say a sweet goodbye. Jessie and Ben emailed afterwards expressing how they hoped to keep in touch and how much they enjoyed getting to know Jackson. I read the email to Jackson as he beamed but knew they would be off to high school soon and be too preoccupied to zoom with a five-year-old. I was wrong. A few months later, Ben and Jessie emailed asking to set up a virtual meeting. They zoomed with Jackson for over forty minutes. They talked about school and friends and Jackson got to do his very favorite thing-–show them his many Lego builds. Their questions were thoughtful, their insights astute and their kindness incredible. During this time of change and often uncertainty, my heart swells with gratitude to think that Jackson has two big buddies cheering for him.” Our DK-8 model fosters strong relationships and provides opportunities and memories that last a lifetime.

Poetry & Art

THE WILLOWS spring 2021

Integration in Curriculum

The Grit it Takes to Share Your Voice!

Untitled To those who have ever wondered why we wish On stars, one might ask you why Do we dream? Why do we wait for An answer to appear? Why do You question what has always been and always will?

If you smile i smile

I wonder why you say I’m a fool.

Somewhere there will be darkness but you will fight thru it

Across the universe children have always wished, hoped, prayed, begged More and more until someone or something answers.

Every day is a new world – 3rd Grade student

Always question what has always been said, been done, always question Today I am a dreamer. Today I am a fool. Today I question. Change

– 8th Grade Student

Not ripped paper Not something you find at your door But an unwrapped gift Not a crack in the sidewalk Not an uncharted land

Sometimes I feel like an energetic car

But a starry moon

Sometimes I feel like a tired mouse Sometimes I feel like a creative artist Today I feel like an excited bear

Not a dream that can be bottled Not an animal that you keep as a pet

– 2nd Grade Student

But a voice waiting to be heard –4th Grade Student

If you were a creature Then I would still be your friend

6th Grade Student

Because friendship Is more important than looks Somewhere people will accept you Everything you go through, I’ll through go with you 3rd Grade Student – Kindergarten student

18 KINDERGARTEN Student

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Twenty-Six Birds

Beyond what is happening right now there is still some happiness. Really you just have to see right through it. Longing for this virus to end is not the way to live. Maybe I should take my own advice but, Don’t pretend, think about all the good things like the Twenty-six birds flying through the sky. Where do they go? Stop. I need to think. – 6th Grade Student

1st Grade Student

The Place of Pure Beauty Cars racing and my life shaking. Colored sky and a new world awaiting. Can I walk closer to this fantasy?

Crescent moon of a cream color. Caring for the world I left behind. Could I let this pure beauty take my heart away? Curious things are telling me to stay. – 5th Grade Student

Together

Not cold Not hot But just the right temperature for you to hold. Not hard Not soft But smooth like a pencil. Not me Not you But just the right combination of us. 5th Grade Student

– 4th Grade Student

Everywhere I go, people wear masks You probably do too I think this virus is an endless road to nothing Perhaps there will be a cure soon Suddenly people are dragging my hopes down Why does this feel like eternity Tomorrow I hope I can breathe again, without a mask Yes, should always be said Positivity is always the answer Negativity will drown you – 6th Grade Student

6th Grade Student

THE WILLOWS spring 2021

RULER & Mindfulness

Grit, Gratitude & Empathy to

“Be Our Best Selves”

Now in our sixth year using the Yale Center of Emotional Intelligence RULER approach to social emotional learning, we found RULER sustaining and immensely helpful during the COVID-19 pandemic, distance learning, riots, divisive elections, and national unrest as we experienced a plethora of emotions. At the core of RULER is the creation and maintenance of a safe and inclusive learning environment where all students, teachers, staff, and families thrive and feel supported and understood.

“A major goal of our RULER and social emotional work this past year has been in supporting our students, educators, and families during these stressful times,” says Head of School Lisa Rosenstein. “We all needed to explore our positive and negative emotions and create a culture of care and connection. Establishing new connections during distance learning sustained us: home/ school connections, the student/teacher connections and student/student connections were imperative to maintain.” Conversations, relationships, listening to one another, keeping each other safe, and responsibility to each other and our community gained an increased focus. Back on campus and safely distanced, we still miss a

hug from a student or colleague. The need for social emotional support and our base in the RULER approach has never been more necessary. We became even more aware of “Why emotions matter!” The RULER anchor tools, which help children (and adults!) navigate and manage their emotions, like the Meta Moment and being your “Best Self” were particularly impactful for students dealing with anxiety, loss, grief, and isolation, as well as for teachers and parents juggling work, children, and their own fears. Emotions were running high and the need for self-care and managing our feelings in close quarters was paramount. “Through the lens of RULER, we guide

students to look through a curious and critical lens, to listen deeply, and have empathy. Our aim is to help children recognize and accurately label how others (and ourselves) may feel based on experiences,” clarifies Dean of Social Emotional Intelligence Andrea Passarella. “The RULER approach further develops this understanding of how others may feel which, in turn develops empathy, and perspective taking.” Our work with diversity, equity, and inclusions is primarily approached through the lens of social emotional learning. The creation of a safe, equitable environment and the concept that individuals experience emotions influenced by their identities

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and background are fundamental to RULER and a basis for diversity work. RULER is an acronym for recognizing, understanding, labeling, expressing, and regulating which outlines steps that can be used to eradicate racism

participate in the deep and difficult conversations and see the perspective of others. Andrea worked with students in the classroom and with our parents, faculty, and staff, conducting RULER workshops

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used the RULER anchor tool, Charter, an agreement to act in mutually decided ways that fosters the way we all want to feel, created their Distance Learning and then On-Campus Charters. Virtual RULER Family Charter Nights also

“A MAJOR GOAL OF OUR RULER AND SOCIAL EMOTIONAL WORK THIS PAST YEAR HAS BEEN IN SUPPORTING OUR STUDENTS, EDUCATORS, AND FAMILIES DURING THESE STRESSFUL TIMES.” HEAD OF SCHOOL LISA ROSENSTEIN.

and inequities and allow inclusivity to flourish. RULER in our classrooms helps students develop the skills and the emotional language necessary to

on the Meta-Moment and combining Mindfulness practice sessions and RULER strategies in Wellness Wednesday gatherings. Classes also

offered peaceful solutions to everyone feeling valued in a harmonious family setting.

Mindfulness before, during & after Distance Learning Prior to the pandemic, mindfulness practices such as mindfulness of sound and breathing and stress regulating strategies were used in our classrooms and with our teachers and staff, often led by Andrea Passarella, a certified Mindfulness Teacher through the Greater Good Science Center at The University of California, Berkeley. During distance learning, our teachers continued mindfulness exercises with their students remotely. With educator and parental self-care in mind, Andrea conducted Mindfulness Meditation: A Journey Inward, a 4-week Mindfulness Training Courses designed to introduce the practice of mindfulness. The course was an opportunity to develop greater self-awareness, self-acceptance, and a way for participants to befriend themselves during challenges.

THE WILLOWS spring 2021

IDEAS@ THE WILLOWS

Learning in Action

The Grit to Learn & Grow • Gratitude for Our Dedicated Willows & Extended Communities Ideas@The Willows is a collaborative community generating and exchanging ideas to enhance the knowledge of parents, expand the vision of educators, engage life-long learners, enlighten our community, and enrich the classroom

experience. Our speaker events, workshops, film screenings, panels, partnerships, mentoring, research, and inquiry are intentionally designed to continue the education and empower the growth of great minds.

OUR ACCLAIMED SPEAKER SERIES, WORKSHOPS, FILMSCREENINGS, STUDENT AND PARENT EDUCATION EVENTS

The Paper Airplane Guy (www.thepaperairplaneguy) lands in the Middle School! John Collins, the Guinness World Record holder for the farthest flight of a paper airplane, conducted aerodynamics workshops with Middle School students as part of the study of the scientific method process skills. Students conducted experiments with paper airplanes they constructed that offered STEAM enrichment, a design thinking challenge, and the illustration of fluid dynamics.

EXPLOElevate, a division of Exploration Learning is a global, innovative schools cooperative. EXPLO has worked throughout the year offering our faculty and administration professional development to further improve the distance learning experience for our students. Our Distance Learning Coaching Team and administration participated in ongoing sessions focusing on designing curriculum for student engagement in both the virtual learning and in-person learning environments, and how to use both of these methods effectively in a hybrid model. All faculty participated in workshops about structuring lessons in a distance learning format to best facilitate connections, gather feedback, and collect documentation from students.

Allison Briscoe-Smith, Ph.D., Director of Diversity, Equity, and Inclusion at the Wright Institute, University of California Berkeley, child clinical psychologist specializing in trauma and issues of race, and author of Generation Mixed Goes to School–Radically Listening to Multiracial Kids, shared inspiration and insight on the topic of her new book. Dr. Darin Earley, Founder of Bridge Builders Network and Director of the Loyola Marymount Family of Schools conducted Diversity, Equity, and Inclusion workshops, a Town Hall, and focus groups with our parents. He continues to lead ongoing training for our faculty/staff and larger community as well as an organizational assessment. His work ensures that as educators we are best prepared to support our students and continue to build an equitable school community.

Ibram X. Kendi, one of America’s foremost historians and leading antiracist voices bestselling conducted a virtual conversation on how to be an antiracist. Kendi is The New York Times bestselling author of How to Be an Antiracist and Stamped: Racism, Antiracism, and You, the founding director of the Boston University Center for Antiracist Research, and the Andrew W. Mellon Professor in the Humanities at Boston University. His sharp, informative, and hopeful insight served as a strong platform as our community further develops and enhances our diversity, equity, and inclusion work.

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VISITING AUTHORS–2020 BOOK FAIR SAMIRA AHMED is The New York Times bestselling author of Love, Hate, & Other Filters and Internment and Mad, Bad, & Dangerous to Know.

Dawn Porter, award-winning documentary filmmaker, whose work has appeared on HBO, PBS, Discovery, CNN, and Netflix, discussed her documentary film, John Lewis: Good Trouble with our 8th grade students. The documentary explores late Congressman John Lewis’ pivotal role in the Civil Rights movement and decades of political and social activism. The documentary worked in conjunction with and as a culmination of the students’ study of John Lewis’ March Series.

To support parent, faculty, staff social emotional wellbeing during the Pandemic we hosted Dr. Damour, Dr. Sennish, and Dr. Thompson:

MINH LE is the author of the 2019 Asian/Pacific American Award for Literature winner Drawn Together; the NPR Best Book of 2016 winner Let Me Finish!; The Perfect Seat; Lift; and Green Lantern Legacy, a Middle School graphic novel.

BRANDY COLBERT, the award-winning author of several books for children and teens, including The Voting Booth, The Only Black Girls in Town, The Revolution of Birdie Randolph, and Stonewall Book Award winner, Little & Lion.

Brandy Colbert hosted a panel on Diverse Perspectives in Children’s Literature with Minh Le and Samira Ahmed during our VirtualBook Fair.

Dr. Lisa Damour, Psychologist, The New York Times bestselling author of Untangled and Under Pressure, monthly New York Times columnist, and contributor to CBS News, presented a talk Managing Stress, Anxiety, and Parenting Under COVID-19 to our Los Angeles community and conducted workshops with our faculty and staff, as well as Middle School students. Dr. Damour shared strategies to keep pressure and tension from reaching toxic levels, how to parent effectively, and linked psychological science to the management of ongoing stress. www.drlisadamour.com. Author Leslie Margolis hosted a panel discussing Complex Issues in Children’s Literature with Rex Ogle, Sarah Miynowski, and Selina Alko. LESLIE MARGOLIS, children’s and young adult author of Boys are Dogs and the Annabelle Unleashed novels.

Michael Thompson, Ph.D., internationally acclaimed psychologist, speaker, consultant, and New York Times bestselling author, returned to The Willows to present Parenting in a Pandemic to our Developmental Kindergarten through 3rd grade parents. He was also the keynote speaker at our Grandparents and Special Friends’ Festival speaking on the topic of Grandparenting in the Pandemic. Dr. Thompson has authored nine books including the most recent Homesick and Happy and Raising Cain. Maggie Sennish, a family psychotherapist with 20 years of experience in clinical, school, and private practice, conducts ongoing sessions with our faculty and staff to offer social emotional support to our employees. She also helps teachers and administration identify students under pressure and how to offer strategies that promote discussion, emotional support, and solutions to student problems.

REX OGLE, author of Memoir, Blink, and graphic novels.

SARAH MLYNOWSKI, author of the New York Times bestselling middle grade series Whatever After.

SELINA ALKO, award-winning author and illustrator of Joni and Why am I me?

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THE WILLOWS spring 2021

The Grit and Resilience of Trial & Error Instilling a Growth Mindset

“One of the greatest discoveries a person makes, one of their great surprises, is to find they can do what they were afraid they couldn’t do.” –Henry Ford, American Inventor

Science experiments, projects, design thinking, and critical investigations require patience, stamina, and determination. Grit involves WORK and taking all the steps necessary for success. “Struggle is not a bad word,” says Lisa Rosenstein, Head of School. “Students, and all of us, need to struggle to grow. That is how we learn deeply, think critically, and develop resilience.” We encourage our students to keep trying, to be curious, to use trial and error, and to persevere whether they are conducting a science experiment or investigation using the scientific method or creating a 3-D model using design thinking. American psychologist Carol Dweck writes in Mindset: The New Psychology of Success, “My research has shown that the view you adopt for yourself profoundly affects the way you lead your life . . . Believing that your qualities are carved in stone – the fixed mindset – creates an urgency to prove yourself over and over.” Dweck points out that a growth mindset “is based on the belief that your basic qualities are things you can cultivate through your efforts... that a person’s true potential is unknown (and unknowable); that it’s impossible to foresee what can be accomplished with years of passion, toil, and training.”

Lower School hands-on experiments and design thinking projects make learning come alive illustrating concepts and developing skills but also develop a growth mindset– encouraging students to try and try again. In science, our 4th grade students studied the different beaks of birds and

their adaptations. Then, they conducted experiments to determine which beaks would be the most efficient for eating worms in the dirt. Using the scientific method, they made predictions and focused deeply on the experiments to draw their own conclusions.

Following courses relating to design, documentation, and coding taught by educational technology consultant John Umekubo, students used MakeCode programming language to activate the various features of a Microbit (tiny a tiny computer comprised of buttons, sensors, outputs, and LEDs). This tiny computer connects to a fully programmable ring of LEDs. Using these components along with found objects, they constructed their lamps. Additionally, they participated in a music class where they composed a short instrumental

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piece that captured the mood created by their lamp. Students utilized Google Sites to build websites and to document their process and progress. This in-depth, inter-related project challenged students to be resilient, problem solve, and keep going with determination to create the lamp of their dreams.

thinking process were required to arrive at a finished product that worked and fit the avatar Middle School students designed, constructed, and programmed individual fully functional lamps.

The Middle School geometry class worked on a Minecraft version of the Middle School Building and the surrounding areas on campus. They analyzed maps and the 360 virtual tour on The Willows website (www.thewillows.org) and worked with trial and error to determine the proper scale necessary to craft a replica of their classrooms and hallways. In the Middle School 3D Drafting and Design elective, students created renderings using Tinkercad, an app for 3D design, coding, and electronics, to create an avatar and then design a chair for the avatar. Trial and error and the design

In all of these classes and throughout our school, students are on a trajectory to instill a growth mindset as they develop their skills and tackle new challenges. Our school credo: all things are possible, which has been the basis of The Willows educational program since our founding, aligns perfectly with this growth mindset theory. We ask our students to try, to stumble but rise again with resilience–to try again and again and always approach all their classes and challenges with a growth mindset. The end-product? A strong sense of

personal accomplishment, the development of perseverance, and true joy in learning.

8TH GRADE STUDENT CHARLIE G. & FIRST LEGO LEAGUE ROBOTICS TEAM LONE WOLF This past year due to the pandemic, The Willows Middle School was unable to have an official First LEGO League robotics team. Did that stop 8th grade student, Charlie G.? No way! Exhibiting incredible grit and determination, Charlie entered the league competition as a team of one, cleverly named “Team Lone Wolf.” Charlie built and programmed a LEGO EV3 robot to conquer difficult Robot Game challenges. In response to the pandemic, Charlie also completed a research project where he envisioned a coded lock system that could allow public basketball courts to reopen while still adhering to health and safety guidelines. Charlie’s presentation of his work at a virtual competition, including a LEGO animation of his basketball court solution created along with his 5th grade brother Ben G., so impressed tournament officials that he won both a Judges Special Award and a Production Award. Impressive hard work, determination, and dedication paid off.

THE WILLOWS spring 2021

“

A FESTIVAL OF GRATITUDE TO OUR GRANDPARENTS AND SPECIAL FRIENDS With determination during the pandemic, we held not simply one Grandparents and Special Friends “day” but a “festival” instead! For two fabulous weeks in March, we held our first Virtual Grandparents and Special Friends Festival and welcomed guests from across the US as well as Brazil, Croatia, Germany, Denmark, and Canada. Grandparents had virtual coffee with our Head of School Lisa Rosenstein, and then, throughout the two weeks zoomed into their grandchildren’s classes, attended special workshops with faculty, staff, and alumni, and a keynote event with Dr. Michael Thompson, internationally acclaimed psychologist, New York Times bestselling author, and grandparent, who spoke on Grandparenting During the Pandemic.

Thanks so much for hosting us grandparents today. It was great fun to see all the children so happy to be back in school and to show off everything that they have accomplished this year despite all the obstacles. As a college teacher I was particularly impressed by Livvie’s book on baking. The technique you taught them to outline the relevant chapters, create the titles, fill in the contents, add the illustrations and bring it all together in a conclusion is a skill that will carry them through high school, college and their first novel. Amazing!

SPECIAL EVENTS INCLUDED • Family Bonding Through Read-Aloud with Cathy Leverkus, Director of Library Services

• Photography and The Willows Instagram with Michael Lin, Communications and Digital Marketing Manager and Andrea Passarella, Middle School Photography Teacher and Dean of Social Emotional Learning • Move–Think–Create Poetry with Deb Studebaker, Willows Poet-in-Residence • Sourdough Bread Making with Willows Alum Jyan Horwitz ’15 • Art and The Willows School-wide Theme with Susannah Funnell, Director of Arts Department While we could not meet in person, the festival offered an amazing reconnect with all our grandparents and special friends.

–Dee and Chuck Clayman

“

Very much enjoyed Michael Thomson today, as well as attending our grandkids’ classes this past week...It allows so many of us to participate from all around the country (& the world!) For my husband & I, who live in Ohio, it was one of those “silver linings” that has occurred during the pandemic. –Lynn Callif

Willows Alum Jyan Horwitz ‘15 teaches Sourdough Breadmaking

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Who I Am–

The Name Song Project

Inspired by A Professional Development Discussion Kristie Toomath, Director of The Willows Music Department, was searching for a new approach to the Upper Elementary and Middle School choirs in order to continue our music making. “I was trying to create a new format for the choirs,” says Kristie. “Obviously, we could not do in-person choir as we knew it previously and could not even recreate it on a virtual platform such as Zoom due to latency issues.” As a result of her endeavors and inspiration, Who I Am-The Name Song Project which focused on the process of connecting, collaborating, and cultivating music together through names and identities, was enthusiastically undertaken by the choirs. “I was inspired by a Professional Development discussion on the origins of names with Andrea Passarella, Dean of Social Emotional Learning,” relates Kristie. “Working with Rina Schloss, Accompanist and Associate Director, of the choirs,

explains that each name she has is related to a member of her family. She then asked students to discuss with their parents how they got their name. Anton and Yuki? Students broke into small groups virtually and shared with a partner the background of how their names were chosen. Using Padlet, an application that enables the posting of notes, videos, and documents on a common page, students documented and shared the origin of their name. Padlet allowed students to see each other’s name stories and conduct conversations and connect in a new way. The technology of Padlet also gave student’s the opportunity to video themselves singing their name. Then, using their own names as a starting point of inspiration and conversation, students reached deeper into their identities and began to compose a song together.

I expanded the idea of using names in a song as the basis for making music together. All of the experiences and education that I was involved in over the past year came together and inspired the beginning of the project I am calling “Who I Am-The Name Song Project.” When Kristie introduced the idea to choir members, students who knew the origin of their name were excited to share. The process to develop the piece was organic, personal, and collaborative. Using literature to amplify the discussion, Kristie read multiple books to the students including, Your Name is a Song by Jamilah Thompkins Bigelow which explores the frustration of a little girl whose name is difficult for others to pronounce so her mother encourages her to sing it, making a song of her name. Kristie also read Alma and How She Got Her Name by Juana Martinez-Neal. In the story, Alma is upset because she has such a long name. Her father

The musical backtrack which was created by Greg Blum, Electronic Music Teacher, gave the piece a foundation where students could sing their names and improvise melodies. The discussion and inspiration grew when students answered the questions Who am I? What do I look like? Who is in my family? Where do I live? These answers were used to build the lyrics to the verses and chorus of the song as well as foster connection between the students as they explored and shared with one another. Students then individually video recorded themselves singing the final version of the song. The vocals were then lined up with the music in post-production by Greg. The final video, created by Nori Curtis, Media Designer and Web Manager, was shared at our virtual Annual Poetry Night. The students made beautiful music together and learned more about their own and their fellow students’ identity and heritage.

THE WILLOWS spring 2021

Once a part of The Willows, always a part of The Willows. The connections students develop at The Willows are long-lasting and do not end when they leave. The relationships these children create with their friends, teachers, and staff, build a strong foundation of life lessons and experiences that stay with them as they navigate the world. These unwavering bonds cultivated throughout the years leave a long-lasting impression on many of our alums, who remain connected to each other and the school. Our alumni are always willing to give back.

SHOWING GRATITUDE BY GIVING BACK TO THEIR ROOTS “Having this community has been like a hand in the storm, holding me close and sheltering me from the storm we’re rolling through. And for that I will always be grateful.”

In this article, we interviewed three alums who have traveled different paths. All three have one thing in common: grit and gratitude.

DAVID LOWE ’03 is an account manager at Bond Creative, an

entertainment marketing agency that creates posters, trailers, and social media campaigns to market everything from Avengers Endgame to Game of Thrones to NBA2K. This past year, he and his team had the opportunity to work on the Biden/Harris campaign.

JENNA RUTH ’03 is a visual effects artist at Insomniac

Games, where she’s worked on Marvel’s Spider-Man, Miles Morales, and Ratchet and Clank.

Malcolm Tunnell ‘10

MALCOLM TUNNEL ’10 is a researcher/educator at

Roundhouse Aquarium, where he spends half his time in the water searching for marine life and the other half educating students. He is also in process of developing a new hydrophone to help us better understand the bottlenose dolphins of Santa Monica Bay.

grit + gratitude =

DURING THE PANDEMIC, THESE THREE ALUMS HAVE TAKEN TIME OUT OF THEIR BUSY DAY TO TALK WITH CURRENT WILLOWS STUDENTS AND HAPPILY GIVE BACK TO THEIR SCHOOL COMMUNITY.

WHAT WAS IT LIKE ATTENDING THE WILLOWS?

MALCOM: The Willows was the place where I realized what my true passions in life were. I knew from an early age that I wanted to be a scientist, but that was cemented after being around teachers like Doug and Erin who showed me how cool science could be. At the same time, I was able to stay in touch with my artistic side by pursuing the performing arts. Teachers like Stuart and Brian helped me see theatre and film as not just hobbies but as art forms that require the same level of discipline and creativity as science. DAVID: I loved that the learning environment emphasized independent thinking and encouraged me to explore a wide range of subjects and interests. I felt like the school was personally invested in me and wanted me to succeed. JENNA: The Willows is a huge part of the foundation of who I am. It’s impossible to quantify just how much I gained from growing up in a supportive environment, where I was instilled with the value of learning and treating others with respect and care. MALCOLM: One thing that I learned from my time at The Willows is the power of creative problem solving. My teachers were constantly pushing me to look at all sides of a problem and explore new ways of coming to a solution. For example, after a group of my friends had tried and failed to convince more middle schoolers to recycle using posters, Greg Blum suggested I do a Lonely Island-esque rap to persuade them. Not only was it a hit, but we saw a real increase in people properly recycling . . . It had an impact on my outlook on the world. I’ll admit that at times, I couldn’t see why I needed to try new problem-solving methods. But as an adult, I can see my mentality of being flexible and adapting to the challenges I face comes directly from my experiences at The Willows.

HOW DID IT FEEL SPEAKING WITH THE WILLOWS STUDENTS?

MALCOLM: Talking to the Second Graders was one of the most fulfilling experiences I’ve ever had. Second grade was where I realized that I wanted to be a marine scientist, so getting to possibly inspire the next generation during these challenging times meant a lot to me. The Willows has made me so much of who I am, so being able to give back to the community left me with a warm and fuzzy feeling that still follows me to this day. DAVID: Being asked to speak was another reminder of how valued I felt at The Willows, even all these years later. I was so thankful to have the opportunity to talk with the students about what I’m doing now. I hope they saw the passion and joy I get out of what I’m doing. JENNA: It felt incredible to share my love for what I do with the 7th and 8th grade students. One of my personal goals is spreading awareness to younger people that my job is even a career path.

WHAT ADVICE WOULD YOU GIVE TO CHILDREN PURSUING SOMETHING THEY LOVE?

MALCOLM: My biggest piece of advice to kids is that everyone’s journey in life is different and the roads you take to do the things you love may not look like everyone else’s. Don’t be afraid to take your time and really enjoy the amazing experiences along the way to your dream job. The small adventures you have could end up changing your life! For example, the first time I ever built a robot was during a LEGO Robotics Elective at The Willows. Now I’m helping to build technology to explore our oceans in new and exciting ways!

GROWTH

JENNA: Try lots of things and give it your best. Seek out mentors and resources in those spaces to learn more about what that field is like. What you end up doing might not even be close to what you think you’ll be doing, and that’s ok.

HOW HAVE GRIT AND GRATITUDE LED YOU TO WHERE YOU ARE TODAY?

MALCOLM: Marine Science is a relatively new and fairly small field, which is both a blessing and a curse. The positive is that you end up knowing everybody in your field, you work with cutting edge technology, and you see some of the most amazing wonders on the planet. The downside is that positions and jobs can be very competitive and hard to come by, technology can break or need to be re-developed, and you are always at the mercy of the ocean. But in a way, these challenges are what keeps me going strong and drive me to keep growing as a scientist. For every rejection, there’s a new opportunity to grow. For every technical mishap, there’s another chance to innovate. For every stormy sea, there is a beautiful horizon ahead. DAVID: The first thing that comes to mind is the amazing opportunity we had to work with the Biden / Harris campaign this past year. Political marketing is an insular beast and doesn’t normally have room for those of us from the Movie + TV world. We certainly didn’t have established working relationships with anyone near the candidates like we do with the studios and streaming services. My boss, with a little help from me, spent the summer playing a relentless game of phone tag, trying as hard as we could to sell the idea that the people who build excitement for blockbuster releases were perfectly set up to make electing President Biden and Vice President Harris a blockbuster event. Finally, through the amazing social team at the Biden/Harris campaign, we found our window–but we only had one week to make a bunch of posters for the digital campaign. Subsequent images we made of the candidates did so well that, just days before the election, the Biden campaign called us with another request: a piece of victory art if Biden did, in fact, win. They referenced doing an updated version of Norman Rockwell’s “Hope for the Future” piece that hangs in the United Nations headquarters. This time, we had a tighter turnaround time: 48 hours. So, instead of casting models and putting together a fully produced shoot as a basis for the art, we put out a casting call to the whole company that night at 9 PM. The next day, our photo team shot more than 100 people in-house at a COVID-safe, physically distanced shoot as a basis for the “All of Us. United” image. MALCOLM: I think we’ve also grown stronger as a community. Because I’m doing so much work virtually now, I get much more updates about The Willows and how everyone is doing which has made me feel more connected to my roots. It’s almost like how sea otters must feel in a storm. When they feel stormy weather coming, they form these big rafts by holding hands. Having this community has been like a hand in the storm, holding me close and sheltering me from the storm we’re rolling through. And for that I will always be grateful.” These alums, now amazing adults, still embrace The Willows “can-do” spirit. We are grateful that they continue to contribute to our community. They are prime examples of The Willows mission: We believe each child brings our community an extraordinary gift: a curious mind, ready to explore and eager to learn. Our mission is to grow that gift by challenging our students to uncover meaning and significance in the world around them and to become capable, confident individuals who demonstrate character, engagement, and a joyful passion for creative inquiry across a lifetime.

THE WILLOWS spring 2021

Alumni Spotlight

One Alum’s Historic Swim— Grit, Goals & Glory!

Abby Bergman ’10, a graduate of the University

of Chicago (MA), Smith College, and Vistamar School, is a behavioral scientist who studies the psychology behind extreme sports and athletes and a marathon swimmer. She will be pursuing her Ph. d. at Stanford University this fall. 16 hours, 25 minutes, and 53 seconds. That’s the time it took Willows Alum Abby Bergman to swim 27 miles across the Santa Monica Bay to become the 4th recorded solo crossing in history. Swimming in choppy waters with headwinds reaching 27mph, Abby’s spectacular feat illustrates that with determination, perseverance, and grit, anything is possible. Abby’s love for swimming started while she was still a student at The Willows. After graduation, she helped organize a swim team at Vistamar School and then moved on to swim for a D3 collegiate team at Smith College. As her journey continued, her eyes were always set on new challenges. Abby completed the “California Triple Crown” by swimming the Catalina Channel, Santa Barbara Channel, and the length of Lake Tahoe. She also completed a successful crossing of the English Channel. Then, for her next quest, Abby tackled the local Santa Monica Bay, a daunting challenge that had been in the back of her mind for years. While working as a Research Professional at the University of Chicago Booth School of Business and applying to PHD programs, Abby swam two to four miles in the ocean or on a tether in a pool early each morning before a full day of work. On weekends, she would swim an additional six to twelve miles. Abby recounts how on many mornings, she had to mentally overcome the physical toll on her body and the constant mental struggle of rising at 4:20 a.m. and swimming in cold water for two hours.

“The Willows taught me to have big dreams, gave me the confidence to try new things, to fail forward and to believe in myself,” emphasizes Abby contributing a great deal of her determination and grit to her time at The Willows.” Not only did it require an enormous amount of resilience to overcome the long hours, days, and months of excruciating physical training, but even on the morning of her Santa Monica Bay attempt as well. The rocky ride to the starting point made it nearly impossible for Abby to keep anything in her stomach. By the time she arrived, she was fighting extreme nausea and not sure she could face the water. Quit or postpone the swim? Not Abby! She refocused her thoughts and took a mental breather. Her ability to calm her mind and break past any mental barriers, allowed Abby to enter the freezing, rough water and start her swim. 16 hours, 25 minutes, and 53 seconds is a very long time to be with your own thoughts especially thoughts of doubt and quitting. While the physical aspect of this swim is on a level many of us will never understand, the mental toughness that one must have is astounding.

“Many of the qualities that have carried me through life and through swimming were fostered at The Willows,” Abby Bergman said. “The attitude that I could try anything came from my time at The Willows and the supportive, nurturing, and intimate environment.” This mindset carried Abby from one end of the bay to the other even when disappointment crept in. At one point, she thought she only had 4 hours left, but her kayaker informed her it was 7. Dismayed by that news, Abby still forged ahead. She had made a commitment to herself to finish the swim; giving up was just not an option. Abby is giving back to our school that she feels has given her so much. Many of our students tracked Abby’s swim on Facebook Live. After her completion of the swim, Abby talked virtually with Lower School students discussing the stamina it takes to swim across the bay, the physical training, the mental training, and assuring them that with a bit of determination, perseverance, and grit, you can set your mind to do anything.

grit + gratitude =

GROWTH

Alumni News

“Make the most of yourself by fanning the tiny, inner sparks of possibility into flames of achievement.”

–Golda Meir

ADDI LEE ’17, who currently is a senior at The Archer School for Girls, has created MixedLife, a community, platform, and blog for multiracial, mixed creators. MixedLife “strives to be a space where all mixed identifying folx of color, no matter race, ethnicity, or walk of life - can read, absorb, and most importantly explore their individual mixed identity.” Their goal is to also create conversations about mixed identity and showcase content from mixed creators around the globe to entertain, empower, and inspire the multiracial community. MixedLife strives to be both a safe and a growth site offering new viewpoints and insights, and states “We do not want to be the person standing on the soap box but rather the soap box itself.” https://www.mixedlife.net/ ISIS GINYARD ’19, currently a student at Windward School, produced the first student led diversity and inclusivity magazine at Windward, Visibility. Isis writes, “I’m so happy about the outcome. I’m so proud to be representing both Willows and Windward well.” https://issuu.com/wwcomm/docs/visibility_magazine LAUREN DONZIS ’18 is starring in the new Punky Brewster reboot streaming on Peacock. Lauren plays Hannah, the oldest and only biological daughter of Punky, who is now a 42-year-old adult. Hannah is a budding fashion designer and a strong, confident young woman. https://www.rollingstone.com/tv/tv-news/punky-brewster-revival-trailer-1122698/

GRAHAM SIDMAN ’18 and BELLA WILLIAMS ’18, currently juniors at Crossroads School, created a created an after school club, Computerized Classmates in conjunction with GOCampaign, a community service organization, and the Crosswords School. The club, open to students from DK-2nd grade, is comprised of high school students at Crossroads School for the Arts and Sciences that want to provide a free and fun after school program for elementary school students. Students are matched with a high school student for remote after-school games and activities. ELI LINNETZ ’05, an artist, photographer, director, and stage designer has created a new clothing brand, ERL, described as the “ultimate Californian brand,” in Vogue Magazine: https://www.vogue.com/article/how-eli-russell-linnetz-built-the-ultimate-californian-brand-erl-dover-street-market-paris

JYAN HORWITZ ’15 has launched his own bread baking business, Jyan Isaac Bread, during the COVID-19 pandemic. Jyan began baking bread out of his family’s kitchen and selling to friends and neighbors. Jyan Isaac Bread headquarters is on Ocean Park Boulevard in Santa Monica. Read an article in the Los Angeles Times: https://www.latimes.com/food/story/2020-07-15/ jyan-isaac-horwitz-bread-bakery. Jyan taught a bread making workshop during this year’s Taste of The Willows event. JONAH MANNHEIM ’19, currently at the Crossroads School, returned to The Willows to teach a tutorial on how to create a comic book character at this year’s Book Fair. AIDAN CHANMAN ’17 and MICKEY HERRERA ’17, Vistamar School Seniors, and ADDIE LEE ’17, Archer School senior, were all nominated for the Posse Foundation Scholar program. (www.posse foundation.org). JORDAN BRYAN ’07 shared his story about what wrestling at Stanford University meant to him: https://www.keepstanfordwrestling. com/testimonials/jordan-bryan.html. A graduate of Harvard-Westlake School and a Rhodes scholar while at Stanford University, Jordan is now working on his Ph.D. at Duke University focusing on cancer genomics and problems in optimal transport. MICHAEL EDWARDS ’12 is one half of the dance pop and alt-rock duo, Jake is Lloyd (www.jakeislloyd.com). Visit https://www.jakeislloyd.com/epk to hear music. STEPHANIE SCHUAB ’02 is a Radiation Oncologist and Assistant Professor at The University of Washington, specializing in treating patients with sarcoma and pediatric cancer.

THE WILLOWS spring 2021

Alumni News LOUIS MURRAY ’07 launched his website, www.louofficial.com, featuring his music which he describes as highlighting the intersection of vulnerability and independence inspired by old school rhythms, jazz, R&B, and Hip-Hop classics.

WILLOWS ALUM WINS NATIONAL GOLD MEDAL FOR HIS YA NOVEL

“The Willows education allowed me to freely explore different areas of interest and in that regard, I believe it supported me in writing this book.” ASHER BARONDES ‘18, currently a junior at Campbell Hall, was awarded the highest possible honor from the prestigious Scholastic Art & Writing Awards for his YA novel, Along the Beaten Path. Scholastic Art & Writing Awards is the nation’s longest-running recognition program for creative teens. Their mission is to identify students with exceptional artistic and literary talent and present their remarkable work to the world. Asher shared details about his novel and the award. What inspired you to write this book? When school transitioned to remote learning, I found myself with a substantial amount of free time. With our Spring Break travel plans canceled due to the pandemic, I was inspired to write this book as a way of visiting these cities/states but only through my imagination. What is the book about? My novel details the adventures of Rutherford Jones, an 18-year-old farm boy from rural Manitoba, Canada who embarks on a month-long journey throughout the Midwest to rob a series of banks so he can fund the treatment for his war-torn, Kosovo-veteran father’s PTSD. The novel is broken up into 48 parts which document his expedition through bucolic towns. Along the way the novel introduces many characters who Rutherford either discovers are either his friends or his foes. How long did it take for you to write the book? It took me roughly seven months to complete, however there were many days where I couldn’t write because I had school. What was the hardest part? Did you ever feel like giving up? The hardest part was moving the story forward and sticking with the plot. While it was challenging at some moments, I knew I would complete it and never felt I would give up. What are your future plans? My future hope is to find a literary agent who could connect me with a publisher. Do you feel The Willows education helped you in this process of writing a book? The Willows education allowed me to freely explore different areas of interest and in that regard, I believe it supported me in writing this book.

Alumni Happenings

The Willows Class of GROWTH 2020 & 2021 Secondary School Acceptances grit + gratitude =

Alumni In Brief

We are proud to share the success of our eighth graders during the secondary school admissions process. Congratulations to the Class of 2020 and 2021 for their acceptances to the finest, most competitive schools in Los Angeles area and beyond. The Willows Class of 2020

Archer School for Girls Brentwood School Buckley School Campbell Hall Crespi Carmelite High School Crossroads School Darien High School de Toledo High School Episcopal School of Los Angeles GALA (Girls Academic Leadership Academy) Geffen Academy at UCLA Harvard-Westlake Loyola High School Marymount High School Milken Community High School New Roads School Notre Dame High School Oakwood School Pacifica Christian School Palisades High School St. Monica Catholic High School Thacher School Viewpoint School Vistamar School Wildwood School Windward School The Willows Class of 2021

ENGAGEMENTS/MARRIAGES/BIRTHS Jamie Woznicki ’05 is engaged to Brian Rothlisberger Sarah Bratman ’10 is engaged to Ethan Litke Jeremy Fassler ’04 is engaged to Danica Damplo Ross Huberman’06 is engaged to Ketura Bunrstyn Zoe Birnbaum ’07 is engaged to Josh Flyer James Wu ’09 is engaged to Yika Luo Louis Goodman ’07 married Samantha Danner Sophie Berenson ’08 married Chris Moore Alexa ’04 & Seth ’04 Mumy now have a second child, Lily Noah Reitman ‘99 & wife Maggie welcomed baby Rosie

Archer School for Girls Brentwood School Buckley School Campbell Hall Crossroads School DaVinci Schools de Toledo High School Geffen Academy at UCLA Harvard-Westlake School Loyola High School Marymount High School Milken Community High School New Roads School Notre Dame High School Oakwood School Pacifica Christian School Pilgrim School San Domenico School Sequoyah School Sierra Canyon School Stevenson School TREE Academy Viewpoint School Vistamar School Wildwood School Windward School

NONPROFIT ORG. U.S. POSAGE

PAI D PARAMOUNT, CA PERMIT NO. 31.

Celebrating 27 Years of Innovation & Excellence

FPO

We may encounter many defeats, but we must not be defeated.”

- Maya Angelou, Acclaimed American Poet, Autobiographer, and Inaugural Poet

“ When day comes we ask ourselves, where can we find light in this never-ending shade? . . . For there is always light, if only we’re brave enough to see it. If only we’re brave enough to be it.” - The Hill We Climb 2021 Inaugural Poem by Amanda Gorman, American Poet, National Youth Poet Laureate, and Inaugural Poet