The Willows Voice Spring 2014

www.thewillows.org

SPRING 2014 | BRIDGES

THE WILLOWS spring 2014

bridges table of contents 1

Message from Lisa Rosenstein Head of School Building Bridges to Learning

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Bridges to the Real World Constructing Knowledge, Emerging Curriculum

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Building Bridges in Our Neighborhood Middle School Photography Exhibit at Los Angeles Antiques Art + Design Show

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Bridges to Success Measuring Our Growth

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A Bridge to the Future Reimagined Campus Dedication

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Our School-wide Theme Bridges

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Cultural Competency Creates a Culture of Care Crossing Bridges to Engage Each Other and the World

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Bridging 8th Grade

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Bridges Build STEAM

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Full STEAM Ahead A Young Entrepreneur Crosses the Bridge from Idea to Business

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Bridging Friendships Through Play

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Mindfulness A Bridge Within

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Library/Media Center at The Heart of Our Campus A Bridge to Classrooms

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Building Bridges to the Future Alumni Spotlight

THE WILLOWS MISSION STATEMENT

At The Willows, 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.

building bridges to learn

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MESSAGE FROM LISA ROSENSTEIN, HEAD OF SCHOOL

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goal of an excellent education is a student armed with knowledge, skills, and the capacity to think critically and make meaningful connections.

Lisa Rosenstein Head of School The Willows Community School

“Education is all a matter of building bridges.”

–Ralph Ellison American writer

A bridge is a connection; to bridge is to connect, extend, span, stretch, which is, in fact, exactly what we ask our students, faculty, and entire community to do at The Willows—build bridges that connect them to deep learning, to each other, to the classroom, to the world, and within, to their own lives.

We believe students build bridges to learning by doing. Learning by doing—or experiential education—has a long tradition dating back to the work of John Dewey, Head of the Department of Philosophy and founder of the Chicago University Lab School, and Jean Piaget, a Swiss psychologist and philosopher who established the theory of cognitive development. Dewey felt that an optimal education depended upon action and experience with a community of learners building knowledge together. Piaget also championed the concept of understanding constructed through active involvement. Over the decades, brain research has demonstrated that when students “do” rather than passively receive curriculum, they build bridges to understanding that are strong and long lasting.

Our commitment to experiential learning also drives our focus on bridging disciplines through thematic units. Classroom curriculum centers on a topic allowing disciplines to overlap and interconnect. Our S.T.E.A.M. Lab (science, technology, engineering, arts, and math) percolates now as a hub for the integration of these disciplines, now lauded in 21st century education, but long a hallmark of a Willows education.

Community, culture, and global connections are an integral part of our student and faculty life. We actively foster community service, global awareness, and multi-cultural engagement through our service learning projects at each grade level, our yearly cultural programming, and emphasis on cultural competency and inclusivity. Willows classrooms are a bridge to real-world learning, connecting students to their lives and to the world. Learning is active, engaging, and collaborative. Cross our yard and you will find kindergartners learning about the properties of three-dimensional shapes as they build block bridges with an eighth grade buddy. The young and the old students are bridging the gap of age, empathizing, and becoming respectful citizens of our community in our connected, cooperative setting.

Even our methods of assessment connect the traditional and the progressive to measure the complete growth of a child and record student progress in a way that bridges the gap between standardized testing and the recognition of 21st century non-cognitive skills. As part of our assessment, we ask our students to reflect and lend their own perspective to their learning.

Analyzing, synthesizing, applying, and communicating their knowledge is increasingly important in our technologically advanced, inter-connected world. To be successful, our students must be self-aware, resilient, critical thinkers and team players ready to express themselves and demonstrate their understanding and mastery of material.

Markus Zusak, the author of The Book Thief, writes, “It feels like spoken words this bridge.

I want it but fear it . . . I want so desperately to reach the other side—just like I want the words. I want my words to build bridges strong enough to walk on. I want them to tower over the world so I can stand up on them and walk to the other side.”

We passionately want our students to build and cross bridges each and every day, here at The Willows, at home, and out in the world. Most of all, we want them to continue to grow, to experience life with zest and grit, to walk through the world with compassion, and to build bridges to learning throughout their lives.

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THE WILLOWS spring 2014

Our teachers seize the moment and capitalize on learning opportunities. They are experts who know that the best way to make curriculum relevant is to connect it directly to what’s happening in students’ lives. Here are a few examples of how students are relating their experiential learning to the real world.

dig deeper. As the students made their own concrete and documented their observations, they discovered more about the properties of water, sand, and stability.

Next, kindergartners created construction vests, designed weight-bearing structures with paper cups and cardboard, and interviewed our architects and construction workers. They constructed bridges with index cards and books, counting how many pennies the bridges could hold before collapsing, and teamed with second grade buddies to experiment ways to make their bridges sturdier.

The construction unit evolved with student curiosity. Along the way, students internalized the steps of the scientific process,

Kindergarten: Engineers at Work!

With The Willows’ Master Plan well underway, students returned this fall to a campus in the final phases of construction. The construction vehicles, fenced-off areas, and general activity were of paramount interest to the kindergartners.

The daily changes to the campus offered meaningful opportunities to teach the steps of the scientific process: asking questions, forming hypotheses, making observations, and drawing conclusions. “The children watched the installation of the poles that support the shade structures on the yard,” explains Kindergarten teacher Phil Lee, “And they asked how the workers could make such tall poles stand.”

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Kindergarten classes embarked on a hands-on experiment asking the question: “Can a 12-inch dowel stand in a quarter-inch of sand?” Very quickly the children determined they needed much more sand and some water to give the dowel holding power—in other words, concrete! Also, they learned to

practiced reading and writing, and strengthened problem solving and collaboration skills—all target objectives of the kindergarten curriculum.

Third Grade: Mapping a New Route Anyone who has lived through a home renovation knows construction shakes up your regular routines—certainly the same was true at The Willows, during the early weeks of the school year, when safety fences required students to make some twisty detours to navigate their way around campus.

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Rather than seeing this as an inconvenience, the third grade teachers leapt at the temporary walkways as an opportunity to further teach mapping skills, a regular part of the third grade curriculum. Students created blueprints of the campus reflecting the new layout of the school, the relative size of the buildings, landforms, and key map elements such as a legend and a compass rose.

The question, “What distance do you travel each day at The Willows walking from building to building?” was posed to the third graders. Then, students integrated math with geography skills to determine their new routes across campus—to the gym, to the library, to the yard for recess. After measuring the length of an individual step, students counted their steps on each route and calculated the total distance they traveled on a typical day—a terrific real-world application of measurement and multiplication skills.

Seventh Grade: Art Experts Our seventh graders study the decades of the 20th century in America, focusing on trends and overlaps in politics, civil rights, pop culture, and the arts. So when seventh grade Core teacher Steve Futterman heard that The Willows was partnering with the Los Angeles Antiques Art + Design Show, which was taking place in Culver City, he envisioned an exciting way for students to use their newfound expertise.

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“The show was a great extension of our regular study of the decades,” Steve says. “During class time, we explicitly connected what was happening in the country politically and economically with mid-century art and design. Students learned how the rise in mass production of furniture was tied to the growth of suburban neighborhoods and how each era's cultural trends were reflected in the look and construction of everyday pieces.”

Almost half of The Willows’ seventh grade volunteered as docents, providing expert background and commentary on a selection of mid-century pieces. Each student researched a specific item on display in the show, making note of the materials used, the period of creation, and the designer. Students created “tear sheets” for their objects, memorized the information—then, during the show, shared their knowledge. Their role as docents offered an opportunity for students to further develop their communication, confidence, and public speaking skills–continuing goals for all our students.

The seventh graders not only served as in-house “experts”— they also participated in one of the best routines for learning deeply: teaching someone else.

New developments offer new possibilities to enliven the curriculum in all grades and connect it to the lives of our students– so learning becomes a bridge to their world.

See selections of the Middle School Photography exhibit and additional information on the Los Angeles Antiques Art + Design Show on the next page (4-5).

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THE WILLOWS spring 2014

Building Bridges in Our Neighborhood

Middle School Photography Exhibit at Los Angeles Antiques Art + Design Show

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The Willows Middle School students participated in the Los Angeles Antiques Art + Design Show, held this fall in Culver City, exhibiting their student photography, developed under the direction and mentorship of acclaimed photographer Tim Street-Porter. Their works, some of which are shown here, were displayed alongside a retrospective exhibition of Mr. Street-Porter’s work.

building bridges to learn

“Tim Street-Porter is renowned for his stunning architectural images that showcase Los Angeles,” points out Middle School photography teacher Andrea Passarella. “Our photography students and two alumni student photographers were fortunate to take photos in Culver City under the guidance of Mr. Street-Porter and benefit from his innovative approach in communicating a building’s spaces and structural forms.”

In photography class, the students studied the rules of composition, focusing on leading lines, balance, and line, while in art class, they studied industrial design as a bridge between form and function as a precursor to working with Mr. Street-Porter.

“Students created contour line drawings from a still life of industrial design objects,” explains Director of Visual Arts Susannah Funnell. “We discussed bridging form and function to create enduring design.”

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Community Connection Willows students hosted a program at the show by leading a still-life art activity led by Willows art teachers Susannah Funnell and Kristy Acero. Then, The Willows extended its outreach by opening our campus to families visiting the show for a mini-furniture building experience and refreshments.

Parents and our Board of Trustees are also instrumental in our community outreach and collaboration. Current parent Gerard O’Brien and alumni parent and Trustee Betsy Burnham-Stern connected The Willows with the Antiques Show, and current parent and Trustee Kristen Cloke Morgan, who also chairs The Willows Culver City Connections Committee, dedicated to linking our parents with organizations and businesses within Culver City, chaired the event.

To view all photos from the Photography Exhibit visit: www.thewillows.org/Media_Gallery

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THE WILLOWS spring 2014

Measuring O BRIDGES TO SUCCESS

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tudent success at The Willows is much more than letter grades. Success is measured in multi-faceted ways, with teachers recording student progress on a number of fronts: essential skills, critical thinking, problem solving, and social-emotional development, to name a few.

In the Winter 2014 Independent School Magazine article “Assessing What We Value,” William Taylor writes, “There is a growing awareness . . . that the skills that have been–and, in some cases, are still being–assessed are not the skills that will optimize our students’ ability to be successful in the 21st century global economy. What is increasingly needed and rewarded is the ability to analyze, synthesize, apply, and communicate knowledge in creative, often collaborative ways . . . schools need to focus on–and assess for–critical thinking, collaboration, creativity, communication, awareness of global citizenship, and character.”

These 21st century skills or non-cognitive attributes are now considered essential in education. The Educational Testing Service (ETS) has identified six critical non-cognitive areas or mission driven skills deemed essential in education: teamwork, creativity, ethics, resilience, curiosity, and time management and is currently developing a means of assessing these skills.

All of the identified non-cognitive areas are addressed in The Willows' mission, philosophy, and instruction. With this in mind, it stands to reason that The Willows’ approach to assessment is multifaceted. Rather than judging student progress only through

standardized or traditional tests, Willows teachers work closely with administrators to track student learning through a thoughtful combination of quantitative assessments such as short and long-answer tests, qualitative tools like personal reflections and written responses, project-based presentations, portfolios, classroom observations, and one-on-one oral and written components. This type of comprehensive assessment enables us to meet the broader goals of our mission.

As Head of School Lisa Rosenstein explains, teachers at The Willows work hard to ensure that students don’t see an assessment as the end goal of learning. “We don’t want students to view their own progress through the lens of whether they did well or badly on a particular test or project,” she explains. “Rather, we want students to understand that assessments are a tool to help them determine where they need to keep learning and practicing.”

This approach reflects the work of psychologist and educator Carol Dweck (http://mindsetonline.com/), who explains that students have a tendency to fall into two categories: those with a “fixed” mindset, who believe that intelligence is a “yes” or “no” option, versus those with a “growth” mindset, who believe that with focus and hard work, they can make themselves smarter. “Our goal,” says Lisa, “is for all our students to have a growth mindset. We assess in order for our students to grow.

Assessments help us raise our expectations and our students’ expectations for their growth.”

building the joy bridges of discovery to learn

ur Growth Two-fold Assessment The purpose of assessment at The Willows is actually twofold: to determine whether individual students are developing and mastering grade level skills or above at the age appropriate pace, and to identify ways our curriculum can be refined to stretch our students and help them reach their potential.

Lisa Rosenstein notes that pertinent assessments aid teachers in being more responsive to student needs, “Assessments tell us what and how students are learning. They also inform us how we can become better educators.”

Data-Driven, Flexible, and Responsive In the Lower School, a key part of assessing student progress is to observe and document student learning and accomplishment. According to Lower School Director Terri Baird, “The Willows’ model of having at least two teachers in every classroom is essential to making this work. This teacher-to-pupil ratio allows teachers to closely see how students are demonstrating their understanding, work ethic, focus, determination, and how well they collaborate,” she says. “These assessments often capture subtleties that are lost with more traditional assessments.”

Formal assessments also come into play. The QRI (Qualitative Reading Inventory), where teachers meet one-on-one with students to hear them read and apply phonetic rules, is given in first and second grade. In third through eighth grade, students take the ERB’s CTP 4 standardized test.

Taken together, these multi-faceted assessments paint a more complete picture of student progress and enable teachers to be more responsive to student needs. In addition, the depth of the assessment provides more information for a narrative explanation that gives parents an in-depth portrait of how a child is performing and behaving.

Tests as a Learning Tool In the Middle School, comprehensive assessment continues to measure student understanding of material and mastery of skills, as well as non-cognitive skills. As in the Lower School, Middle School teachers bridge the gap between traditional and progressive approaches by using a variety of assessment tools such as “traditional” tests, with a combination of multiple choice questions, short answer questions, and essay questions, balanced with more progressive portfolio-based assessments and project-based assignments, as well as open-ended approaches to assessment.

Teacher observation and student reflection help to address the non-cognitive skills so important for success in our modern society. An example of this is when seventh graders read the novel The Curious Incident of the Dog in the Nighttime and conduct a character study by completing a secondary school application from the perspective of Christopher, the protagonist of the story. This project illustrates a students’ ability to analyze material, synthesize data, and apply it, thinking critically, creatively, and empathetically.

“We are preparing students for the traditional assessments they’ll encounter in secondary school,” Middle School Core Teacher Lil Mingail explains, “but we’re also always looking for meaningful ways for students to demonstrate their depth of thought.”

Reflecting On Our Teaching Constant teacher assessment is an important part of the equation for success. Willows faculty and administrators have strategically developed a Peer Mentoring/Teacher Assessment Program that offers teachers an opportunity to reflect on their own teaching skills in a safe and supportive environment.

Through this program, teachers select a peer coach to observe a lesson and offer feedback. Each coaching team then has the opportunity to share their reflections with the entire staff. Our mentoring program builds a community of trust and unity, identifies strengths, and fosters collaboration.

Lower School teacher Jo Ben Whittenburg is continually impressed with how well the format works— and how eager teachers are to reflect on and improve their teaching. “It says a lot about The Willows that our teachers are so excited to engage with each other in this way,” he says. “Rather than a ‘top-down’ assessment, colleagues are seeking each other out to improve their practice.”

DISCOVERY BRIDGES

Assessing Our School: The CAIS Self-Study Every six years, The Willows participates in an allencompassing self-study sponsored by the California Association of Independent Schools (CAIS). A communitywide effort that includes faculty, administration, parents, students, and board members, the study is a unique way to showcase the School’s successes and opportunities for growth. The Willows’ most recent selfstudy, completed in 2012, garnered the School numerous commendations and a renewed six-year term of accreditation by CAIS.

Eighth graders culminated their study of To Kill a Mockingbird with an artbased character study.

In November 2013, our first Faculty/Parent Learning Breakfast focused on Carol Dweck’s book Mindset.

Parents and faculty bridged understanding to discuss the effect of praise on mindsets and how to use praise to encourage learning and a culture of care.

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THE WILLOWS spring 2014

A Bridge to the Future Reimagined Campus Dedication

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ur newly renovated and enhanced campus is a vibrant environment in urban Los Angeles inspiring a zest for learning. On January 26th, The Willows’ current families, current and former trustees, administration, staff, alumni families, grandparents, and friends celebrated a milestone in the School’s history with the dedication of our new campus. A parade of Willows students led by Chinese lion dancers kicked off the ceremony, which featured the presentation of a Culver City Proclamation by the Culver City Mayor and City Council to Head of School Lisa Rosenstein, performances by the Middle School Choir and Honors Choir, and remarks by Board Chair Wendy Felson.

Wendy Felson dedicated our reimagined campus to all our Willows students past, present, and future. Lisa Rosenstein attributed The Willows’ success to the power of belief, the value of hard work, the commitment to children and community, and seizing opportunity. She closed by expressing the dream of realizing the vision for Willows 6, the as yet undeveloped building on campus, and expressing confidence that our community will meet this future goal.

Creating is amazing! There’s lots and lots changing Construction is cool, At The Willows school Moving from building 1, to building 3 Keepin’ all my friends, right here with me Our minds expandin’, just like our campus Hard to remember how we survived without this!

Maybe we can help you see, We're rappin out our poetry, Got cha' clappin' We're rappin' Our prose, Like pros, Down at The Willows!

–from the 3rd Grade Rap Poem performed at Poetry Night 2014

The Willows Board of Trustees Members left to right: Wendy Felson, Chair; Erwin More, Current Trustee and Past Chair; Lisa Rosenstein, Founding Head of wSchool; and Beth Berke, Current Trustee and Past Chair.

To see a video of the Campus Dedication visit: www.thewillows.org/Campus_Dedication

THE WILLOWS spring 2014

Our School-wide T bridge noun \'brij\

a structure carrying a pathway or roadway over a depression or obstacle. 2 a time, place, or means of connection or transition.

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his year’s school-wide theme, “Bridges,” is inspiring questions and projects across the grades, from science and engineering to literature and art, in the context of classroom studies and personal lives. From Developmental Kindergarten to eighth grade, students are exploring the science and engineering of physical bridges—investigating how bridges are built and what makes them strong—and also examining the concept of bridges as an idea uniting cultures and communities.

“Bridges is a theme that has truly led to deep learning and collaboration at The Willows,” remarks Head of School Lisa Rosenstein. “We have organically incorporated the theme into every aspect of our curriculum, from math to the arts to athletics. Students are literally constructing bridges and figuratively bridging global understanding.”

The actual construction of bridges became a school-wide exercise uniting all grades and faculty in shared academic experiments. Our youngest students paired with our oldest to discover more about load, balance, shape, estimation, dimension, distance, length, and width, as science, technology, engineering, art, math, and other disciplines merged together.

Bridges built of spaghetti, straws, index cards, and various other materials strained under loads of pennies—some to the final breaking point. Physical bridge testing engaged all our students in deep problem-solving activities.

The bridges theme also raised other ideas to test. In seventh grade English, students are answering, “Through the decades, what bridges did historical characters cross to become a part of history?” Art students created masks to bridge the actors and the audience. Our first graders constructed bridges using beads, markers, and paper clips and responded to the question, “Where does your bridge lead?” with imaginative destinations like the Great Wall of China and a fairy world. Upper Elementary students created stop-motion movie projects using animation and iPads to transform and connect one object with another. Our eighth graders even played the game of Bridge! The theme outstandingly crossed disciplines, integrating curriculum in The Willows fashion, but also served to unite our community in a spirited end-of-semester exploration of the topic.

building bridges to learn

Theme: Bridges UPPER ELEMENTARY “WORD CLOUD” DEPICTING THE WILLOWS

The 3rd through 5th grade bridged art and language by visually expressing words in individual ways. Then collaboratively, they created this “word cloud” in a tree design using vocabulary to describe The Willows. How did they characterize The Willows? As unique, magical, happy, flexible, bold, cool, expanding, inspiring, amazing, modern, giving, special . . . as life . . . teamwork . . . family.

INTERSESSION–A UNIQUE ACADEMIC EXPERIENCE BRIDGING BREAKS “Bridges” served as the topic of this year’s Intersession, the three-week period between Thanksgiving and Winter Break when students depart from their regularly scheduled units of study to explore a single topic in-depth from a multidisciplinary perspective in mixed-age groups. While this was the eighth year of Intersession in the Middle School, the Lower School participated in Intersession for the first time with exciting results.

Developmental Kindergarten through second grade students • Connected with community by making a quilt • Bridged friendships through team-building exercises • Crossed cultures by learning words in different languages Third, fourth, and fifth graders met in small, mixed-age groups over the three week period to participate in a range of bridge-themed courses. Students • Bridged music and science by constructing recycled musical instruments • Crossed cultures by preparing rice dishes from China, Mexico, England, and Iran.

• Designed visual representations of words using the Wordle app Meanwhile, in the Middle School, students dedicated their Core, Science, and Latin periods to courses that focused on the topic of bridges.

• In science, students used the engineering principles of truss, suspension, and arch bridges to design weightbearing structures out of straws and tape.

• In cross-disciplinary classes exploring bridges from other perspectives, including a course called “Bridging History with Pop Culture,” students examined key events in recent American history through the lens of art, music, and film.

• In Core classes, students read novels addressing the theme of bridging understanding across individuals and cultural groups, like The Absolutely True Diary of a Part-Time Indian

by Sherman Alexie.

During all these activities students pondered bridges from a range of new perspectives—and considered the many ways we build connections among ourselves and with the world around us.

To learn more about The Willows Intersession visit: www.thewillows.org/Intersession

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THE WILLOWS spring 2014

Crossing Bridges Cultural Competency Creates a Culture of Care

to Engage Each Other & the World

“We build too many walls and not enough bridges.”

—Isaac Newton, English Physicist

”Bridges,” this year’s school-wide theme, has been an examination of a bridge not only as a “structure,” but also an idea linking cultures, generations, and differences through understanding.

At The Willows, we are continually building bridges, broadening our multicultural knowledge, and partnering with many communities to enrich the lives of our children and make the world a better place.

We are dedicated to strategically enhancing our inclusivity, cultural competency, and inclusivity at all levels. To further this initiative, The Willows welcomed Dr. Steven Jones, Ph.D., a leading expert on developing cultural competency skills. Dr. Jones conducted workshops with our Board of Trustees, faculty, staff, and administration entitled, Cultural Competency: A Critical Skill for the 21st Century. The workshops provided a unifying common language and skills for our community and highlighted the positive dynamics of inclusion within our school.

Dr. Jones defines cultural competency as, “the application of knowledge, awareness and skills that lead to effective interactions across individual, group and institutional level differences.” He states that the outcomes of these interactions “result in respectful, inclusive and equitable relationships, treatment and systems.”

Simultaneously, Willows parent Justyn Patterson, Ed.D., a 16-year diversity and outreach professional at UCLA, shared his studies on the “Culture of Care” with our Board of Trustees, faculty, administration, and parents. Justyn is also conducting research with our fourth through eighth grade students, which will examine care from a student perspective. His work is intended to enhance The Willows’ culture of care and help us to build even stronger cultural competency and care that is nuanced and individualized.

It is very important to know that on our own campus there is a strong culture of care and cultural competency in operation. The more secure and cared about a child feels, the better able a child is to navigate the world. If you are understood and respected, then you develop an understanding of others and a global perspective.” Lisa Rosenstein

ENGAGING GLOBALLY TOto learn building bridges UNDERSTAND THE WORLD

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“The word “community” is an intentional and integral part of our name,” explains Lisa Rosenstein, Head of School. “We seek out ways to partner with others and build bridges culturally and educationally.”

The American International School of Sao Paulo, Brazil The Academic Technology Coordinator at The American School of Sao Paulo contacted Director of Technology Amy Dugré after reading about The Willows’ course Light it Up! in “Invent to Learn,” by Gary Stager. Amy and several students are planning to hold a Skype lesson with the Brazilian teacher and parent volunteers to share The Willows’ process of design and “maker movement” thinking.

Doha Qatar Forum Head of School Lisa Rosenstein was invited by UCLA to attend Doha Forum’s Enriching the Middle East’s Economic Future Conference to share in conversations on the importance of communication, education, and exchange of ideas with foreign ministers, former prime ministers, professors, and financiers from around the world. Alumni Parent Josh Elbaum connected Lisa with Dr. Spiegler and Megan Franke at UCLA to arrange a collaboration that resulted in the conference opportunity. “The intellectual exchanges accentuated to me how important it is for our students, and all of us, to be engaged with, understand, and contribute to the world,” remarks Lisa.

Multicultural Programming—A Bridge to Other Cultures Our annual multicultural programming is a celebration of diversity and brings the world outside The Willows inside our doors. This year Cultural Programming has included: Korean Classical Music and Dance Troupe; a Navajo storyteller; Mariachi musicians; Chinese Lion Dancers; and Buddhist monks.

Michael Thompson, Ph.D., internationally acclaimed psychologist and parenting and educational expert, who conducted workshops with our faculty and administration and addressed our community and greater Los Angeles this year, also expresses the opinion that a child needs to feel cared about and supported in order to become responsible.

Dr. Thompson emphasizes the importance of really knowing and quietly listening to your child, as well as respecting and accepting a child’s individuality. This acceptance, acknowledgement, and respect of differences and individuality are key to creating a culture of care.

“Once the realization is accepted that even between the closest human beings infinite distances continue to exist, a wonderful living side by side can grow up, if they succeed in loving the distance between them which makes it possible for each to see the other against the sky.” Rainier Maria Rilke, “Letters”

Dr. Thompson applies Rilke’s quote to parents respecting and accepting a child’s individuality. This idea of “a wonderful living side by side” and “seeing each other whole against the sky” beautifully relates to multi-cultural appreciation and the inclusion that values and respects all members of our community.

Collaboration and care, so essential to The Willows’ philosophy and cooperative learning, requires many types of thought and approaches. The blending of our cultures, individuality, and lifestyles leads to our diverse learning environment and the excellence of The Willows, which ultimately prepares our children for success in our multicultural society and our new global reality.

FIRST WILLOWS DADS’ BREAKFAST FEATURES MICHAEL THOMPSON Michael Thompson spoke at the first Willows Dads’ Breakfast in February, which included Willows male faculty and staff dads and prospective applicant dads, as well as current Willows dads. The event was such a success that The Willows Board of Trustees has formed a Dads' Group to support The Willows and provide activities for our dads. In response to overwhelming demand, Michael Thompson will be returning as the guest speaker at next year’s Dads’ Breakfast.

THE WILLOWS spring 2014

Bridging 8th “Our class project reflects Cubism because we have taken pictures of our classmates and ourselves and broken them down into different shapes.

After that we put the different shapes together, and it created a fantastic picture. This work of art reflects my 8th grade. Cubism breaks up the subject into many different angles and shapes, then the subject comes back together through the angles and shapes. My 8th grade has been broken down into many things, and it always forms into my ‘8th Grade.’”

From the essay Cubism and the Eighth Grade Project by Liam Barry

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To view all the Bridging 8th Grade Panels visit: https://www.thewillows.org/page/Programs/Visual-Arts

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Grade THE WILLOWS CLASS OF 2014 SECONDARY SCHOOL ACCEPTANCES Congratulations to The Willows eighth grade as they continue their journey.

Archer School for Girls

Marymount School

Pacific Hills School

Brentwood School

Milken Community High School

Pilgrim School

Buckley School

New Jewish Community High School

St. Monica’s High School

Campbell Hall

New Roads School

Viewpoint School

Crossroads School

Notre Dame High School

Vistamar School

Harvard-Westlake School

Oakwood School

Wildwood School

Loyola High School

Pacifica Christian School

Windward School

Each panel is 4' x 7'

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THE WILLOWS spring 2014

BRIDGES BUILD Welcome to The Willows S.T.E.A.M. Room! No sauna here: STEAM, which stands for Science, Technology, Engineering, Arts, and Mathematics, is a class, a discipline, and a way of teaching and learning. The flexible space nourishes creativity, deep thinking, and collaboration. In our newly repurposed lab, teachers link disciplines by creating experiential projects that promote imaginative and critical thinking–and cooperation.

They guide students to see the connections that naturally exist between disciplines.

Educational Leader Sir Ken Robinson, Ph.D. states, “My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.” What happens in the S.T.E.A.M. Room? Creative thought is nurtured and flourishes. The sky’s the limit! STEAM generates POWER! Amy Dugré, Director of Technology: “The theme “Bridges” is a brilliant integration of science, technology, engineering, art, and math (S.T.E.A.M.). In the Upper Elementary and Middle School, students studied the ancient Greek architectural keystone, a wedge-shaped stone-supporting piece, which is still used today in modern architecture and the structural engineering of famous bridges. Their studies focused on the concepts of balance, ratio, dimension, load, mass, weight, stabilization, and rate, which transition between the disciplines of math, engineering, science, and technology.

Students physically built bridges with blocks, legos, spaghetti, straws and other materials, predicted how much weight their bridges would hold, and then tested the bridges. An artistic component was ever present with these projects in the design of the bridge joining form and function. Teachers questioned and guided students so they naturally saw the connections that exist between the disciplines, and the way in which the disciplines honor each other. By working together to roblem solve and by applying the scientific method, students were able to test and retest, and experience the results of their strategies.

Bridges were built, literally, but also across disciplines.”

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TurtleArt Project http://turtleart.org/ The arts are a major component of the curriculum at The Willows and are thoughtfully integrated into all subjects encouraging students to tap into their creative side. Our Turtle Art Projects in the STEAM Lab exemplify the intersection of art, technology, science, and math. TurtleArt is a LOGO programming language computer program used to create graphic images on a computer.

Students design a script and sequence telling the turtle to draw lines and arcs, add color and building blocks, and then perform logical operations. Next, students ask questions to solve any problems that arise. “Basically, they conduct a virtual experiment,” explains

Amy Dugré. “When students execute their program, the turtle moves around on the screen and creates a design. Art, math, and technology unite to reinforce the scientific method.”

The process involved in the TurtleArt project introduced our second grade students to mathematical ideas beyond second grade curriculum,” Curriculum Coordinator Carol DeNardo points out. “They discovered what an arc is, what the term radius means, and how to apply these concepts.”

Second grade student Naomi B. predicted the color sequence of a rainbow that the turtle would follow from five through one hundred, and the repeating pattern after reaching 100. When her predictions were proved true, she enthusiastically embarked on even more difficult explorations.

Sixth grader Aidan O. and his classmates had questions regarding TurtleArt software and were encouraged to take initiative to find the answers. Aidan composed a letter to the owners of the company and received a response very quickly.

Dear Artemis and Brian, My classmates and I have been working with Turtle Art for the past few days in our geometry unit. We love your program, and it really helps us understand the material, but when we have already drawn a line with the turtle, we cannot seem to find a way to undo that step of drawing, or even erase that line, without cleaning the entire page. If there is a way to do this could you please respond with instructions? This would really help me, and my classmates, when using this program. Thank you.

Sincerely,

The 6th grade pre-algebra class

“TurtleArt is just one example of how in the STEAM Lab and throughout The Willows, we encourage our students to challenge themselves, to take risks, and set high standards in cross-disciplinary explorations,” says Lisa Rosenstein, Head of School. “and to pursue learning with energy, joy, and accomplishment.”

building bridges to learn

Erin Carter, Middle School Science/Technology Teacher and Robotics Team Coach: “Robotics, the design, construction, and operation of robots, begins in DK at The Willows with BeeBots and continues in more sophisticated applications through eighth grade. Robotics is fundamental to science and technology and bridges the disciplines of science, technology, engineering, art, and math. Students on The Willows robotics team designed, built, and programmed autonomous LEGO NXT robots to navigate obstacles and

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complete tasks on a game field as part of the FIRST LEGO League Robot Challenge. They were constantly problem solving and putting engineering principles into action as they tested and refined their robotic creations. Robotics is most definitely a collaborative team effort that engages students in a STEAM problem solving process.

Through robotics, students develop a comfort level with the tools and skills needed to think innovatively and critically—to approach a problem confidently and find a solution.�

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THE WILLOWS spring 2014

FULL STEAM AHEAD! Wilder Buchanan: A Young Entrepreneur Crosses the Bridge from Idea to Business Last year, eighth grader Wilder Buchanan, who started at The Willows in Kindergarten, approached Head of School Lisa Rosenstein with an idea concerning the robotics team.

He strongly felt that the robotics team should start younger in the fourth or fifth grade, and he also wanted to teach a robotics camp. This year four students from fifth grade participate on The Willows robotics team, and Wilder taught his first summer robotics camp.

“I was so impressed with Wilder’s initiative and desire to help us develop the robotics team,” explains Lisa. “I sent him to Amy Dugré, Director of Technology, to develop a class or workshop. I applaud Wilder’s entrepreneurship in creating his robotics camp, but I am also proud of his confidence and ability to express himself and share his ideas with adults, a life skill we strive to develop in our students.”

Wilder answered a few questions about robotics and his Willows experience:

How did you first become interested in robotics? I have always liked math and science, and we did some robotics in classes.

My piano teacher’s son introduced me to the idea of a robotics team during fourth grade and I joined the Westside Robotics FIRST Lego League team (FLL) from 5th to 7th grade and then advancing to a FIRST Tech Challenge Team (FTC) building in all metal.

While I was on the FLL team we won the Southern California Championship and went on to compete in the International Championships in Germany.

Are you still competing? Yes, I am currently on a rookie FTC team that recently qualified for the Los Angeles Regional Championships. I am looking forward to competing on the high

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school team at Loyola High School next year. I usually spend about 20+ hours a week on robotics. Robotics is really a huge commitment, like a varsity sport.

Do you have time for any other interests? Yes, my schedule is a blur, but I take piano and play baseball.

Tell us why you approached Lisa about lowering the age of students on The Willows robotics team and your robotics camp. I wanted to make the robotics team more like a sport and have the younger kids, like my brother Wilson, more involved so they had the opportunity to participate and be mentored at a younger age like I did. I think my experiences in robotics helped me build confidence and feel comfortable speaking in public, which helped me recently in school interviews. I taught the robotics camp this past summer for two weeks from 10:00 a.m. to 3:00 p.m. to seven fourth graders and one fifth grader. I later served as the Head Robot Design Judge at an FLL Competition and judged the entry of one of the students in my camp.

How was the camp experience? It was great. I enjoyed it, but teaching was a lot of work. I really saw the teacher’s side. For example, I planned something and then realized the kids weren’t into it so I had to move on.

What are your favorite subjects? Math and science and Core are my favorites, but the grammar part of Core is iffy! Steve (Steve Futterman, Middle School Core Teacher) is advising me to look at grammar mathematically.

You graduate this year; how do you feel about that?

What is your favorite memory that you will take with you?

I can't believe I'm graduating, but I'm looking forward to all the new challenges at Loyola. My favorite memory will be “the yard,” and how I couldn’t wait to get to the yard each day. Also, I will remember how The Willows taught me to love learning and to really dig into my interests.

“ My contention is that creativity now is as important in education as literacy, and we should treat it with the same status.”

— Sir Ken Robinson, Ph.D., Educational Leader

building bridges to learn

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THE WILLOWS spring 2014

The Power of Bridging Friendships Through Play

Play is a vital part of The Willows’ educational program. Why? Because play, which seems like a simple activity, promotes problem-solving, emotional resiliency, social interaction, optimism, empathy, and imagination—and catapults us into learning!

So, our outdoor spaces have been thoughtfully designed as critical elements of our Campus Master Plan, to enhance imagination, self-confidence, and collaboration.

“We have strategically carved out spaces to foster the different types of play critical to child development,” explains Head of School Lisa Rosenstein. “Also, we have consciously given our children choices. The yard is now actually their

SPINNERS // brings all ages together /

DK through 8 in a joyful experience requiring no skills

3 SLIDES SIDE BY SIDE // enhances SLATE WALL // artistic and verbal expression /

free, creative use of imagination

collaboration / promotes social interaction and cooperation / development of small and large muscles

QUIET PLAY // open-ended

exploration / improvisation / sharing

“ When we play, we are open to possibility and the sparks of new insights.”

Play—How It Shapes the Brain, Opens the Imagination, and Invigorates the Soul Stuart Brown, M.D.

building bridges to learn

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PLAY

stage. They create each day. I cross the campus and see second graders using the steps on the plaza for dramatic play, a Developmental Kindergarten group is running on the rocks improvising a game, and Kindergarteners are building a bridge across a river of water from our pump in the sand area. Some individuals quietly read or talk in shaded corners.

Middle and Lower School students twist and turn together on our spinner. An eighth grader pushes a first grader on a tricycle. There is joy and friendship—and deep learning everywhere.�

SAND & WATER PLAY // problem solving /

cooperation / math, science, and engineering in building structures / measurement in pouring / hand-eye coordination / small muscle control

CLIMBING WALL // gross motor skills +

upper body and arm strength

STEP STOOLS // Develops balance, spatial

and object awareness / promotes social gathering / upper and lower body strength

DEDICATED SPORTS COURTS // development and coordination of small and large muscles, athletic skills / teamwork

Mindfulness

THE WILLOWS spring 2014

A Bridge Within

A gong resounds through the 2A classroom. Students quietly take their

places in a circle, a breathing exercise is initiated, and the school day begins.

A

"MINDFUL AWARENESS WORKS BY ENABLING YOU TO PAY CLOSER ATTENTION TO WHAT IS HAPPENING WITHIN YOU—YOUR THOUGHTS, FEELINGS, AND EMOTIONS—SO YOU CAN BETTER UNDERSTAND WHAT IS HAPPENING TO YOU.” The Mindful Child: How to Help Your Kid Manage Stress and Become Happier, Kinder, and More Compassionate SUSAN KAISER GREENLAND

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s an educator who personally mindfulness training to teachers so practices mindfulness, they may help children concentrate in Andrea Passarella first and classrooms and deal with stress. Launched second grade loop teacher, in 2010, Mindful Schools now reaches thought sharing her more than 300,000 pupils and educators mindfulness practice with in 43 countries and 48 states. Andrea will her class would be a valuable be taking another course in school experience. She began by having the curriculum later this year. children silently listen to sound for one Andrea also recently taught a Teacher minute. Once the children grew comfortable Learning Lunch, part of our Professional sitting quietly, they added a simple Development Program Teachers Teaching breathing exercise—breathing deeply in Teachers. She shared a film about integrating and out—to help students calmly start their mindfulness into education entitled day. The morning mindfulness sessions Healthy Habits of Mind by Mette Bahnsen immediately helped students set a tranquil (http://www.mindfulschools.org/resourctone of preparation in the morning and es/healthy-habits-of-mind/) and discussed calmly transition throughout the day. how she was implementing mindfulness in Mindfulness has also garnered national her classroom. The lunch inspired faculty attention. The TIME Magazine February 3, interest, and a faculty Inquiry Group was 2014 Issue in fact established to examine "The mindfulness circle helps me declares that we are the connections with my day. It gets me started in in a mindfulness between mindfulness, revolution, with the morning. Then, I feel confident. mindsets, and life TIME editor Radhika I like it because you get to rest, and skills, and the ways Jones defining teachers could introduce I feel good on my body. I think mindfulness as “the and incorporate about mindfulness during the day." mindfulness into their ability to focus your

—OLIVIA M. / 2ND GRADER attention on the teaching day. thing you are doing when you are doing it” With two mindfulness ambassadors from and “the science of finding focus in a her second grade class, Andrea has visited a stressed-out, multi-tasking culture.” fifth grade classroom to share the mindful Andrea feels that mindfulness further ness circle experience with them. Other intersects with life skills and is a wonderful students and teachers routinely visit the way to help increase the focus and second grade morning sessions. listening abilities of children and give “We have really noticed amazing them the tools to cope with 21st-century results since we implemented mindfulness,” expectations and distractions. Due to her notes Andrea. “Students are expressing interest in the social-emotional developmore empathy. They are very mindful ment of children, Andrea decided to take and respectful of each other–there is an online course with the San Francisco more teamwork. Each day I feel like I Bay Area-based Mindful Schools (http:// incorporate mindfulness in a new way at www.mindfulschools.org/), which offers The Willows.”

building bridges to learn

Library/Media Center

At The Heart of Our Campus A BRIDGE TO CLASSROOMS “ Books communicate ideas and make bridges between people” -British writer Jeanette Winterson

On a sunny day with the glass doors open, the library is humming with activity.

Under soothing purple lights, a group of students relax in the chairs in a corner listening to a story being read aloud. A teacher is assisting with an i-Search project. Two fifth graders are browsing for new books to read. A parent volunteer is shelving volumes.

Our Library/Media Center is a center of activity, a hub for our classes, and now it is located at the very heart of The Willows.

Since the move to the new central location, Director of Library and Information Services Cathy Leverkus reports that the number of books checked out has significantly increased. In fact, she reports that for a three-month period between November and December 2013, and January 2014, 1000 more books had been checked out than during those months the previous year.

Our library curriculum definitely serves as a bridge to the classroom.

Cathy works closely with all the teachers coordinating library classes and resources with student learning, connecting the library to the classroom.

“The library is central to all learning,” says Lisa Rosenstein. “The new location enhances this focus on literacy. We hope to complete the vision in the near future with flexible furniture allowing reconfigurations of the environment and separate, enclosed spaces for individual

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Our Librarian Writes Her Own Book Cathy Leverkus, The Willows Director of Library and Information Services, has collaborated with Shannon Acedo, the Chair of the Department of Library and Technology at the Harvard-Westlake Upper School to write EBooks and the School Library Program: A Practical Guide for the School Librarian.

“I had been presenting on the topic of ebooks at various conferences,” Cathy explains, “and submitted a proposal for an article on the ALA (American Library Association) website. I immediately received an enthusiastic affirmative response. When I followed up to see which magazine I would be writing for, the ALA responded, ‘oh, we want you to write a book.’ and that is how it began.”

Cathy’s vast knowledge of elementary and middle school resources and vendors blended well with Shannon’s high school experience to create a handbook for ebook collections. The book, which explores topics ranging from ebook devices to self-publishing, is available at Amazon and www.alastore.ala.org.

research and small group work. Then it will truly be the dynamic, fluid, 21st-century space we intend.”

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THE WILLOWS spring 2014

BUILDING bridges TO THE FUTURE:

Alumni Spotlight A Willows Networking Story: Coming Full Circle When did you first come to The Willows?

Did The Willows prepare you for high school and beyond?

Igor>>I came in second grade, when the School opened in 1994. The

Igor Kleyman, Class of 2001 and Mark Solomon, Founder, Former Trustee and Alumni Parent.

Former Willows Trustee and founding parent Mark Solomon P’01 ’06 announced exciting news this fall: his law firm hired a Willows alumnus!

“We are extremely happy and pleased to welcome Igor Kleyman ’01 as our newest associate,” Mark announced. Mark is a founding partner at Wenderoff Solomon, a workers’ compensation defense firm specializing in representing employers in the defense of all matters related to workers’ compensation. Igor joined the firm’s team of seven attorneys this past September.

Mark shared that Igor was hired on the strength of his performance and credentials—after graduating from The Willows, Igor attended University High School, received a bachelor’s degree in political science from UCLA, and completed his law degree at Loyola Law School, Los Angeles. Mark’s respect for Igor’s intellect and character goes back a long way—Mark’s son, Jake, was a classmate of Igor’s from preschool and throughout their time at The Willows.

“Igor performed at the top of his class since his earliest days in school,” Mark said. “When my partner and I considered inviting Igor to work for us, we were impressed by his work ethic and attention to detail.”

Mark also noticed how well rounded and personable Igor is— characteristics that Mark attributes partially to Igor’s experience at The Willows. “Willows kids aren’t just book smart,” notes Mark.

“They’re able to engage in conversations and manage face-to-face negotiations—both key skills for an attorney.”

Mark is delighted that his connection with The Willows has come full circle. “I never anticipated nearly 20 years ago that my role at The Willows would ultimately lead me to finding young attorneys that I could hire without reservation as to their character and skill.”

Q

A Conversation with Igor Kleyman ’01 Igor and his family have been closely connected to The Willows since the School’s founding in 1994: Igor’s grandfather, Vladimir Kleyman, and great uncle, Solomon Kleyman, both worked for years at The Willows as custodians; Igor’s cousin Richard Vishnevsky graduated in 2004, and cousin Simona is currently in eighth grade. Igor answered a few questions this fall, when he started as an associate at Wenderoff Solomon.

Willows prepared me well for high school and college: I learned how to manage my time and tackle classes in a logical and analytical manner. I learned to succeed without trampling on others—I felt that the faculty and staff really cared about me, and my success. They worked hard to make sure that everyone got along and worked together as a team. I have very fond memories of my time at The Willows and particularly remember the great trips, including Washington, D.C. and our canoe trip on the Colorado River.

How did you first become interested in pursuing a law degree?

Igor>>The fifth grade curriculum focused on colonial America, and I was fascinated with how the House of Burgesses crafted laws.

Coming from the Soviet Union where it was largely a lawless society, I was very drawn to how orderly society was in the U.S., beginning in the colonial period. Pursuing a career in law was a short step away.

What are your thoughts on your new job and a career in law?

Igor>>As a first-year associate, I interact with our clients and serve as a conduit for either informal settlement or litigation. I make appearances at hearings, make evaluations of cases, and make recommendations to the clients. My biggest piece of advice is you should only go into law if that is really what you want to do.

It’s a very difficult and challenging field, but also very rewarding.

Do you have a special hero or someone you emulate?

Igor>>My heroes are my parents, Roman and Irina; my grandparents, Vladimir and Svetlana; and my aunt and uncle, Boris and Anna. They completely uprooted their lives and came to the U.S. with nothing, just so I could pursue a better life.

What advice would you give to this year’s graduates?

Igor>>Apply what you have learned at The Willows as you continue your education. The Willows has given you all the tools you need to succeed, and now it’s up to you to use them.

Annual Alumni vs. Faculty Basketball Game

24 2014 Annual Alumni vs. Faculty Basketball Game Alumni Team

Alumni vs. Faculty Basketball Game Pizza Social

building bridges to learn

A Future Bridge Builder!

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Alumni Then & Now

Jack Bush '07 Engineering Major “The Willows helped me to think about problems in unique and different ways than what might be the typical way of doing them. This has helped me tremendously within high school, college, my internship, and I have to assume the rest of my life.”

Charles Dawson ’09 just finished his freshman season as a defensive back for the UCLA Bruins Football Team. “Playing for UCLA is a dream come true. Coach Rahim (Willows PE Teacher and Coach Rahim Muhammad) has definitely inspired me to always work hard whether it’s on the field or in the classroom . . . he’s always giving me good advice to become a better student, person, and athlete,” says Charles in a recent interview. “I am a proud Willows alum. I constantly brag about how even though The Willows is small, it produces some of the best student-athletes and made me who I am today.” To read Charles’ complete interview visit Charles Dawson Interview on The Alumni News page of The Willows website. (http://www. thewillows.org/Page/Community/Alumni/Alumni-News). Photo on left: Charles playing on The Willows Wolves Boys A Football Team in 8th grade. Photo on right: Charles playing for the UCLA Bruins.

Jack Bush and his parents Karen Vice and Jeff Bush at the Willows Campus Dedication.

Willows Alum Jack Bush, ’07, a third year electrical engineering major at Georgia Institute of Technology, is currently working as an intern on the Orbital Carbon Observatory-2’at NASA’s Jet Propulsion Laboratory collecting data from tests run on the satellite, which will launch in July and orbit the earth. Jack was inspired to pursue a career in engineering because it is a field that is always changing, and engineers are on the front line creating new ideas. He is involved on campus at Georgia Tech as a member of the Chi Phi Fraternity, the Academics Honor Societies Eta Kappa Nu and Tau Beta Pi. “The science/ technology classes I took (at The Willows) gave me my initial interest with engineering in the first place. The Willows exposed me to a range of experiences that helped me home in on what I really wanted to do in my life. I think fondly on my times back at The Willows.”

To read Jack’s compete interview visit: Jack Bush Interview on The Alumni News page of The Willows website.

For more alumni articles and photos visit: (www.thewillows.org/Alumni-News)

Adam Bernstein ’11 joined the Joffrey Ballet School Concert Group in January 2014.

Offered a full scholarship into the Joffrey Program, Adam will be working with LACHSA (Los Angeles County High School for the Arts) to finish his high school credits while touring.

He was also selected to compete in the prestigious Prix de Lausanne 42nd international Ballet Competition in January 2014, and received scholarship awards from the Royal Swedish Ballet School in Stockholm, Escole Superiour de Danse de Cannes in Cannes, France, and wBalletschule Theatre Basel in Basel, Switzerland. Photo on left: Adam dancing on The Willows stage Photo on right: Adam dancing now.

The Willows Class of 2010 College Acceptances Congratulations to the alumni from the Class of 2010 on their college acceptances: Biola University Boston University California State University, Monterey Bay Carnegie Mellon University Chapman University Columbia University Cooper Union for the Advancement of Science and Art Cornell University Fordham University Georgetown University Georgia Institute of Technology Hampshire College Indiana University John Hopkins University Lehigh University

Maryland Institute College of Art New York University Notre Dame University Oberlin College Pace University Pitzer College Pratt Institute Princeton University Reed College School of the Art Institute of Chicago Smith College Stanford University Syracuse University Tufts Universtiy Tulane University

University of Alabama University of Arizona University of California Berkeley University of California Los Angeles University of California San Diego University of Michigan University of Oregon University of Pennsylvania University of San Francisco University of Southern California Washington State University Washington Universtiy Wesleyan University Wilamette University

PRESORTED FIRST CLASS MAIL U.S. POSTAGE

PAI D LOS ANGELES, CA PERMIT NO.

Celebrating 19 Years of Innovation & Excellence

FPO

Bridges become frames for looking at the world around us�

-Bruce Jackson, Author