Under the Elm 2023

UNDER THE ELM 2023

Make Every Day Count

WELCOME TO THE INAUGURAL ISSUE OF UNDER THE ELM (formerly known as DayBreaks)

We are excited to launch this new publication to share stories and give you a glimpse into the Harford Day School of today. The title, Under the Elm, is inspired by the Harford Day School Camperdown elm trees which are recognizable symbols in our community. In this issue, we highlight the ways in which the School’s enduring core values — Empathy, Perseverance, Integrity, Community, and Growth (EPIC-G) are incorporated into all aspects of school life. These core values were identified by faculty and staff through several months of discussions, asking the essential questions: Who are we? What do we value as a school? The EPIC-G values were consistently identified as being essential to our mission. As a current or former parent, alum, or friend of the school, these stories will resonate with what you know and love about Harford Day School.

Empathy plays a crucial role in creating a positive and inclusive learning environment at Harford Day. It is the ability to understand and share the feelings of others, which allows our students to connect with their peers, teachers, and the wider community. You will read about how student-led discussions, also known as EPIC-G Conversations for Growth, have provided an opportunity for Middle School students to build empathy through community engagement.

Perseverance is an essential quality for success. It is the ability to persist in the face of challenges and setbacks, to work hard towards goals, and to overcome obstacles. Our teachers are lifelong learners, who work year round, perfecting their craft, often spending their free time (and summer breaks) learning new methods and techniques to help their students. You will read about the Science of Reading and the additional training all Kindergarten and Lower School language arts teachers have attended to learn best classroom practices for reading instruction, specifically training in the Orton-Gillingham method of reading instruction.

Integrity is an important quality for success at HDS and in life. It involves being honest, responsible, reliable, and maintaining a strong sense of moral and ethical values. You will read about the challenges children and adolescents experience as they learn to act with integrity.

Community is integral to the HDS experience. It refers to our network of students, teachers, staff, parents, grandparents, alumni, and friends whose shared connections provide us with wisdom and strength. You will read about one teacher’s educational journey to the American Southwest and how her experience has enriched the lives of her students.

Finally, Growth, whether academic, personal, or social, is an essential aspect of the learning experience at HDS. You will read about the remarkable growth of our Preschool, a highly sought after program known for nurturing our youngest learners and preparing them for years of success at HDS and throughout their lives.

I hope, as you read this first issue of Under The Elm, you share in the pride we all feel for our students, faculty and alumni.

Go Blue. Go Green. Go Dragons.

Susan Bond Kearney HEAD OF SCHOOL

WELCOME TO THE BOARD OF TRUSTEES

Patti Dresher is a parent of two alumni, a current grandparent, and a past HDS Board member. She is currently President of the Board of Trustees of the Dresher Foundation. She is the co-founder and partner in charge of marketing for Katherine’s Keepers, a Bel Air firm which provides home care for senior citizens. Patti received a Bachelor of Science degree in Economics, with minors in Business and Psychology, from Towson University. She is also a licensed personal trainer, specializing in individual and group training, weight management, and nutrition.

Congratulations to Rachel Klein for joining the board as a full voting member. Rachel previously served as the alumni representative to the Board. Rachel Klein graduated from Harford Day School in 2001, before continuing her education at Roland Park Country School (‘05) and Boston University (‘10), where she competed for four years as a Division 1 lacrosse goalie. Rachel works in Commercial Real Estate as a Retail Specialist at KLNB, specializing in Retail Sales & Leasing. Rachel remains connected with many former Harford Day alumni, both socially and through her career. She has two alumni siblings, Marshall ‘95 and Sarah ‘97.

Sumi Yalamanchili is a parent of two current HDS students, an HDS alumna, and was selected as the HDS 2022 Graduation Speaker. Dr. Yalamanchili specializes in oral and maxillofacial surgery. She received her Bachelor of Science degree in Biology from Muhlenberg College and a Masters of Public Health from George Washington University. Dr. Yalamanchili went on to earn her Doctor of Dental Surgery from The University of Maryland. She completed her General Practice Residency at the Veterans Affairs Medical Center in Philadelphia, Pennsylvania.

PRESCHOOL PROGRAM GROWING

BY DIANE RUSSELL

Introduced in 2016-17, the Little Dragons program for 3-4 year-olds is thriving. With a waiting list for 2022-2023, maximum enrollment was increased from 14 to 16 to accommodate more students. After seven years, word is out that Harford Day has a preschool. Prospective parents are seeking what distinguishes our program from most daycare centers and preschools — highly qualified, collegeeducated teachers, less staff turnover, lower student to teacher ratios, an enriched curriculum within a broader school community, as well as added safety and security.

language, athletics, and a library. In a warm, safe, and developmentally appropriate atmosphere, the preschool program builds upon a child’s natural curiosity through the exploration of art, music, science, history, and the natural world. Themes are investigated from many angles through projects, field experiences, and dramatic play. Basic movement activities, indoors and outdoors, develop fine and gross motor coordination, teamwork, and problemsolving skills. According to Division Head, Molly Levis, P’07, P’09, P’16, “In Little Dragons we plant the seeds of their early learning. It’s amazing to see the growth in their social emotional skills from the beginning of the year to the end. The children learn the value of sharing and being a kind friend; this is the foundation for being a contributing member of the greater community.”

THE HISTORY OF EARLY LEARNING AT HARFORD DAY SCHOOL

Since the Covid-19 pandemic, local demand for preschool spaces has outpaced availability, and parents are seeking a high quality, long-term educational solution for their families. Demographics indicate that preschool demand will remain steady in the coming years. In a strategic move to capture unprecedented interest from mission-appropriate families and sustain overall school enrollment long-term, a second section of Little Dragons was added for 2023-2024. The program will now support 25 children with three full-time teachers and two associate teachers. A second class of K-Prep will be added for 2024-2025.

Unlike any other early learning program in the area, Harford Day School’s preschool program utilizes all aspects of the School’s 12 acre campus with specialized facilities for art, music, world

Harford Day School, the oldest independent school in Harford County, has offered Kindergarten since its founding in 1957 at a time when Kindergarten was not compulsory. Always an educational leader, in 1982, Harford Day began a four-year-old K-Prep class and, in 2016, the school expanded the program to include three-year-olds. Harford Day School is the only Pre-K through 8th Grade school in Harford County accredited by the Association of Independent Maryland-DC Schools (AIMS), and member of the National Association of Independent Schools (NAIS). The Preschool is also accredited by the Maryland State Department of Education (MSDE), an additional designation that has allowed HDS to better serve military families at Aberdeen Proving Ground through the Child Care Aware of America program.

The application deadline for fall 2024 is February 1, 2024. Contact Diane Russell, Director of Enrollment Management, to arrange a private tour or learn more.

“One of my favorite things about Harford Day is the fact that I can watch these little ones as they grow and continue to support them and engage with them as they move up through the grades. I can’t wait to see my first class of Little Dragons at their 8th Grade graduation — what an amazing and unique HDS experience!”

— Little Dragons teacher, Natalie Cullison, P’22, P’20

LIVING OUR MISSION IN MIDDLE SCHOOL

BY DEVIN WOOTTON

— HDS mission approved by the Board of Trustees in January 2022.

At Harford Day, learning is a joyful process. That clause is intentional and distinct from learning is joyful. Learning is not always joyful. Sometimes it is frustrating, hard, and even miserable. However, the process of learning is joyful. The good, bad, and everything in between come together and are reflected in the profound sense of joy known through accomplishment. I once worked under a head of school who strived to eliminate the word “fun” from lists of classroom goals. He used to say, “Learning isn’t supposed to be fun. Poor teachers work to make learning fun, good teachers work to make learning meaningful, great teachers work to make learning joyful.”

Joy is different from fleeting moments of happiness in that it tends to be deeper and more enduring. Playing a silly game in class may provide a fleeting moment of fun but by itself does not lead towards anything deeper or more enduring. However, when students play that game in conjunction with class activities of varying difficulty from studying for a test, completing a long project, or working with a group, they may then experience learning as a joyful process.

Understanding learning as a joyful process applies as much to our Harford Day EPIC-G values — Empathy, Perseverance, Integrity, Community, and Growth — as it does to Algebra and U.S. History classes. Middle school presents many opportunities for learning to live with integrity. Students are developing their independence, decision-making skills, and sense of identity. They are also beginning to explore their interests and passions. As a result, they are constantly redefining themselves and their relationships. This incessant change and shake-up provides relentless formative and summative assessments in character education.

Living with integrity is a big ask of children and adolescents. If we take a minute to empathize with their experience, we notice that acting with integrity often conflicts with their desire to please. Think of a sixth grade student who knows she is not supposed to cheat on her test but also knows her parents expect her to get good grades

while participating in after-school activities six nights a week. Or think of an eighth grade student who gets caught at the ping pong table when he is supposed to be in study hall; his mind is paralyzed because the honest answer means acknowledging he went against the expectations of a respected teacher. You could also imagine a seventh grader bad-mouthing a longtime friend to impress an exciting new one, or a child lying to a parent while trying to explain an impulsive decision.

The stakes tend to feel higher with character education. As parents and teachers, we may remember that a student has not yet mastered writing a solid thesis statement but too easily forget the same child is still learning to act with integrity. In class we expect students to learn from their mistakes, that is why teachers correct rough drafts. When a student lies, cheats, or steals, we take the same care to help them learn from that mistake and feel more rooted in our school values.

When students are held accountable for their actions, they learn their behavior has consequences, and they are responsible for the impact of their actions on others. This can help students develop a sense of empathy and moral reasoning as they learn to consider the perspectives and needs of others. These lessons are diminished when blame comes into the equation by either being too heavily inflicted on the student or by being shifted to third parties. Accountability is uncomfortable, and it should not be fun. It is important for parents and educators to work together to create a disciplinary approach that emphasizes learning and growth. This works best when consequences are natural and involve providing opportunities for students to reflect on their behavior and make amends, as well as providing support and guidance to help students develop the skills and values they need to make responsible choices in the future.

At Harford Day School, learning is a joyful process rooted in respectful relationships, strong traditions, and an innovative program that fosters confidence, imagination, curiosity, and engagement with the world.

THE SCIENCE OF READING Spotlight on Jessica Meerholz, HDS Learning Specialist

BY ASHLEIGH WILKES AND JESSICA MEERHOLZ

Educators continually learn and grow while staying abreast of current research and best practices in the classroom. One such area in which HDS teachers are expanding their knowledge is the science of reading, a body of research that has been collected over several decades. The science of reading states that there are five pillars to becoming a successful reader: phonemic awareness, phonics, vocabulary, fluency, and comprehension. In Early Childhood and primary grades, emphasis is placed on learning to apply phonetic principles to decode (read) and encode (spell) words. A common misconception is that the science of reading only focuses on phonics; however, that is not the case. In fact, language comprehension and word recognition go hand in hand to promote fluency in reading. Older elementary students focus more on morphology including base words, prefixes, suffixes, and syllabication in addition to their regular genre and novel studies.

Over the past few years, all Kindergarten and Lower School Language Arts teachers have attended week-long sessions during the summer that have provided further instruction on best classroom practices, specifically training in the Orton-Gillingham method of teaching

reading. The Lower School teachers all implement principles of the science of reading in their daily Language Arts lessons.

Teaching all children to read has become a passion for Learning Specialist, Jessica Meerholz. Mrs. Meerholz first joined the HDS faculty in 2015 as the School Librarian. She then spent four years in the Early Childhood building teaching in the Little Dragons classroom. During this time, Mrs. Meerholz received her certification in teaching with the Orton-Gllingham approach which included 60 hours of training and a 45 hour practicum. She then went on to receive her Structured Literacy/Dyslexia Interventionist certification through the Center of Effective Reading Instruction. She has also completed LETRS training, a comprehensive professional learning program designed to provide educators with knowledge to be literacy and language experts in the science of reading. Developed by Dr. Louisa Moats and leaders in the field of literacy, LETRS teaches the skills needed to master the foundational and fundamentals of reading and writing instruction — phonological awareness, phonics, fluency, vocabulary, comprehension, and written language. Mrs. Meerholz’s next endeavor will occur this summer as she begins her training to become a Certified Academic Language Therapist (CALT). A CALT receives specialized training to work with language based learning differences such as dyslexia and dysgraphia. Over the course of the next two years, Mrs. Meerholz will complete 224 hours of direct training in multisensory structured language instruction and 700 clinical teaching hours.

As a lifelong learner, Mrs. Meerholz truly lives the EPIC-G value of growth. HDS is extremely fortunate to have Mrs. Meerholz on the faculty. Not only does she enrich the lives of young readers, she also shares her wealth of knowledge and vast expertise with all of the HDS Language Arts teachers.

DIVERSE VOICES SPARK DEEPER LEARNING

BY LAFREDA SMITH

At Harford Day School, we believe that diversity is an indispensable component of educational excellence. Each day we are more intentional in our work to honor the dignity and worth of each person and respect a diversity of cultures, perspectives, and practices. Every culture brings its uniqueness to our school, creating a beautiful mosaic from which we learn, improve our awareness and knowledge of each other, and enrich our lives and relationships with those around us.

HDS’ initiatives are led by the Equity and Inclusion Council (EIC), consisting of representatives from each Division, the Head of School, the Assistant Head of School, and the Director of EI. The EIC’s mission is to create a culture of belonging where everyone is included, accepted, valued, and celebrated. We are working to create this environment through our support of our community, especially our students, faculty, and staff. Our core values, EPIC-G (Empathy, Perseverance, Integrity, Community, Growth) guide our initiatives in becoming a more equitable and inclusive community in a diverse society.

The EIC provides professional development (PD) for faculty and staff to stay abreast of best practices. PD workshops on a variety of topics have included understanding and supporting the LGBTQ+ community, creating culturally relevant curriculum and practices, and building stronger community relationships through shared connections. We continue to work on developing a culturally relevant curriculum that reflects the lived experiences and culture of people in our community and around the world. Some of the books we’ve used to guide us through this process are Culturally Responsive Teaching and the Brain (Zaretta Hammond) and Start Here, Start Now: A Guide to Antibias and Antiracist Work in Your School Community (Liz Kleinrock).

In addition to the PD provided, we created Candid Conversations, a forum to provide faculty and staff an opportunity to examine equity and inclusion topics more deeply. Topics have included antibias education, empathy, stereotype threat, and the impacts of hate and violence. To further understand the origins of hate and violence, we will be reading and discussing the book, Caste: the Origins of Our Discontents (Isabel Wilkerson), in the year ahead.

Our faculty has implemented information obtained through PD sessions in a variety of age-appropriate ways. In K-Prep, diverse cultures and types of homes from around the world are displayed in the dramatic play area to encourage students to imagine themselves in the broader world. In second grade, students studied the lives of indigenous people and then examined their own cultural heritage.

EPIC-G CONVERSATIONS FOR GROWTH

In addition to supporting students through the curriculum, we have created a middle school forum, EPIC-G Conversations for Growth, which provides a safe, conversational opportunity for Middle School students to discuss topics, voluntarily, that affect their everyday lives, their community, and society as a whole. Students choose the topics and facilitate the discussions under the guidance of a faculty liaison. Each discussion begins with a slide presentation providing some basic information on the topic followed by discussion questions that act as a guide for their conversations. Faculty are present during all discussions to maintain a safe and respectful environment. Topics discussed have included climate change, LGBTQ+, autism, ADHD, and gun violence. Faculty wrapped up the year with a group discussion in May (Mental Health Awareness Month) about mental illness, focusing on depression and anxiety. These group discussions have provided an outlet for our students to discuss with their fellow classmates, topics that are affecting their life at home and at school. Many students have embraced this forum as a supportive outlet to share their feelings and fears about real topics of concern to them. It has also provided an opportunity for students to build empathy through community engagement.

In Middle School this year students worked with a variety of texts in English class including Long Way Down, Raisin in the Sun, and Anything but Typical that have allowed for discussions of diversity, justice, and empathy. In addition, they studied class, gender, physical differences, and equality sparked by Macbeth, The Miracle Worker, and The Giver. These texts allow middle schoolers to encounter protagonists from a variety of backgrounds and to consider a range of perspectives. This work inspires and motivates us to continue to examine curriculum and practices for cultural relevance, and reminds us of its importance in the education and growth of all children.

JEAN ANDON FACULTY PASSION PROJECT Touring the Southwest with Mrs. Downey

BY KRIS DOWNEY

I am so grateful to have taken an amazing trip to Arizona through the generosity of the Jean Andon Faculty Passion Project. Because of this opportunity, my family and I — including my dad, husband, and three children — were able to visit some of the most beautiful places in our country. I will be forever thankful for this experience.

We began our trip in Tucson, where we visited Sabino Canyon, Colossal Cave Mountain Park, and Saguaro National Park. My dad was the only one out of the six of us who had been to this area, and he was excited to share it with us. We could not believe the cacti that were EVERYWHERE. It was so beautiful, but a different ‘beautiful’ than most of us had ever seen. We saw flowering cacti and learned that they are pollinated by bees, bats, and white winged doves. We went horseback riding at sunset, ate delicious Mexican food, and swam in a beautiful pool with the Santa Catalina Mountains as our backdrop. It was monsoon season when we were there, so we saw the weather rapidly change from one gorgeous sky to another. We did experience rain, but it was short-lived each day, and it never stopped us!

Recently, we discovered that we now own land in Rio Rico, which is about an hour drive from Tucson. We added this stop to our trip and discovered that we did NOT strike it rich; however, it was a fun adventure where we realized we were nine miles from Mexico. We traveled through border patrol, and had some of the best food we had ever eaten.

After a few days in Tucson, we traveled four hours to Sedona. We stopped at Goldfield Ghost Town in Apache Junction where we took a short break, tasted prickly pear cactus fudge, and enjoyed the sights. We also posed for an Old West family photo, which was a fun way to experience the town. We continued our drive, observing

changes in vegetation; we could not believe our eyes when we began to see the stunning red rocks of Sedona. It truly took my breath away; I had never seen anything like this majestic part of our country. While we were in Sedona, we hiked, learned about buttes, mesas, and plateaus, slid down a natural water slide at Slide Rock, and went kayaking on class two rapids in Cottonwood. We took a “Pink Jeep” tour through Diamondback Gulch, where we saw petroglyphs and pictographs dating back to 2000 BC. We also learned about the javelina and its diet of prickly pear cactus. Our new knowledge of this interesting animal, also called collared peccary, drove us to search for this southwestern mammal. Unfortunately we never saw one, but we did buy a stuffed javelina that is now Mrs. Downey’s “class pet!” We also went on a “vortex tour” that took us to Rachel’s Knoll, Sedona Peace Park, and Amitabha Stupa. According to visitsedona.com, a vortex is described as a “swirling center of energy…conducive to healing, meditation, and self exploration… especially alive with energy.” We believe we felt this energy, and we learned so much more about the history of this area.

After spending a few days in Sedona, we took a day trip to The Grand Canyon. We wish we had more time there. It was overwhelming to say the least! While there, we went on a tour with our Navajo guide, Jerry Lefthand. He told us all about the beautiful canyon and about the history of his people. When I asked him what he would like my First Graders to know about his people, he said that the Spaniards gave them the name “Navaja” which means knives. He then explained that they no longer want to be called Navajo. They would like to be called “Dine” which means “the people.”

He also shared with us more of his language and told us about his life growing up. We were so fortunate to have such a wonderful, open, and knowledgeable tour guide!

Sadly, after all these amazing experiences, we had to return to Phoenix to fly home. It was hot and dry, and we had some ups and downs along the way; however, I was not ready to leave this beautiful place.

We study the country of Mexico in First Grade, and I was able to share my newfound knowledge of the Southwest with my students. We got excited together about the javelina, the prickly pear cactus, the differences in the land and the weather, and the delicious Mexican food. My students saw pictures of the Southwest to help them understand geographical differences between Maryland and Arizona. I was also able to use my experiences and love of the area to help my students get excited about writing. I modeled a personal narrative about my Arizona trip and encouraged them to write a personal narrative about something they love. I wrote a diamante poem about Arizona to inspire them to write their own poems. Finally, I read stories written by and about Native Americans to help my students see that there is a whole world of diverse history and experiences that they can begin to enjoy and appreciate.

I will forever be grateful for the opportunity given to me because of the Jean Andon Faculty Passion Project, for my experiences in Arizona, and for the opportunity to share them with my students.

Faculty/Staff

Students

Trustees

CAMPUS MASTER PLAN

Parents

Early this winter, Harford Day School partnered with Hord Coplan Macht (HCM) to develop a Campus Master Plan. HCM has spent the past 5 months studying current space utilization and meeting with school leadership, parents, students, and trustees to identify academic, programmatic, and extracurricular priorities and a future vision for the School. Interactive design workshops allowed members of all of these constituencies to problem solve and share short and long term input for consideration in planning.

Using all of the data gathered, HCM developed and presented several preliminary options for the Board’s consideration. The plans will be further refined over the summer and presented in a final format at the Board’s first meeting in September.

FACULTY & STAFF MILESTONES

Each year at our End of School Year luncheon, we honor faculty and staff milestones of dedicated service to Harford Day School.

20 Years Service 10 Years Service 5 Years Service

Deborah Bedsaul

Donna Peck

Ashleigh Wilkes

Kimberly Norris Jacquelyn Alascio

Nicholas Attanasio ’92

Natalie Cullison

Jacqueline DeMarco

Tracey Lyon

Pei Hu

Andrea Sarsfield

Tara Scrocca

Interactive design workshops allowed members of all of these constituencies to problem solve and develop short and long term scenarios.

20 Years (left to right) Donna Peck, Deborah Bedsaul, and Ashleigh Wilkes

10 Years (left to right) Kimberly Norris pictured with Susan Kearney

5 Years (left to right) Tara Scrocca, Jacquelyn Alascio, Nicholas Attanasio ’92, Natalie Cullison, and Andrea Sarsfield

HDS HAPPENINGS

1. HDS students enjoying a cool treat after The Founder’s Day Assembly.

2. Mrs. Kearney leading the Annual Turkey Tango.

3. Early Childhood Pre-School Sing-A-Long.

4. Mrs. Kearney reading to the Little Dragons.

5. Fall Athletics Assembly.

6. Ms. Creighton’s 2nd Grade class celebrating 100 Days of School.

7. Holi celebration, a Hindu celebration for the beginning of Spring.

8. Fiesta Carnaval celebration.

9. The 2nd Grade class performance of Wackadoo Zoo.

10. Congratulations to the Boys’ Basketball Team for winning the BAC/KSDS 2023 Boys “A” Championship.

11. Martin Luther King, Jr. Service Learning Project.

12. Grandparents and special friends visiting Mr. Nelson’s History class.

13. Annual 8th Grade vs. Faculty/Staff Basketball Game.

14. Eighth Grade student presenting her Capstone Project on American Sign Language.

15. The 4th Grade class performance of JukeBox Time Machine.

16. 1st Grade performance of Bugs!

ALUMNI HAPPENINGS

On January 22nd alumni gathered at Steelefish Grille to reconnect and reminisce about their days at HDS.

1. Su Harris, Lauren Walker Hill ‘98 , Jen Renjel ‘98, and Susan Kearney.

2. Jake Klein, Jeff Harloe, and Matt Dewlin from the Class of 2001.

3. Patti Wade, Alumni Parent, Susan Kearney, and Parker Mitchell ’77.

4. Lee Pine, Lauren Walker, Margot Wohl, and Rachel Klein from the Class of 2001.

5. Lauren Walker, Margot Wohl, Rachel Klein, Lee Pine, Hutch Tower, and Shril Amin ’01.

6. Señora Leslie Bowen, Su Harris, and Sarah Klein ’97.

What did you love about your time at HDS? Do you still keep in touch with your classmates? Were you on the Blue Team or Green Team?

We love hearing from our Alumni! Please send us your updates so we may stay connected with you!

Go to www.harfordday.org and click on Alumni Updates at the top of the webpage.

If you would like to get involved with class events, please contact Lauren Milan at 410-809-2402 or lmilan@harfordday.org. CONTACT US

ADVANCEMENT EVENTS

On Monday, May 8th, Harford Day School hosted our 31st Annual Golf Tournament, 3rd Annual 5K & 1 Mile Fun Run, and 1st Annual Pickleball and Tennis Tournaments.

The golf tournament is held each year in honor of a very close friend of HDS, Mr. Gary M. Jastrab. Gary’s contributions to the school were endless and had a profound effect on all who knew and loved him. Gary played in Harford Day’s golf tournament for 16 years. His son, Greg Jastrab ’97 carries on the tradition; he is a current parent of three children, a dedicated events committee member, and an avid golfer.

Through the generosity of supporters like you, we raised over $120,000 for the Blue & Green Fund. The Blue & Green Fund is an essential component of the School’s annual operating budget; contributions to the fund have a direct impact on teaching and learning at HDS.

We are grateful for all of the support we received to make this day a huge success for Harford Day. Over 500 people participated in the day’s events, which underscores the broad community support for our school. The HDS spirit, energy, sponsors, and participants made it a memorable community wide event.

If you would like to get involved, sponsor an event, or assist with planning events, please contact Director of Advancement, Lauren Milan at 410-809-2420 or lmilan@harfordday.org. Go Blue. Go Green. Go Dragons.

ADVANCEMENT

THANK YOU, LEAD SPONSORS

DRAGON DRIVE 1st Inaugural Dragon Drive

WHO: All Harford Day School families were invited to participate in the 1st Annual Dragon Drive!

WHAT: The Dragon Drive was a class competition between all grade-levels created to boost current family participation in the Blue & Green Fund. The competition was designed to build momentum for the Blue & Green Fund while educating our students and families about the importance of philanthropic giving.

WHEN: The Dragon Drive kicked-off on Monday, May 22nd and ended Friday, June 2nd.

WHERE: The Dragon Drive was an online two week-long competition inspired with special guest appearances at school during drop-off and pick-up.

WHY: The Blue & Green Fund provides critical unrestricted financial support for the School’s operating expenses. The Blue & Green Fund unites the entire school community behind the common goal of supporting our students. High participation is an important vote of confidence, a fundamental sign that parents and other donors believe in the School’s mission. The level of participation in the Blue & Green Fund can also have an impact on gifts from outside sources; most foundations consider parent participation rates before granting funds.

Support of The Dragon Drive was bolstered by guest appearances from our parent volunteers, students, and Dexter. Dexter greeted all families with a smile, high fives, and Blue & Green photo opportunities. All grade levels demonstrated their competitive drive to win 1st place by reaching 100% total participation.

The Dragon Drive increased parent participation almost 40% to an all-time high of 63%, and raised over $14,000 from 100 donors. Thank you to our parent volunteers for planning and educating others on the importance of giving back to HDS. Thank you to all who contributed to the Dragon Drive for your generosity. Your support matters, and gifts of all sizes enable us to carry out the HDS mission.

If you would like to learn more about the Blue & Green Fund or additional giving opportunities, please contact Lauren Milan, Director of Advancement, at lmilan@harfordday.org or 410-809-2402.

AWARDS CEREMONY

Congratulations to all Award Recipients

1. Congratulations to all of the 2023 Award Recipients.

2. Mrs. Kearney presenting the Sara W. Brumfield Award to BJ Simmons and Lila Plescia.

3. Mr. Wootton presenting the Academic Excellence Award to Lila Plescia.

4. Mr. Wootton presenting the Middle School Faculty Award to Leo Krimsky and Caroline Meerholz.

5. Mr. Wootton presenting the Citizenship Award to Luke Boyle and Corinne Vatenos.

6. Mrs. Kearney presenting the EPIC-G Empathy Award to Liz Attah.

7. Mrs. Kearney presenting the EPIC-G Perseverance Award to Seema Shukla.

8. Mrs. Kearney presenting the EPIC-G Integrity Award to Will Hart.

9. Mrs. Kearney presenting the EPIC-G Community Award to Ella Neuberger.

10. Mrs. Kearney presenting the EPIC-G Growth Award to Quinn Haisfield.

MOVING UP CEREMONY

On this special day, all students participate in a ceremony welcoming them to their next grade level. The Moving Up Ceremony is a long standing HDS tradition which takes place after the Awards Ceremony.

GRADUATION 2023

On June 9th, the skies cleared, allowing us to celebrate the Class of 2023 at our traditional outdoor graduation ceremony. Board President, Dr. Dennis Kurgansky and Head of School, Susan Kearney presented thirty-nine graduates with their Harford Day School diplomas.

CLASS OF 2023 STUDENT SPEAKER, RYDER WHITE

Ryder White was selected by his classmates to be the student speaker at Graduation. Ryder reflected on his time and experiences at HDS. Ryder was also one of the recipients of the Athletic Excellence Award, and the Chinese and Mathematics Awards.

Ryder was also selected as a Class of 2027 Carroll Scholar at The John Carroll School where he will begin in the Fall. The Carroll Scholars were selected based on their high school placement test scores and strong middle school academic performance. Potential candidates were selected from hundreds of prospective students invited to apply for the scholarship. All applicants undergo a rigorous screening process, including an interview with school administrators. Among this pool of elite students, Ryder was one of 14 students selected from the incoming Class of 2027 to receive the School’s highest merit-based scholarship. Many congratulations to Ryder for being awarded with such a high honor at JCHS!

CONGRATULATIONS TO THE CLASS OF 2023!

Elizabeth Mae Akosua Attah

Logan Thomas Bartenfelder

Siena Elizabeth Bauer

Nicholas James BelBruno

Luke Ryan Boyle

Amber Elizabeth Congdon

Shane Nicholas Covey

Alina Beatriz De Jesús Acosta

Robert Louis Faby

Luke Edward Fistler

Natalie Marie Garner

Emily Kathryn Giordano

Quinn Kellagher Haisfield

Isabell Grace Hammond

William Thatcher Terry Hart

Michaela Jean Hipley

Devin Audrey Jablon

Lachlan Kazi

Leo Stephen Krimsky

Daniel M. Makkawi

Andrew Patrick Maynard

Aidan Michael McGonigal

Caroline Sue Meerholz

Ella Dorothea Neuberger

Cheho Abigail Park

Lila Hope Plescia

Sarajane Elizabeth Roarty

Lincoln Richard-James Sagliani

Seema Ami Shukla

William Paul Simmons Jr.

Clare Ellen Spencer

Tyler Kenneth Sulkowski

Jacob Robert James Van Metre

Corinne Rose Vatenos

Solomon Amari Venters

James David Westervelt

Ryder Jackson White

Jackson Andrew Wiles

Emily Anne Wilkes

Ryder White ‘23 addressing his fellow graduates.

Graduates from the Class of 2023.

Empathy. Perseverance.

Integrity. Community. Growth.

CLASS OF 2023 COMMENCEMENT ADDRESS, MISS MEGHAN LEVIS, ‘09

Meghan Levis is a former Harford Day Dragon and green team captain who graduated with the class of 2009. After HDS, she attended Notre Dame Preparatory School, where she discovered her passion for leadership and community service. She graduated from NDP in 2013 as the student body president and was awarded the NDP Medal for excellence and leadership. She went on to pursue a career in pediatric nursing, graduating from the University of Maryland School of Nursing in 2017 with a Bachelors of Science in Nursing. Upon graduation, Meghan joined The Johns Hopkins Hospital working as a pediatric cardiac and transplant nurse. In 2022, she was nominated and selected by the Pediatric Department of Nursing for the Professional Practice Model Award representing her commitment and exceptional service to pediatric nursing. She was also nominated and selected by the Pediatric Residency Department for the Duane Herbel Distinguished Nurse Award recognizing her leadership and commitment to maintaining a positive nurse-resident relationship within the medical team. Meghan looks forward to continuing her nursing career by being a strong patient advocate and evolving as a nurse leader.

We want to extend our sincere thanks to Meghan for also taking the time to come to campus to get to know this year’s graduating class. Thank you for your time and continued commitment to Harford Day School.

Upon being selected as this year’s commencement speaker, Meghan came to campus multiple times to get to know the graduating class. Meghan enjoyed learning about all 39 graduates and also noted “They highlighted how much they loved the small close-knit community, the meaningful relationships they have made with their classmates and teachers, the feeling of being a ‘family’, and the inclusivity shown by everyone at HDS.” During her speech, she stated “I realized that the overarching theme aligned very closely with Harford Day School’s current motto of EPIC-G, which stands for empathy, perseverance, integrity, community, and growth.”

In closing, Meghan shared “To the rambunctious, funny, kind group of 39 students, who I had the privilege of meeting just a few months ago, and whom I’ve witnessed the qualities of empathy, perseverance, integrity, community, and growth; I challenge you all to take these qualities that Harford Day School has instilled in you onto your high school journey. Know that HDS has prepared you to succeed and flourish on your next adventure. Seek out the opportunities to grow and to learn. Challenge yourselves and hold yourselves accountable for working hard to reach the goals you set for yourself. And remember every moment from here on out is leading you to something so much bigger! Congratulations Class of 2023! And let’s go GREEN TEAM!”

Molly Levis, Early Childhood Division Head and her daughter, Meghan Levis, ‘09

Sammy Bowen ‘12 and Meghan Levis ‘09.

Dr. Dennis Kurgansky, Mrs. Susan Kearney, Mr. Devin Wootton, Mrs. Lauren Milan, and Ms. Meghan Levis.

GO BLUE. GO GREEN. GO DRAGONS.

1. James Westervelt ‘23, Abby Cullison ‘20, Anna Westervelt ‘20, and HDS friend.

2. Josie Bianco, Sam Cullison, and Brooke Bartenfelder from the Class of 2022.

3. The Green Team cheering on their team.

4. Students running the halls getting excited to watch the Blue & Green Games.

5. The Blue Team cheering on their team.

6. Ginger Roarty, Abby Cullison, and Anna Westervelt from the Class of 2020.

SUMMER smARTS PROGRAM

Harford Day’s summer programs are offered for ten weeks from mid June to late August. The programs serve children from age three through entering 5th Grade, as well as limited options for Middle and High Schoolers.

Registration opened on January 1st and filled quickly. A second section was added to accommodate all of the Early Childhood, 1st, and 2nd graders who were interested!

We are having a summer full of fun, adventure, and learning with our current program partners:

Black Rocket

Science Guys of Baltimore

Perfectly Me Superheroes

D’s Magic

Chef Egg

Chess Wizards

Abrakadoodle

Steam Quest Kits

Dynasty Sports Academy

Wildlife Adventures

For more information on our Summer smARTS Program, please contact Janelle Schmidt at jschmidt@harfordday.org.