A Year in Review | 2019-2020 at UCLA Lab School

A YEAR IN REVIEW 2019-2020

TABLE OF CONTENTS PRINCIPAL'S MESSAGE

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PUBLIC ENGAGEMENT

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RESEARCH

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AWARDS & PUBLICATIONS

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EQUITY, DIVERSITY & INCLUSION

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FINANCE

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PHILANTHROPY

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BOARD OF ADVISORS

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FAMILY SCHOOL ALLIANCE

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VOLUNTEER SUPPORT

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UCLA Lab School promotes children’s voices in a diverse, democratic learning environment where we listen to and develop different perspectives so we may use our hearts and minds to make a positive impact in the community, the city, and the world.

Dear Friends, This year we were reminded of the essential importance of breath and what it means to be without it. Whether from seeing the effects of Covid-19 on a patient's lungs, witnessing the knee of a white police officer on a Black man's neck, or feeling the impact of climate change on the air around us, once again we faced the truth that inadequate leadership, systemic racism, and a torn social fabric keep many people from being able to breathe freely and live fully, as is their basic human right. As educators who work with young people, we know the future can be different. When we talk to students, so many of them tell us about the importance of empathy and being open to new ideas. In their 2020 culmination ceremony, our most recent graduates attested to this. Here are just a few of their reflections: "UCLA Lab School is a school of perspective." - June "I have an open mind to be inclusive to everyone." - Ashley "The thing I love about the Lab School is any question, thought, or idea is included.

Teachers put a lot of effort into it." - Darian As a laboratory school, we are working toward a more equitable and just society through education. Diversity is the breath and lifeblood of this work. Researchers Sheen S. Levine and David Stark have said, "Diversity is like fresh air: it benefits everybody who experiences it." Their work has shown that "When surrounded by people 'like ourselves,' we are easily influenced, more likely to fall for wrong ideas. Diversity prompts better, critical thinking. It contributes to error detection. It keeps us from drifting toward miscalculation."

At UCLA Lab School, we have diversity in our mission. Our teaching, research, and public engagement programs live and breathe precisely because they draw on a diverse community of learners. We commit to diversity for this reason and because we know it empowers students and improves cognitive development for all. Being educated in a diverse environment helps children learn critical thinking and problem solving. It opens their world to different viewpoints. We back up our commitment to diversity by investing our resources to support families. In the 2019-2020 school year, we invested $3.1 million for this purpose. We provided tuition support to the families of 40% of our students, more than twice the rate at neighboring independent schools.

We achieved this through the extraordinary generosity of our donors and in spite of the many challenges of life amid a global pandemic. I am so grateful to everyone who has contributed.

Forward-thinking organizations look to improve their diversity. We already have it. Our challenge is to invest in the conscious nurturing that unleashes its true potential. I am pleased to share this report highlighting some of what we accomplished together in the 2019-2020 school year. I hope you will join me in taking pride in this work and in our continuing efforts as a community dedicated to democratizing opportunities for all.

In partnership,

GEORGIA ANN LAZO Carol L. Collins Principal's Chair

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PUBLIC ENGAGEMENT UCLA Lab School educators are at the forefront of their profession, working to build knowledge and explore innovative ideas with colleagues from around the city and the world.

INQUIRY COLLABORATIVE WITH 15TH STREET ELEMENTARY SCHOOL

PARTNERSHIP WITH THE COTSEN FOUNDATION FOR THE ART OF TEACHING

UCLA Lab School and 15th Street Elementary

The Library of Congress’ Teaching with Primary

School (LAUSD Local District South) completed

Sources Consortium is a nationwide network of

the second year of a three-year innovative

partners who facilitate use of the Library's vast

research and development partnership called

collection of primary sources in K-12 inquiry-

the Inquiry Collaborative. The project brings

based teaching and learning. As a member of

together diverse perspectives on how to

the Consortium, the Cotsen Foundation for the

implement inquiry-based teaching and learning

Art of Teaching partners with UCLA Lab School

to maximize every child's learning potential. In

to create professional development

the second year, teachers planned and taught

opportunities for educators from throughout

and observed each other at their respective

Southern California. In a series of hands-on

schools. They implemented aspects of an

teacher workshops at the Lab School, Cotsen

inquiry approach with students, including

fellows and mentors investigated how they

questioning, creating learning experiences,

might use some of the tenets of inquiry to

engaging in research, and taking informed

encourage curiosity, conversations, critical

social action. The teachers met regularly to

thinking, and questioning in their classrooms.

reflect on their experiences and observations

They observed Lab School classrooms and

and provided peer critiques and support. In the

learned to identify primary sources that can

project's third year, postponed until the Covid-

enhance their curriculum and provide their

19 pandemic subsides, the group plans to build

students with meaningful learning experiences.

on their progress at 15th Street Elementary School and expand the role of its inquiry planning team to design in-house professional development. They also will share findings and insights with students and families in the two schools and the broader community, including interested educators across Southern California.

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UCLA CENTER X MATHEMATICS PROJECT IN LAUSD SCHOOLS Demonstration teachers from UCLA Lab School worked with the UCLA Mathematics Project and the Los Angeles Unified School District (LAUSD) to mobilize K-12 educators to strengthen mathematics teaching and learning through Cognitively Guided Instruction (CGI). Under the umbrella of the UCLA Center X initiative, Lab School demonstration teachers worked with educators in the San Fernando Valley, Eagle Rock, and West Los Angeles. They coached the teachers in using the CGI approach. Using CGI, teachers start with what children already know about math and build on it to move them toward deeper levels of understanding. Teachers listen to students, ask questions, and engage with their thinking.

ONSITE EDUCATOR DAYS A series of on-site workshops brought educators to UCLA Lab School from across Southern California to learn about the school’s innovative pedagogy and collaborative approach to teaching and learning. Four sessions offered guided observation and instructional planning: - "Cognitively Guided Instruction for Mathematics, Counting Across the Grades" - "Cognitively Guided Instruction for Mathematics, Problem Solving" - "Encouraging Inquiring Minds" - "Teaching with Primary Sources"

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PEDAGOGICAL DOCUMENTATION IN INQUIRY-BASED TEACHING AND LEARNING

REOPENING SCHOOLS AMID COVID-19, FROM THE EYES OF EDUCATORS AND CHILDREN

From 2017-2020, demonstration teachers at UCLA Lab School conducted an action research project investigating the practice of pedagogical documentation by teachers and students.

Pedagogical documentation originates in the Reggio Emilia approach to education.

It involves recording the teaching and learning process and sharing it as a resource within the classroom and for communicating with external audiences.

“Using Pedagogical Documentation to Enhance Inquiry-Based Teaching & Learning: The Power of Reflective Practice for Teachers and Students” summarizes what the team learned from their research. Among the findings, there was compelling evidence that documentation is an important tool that supports students in developing a habit of reflection that stimulates curiosity and questions, enhances critical thinking, and deepens understanding. The research team offers their work so that teachers in other school contexts may consider possible implications for use of pedagogical documentation to promote active learning and reflection in their classroom communities. The practitioner brief will be published in Fall 2020.

In March 2020, Covid-19 forced schools throughout the United States to make a rapid shift to remote teaching and learning in a matter of days. For the 2020-2021 academic year, schools are faced with designing plans to reopen under multiple restrictions that require school site administrators to alter standard operations. State and county health guidelines have been useful, yet little is known from school site leaders, parents, and students about how best to implement the guidelines and what is needed to optimize a smooth reopening for students, their families, and teachers.

Based on a three-week UCLA Lab School pilot program conducted in July 2020, “Reopening Our Schools: From the Eyes of Our Children and Educators” draws on observations and verbal and written feedback to share the voices and views of students, educators, parents, and caregivers as they implemented public health guidelines designed to mitigate the effects of Covid-19 in a school setting. The brief is intended to be of public service in support of the re-opening of schools.

ENVIRONMENTAL AND CLIMATE CHANGE LITERACY PROJECT AND SUMMIT (ECCLPS) The Environmental and Climate Change Literacy Project and Summit (ECCLPS) was born from a vision for California schools to graduate 500,000 environmentally literate climate “warriors” every year. In December 2019, the University of California and California State University systems brought together scientists, politicians, school administrators, and teachers to draft a plan for their teacher education programs to dramatically expand opportunities for students to learn about climate change and take part in effective solutions. UCLA Lab School expressed the student perspective through a performance by the Voices of Action choir and the creation of conference table centerpieces that the students made from upcycled materials.

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“Young people are the key,” said Marcelo Suárez-Orozco, then Wasserman Dean of the UCLA Graduate School of Education and Information Studies and ECCLPS steering committee co-chair. “As we saw in the recent climate strikes, the advocacy and sense of urgency of young people can make a tremendous difference. We must expand opportunities for every student to learn about climate change and act on what they learn to benefit the common good.” For a report from the summit, see: “Achieving Climate Stability and Environmental Sustainability.

RESEARCH UCLA Lab School research involves partnerships with researchers, schools, and communities at the school as well as across Los Angeles. Research projects are coordinated by the CONNECT research center and chosen so that they benefit the Lab School community as well as Los Angeles and broader educational communities.

98 Research Projects | 68 Publications | 13 Dissertations from 2005-2020 Note: In March 2020, the effects of the Covid-19 pandemic necessitated the pausing of all CONNECT research projects and greatly impacted multi-year studies. This report summarizes learnings from work conducted before the March closing and from a summer 2020 project conducted remotely. We are following UCLA guidelines related to when this research is allowed to continue.

DOCUMENTING REMOTE TEACHING Focus: Demonstration teachers at UCLA Lab School began teaching remotely in March 2020. The CONNECT research team conducted 25 teacher interviews over Zoom in June and July 2020. The goal of the interviews was to document and share the different ways teachers adapted their instruction for the remote context as a way to support continued conversation and share expertise among their community. In response to a series of questions, teachers described their lessons in one content area before the move to remote instruction, shared examples of how they adapted lessons in that content area for remote instruction, and reflected on what seemed to work well when teaching remotely.

Findings: The research team identified common topics addressed in the examples of how teachers adapted instructional approaches and curricula for remote teaching and learning. The examples were rich and powerful. A summary was created for teachers and administrators to use in planning remote instruction for the start of the 2020-2021 school year.

To create continuity after the move to learning, teachers built on work they had started before the closure and found ways to take advantage of the remote situation. One example was a student-centered project begun before the pandemic and involving a slug that students had been observing. The students researched the effects of various foods on their subject, “Sluggy,” using three types of evidence. They discussed findings, made predictions, and proposed alternative conclusions. As summer neared, it was getting hot, and Sluggy had babies that were having their own babies, so the children decided to release Sluggy back to where it was found on campus. The teacher went to the school and shared the release of Sluggy through her computer screen so the children could have closure and say goodbye. Another example involved students virtually travelling around the world over four weeks. This included some deeper inquiry into the home countries of fellow students. The class used videos to explore the culture, music, and food of various countries, such as Sri Lanka, China, and Cambodia, fostering student curiosity about one another and the world.

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TEACHING SCIENCE & MATHEMATICS THROUGH PLAY Focus: Begun in 2018, this project explored the use of innovative play–based learning to teach complex science and math concepts to early elementary students. Primary demonstration teachers and post-doctoral scholar Christine Lee co-designed a play-based science and math unit on interdependent relationships in the marine ecosystem. Students chose marine roles and created costumes to depict underwater inhabitants such as plankton, kelp, whales, sea urchins, and sea otters, and learned about their roles within an underwater kelp forest. The students then played as their chosen role in the deep underwater kelp forest to better understand their contribution to a balanced ecosystem.

Findings: Pre and posttests showed significant learning in students’ understanding of the interdependent nature of marine species needed for a thriving ecosystem. Students displayed learning of spatial relations skills as they used size and dimension to represent the kelp forest ecosystem. The students grew passionate about preventing humans from disrupting marine life. They used art to create a sculpture of the kelp forest using plastic waste, and they created informational pamphlets to share with their school community. Learning through play supported students to learn beyond what would be expected at this age group and enabled teachers to further understand how to use play to support learning. To build on sharing this work in the 20192020 school year, Dr. Lee was hired by CONNECT for 2020-2021 to provide guidance and expertise to Lab School faculty for developing play curriculum for their classrooms and document their work in blogs that will be published on the CONNECT website to share with other educators.

USING PEDAGOGICAL DOCUMENTATION TO ENHANCE INQUIRYBASED TEACHING AND LEARNING Focus: Teachers from the EC through Upper levels partnered with postdoctoral scholar Nicole Mancevice for a multi-year teacher action research project on pedagogical documentation. The purpose is to study the role of pedagogical documentation on student reflection and teacher decision-making as part of inquiry instruction in an elementary school setting. “How did you solve the problem?” “Why did you use that strategy?”

“What are my next steps based on what I learned today?” From EC through Upper levels, students are asking their peers questions about the process of learning, and they’re reflecting on their own learning process. Both students and teachers are documenting the students’ thinking in writing, sketches, and recordings.

Findings: In the course of the study, teacher and students improved on their abilities to reflect on the process of learning during inquiry. Results led to revising the school “best practices” guide to address alignment between documentation and formative and summative assessment practices. For example, teachers found that authentic purposes for students’ recording their thinking as well as opportunities for students to reference their own notes and sketches to be critical for documentation during inquiry. Dr. Mancevice worked with Lab School faculty to create a research brief describing their methods and findings to share with educators, which will also be shared on the CONNECT website.

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DEVELOPING ROBOTS TO BE COMPANION LEARNING TOOL FOR EARLY LITERACY AND LANGUAGE LEARNING Focus: UCLA Graduate School of Education & Information Studies Professor Alison Bailey and her team are leading a research and development initiative that focuses on the design and implementation of social robots for the teaching of reading and literacy skills for young children. Such robots are programmed to understand child input, provide evaluation information to teachers on children’s reading and literacy levels, and adapt response questions and teaching approaches to promote steady learning and improvement. This new National Science Foundation-funded project aims to improve the ability for machines like Jibo to understand the speech of children so that they can inform educational applications in the crucial areas of oral language and early literacy instruction. Dr. Bailey’s work represents hundreds of hours of preparation (such as training researchers, scheduling) and sessions with students. The project will start again when the Lab School resumes in-person learning.

DOCUMENTING NEURAL CORRELATES ON CHILDREN’S PERSISTENCE, ENGAGEMENT, ATTENTION, AND SELF-REGULATION Focus: Bringing together developmental, educational, and neuroscientific perspectives, this study led by UCLA Graduate School of Education & Information Studies Assistant Professor Jennie Grammer and her team seeks to understand the neurocognitive mechanisms that contribute to children’s self-regulation and persistence in school. Specifically, the project seeks to examine children’s attentional focus and persistence on tasks they find challenging by exploring the neural markers of response monitoring using Electroencephalography (EEG). In doing so, the hope is to explore the brain and behavioral processes that children engage in during challenging tasks and the effects on their academic skills.

Findings: Early findings show the persistence of female subjects over males across age and income demographics. Overall, these findings provide evidence that gender socialization may be influencing the development of skills related to academic success, such as executive functions and persistence. Further work is needed to investigate whether these skills may be observed differentially depending on the context of the student and what underlying mechanisms support the relation between context and behavior. Dr. Grammer and her team began a deeper analysis of children’s brains during learning incorporating wireless EEG caps for a science module as part of the UCLA Lab School Extended Day Program activities. This marks new work as students were wearing wireless EEG caps while in a classroom setting with science curriculum and not one-on-one with a researcher. Many hours were spent recruiting students and gaining consent for them to be tested in the fall of 2019, and by February nearly half of the study was completed before it was paused by the pandemic. This work will resume when research is again possible at the school.

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AWARDS & PUBLICATIONS UCLA Lab School was featured by: USA Today ELLE France Magazine UCLA Ed&IS Magazine Formative Assessment in the Disciplines: Framing a Continuum of Professional Learning Pulitzer Center of Washington, D.C California Coastal Commission NPR Student Podcast Challenge Palisidian Post Spectrum News 1 UCLA Graduate School of Education & Information Studies Webinar

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“More US schools teach in English and Spanish, but not enough to help Latino kids,” a USA Today article published on May 23, 2020, features the Early Childhood Dual Language Program in a look at bilingual education in the U.S. “California Dreamin’,” an article in the February 2020 issue of Elle France Magazine, profiles UCLA Lab School as a laboratory for innovation and inquiry-based teaching and learning.

The Upper II curriculum was featured in “Data for Democracy,” a Spring 2020 UCLA Ed&IS Magazine story on bringing civics and mathematics together. Upper II was also highlighted in the magazine’s roundup on “UCLA Ed&IS Addresses the Challenges of the COVID-19 Crisis” and on the cover.

Inquiry-based lessons by Demonstration Teachers Olivia Lozano and Christopher Wilson are featured in Formative Assessment in the Disciplines: Framing a Continuum of Professional Learning by Margaret Heritage (Principal 1994-2002) and E. Caroline Wylie, published April 2020 by Harvard Education Press.

Upper I student Isolina Cachan won first place in the Local Letters for Global Change competition sponsored by the Pulitzer Center of Washington, D.C. Citing scientific research, Isolina composed a letter to Senator Kamala Harris urging for more efficient health care practices.

Upper I student Finley Baskin received honorable mention in the California Coastal Commission 2020 Art and Poetry competition for her poem “Turtle Gaze.”

Upper I students Finley Baskin, Isolina Cachan, and Sofia Sobhani received Honorable Mention in the Second Annual NPR Student Podcast Challenge. They were recognized for their podcast about the Covid-19 pandemic, “Covid Kids.”

An Upper II project led by Demonstration Teachers Julie Kern and Adriana Sheinbaum was featured in “A Positive Message to Share with Palisadians,” in the April 23 issue of the Palisadian Post. As part of their leadership work, students joined in the worldwide rainbow art project to spread messages of support throughout their communities amid the Covid-19 pandemic.

The UCLA Lab School Pilot Program on Reopening Schools Amid Covid-19 was featured on Spectrum News 1 "Inside the Issues" with Alex Cohen in September and in “Opening Schools Safely in Light of COVID-19,” a webinar hosted by the UCLA Graduate School of Education & Information Studies on August 5. Principal Georgia Ann Lazo discussed findings from the program to assist school site administrators, educators, and parents in making logistical decisions and operational adjustments to support students’ instructional and social-emotional success.

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At UCLA Lab School, we deeply value the diversity of our student population. It is essential to our research mission and reflects our highest values

DIVERSITY

as educators. We believe all students benefit from the rich diversity of ethnicities, languages, identities, perspectives, and economic experiences that make up our community and reflect the whole of Los Angeles. Being educated in a diverse environment prepares students to

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navigate and lead in a complex world.

A MESSAGE FROM THE EQUITY, DIVERSITY & INCLUSION COMMITTEE Creating a school community that is inclusive and equitable while celebrating diversity is central to the mission of UCLA Lab School.

In October 2019, the Equity, Diversity & Inclusion (EDI) Committee was officially adopted by the Board of Advisors, placing our work on par with the school’s other key strategic planning areas and bolstering our capacity to create positive change. Within our first year as part of the board, the EDI Committee collaborated with Cecilia Rios-Aguilar, Associate Dean for Equity, Diversity & Inclusion at UCLA GSEIS, to create pillars to frame and prioritize our work. These pillars are (1) building a sense of community, (2) professional development and training, (3) communication, (4) family and community education, and (5) policies and procedures. With these pillars, we aim to move the needle within our community and continue to be an example of strong EDI work for the greater educational sphere.

The confluence of the global Covid-19 pandemic and the tragic deaths of George Floyd, Ahmaud Arbery, and Breonna Taylor has brought into stark focus the urgency of our work and raised awareness of the equity and social justice issues we must confront and the need for greater education and action. In turn, our goal of establishing affinity groups has moved to the fore with the creation of a Black Families Support Group this spring.

UCLA Lab School recognizes Black Lives Matter.

In time, additional affinity groups will be developed. Concurrently, we are delving deep into anti-racist work, bringing resources for community education and enhanced curriculum in school year 2020-2021.

With our children and their future in mind, we are inspired and hopeful as we continue on the journey to create a more diverse, equitable, and inclusive UCLA Lab School community.

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2019-2020 Diversity is essential to our mission as a laboratory school. To conduct research that is relevant particularly to local and state schools, we aim for our demographics to mirror those of California public schools.

Latinx, Caucasian

23%

African American

8%

African American, Caucasian

5%

Asian

8% Latinx

19%

Asian, Caucasian

5%

Other Multi Ethnic

16% Caucasian

26%

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STUDENT DEMOGRAPHICS UCLA LAB SCHOOL

EARLY CHILDHOOD - UPPER ANNUAL HOUSEHOLD INCOME

CALIFORNIA PUBLIC SCHOOL GRADES K-6

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FINANCIAL HIGHLIGHTS EXPENSES FOR STAFF PROVIDING INDIRECT STUDENT SUPPORT

23%

SALARIES FOR FACULTY AND STAFF PROVIDING DIRECT STUDENT SUPPORT

77%

OPERATING EXPENSES

16%

SALARIES AND BENEFITS

84%

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40% OF STUDENTS RECEIVED TUITION SUPPORT

$3.1 M

IN TUITION SUPPORT

REVENUE NET TUITION

55%

AUXILIARY PROGRAMS AND OTHER REVENUES CHANCELLOR'S SUBSIDY AND PARTNERSHIP FEES

4%

8%

PHILANTHROPY

33%

RESTRICTED GIFTS ENDOWMENT GIFTS

9%

24%

ENDOWMENT PAYOUT

11%

ANNUAL FUND GIFTS

56%

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PHILANTHROPY Each year, UCLA Lab School relies on the tremendous generosity of its community of parents, alumni, and friends to support our program and families. We could not do it with you. In school year 2019-2020, philanthropic support made up 33% of the school’s revenue, and our community contributed $3.7 million in total to our endowment, special programs, and the UCLA Lab School Annual Fund. The school’s commitment to diversity within its student population requires significant resources each year, and the bulk of the Annual Fund is directed toward this area of our budget. Gifts to the Annual Fund totaled over $2.2 million in school year 2019-2020.

We were very fortunate to receive significant contributions to our school’s endowment—these gifts will provide, in perpetuity, support to our arts program, tuition assistance fund, and our operating budget generally. With nearly $1 million in gifts to the endowment this year, the new total of our endowment is just over $12 million, which now affords more than $500,000 in revenue annually.

We wish to thank all donors in school year 2019-2020 for contributing to this success. With special thanks to the Development and the Alumni Engagement Committees of the Board of Advisors and our Annual Fund Co-Chairs, Sara-Jean and Eli Lipmen and Tamar Chafets.

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2019-2020 GIVING TO UCLA LAB SCHOOL We thank all donors to our giving programs in fiscal year 2019-2020.

We would especially like to recognize those who made gifts in honor of former UES Director Dick Williams.

Mariko and Hitoshi Abe Meron Abebaw and Michael Belay Samantha Acerno Delora and Ryan Aichholzer Negar Ali-Kline and Peter Kline David Alpert and Mia Riverton Alpert Mardee and David Ambriz Agnes Ambrus and Jason Rubin Monisha Amos and Barrett Korerat Donna and Roger Anderson Rebecca Andrade and Daniel Haley Will Arnett The Arretche Family Sarah Attensil-Miller and Michael Miller Barbara Avilez Elena Baca and Sydney Herwer-Baca Diljit Bains and Avtar Dhillon Cristina and Jordan Barbakow Daniel Barbakow Jeremy Barber Jennifer and Canard Barnes Gary Bart Kenneth Bartlett Alisa Becket Lainie and Dave Becky Robert Beilin Jessica and Ryan Berry Priya Bery and Farooq Ahmed Tristan Bickman and David Ribakoff Stephanie Bilberry-Hamilton and Demetrius Hamilton Lisa Biscaichipy and Tamim Mourad Leslie Bisno Elena Boldovskaya and Anton Abugov Melissa Bomes and Adam Winkler Brooke Bowman and David Heymann Dolores Bozovic Elaine Bradshaw Karen and Greg Brody Amy Brooks and Johnny Rivera Diane and Dorothy Brooks Foundation Kathleen Brown and Donald Crenshaw Shelley Brown Yanka Burgos and Brad Gluckstein Vivian and Manuel Cachan Evelyn and Michael Carrion Alyna Carter Selena and Carlos Castellanos Michelle Caswell and Tomer Begaz Sibyll and Rodrigo Catalan Jennifer Chacón and Jonathan Glater

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Tamar Chafets Nancy and Sudip Chakravarty Carol Chamberlin Shay Champ Cindy and Kai Chan Denise Chavira Peggy Chen and Oliver Wang Jamie Cheng Jin Hee Choi and Tai Jung Ahn Tina Christie and Michelle Parra Maria Churchill and Kevin Carter Catherine Coddington and Edward Mira Sandoval Ruth and Frederick Coe Velana and David Colón Carla and Michael Colton Nadia Connors and Walton Goggins Hallie and Ian Cook Megan Coulter and Heyward Bracey Hillary Cramer Sherri Crichton Rena and Damon Croshere Krishna Daly and Robert Daly Jr. The Kristin Davis Foundation Nancy De Mayo and Joseph Klemash Sandra Delgado and Wagner Manicoba de Moura Jennifer and Kevin Demoff Alicia Diaz and Moises Diaz Cortes Suzanne and Joseph Duncan Angela and Marten Dyborn Andrea Eisfeldt and Jason Etheridge Marcia Falcon and Vy Nguyen Lucinda and Daniel Faraldo Amy Farber and Michael Nurok Monica and Ezequiel Farca Katie Fine and Jesse Ehrman Evan and Ilia Flagg Gulden and Craig Fox Joyce Friedman Lauren Fujiu-Berger and Joshua Berger James Gallo Sukey and Gil Garcetti Nancy Garcia-Monroy Deborah and Kent Gardiner Marcela Gasanz and Nestor Saporiti Carmela Giardina and Juan Leon Liz and Patrick Gilligan Kristy and Francisco Gimenez Shani Ginsburg and David Gazek The Sheila Dave & Sherry Gold Foundation

Lynn and Stephen Goldstein Norma Gomez The Gray Family Jennifer Wells Green and Randall Green Adrian Gumpert Elissa Hallem and Joseph Vanderwaart Timi and Robert Hallem Katharina Harf and Marc Jordan Imani Harris Tiffany and Jed Harris Jodie Hauser-Morlet and Luc Morlet Diana Hernandez and Francisco Reynoso Francisco Herrera Jr. Laurie and Adam Herz Annie and Mark Hoashi So-Young and Dennis Hong Julia Howe Kirkland Howling Karen Huang Georgina Huljich and Marcelo Spina Nicole and Walter Husband Lesilee and Arthur Hylton Jill Iger and Simion Cernica Sharon and Woodrow Jackson Bruce Jaffe Jonathan Jensen Gregg G. Juárez Judith and Russell Kantor Joelle Karotkin Dennis Katovsich Jerry Kauppila Alma and Bobby Kaveh Doris Kerans and William Russell Grace Kidd Cynthia Kim and Gabriel Fowlkes Julia and Ryan Kim Kyung and Choong Kim Laura King Mary Ann and Paul Kinser Miura and Brian Kite Gauri Kolhatkar and Prashant Mehrotra Jessica Kolstad and Michael Price Anthony L. Komaroff, M.D. and Lydia Villa-Komaroff, Ph.D. Jennifer Lang and Peter Micelli Nancy Langness Amy Lassere Christopher Laubach William Lauder Mario Lavandeira Jr.

Georgia Ann Lazo Janet Leary Paula and Henry Lederman Dorothy Lee and Philip Tseng Molly and Mike Lens Judith and William Levin Ronald Lievens Laura Lindberg Heidi and Damon Lindelof Sara-Jean and Eli Lipmen Rachel and Charles Little Suzana and Sergio Lopez Los Angeles Kings Melissa and David Love Yulie and Felix Mack Beatrice and Leonard Mandel Marjorie Marantz Leo Marmol Alyson and Ori Marmur C.C. Marsh and David Beach Perla and Oscar Martin Ana Matallana and Roger Leyrer Josephine and Robert McNary Deborah McVonnell Grace Meng and Daniel Waxman Idina Menzel and Aaron Lohr Tricia Konves Mesches Annette Mickelson Catherine and Todd Millstein Rie Miyazawa and Keith Coleman Tracey and Sean Monroe Claudia and Rodolfo Monterroso Kim and Scott Morchower Ryan Murphy and David Miller Karolina Muyingo and Dejan Markovic Vannessa Nacif and Aureo Baqueiro Beatrice and Alejandro Najarro Roxana and Patrick Naranjo Anna Neimark and Michael Osman Netflix Robert Newmark Laurie Nimmo-Ramirez and Ezequiel Ramirez Noelia Noyola-Vasquez and Juan Vasquez Ashley Oaks and Steve Terrell Jessica O'Connell and Raffi Bagdasarian Jean O'Neill and Micco Godinez Mandore Oviedo Luz Padua and Jesus Ornelas Ipo Painter Lawrence and Ann Panush

Alexandra and Sean Parker Joy Parker and Richard Kim Jane Parkes Marie Parks Nikki Parrish Rachel and Roberto Patiño Skip Paul and Van Fletcher Elena Perez and Lorenzo Mancusi Megan and Chris Perez Brittany and Harold Perrineau Michelle and Thomas Phelan Desa Philadelphia and Aaron Williams Drs. Allyson Pimentel and Pedro Noguera Vanessa Pinheiro and Claudio Ramos Amy Poehler Talia and Nader Pouratian Marilyn and Wallace Prestbo Audrey Prins and Joshua Trachtenberg Jody Priselac Kendra Racouillat and Erinn McMahan Betty and Don Raiser Joyce Gordon Rangen Karyn Raz and Matthew Lewis Gita Rebbapragada and Ian Larkin Karin Reitinger and Daniel Kahala Beth Rendeiro and Steven DePaul Joanne Rennie Janet Rettig Erin Riley and Kenette Louis Carrie and Chip Robertson Helen D. Rodbell-Alpert Family Foundation Jimena Rodriguez and Alexander Rivas Jr. Maria Ines Rodriguez and Paul Kromwyk Susan Landis Rosenblum Lynn and Bruce Ross Elena Russell-Nava and Aaron Vernet Corrie Safris and Ken Nolan Zoe Saldana-Perego and Marco Perego-Saldana Alejandra Sandia and Daniel Belardinelli Dena Rosenberg Selix Alexandra Seros and Walter Ulloa Pouya and Panthea Shafipour Manisha Shah and Ravi Gadhia Stella Sharky Eddi Sickle Maryellen and Michael Simkins Elaine Sir and Christopher Miller Natalie and Bradley Sive Lisa and Mitchell Smelkinson Natascha Snellman and Lance Dawes

Chloe and Kirk Sommer Barbara Sanders Sorenson Alexis and Adam Stein Robyn Stewart Maria and Marc Suchard Susan Swartz and Bruce Solomon Albert Tao Diane and Mark Tarica Carla-Anne Thomas Jennifer Thompson and Chris Cabrera Thompson Linda and Thomas Tollefson Jae and Jason Trevits Bonnie and William Triggs Patty and Eugene Tucker Betty and Michael Tung Eric Tung Jennifer and Chase Utley Molly Vandeventer Betsy Rosenfeld Vargas and Andre Michel Vargas Kathryn and Andre Viault Anuradha Vikram and Stephan Bugaj Robyn Von Arx Mary Jane Wagle Anne Walling and Suren Wijeyaratne Roslyn Warby and Kristy Edmunds Jessica and Cash Warren Laura Weishaupt Stephanie and Andrew Weiss Jing Wen and Yunfeng Lu Amber and Samuel West Christina Williams and Michael Ross Renata and Robert Williams Tahlia and Matthew Willis Elaine Winer Dominique and Samuel Wirtschafter Aileen Wong

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BOARD OF ADVISORS The role of the UCLA Lab School Board of Advisors is to foster community support and further the mission and goals of the school.

The board consists of parents of current and former students, community members, lab school faculty members, the dean of the Graduate School of Education & Information Studies, and the principal. It serves as a forum for discussion and consultation related to development, finance, and advocacy for the school.

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Members Mia Riverton Alpert Chair Mitch Smelkinson Vice Chair Jeremy Barber Tamar Chafets Christina Christie Bobby Daly Devin Dillon Craig Fox Joyce Friedman Ryan Gates Ben Goldhirsh Rebecca Heneise Julia Howe Sally Katovsich Gauri Kolhatkar Jennifer Lang Georgia Ann Lazo Sara-Jean Lipmen Leo Marmol Ashley May Vanessa Nacif

Mandore Oviedo Akia Pacheco Luz Padua Nikki Parrish Desa Philadelphia Jody Priselac Kal Raustiala Chip Robertson Marcelo Spina Adam Stein Marcelo Suárez-Orozco Anna Terrazas Philip Tseng Cash Warren Stephanie Weiss Renata Gusmão-Garcia Williams

FAMILY SCHOOL ALLIANCE The Family School Alliance (FSA) is a volunteer support group that helps cultivate a spirit of community at our school and provides enriching experiences for our students. FSA volunteers help in classrooms, spearhead committees, organize and run events, connect with new families, coordinate community service projects, organize and run the sale of UCLA Lab School gear, and create the yearbook.

FSA Leadership Sally Katovsich Co-President Vannessa Nacif Co-President Akia Pacheco Co-President David Heymann Treasurer Maria Suchard Assistant Treasurer

All UCLA Lab School parents, caregivers, faculty and staff are a part of the FSA.

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VOLUNTEER SUPPORT Throughout each year, parents, teachers, alumni, and friends volunteer countless hours to programs, projects, activities, and committees that enrich community life, namely to benefit our students. We are deeply grateful to all who lend their time and would like to recognize especially the leadership of our Board of Advisors and Family School Alliance committees.

Additionally, we would like to thank the Celebrate Committee for all the hours that went into planning this year’s auction—even if the pandemic prevented us from realizing the event. We would like to thank Tonia Barber and Ros Warby for conceiving of and executing one of the most moving renditions of “Together Through Music and Dance” in recent memory under extraordinary circumstances. And we thank the UCLA Lab School Covid-19 Task Force as well for their outstanding contributions. Made up of parents, teachers, administrators, architects, physicians, and public health experts, the Task Force came together quickly and quietly in a moment of great need to help guide our school through this unforeseen crisis. Moments like these remind us of the value of community and the power each individual has to make a difference.

Thanks to each person and family who contributed their time and talents to make our school a better place for all.

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Board of Advisors Committees & Chairs Alumni Engagement Committee Carly Eskin

Executive Committee Georgia Ann Lazo

Buildings & Grounds Committee Leo Marmol

Finance Committee Christina Christie and Georgia Ann Lazo

Development Committee Mia Riverton Alpert and Bobby Daly

UCLA Partnerships Committee Renata G. Williams

Equity, Diversity & Inclusion Committee Gauri Kolhatkar, Sara-Jean Lipmen, and Ashley May

FSA Committees & Chairs Birthday Book Club So-Young Hong and Debra Williams

Family Read Aloud Sonia Malhotra

Room Parent Coordinators Caeli Lynch and Michelle Nilsson

Black History Month Shay Champ and MJ Glover

Fit Day Josephine McNary

Teacher & Staff Appreciation Evelyn Carrion

Book Drive Ana Matallana

Green Committee Ryan Gates and Eli Lipmen

Thanksgiving Food Drive Tamar Chafets and Talia Pouratain

Book Fair Karina Bart, Liz Gilligan, and Luz Padua

Lab School Gear Carlos Castellanos and Eric Tung

Yearbook John Albanis, Ana Matallana, Vannessa Nacif, and Kat Zhou

Caring Community Tanya Mizrahi

Parent Education Cynthia Rajchman and Stephanie Weiss

Carnival Karla Bell and Shay Champ

Party Book Sydney Herwer-Baca and Laurie Herz

Community Camping Christina & Jordan Barbakow and Matt Lewis

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UCLA Lab School Covid-19 Task Force Jennifer Barnes

Leo Marmol

Manuel Cachán

Jane Parkes

Megan Ceja

Marie Parks

Christina Christie

Michelle Parra

Hasmik Cochran

Talia Pouratian

Shanna Cohen

Laurie Ramirez

Hilary Dearth

Beth Renderiro

Devin Dillon

Marcelo Spina

Sylvia Gentile

Nancy Villalta

Rebecca Heneise

Daniel Waxman

Judith Kantor Gauri Kolhatkar Georgia Ann Lazo Sara-Jean Lipmen

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Stephanie Weiss Renata Gusmão-Garcia Williams Kelly Wu

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330 Charles E Young Dr N Los Angeles, CA 90095 (310) 825-1801 www.labschool.ucla.edu