Issuu

ISSUE 38.1 WINTER / SPRING 2019

the

The Art of Vision

CONTENTS 1

Commencement Speech

Homework

Arrivals & Departures

A Room of Their Own

A Day in the Life

Alumni Updates

Alumnus Profile

Faculty Profile

Introducing SEL

Artist in Residence

Student Writing

Permanent Art Collection

Professional Development

Valley Happenings

9th-Grade Trip to Spain

8th-Grade Trip to D.C.

7th-Grade Trip to Williamsburg

6th-Grade Trip to Wallops Island

Moving On Ceremony

2019 Awards

Where to Next?

Shout Outs On the cover: “Linn Run at Valley School,” the oil painting featured on the cover of this issue, was created by Rita Haldeman for our recent Auction & Art Show. It is reproduced here with generous permission by the Szwerc Family.

BOARD OF TRUSTEES 2018–2019 Catharine M. Cathey ’81, President Ralph J. Artuso ’71, Vice President Paul A. Hannah, Treasurer Lisa R. Frederick ’87, Secretary Nathaniel D. DeRose ’97, Esq. Kristin A. Durkan Eric E. Elek, C.F.P. Edward Gaskey Pallavi Jain James A. Macintosh John McConnell Ryan J. McHugh Edward Morgan Stephanie A. Van Norman Jonathan P. Strecker, Ed.D., Ex Officio CONTRIBUTORS Jessica Barbera, Editor Emily Barth ’02 Katelyn Bruzda Nathaniel D. DeRose ’97 Kristin A. Durkan Jen Fretts Beth Hamerski David Kirkland Tammy Kline Karen Koza Cassie Nolfi, née Overly Cindy Palmer Jonathan Strecker Bea Sweeney Kelly Vallely Beth Wehner Carole Wright Valley School Students, Faculty, & Staff PHOTOGRAPHY Jordan Good, Lovelight Photography Valley School Faculty & Staff GRAPHIC DESIGN Wall-to-Wall Studios Blue Sky Sign Company PRINTING Unity Printing

Realizing Your Vision:

A Message To The Graduating Class of 2019 “A vision is not just a picture of what could be; it is an appeal to our better selves, a call to become something more.” — Rosabeth Moss Kanter I AM FORTUNATE TO BE HERE TODAY to talk with this remarkable group of young adults, as well as with their families and friends, on the day that we celebrate a wonderful achievement. Milestones like graduation are an opportunity to reflect, take stock, and shift our perspective in a new direction. Indeed, this is a moment to look back at the road traveled, and to gaze forward at the journey that lies ahead. Families, I encourage you to take time with these young people to participate in that kind of significant and fulfilling reflection. Tell stories. Recall yesterday. Anticipate tomorrow. Pause to absorb the significance of this rite of passage, and to appreciate the challenges, triumphs, tears, and laughter along your graduate’s unique path to this moment. Children tumble through the early years of life carelessly. Curiously. Playfully. Wondrously. The days of childhood are eager and inquisitive. Dreams are not yet goals. Desires are not yet drive. As children, we are full of the present moment. No need to look back with regret, or forecast with concern. But as we grow, our perspective matures. We become capable of seeing further into the future. We become ambitious. We evaluate ourselves and others, and we begin to form judgments about what we believe will make us content. Graduates, you are perched now at the end of childhood. Increasingly, you rely less on your parents and other adults to make the decisions that will determine your life’s course. Your consequential choices are becoming more frequent as your responsibilities increase. But if you’ll tolerate and indulge me just a little while longer, I’d like to take a few moments to talk to you about VISION— a critical component of creating the future you hope for. It’s not the specificity of one vision or another that I’m interested in, but the importance of having a vision in general. Vision is desire with a roadmap.

A picture you hold in your mind’s eye, a beacon that calls to you through uncertainty. With clarity of vision, you can purposefully and relentlessly pursue your goals and bring your most audacious dreams to life. A vision will keep you inspired to work hard, and stretch beyond what you believe you’re capable of. If you see it in your mind, the impossible is not so far from reach. Graduates, it is important that as young adults you begin the practice of envisioning your goals. Conjure fulfillment in your mind’s eye. Set your sights on it, and hold fast—but don’t let it suffocate alone in your mind. Take it out for a walk now and then; say it aloud; let it get some fresh air; allow it to grow as you gain perspective and wisdom from your life experiences. Nurture your vision. Keep it bright and clear. It is your way forward. There will be times that your line of sight will be obscured. Sometimes the realization of your dream will feel beyond your grasp. In those times, look to the people who love you. Love is a natural support, and family and friends will loan it generously when you’re in need of guidance or gumption. Stay the course; your vision will return. Parents, you too are at a precipice. Yours is different in that it affords you a spectacular view of the past. Look back on the first time you held your child—the now-grown young adult on this stage—in your arms. Recall your wonder, your fear, your hopes, your love. Recall the newness of the little person who entered the world with all possibility before them. Recall how they may have felt simultaneously familiar and strange. Recall the realization that your life would be forever changed. Now, recall how you projected with the special kind of hopeful and imaginative power that is unique to mothers and fathers. Your dreams may not have been specific back then. Not “He will be a scholar”

ISSUE 38.1 WINTER / SPRING 2019

or “She will be an engineer,” but “He will be kind” or “She will be brave.” Even in their early ambiguity, those dreams were your vision, a portion of which has been realized here, today. Feel your success, parents. These are wonderful young people—capable, tenacious, and kind. Graduates, you have done well here at Valley School, and your success is a gift to your families. It is also a gift to us, your school. Many of your teachers have walked beside you the better part of your lives. They have relished your accomplishments, supported you through challenges, and embraced the uniqueness in each of you. And so, the vision of you here, on this stage today, is a consummation for the many people who love you, of their devotion to your learning and development. Having nurtured, guided, challenged, and watched you grow, they are proud to see the person you have become. I have known many classes in my 20+ years as an educator, and though I’ve only known you for 2 years, I have come to see you as a very special class. What distinguishes you, in my mind, is your vital sense of community. I have watched you bolster one another in good times and bad. I have seen you laugh, cry, play, and work alongside one another. I have observed as you persevered to make the most

of your artistic, athletic, and academic talents. I have seen you celebrate one another’s gifts. You love one another. Many of you will go separate ways for high school, but I do not worry about the endurance of your friendships. I have always thought that the most senior class is the one that determines the tone and tenor for a school. You, class of 2019, have set an expectation you can be proud of—a culture of generosity, grit, resilience, empathy, humor, and integrity. Your standard now becomes our vision. We will do our very best to live up to your legacy. Class of 2019, it is with great admiration and endless optimism that we say congratulations and goodbye, and wish you well. Though we cannot keep you in our sight, we will hold you in our hearts. You will always be welcomed back with open arms, as Valley School will always be your home.

Dr. Jonathan Strecker head of school

HOMEWORK

A+

Being pitted against one another on the ballfield didn’t stop this Valley School parliament from flocking together between innings. A+ For Henrik Elek, Parker Hannah, Anthony Barbera, Arison McCulty, and Taylor Hannah. ASSIGNMENT DUE NEXT TIME: One of the most striking features of an owl is its eyes. Owls’ eyes face forward, giving them a broad 110-degree range of vision. Their large size improves vision efficiency, but their tubular shape makes them immobile, meaning that owls can only look straight ahead. (Thus, that famous 270-degree head pivot!) Tell us about your owl vision. While you were at Valley School, what did you see in the future ahead of you? How accurate was your vision? Share your memories and a photo (current or from days gone-by) by writing to: advancement@valleyschoolofligonier.org

ARRIVALS & DEPARTURES

Patrick F. Koch incoming trustee

activities of students in 3rd grade, and coordinating reading fluency work with 2nd-grade learners.

Yibo Li & Huanchang Jin departing staff

Strangers to us not so long ago, Yibo Li and Huanchang Jin quickly became integral members of our Valley School community. They learned voraciously about our country and school culture, and seamlessly assimilated into the daily routines of their Lower and Upper School teaching schedules. These enthusiastic ambassadors shared their love for their Chinese culture and language, while also tackling countless responsibilities to support students and teachers alike—playing U.S. state bingo games with 4th-graders, overseeing the math

Miss Li and Miss Jin faced each schedule change, expected and unexpected, with flexibility and grace. Their professionalism and perseverance to learn—and also to go to great lengths to help students reach their fullest potential—were constant and admirable. It was just as likely, for example, to find them tutoring a student in math skills or working through a reading challenge as it was to see them in small-group Chinese enrichment activities. Over the course of their American adventure, Miss Li and Miss Jin rigorously strengthened their command of the English language and American culture, and also shared their humor and valuable insights. While it is with heavy hearts that we bid farewell to Yibo and Huanchang, we send with them our deep gratitude for their spirit of adventure, and for their generous contributions to our Valley School family.

Valley School is pleased to welcome Patrick F. Koch to the Board of Trustees. Patrick is the general manager of H&K Equipment Group, which focuses primarily on mobile material handling equipment dealer services throughout the mid-Atlantic region. Prior to returning to the family business, Patrick graduated from Colby College in 2003 and also worked as a commercial real estate analyst and in commercial property management. Patrick enjoys getting outside whenever possible with his wife KellyMay, a former Marine, and their three young children, McKenna, Ronan, and Colby. Patrick and Kelly are active with the Woodlands Foundation, as well as “Adapt Fore Golf Pittsburgh” (a veteran’s empowerment non-profit which works closely with local VA hospitals to introduce disabled veterans to the game of golf). We appreciate Patrick’s willingness to serve on the Board and welcome him back to Valley School.

Jessica Shirey

incoming trustee

James Macintosh departing trustee

It has been a pleasure to have James serve on the Valley School Board of Trustees. The school recognized his enthusiasm shortly after his children, John and Claire, enrolled.

The Audit Committee has benefited from his acumen, by which he secured continuing audit and tax services for the school for the coming three years. His financial expertise has also been helpful to the Investment Committee. Most importantly, James has taken an important role in investigating and utilizing the PA Scholarship Fund to leverage EITC funds as an individual. The school is grateful for this work, as well as for James’ generous support through this avenue. His commitment to and validation of the PA Scholarship Fund as a channel for giving will be a legacy that will benefit Valley School for many years to come. Many thanks and best wishes to James, Megan, Claire, and John.

’96

Valley School is excited about the perspective and talents that Jessica Shirey will bring to the Board of Trustees. As a current Valley School parent, Jessica enjoys seeing student life through the eyes of her son, William Vasudevan ’25. She believes in passing the traditions of Valley School to future generations, and supporting a strategic plan that balances the distinctiveness of our community with national standards for independent schools. Jessica is a Travel Advisor specializing in Disney destinations. She is married to Arvind Vasudevan, a Neurologist at Excela Health. She encourages alumni and former parents to plan a visit to the school to see the wonderful things that are happening on campus.

ISSUE 38.1 WINTER / SPRING 2019

A Room of Their Own “Libraries store the energy that fuels the imagination. They open up windows to the world and inspire us to explore and achieve, and contribute to improving our quality of life. Libraries change lives for the better.” — Sidney Sheldon

Welcome to the Cathey Family Young Adult Center, an extension of Valley School’s library, and a space designed specifically with students in 7th, 8th, and 9th grades in mind.

THE CATHEY FAMILY YOUNG ADULT CENTER is one of the most recent physical transformations of Valley School’s campus, and it has quickly become a hub of activity and a favorite reading, working, and meeting space for Valley School students, faculty, and parents. Karen Koza, Valley School’s librarian, knows the potency of children’s minds, and believes that reading is one of the most efficacious means by which to ignite the magic of intellect and imagination. She aligns herself with Harold Howe, the education pioneer who believed that “what a school thinks about its library is a measure of what it feels about education,” and the combination of those philosophical certitudes were the origin for her vision of a new kind of library space at Valley School. Mrs. Koza explains that the area that has become the Cathey Family Young Adult Center was long underutilized and in need of a re-imagining. “It was a secondary space without a sense of identity or specificity of purpose. But almost by definition, libraries are about possibility, and I knew we could enhance the room and its functionality to benefit our school community in intentional and important ways.”

At the same time that Mrs. Koza was developing a wish list for a renovation, Head of School, Dr. Jon Strecker, was looking for a community area for Upper School students to study, work, and socialize. It was in a meeting about library curriculum for the 2018-2019 school year that a solution to both their challenges became apparent. Dr. Strecker recalls, “We knew almost immediately that we could create something special. The priorities would be providing the upper-school students with an inviting and professional area to help foster intellectual curiosity, positive academic collaboration, and a healthy student culture.” Although the vision came together easily, Dr. Strecker knew the resources to create it could be difficult to secure. Enter John and Catharine Mellon ’81 Cathey, current and alumni parents who are long supporters of the school. “When we learned that there was an opportunity to expand and enhance the Valley School library, we were excited and happy to support the process,” said Mr. Cathey. “We both love learning and reading, and we have tried to instill those loves in our children. We believe that a love of learning sets you up for life. We see the correlation between reading, inquisitiveness, and academic success, and libraries are spaces devoted to the development of those passions.”

The Cathey Family. From left to right:

Beatty and Sterling rising 9th-graders John and Catharine parents Finn rising 6th-grader

Not pictured:

Prosser rising college freshman Kingsleigh rising 11th-grader

ISSUE 38.1 WINTER / SPRING 2019

“At their best, libraries build and nourish community, and we’re so pleased that we could be a part of that at Valley School.” — Mrs. Cathey Mrs. Cathey, who is President of Valley School’s Board of Trustees, agrees. “There’s a beautiful serendipity involved in perusing a library’s shelves. The browser always finds more than they’re looking for, and so curiosity is both sated and incited. The best libraries will simultaneously satisfy and leave you wanting more. We wish for the pleasure of that experience for all of Valley School’s children. We hope that designating a library space for upper schoolers—who are likely to be drawn toward the flash and sheen of mobile devices—will remind students that books are as boundless as the internet; there are infinite worlds inside.” The Cathey Family Young Adult Center opened in January, featuring an expanded book collection, curated especially to appeal to young adults. Other highlights include a fireplace, flexible seating and mobile work surfaces, charging stations for iPads and computers, and the latest technological capabilities for work-sharing. Mrs. Koza is thrilled with how much use the room is getting. “The Cathey

Family Young Adult Center is the completion of a dream to create a space dedicated to our young teens. The outside wall with handcrafted bookcases and sliding doors helps to clearly separate the room from the main library. The room is welcoming and comfortable—a quiet refuge for readers, but also a meeting space, a study space, a work space, a socializing space, and a relaxing space.” Student reviews are outstanding, too. “We all love it!” enthused 9th-grader, Lex Ortego. “It’s great! We read and study in there. We meet with teachers and work with our classmates. We can share and edit our assignments on the Apple TV so everyone can contribute to group projects. We also spend down-time in there. At recess we hang out or sit by the fireplace and talk.” That’s precisely what Dr. Strecker had hoped. “We wanted to create a space that would beckon the students to slow down, sit together, and spend mindful time face-toface enjoying one another’s company and working together. With the support of Mr. and Mrs. Cathey, we have achieved our goals, and it is deeply satisfying. We are so grateful to the Cathey Family for their contribution. As Valley School continues to evolve, this generously donated space sets a high standard for all future projects.” Mr. and Mrs. Cathey are happy with the results as well. Mrs. Cathey explained that, “It’s gratifying to learn that students and faculty are benefitting from the addition of the Young Adult Center. It’s true that at their best, libraries build and nourish community, and we’re so pleased that we could be a part of that at Valley School.”

A DAY IN THE LIFE

ISSUE 38.1 WINTER / SPRING 2019

ALUMNI UPDATES

Alumni, we’d love to hear what you’re up to! Please be in touch.

SEND YOUR UPDATES TO

advancement@valleyschoolofligonier.org

Brenna Springer ’17 wrote to tell us that she is finishing up her junior year at Greensburg Central Catholic High School. The past two years she played on the soccer team and was recognized as an All WPIAL player both years. She’s proud to announce that she has verbally committed to the University of Akron and will be on their women’s soccer team.

Sarah Artuso ’98 Linden and her husband, Greg, recently moved from Alexandria, VA to Atlanta, GA for work. They welcomed their second child, Jeb, on March 6th.

Kate Caldwell ’12 graduated Magna Cum Laude from Carlow University with a Bachelor of Science degree in nursing. Kate was also named a Carlow Scholar. Upon successful completion of her nursing boards this summer, she will begin her career in the Neuro ICU at Allegheny General Hospital in Pittsburgh.

Ray Charley ’65 wrote us from the road! By the time this article goes to print, he will have finished a 3,058-mile, 48-day trans-American bicycle ride that began on April 1, 2019 in San Diego, and culminated in Saint Augustine, Florida, on May 18th. Mid-journey, Ray got in touch to tell Valley School about his trip. “Each day offers new insight into this wonderful country of ours. My companions and I have travelled through deserts of sand and rock, as well as lush farmland and forests. Each day is truly unique. It took us 18 days to get through Texas! While some of the really long days were difficult, they brought a great sense of accomplishment.” Ray is cycling to raise money and

awareness for Feherty’s Troops First Foundation, an organization that works to support wellness, quality-of-life, and event-based initiatives for combatwounded military personnel. Ray’s focus is on mental health. He writes, “Each day 22 veteran service men and women take their life—a statistic that is stunning; and in speaking with many veterans, it may be an underestimation.” Ray is hopeful that his efforts will bring needed programs and help to those who nobly served our great country. Please visit http://www. troopsfirstfoundation.org/raysride to read about Ray’s trip or support Feherty’s Troops First Foundation.

Saskia Mentor ’18 is taking advantage of much that Mercersburg Academy has to offer. Of her own accord, she submitted an essay as to why she’d like to be in an advanced studies program, and was one of 12 students accepted. She could, ultimately, spend a quarter studying abroad. Saskia has become extremely devoted to her studies as a flutist, too. She is playing JV lacrosse, and has developed an exciting and unexpected new interest: diving. She is now on the 3-meter board!

After winning Gold at the United States of America Snowboard and Freeski Association (USASA) National competition in 2018, Drew Hooker ’19 decided to pursue her passion for skiing full time. She now attends the Carrabassett Valley Academy in Maine, where she trains five to seven days a week. She continues to have the same academic success that she had at Valley School. The move to Maine and chance to work with professional level coaches has helped her grow as a skier. This year she won Silver at the USASA National Competition and finished 4th in her first Toyota Revolution Tour event, qualifying her for the Rev Tour Elite Competitions. She is one of ten young ladies invited to attend the US Ski Team’s Project Gold Development Camp where she will train with the US National Team coaching staff in Mammoth, California.

This April, BreeOnna Springer ’11 graduated Magna Cum Laude from Point Park University with a Bachelor of Arts degree in Dance and a Bachelor of Science degree in Sports, Arts, and Entertainment Management. She minored in Musical Theater. She was an intern with Docherty Talent & Modeling Agency, Strong Women Strong Girls, and The Pittsburgh Cultural Trust. While a student, she was the president of Point Park’s chapter of Strong Women Strong Girls, a Resident Educator and Community Outreach Chair of the Dance Club. While holding various

local titles for the Miss Pennsylvania Organization, BreeOnna became an Ambassador for Children’s Miracle Network. She writes, “I’m extremely proud of being the founder of “Have a Heart, Lend a Hand,” a project that helps unfortunate families across the state. This year we will have our very first backpack program, “Give Back with a Backpack” that will help children in the Youghiogheny and Jeannette School Districts. During the summer, I will audition for professional dance jobs and compete for the title of Miss Pennsylvania!”

Leslie Hicks ’83 wrote to tell us that he is most grateful for the education and memories from his time at Valley School. He recalled, “The best memories I have are of the Potomac River trip and the summer competitive games we used to have at the end of the school year.” Leslie lives in Winchester VA now, where he founded a Managed IT Services company, Cardinal Technology Solutions Inc. He is celebrating his 5th year in business. Leslie and his wife have been happily married for 24 years and have two sons, Ethan and Andrew.

In June, Andrew Turner ’11 graduated from MIT with a Bachelor of Science degree in pure mathematics and a minor in data science and statistics. He will begin his career developing quantitative trading strategies for energy markets.

ISSUE 38.1 WINTER / SPRING 2019

Anita Boyd ’04 Fritz graduated from the University of Pittsburgh with degrees in biology and psychology, and then pursued her lifelong dream of becoming a Doctor of Veterinary Medicine. She graduated with honors from Midwestern University School of Veterinary Medicine in Phoenix in May of 2018, and has returned to her Ligonier roots to practice large and small animal medicine at Donovan Veterinary Clinic. Anita married her longtime high school sweetheart, Kyle Fritz. They are expecting their first baby in July!

John Jamison ’61 and his wife, Sukey, recently published their first book, Coyotes in the Pasture & Wolves at the Door: Stories and Recipes from Our Farm to Your Table. The Jamisons, who co-authored the book, describe it as part-memoir, partcookbook. It chronicles their decision as young adults with three children to move to the Laurel Highlands to start the lamb farm that now services some of the finest restaurants in the country.

Naveen Jain ’12 graduated in April from the University of Pittsburgh with a dual degree in Biology and Business. He will attend medical school at the University of Pittsburgh this fall.

John Caldwell ’16 graduated from Ligonier Valley High School as one of three valedictorians. (Valedictorians are students who have taken all of the weighted classes the high school offers and have never received a grade less than an A in any class.) He also participated in football, basketball, and baseball in high school, earning eight varsity letters, and being named All-Conference in football and baseball. John was also named to the all-state Class AA football team as a quarterback his senior year. He will attend Penn State University in the fall to study engineering.

Rachel Caldwell ’16 graduated from Ligonier Valley High School with High Honors. She participated in soccer, basketball, and softball, earning six varsity letters. Rachel was also on student council all four years. She will attend Waynesburg University in the fall to study forensic science and biology.

Emma Frey ’14 is a senior at Duquesne University majoring in Early Childhood Education. Emma has taken two opportunities to study abroad during her time at Duquesne, including a Maymester in Trinidad & Tobago in 2018 and a Maymester in Finland in 2019. In Trinidad, she met the country’s first female president, hiked in the rainforest, and learned how to play the steelpan drum. In Finland, Emma learned about the excellent education system, experienced the tradition of the Finnish sauna followed by a plunge into a cold lake, and otherwise immersed herself in the Finnish culture. In the Fall, Emma will begin a Master’s degree program in Teaching English as a Second Language (ESL). Her future plans include student teaching abroad in Italy and teaching ESL in the Peace Corps after graduation.

Abigail Frey ’16 graduated from the College Now program at Westmoreland County College on May 9, 2019 (before her high school graduation!) with an Associate of Arts degree. She then graduated from Ligonier Valley High School as one of three valedictorians. In the fall, Abby will attend Penn State University to major in biology with a focus in neuroscience. In the summer of 2017, she traveled to Spain as an exchange student. She attributes her love of the Spanish language to Valley School teachers, Señoras Saenz and Sweeney. Abby is a Distinguished Honor Student who is a member of the National Honor Society, Spanish National Honor Society, Student Council, Student Government, Cadet Captain of the Ligonier Valley High School Air Force JROTC, Kitty Hawk Air Society, Heritage Conference Academic Team, Co-captain and MVP of the varsity soccer team, 4-year letter winner in soccer and track and field, 1st runner-up of the 2017 Miss Ligonier Scholarship Pageant, Valley Youth Network Mission Team (Dominican Republic, Colorado, South Carolina), Trib Total Media Outstanding Young Citizen Elite Top 100 Award recipient, and has received 8 local/regional scholarships for her leadership, academics, and community service. The Frey family writes that they are “grateful to Valley School for providing a solid foundation for Abby and her sister, Emma ’14.”

Beloved and long-time first-grade teacher, Mrs. Hugo, filled us in on the recent accomplishments and plans of her boys. Joshua Hugo ’10 graduated from Penn State with a degree in mechanical engineering. He is completing a two-year Operations Management Leadership Program (OMLP) in July through General Electric. He has accepted a permanent position in Erie. Justin Hugo ’12 graduated Summa Cum Laude from Saint Francis University in May with a degree in Environmental Engineering, and will be working in Grand Junction, Colorado at an environmental engineering consulting firm. Nathan Hugo ’14 is attending Penn Technical College studying construction and green technology.

In June, Prosser M. Cathey ’16 graduated Magna Cum Laude and with Distinction in Science from St. Paul’s School in Concord, New Hampshire. At St. Paul’s, he earned the Coach’s Award as an oarsman for the crew team, rowing for the first boys varsity boat, in the 5th seat. His boat took the silver medal at the New England Interscholastic Rowing Association Championships, and he is now looking forward to competing at the Henley Royal Regatta in Henley-on-Thames, England. Prosser was a Student Admissions Officer at St. Paul’s, and a member of the school a cappella group. He also served as the head of Peer Tutoring. He currently sits on the board of Kids Tales, a nonprofit organization that provides creative writing instruction and opportunities for underprivileged youth. In February, Prosser became a candidate for the U.S. Presidential Scholars Program. In the fall, he will attend MIT, where he will study math, economics, and political science, and continue to row crew.

ISSUE 38.1 WINTER / SPRING 2019

ALUMNUS PROFILE

Brian Ratner ’89 Brian Ratner has been featured on the Washington, D.C. Super Lawyers and the Legal 500 Leading Lawyers lists since 2014, and has been selected by Lawdragon as one of the 500 Leading Lawyers in America for the past two years. But heading the International Practice at global litigation law firm, Hausfeld, is only the tip of the iceberg. He is also the President of CertifiKID, a family-run company that recently appeared on the popular ABC television show, Shark Tank, and landed one of the top deals in the show’s history.

Please tell us a little about your life since Valley School. After graduating from Valley School, I went to Shady Side Academy. Then, I attended college at Indiana University in Bloomington and law school at the University of Pittsburgh. After practicing law for many years at a Washington, D.C. plaintiff-side litigation firm of 75 lawyers, I was part of a group of 25 that separated to start Hausfeld, a new global litigation law firm, in 2008. As a Partner at Hausfeld, I serve on our Global Executive Committee, am head of the firm’s International Practice, and specialize in global antitrust litigation. Hausfeld is now 100 lawyers-strong and operates in 11 offices across 6 countries. In addition to practicing law, I am co-founder and President of CertifiKID.

You recently appeared on Shark Tank and landed a deal with Mr. Wonderful. Tell us about your product. Recognized by CNBC, The Washington Post, and Washingtonian Magazine as one of the best deal websites for parents, CertifiKID is a resource that helps parents find kids’ activities, family entertainment, camps, classes, birthday party packages, getaways, family-friendly products and services and more, all at unbeatable prices. People sign up with the website (www. certifikid.com) or app, and then get a daily deal email of exclusive offers at incredible savings on everything families want and need. We have over one million subscribers, and we offer more than 300 regional deals daily. We’re located in the Greater Washington area (D.C., Maryland, Virginia), New York, LA, San Francisco, Philadelphia, Chicago, South Florida, Dallas, Atlanta, and—of course—Pittsburgh!

Where did the idea for CertifiKID come from? My wife, Jamie, was an early follower of deal websites like Groupon and LivingSocial, but as a mom with 2 toddlers, she wasn’t interested in the spas and restaurants they focused on. She has always been an entrepreneur at heart, and noticed the gap in the “daily deal” market for the family/mom niche, so she pitched the concept to me during a drive home to Greensburg for the Christmas holiday of 2009. We’d brainstormed lots of start-up ideas over the years, but this one felt special, and the landscape and timing were right. The idea meshed with who Jamie is as a person, and the stage of life our family was in at the time. Almost immediately, we were off to the races. We built a website in 5 months. We went live with our first deal in Washington, D.C. in May of that year, and were profitable within 3 months.

Tell us about your Shark Tank experience. We were unlike many of the businesses that appear on Shark Tank because we were already quite mature. We had grown CertifiKID without external investors and were always profitable. From the start, we took all the risk and kept all the control. We didn’t need financial backing, but we saw Shark Tank as a fantastic opportunity to gain exposure and replicate our strengths in new markets across the country. We went in with our eye on Kevin O’Leary. We knew him to be an investor whose portfolio reflects his interest in profitable family-focused and women-led businesses. He always says, “If you want to make money, invest in a busy mom.” Kevin drove a tough bargain, but we walked away with $600,000, and he has been an incredible partner for us. Four days after we appeared on Shark Tank, we were on The View with Kevin. That was a remarkable experience, and sales have been booming.

What in your personal history prepared you for the CertifiKID experience? At CertifiKID, I handle high-level strategic planning, finances, legal, and H.R. I acquired business acumen through my practice as an attorney and management role at my firm. I am experienced at negotiating and resolving business disputes, and I use that training to approach challenges we encounter at CertifiKID. Since I am a founding Partner of my law firm, I have been through the start-up process, and am heavily involved in firm management, I am capable of navigating the ups and

“Valley School is a warm and enriching environment, and an amazing platform for future success.” downs, and managing and supporting people in a way that creates a positive team culture and increases productivity, which hopefully, has contributed to CertifiKID’s success.

What were you like as a kid? I am an extrovert, so I tried to be friends with everyone; that was important to me. I was intellectually curious, and probably drove plenty of people nuts with my incessant questions. School was challenging. I wasn’t the kind of kid who aced everything easily, but I was driven to work hard because I wanted to be successful. At a young age, my view of success was holistic. It didn’t necessarily mean traditional success, but was more about the satisfaction of persevering through a challenge, and making a difference.

What comes to mind when you recall your Valley School experience? I have great memories of Valley School. I thrived in the close-knit community. I felt the love and encouragement of my teachers, and I always knew they were there to support me. The academic rigor at Valley equipped me well for high school and higher education. I developed a lot of leadership qualities there, too. I was president of my 9th-grade class, and upon graduating, I won the Founder’s Award, which was a source of pride. I most fondly recall two teachers: Mr. Hutzell, who instilled in me a passion for history and politics, and Mrs. Varga, who taught me not only how to write, but to love it. I credit those teachers a great deal for my decision to pursue a Journalism/Political Science major in college and, ultimately, to go to law school. And I’ve carried these interests through everything I’ve done since school.

What is your vision for the future of CertifiKID? I see CertifiKID continuing to expand more deeply in our current markets as well as venturing into new geographic markets. I see us becoming a household name all across the country. I look forward to the joy that working together and growing CertifiKID will continue to bring my family. We truly are a family business. CertifiKID benefits from the talents of my inspirational wife who is our fearless visionary and leader, as well as my father-in-law who is our CFO, and even my 2 children. Noah is 11, and we consider him our Chief Marketer. My daughter, Lila, is only 10, but she knows all the trends and is quite adept at social media strategy! The rest of our family also supports the business in myriad ways.

What advice do you have for current Valley School students who are looking toward the future? As soon as you know what you really want to do, don’t wait to do it. It’s very easy to be a sheep and just follow the herd by seeking and taking the opportunity that everyone else wants and is seeking. But the sooner you can figure out what you really want to do the better, because once you are in that situation, the fulfillment will come immediately. Also, Valley School is a warm and enriching environment, and an amazing platform for future success. Feel fortunate to be there. Take advantage of the gift of your experience.

*CHECK OUT BRIAN’S SHARK TANK EPISODE: https://jumpshare.com/v/p01FjNkeKzjVtiffEgd8

“ I have fond memories of Brian, especially his winning smile and his work ethic. He always asked for ways to improve his writing; he would bring his revision—with a smile—and ask, ‘Is this better?’ From the moment of his ‘Hello’ as he came into my classroom, to his ‘See you tomorrow!’ as he left, Brian was a bright light in my day!” — Laura Varga, former Valley School English Teacher

ISSUE 38.1 WINTER / SPRING 2019

FACULTY PROFILE

Señora Bea Sweeney

The Seed of Curiosity

When a person first encounters Señora Bea Sweeney, they are quickly captivated by her remarkable personal history and wonderfully rich storytelling. Bea radiates warmth and authenticity, and so it’s easy to feel immediately at home in her presence. She has a way of making everyone feel like a beloved friend. What takes a bit longer to understand, however, is the interplay of Bea’s life experiences and those uncommon qualities that bespeak to all who know her, “you are important; your ideas, feelings, and perspectives are relevant and valued.” BEA GREW UP IN MEXICO CITY. Her grandfather was French, and it was important to her family that the children learn his native language. When she was 13, her parents sent her to study in Paris in the hope that she would acquire cultural and linguistic fluency. She recalls the year that she spent in Paris as being formative in a number of ways. “Being away from my parents was new, but it was exciting, and being immersed in a very different culture—that opened my mind, my interests, my horizons. All of a sudden, the world became bigger, but more accessible and real.” Bea returned to Mexico City for a few years, but when she had the opportunity to travel abroad for a summer, she jumped at the chance. In Chicago, she again found that living in an unfamiliar culture was a significant experience beyond the new language she learned. “I felt that the cultural immersion and intense exposure to difference affected my worldview in really positive ways. I became more empathetic in the sense that I could relate to others, and understand their ways of being.” Bea looks back on her expanded worldview as a step toward self-actualization. “We all have instances in which we fall victim to prejudicial judgements, but varied life experiences make a person less likely to be paralyzed by negative misconceptions.” As a young adult back in Mexico, Bea put her language skills to use teaching English to expats, executives, and private citizens. She found that being fluent in Spanish, French, and English put her in high demand, and so she opened her own company, Beatriz Albin Language

Services, through which she organized language instructors to teach at large company offices in and around Mexico City. “Professionally, foreign language skills and travel experiences opened doors for me constantly. Personally, they helped me to become a flexible, adaptable person.” When Bea married Dennis Sweeney in 2000, she and her three teenage daughters relocated to Pennsylvania. “That kind of a move didn’t intimidate me. Instead of being afraid, I was eager and excited. I embraced the experience happily, and worked to help my daughters do the same. We integrated easily.” Knowing that in order to teach, she would need a degree from a U.S. institution, Bea enrolled at Chatham University. She was 51 years old. She taught at various private schools while she worked through her degree program, and upon graduating in 2009, she accepted a teaching position at Valley School. “Teaching Lower School Spanish is a dream job for me because I believe that culture exists at the intersection of two perspectives, and that is a place I love to live.” Also, for Bea, there is an ethical imperative embedded in the work she does with students each day. “I think most clashes between individuals or cultures are rooted in ignorance and lack of familiarity and understanding. When we create authentic cultural experiences for our students, their worldviews and enjoyment of otherness expand along with their minds.” Bea believes that it’s difficult to do harm to someone whose thinking you can understand, and so learning about others is a moral act. In the classroom, Bea’s work with her students includes linguistic and cultural components. Conversation plays a central role in teaching Spanish vocabulary, pronunciation, and grammar. Students learn Spanish much like any young child learns their native language—through conversational engagement and imitation. Collaborative projects contextualize new words and concepts, and offer the students a glimpse of Spanish and Latino holidays, traditions, and customs. When Bea thinks about what she would like to accomplish with each of her students, she is endlessly optimistic. “I hope to plant the seed of curiosity in my students; I hope that they will grow up to experience difference with comfort and enthusiasm, and to pursue new experiences with open minds and hearts. I feel fortunate that each day at Valley School I have an opportunity to play a small part in constructing a beautiful future for our students—a future of widespread, compassionate, human connectedness.”

“I hope to plant the seed of curiosity in my students; I hope that they will grow up to experience difference with comfort and enthusiasm, and to pursue new experiences with open minds and hearts.” — Sra. Bea Sweeney

ISSUE 38.1 WINTER / SPRING 2019

of school principals surveyed in a 2017 research study believe that their students would benefit from being taught social and emotional skills.

Introducing SEL Social and Emotional Learning at Valley School by Carole Wright THE WORLD CHANGES RAPIDLY around our children and families. At Valley School, we recognize that our role as educators must also change as we strive to improve our capacity to support the community we serve. We know that children need classroom instruction and guidance that cultivates relationship-building, self-awareness, and resilience. In response to the needs of our students and families, Valley School is embarking on a journey to implement a comprehensive Social and Emotional Learning (SEL) program for our entire community. SEL is a pedagogical framework through which children and adults learn to recognize and manage emotions, care about one other, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behavior patterns. Thanks to a generous grant from the Ligonier Valley Endowment, Valley School faculty and staff will introduce and pilot customized SEL in the upcoming school year. Long-term nationwide research demonstrates that when SEL is purposefully implemented in a comprehensive and integrated way, positive outcomes include improved school attitude, behavior, academic performance, and confidence. SEL is not a stand-alone program, but a philosophy that is integrated within a community and woven into the fabric of a vast array of learning experiences. Thus, Valley School’s SEL will include direct classroom instruction, activities, community events, parent programming, professional development for teachers, and unique experiential learning opportunities for students. Programs addressing SEL include developmentally and culturally appropriate instruction for learning and applying constructive emotion-management skills in everyday situations.

Students emerge from their school years with varying interests and broad aspirations. The request from employers across professional disciplines is that young people be prepared to work in teams, think creatively, communicate effectively, advocate for their ideas, and respectfully participate as members of a diverse community. The implementation of SEL at Valley School will prepare our students holistically for their careers and lives. We recognize that accomplishing this requires us to invest in the education and development of families and community partners, too. Therefore, Valley School’s SEL will have a scope that extends through every portion of our learning community. Valley School will begin to implement SEL in the 2019-2020 school year, and will expand upon those foundations in 20202021. One of the most attractive features of SEL is its evidencebased approach. In keeping with SEL’s insistence on critical self-reflection and analysis, Valley School will be rigorous when evaluating the efficacy of this new program. We will conduct student and parent assessments, as well as systematic reviews of the created curriculum (including cross-referencing to current research), to gauge our community’s experience, determine the success of the SEL initiatives, and identify new and relevant topics for inclusion. We are thrilled to provide our school community with this truly holistic educational opportunity. You can expect to hear more about our plans over the course of the coming months. In the meantime, to learn more about SEL, the research that supports it, and how it is implemented in schools around the world, please visit the CASEL (Collaborative for Academic, Social, and Emotional Learning) website at www.casel.org.

Enrolling now for the 2019â€“2020 School Year!

To schedule a tour, apply, or learn more about Valley School, please contact:

Katelyn Bruzda

director of admissions

CALL

724.238.5016

kbruzda@valleyschoolofligonier.org

Artist in Residence AT THE END OF MAY, Rita Haldeman, whose oil painting, “Linn Run at Valley School,” adorns the cover of this publication, spent several days at Valley School as an Artist in Residence. Mrs. Haldeman creates much of her work plein air, which means that she paints, draws, or sketches outdoors using direct observation of her surroundings. While at Valley School, Mrs. Haldeman taught our students in grades 5 through 8 about stylistic variety, freedom of interpretation, the importance of observation, and a number of artistic techniques.

Mrs. Haldeman also took some time to reflect on what it means to approach the world with artistic vision. “I have always drawn inspiration from nature—water, rock, foliage, earth—and I try to interpret it with as much truth as possible. For me, that means seeing the world with a true heart, not necessarily with a literal eye. Art is a universal and ancient impulse, but that doesn’t mean that it

Above: Mrs. Haldeman with 6th-graders, Clara Harper, Maggie Markosky, Camden Gillner, and Carter Fretts. shouldn’t be unique for each of us. My work is highly representational, but in art, there is unlimited space for interpretation. I try to show the students that their style doesn’t need to be like mine. It is an honor and a joy for me to see them each find their own vision and truth. I have enjoyed my days here immensely.”

For more information about Mrs. Haldeman, or to see her work, please visit: www.ritahaldeman.com. The artwork reproduced on the opposite page was created this school year by Valley School students using their artistic vision.

“It is an honor and a joy for me to see them each find their own vision and truth.”

Anthony Barbera 1 2nd grade

Roman Agostoni 2 6th grade

Reece Thompson 3 Kindergarten

Will Morford 4 7th grade

Carter Fretts 5 6th grade

Travis Skovira 6 8th grade

Sofia Goldblatt 7 8th grade

Isaac Cotchen 8 9th grade

8 7 ISSUE 38.1 WINTER / SPRING 2019

STUDENT WRITING

The frigid days of winter persisted especially long this year, and so our 7th-graders took advantage of the first signs of spring to get outside and creekside with their journals. In no time, their observations and appreciation for the natural world were rendered in verse. THE FALLS

by Logan Jacobina

“Abstract Linn Run” by Mackenzie Springer, Grade 6

The falls, they are nature’s steps made of water. They’re calming, pretty, and cool, a river over stone,

by Lily Doty

Travel to the place you need to be. Travel to the place that needs you. Travel for all of eternity or Just for a moment or two. Travel to a place to escape to, Someplace that differs from home. Travel to find a world that elates you. Travel to make your own. Travel for something you need to find, Something that matters to you. Travel to really expand your mind, With ideas, fresh and new. Travel with someone who makes you feel

like a blacksmith sharpening a new tool.

Like you’re the one who counts.

The falls, the most soothing sound

Travel to someplace that isn’t real

of nature’s song.

But is the place that you want to be found.

THE GREAT PARADE

Travel to really discover yourself.

by Piper Anke

The Great Parade The stream roars and rumbles

Travel to travel for fun. Travel to improve your health Travel to find the one.

With pride as it runs past the bank.

Travel when something goes totally wrong

The trees bow down their long necks in response.

And everything just gets unfurled.

The riverbed carries its smooth surface,

Travel the wonderful world.

Adorned with pebbles and rocks,

TRAVEL THE WONDERFUL WORLD

Travel to really make yourself strong.

Fish and twigs.

Travel to change your tiny worldview.

The mighty stream ebbs and flows,

Travel to finally see

And the world bows down to its true king,

That the world is just so much bigger than you

In his Great Parade.

Or him or her or me.

Permanent Art Collection

This year, Ella Wheeler’s ink drawing, “What Defines You?” was selected to become the 2019 addition to the Valley School Permanent Art Collection. Selected artworks are chosen by a committee of administration, faculty, and staff members. Artists remain anonymous during the selection process.

Congratulations, Ella!

ISSUE 38.1 WINTER / SPRING 2019

PROFESSIONAL DEVELOPMENT

Bel Canto THERE’S A CHILDHOOD experience that may be nearly universal. It happens at different times for each of us, but most kids process it similarly. Picture it: You’re grocery shopping with mom or dad. You’re tagging along— perhaps listlessly; perhaps amusing yourself by helping out here and there. It is a normal day. All is well and right in your ordered world. You turn the corner; frozen goods, maybe. And that’s where it happens. You see her. Or him. Your mind reels. The universe shifts. Nothing makes any sense. It. Is. Your. Teacher. For many of us, this moment is poignant because it initiates the gradual realization that we are not the center of the world. The thought may be more or less conscious, but the gist is always something along the lines of, “What?! My teacher exists outside my experience of them?! How can this be?” But it can be. In fact, it is. Teachers exist outside of classrooms all over

the world! Even when no students are in sight! Teachers have families, pets, histories, aspirations, habits, hobbies, burdens, triumphs, pursuits, and passions. They might even wear jean shorts. They are fully-actualized human beings. At Valley School, we put this truth to good use. Our faculty and staff are active community members and lifelong learners who pursue their interests ambitiously and devotedly. And our teachers don’t leave their passions behind when they enter their classrooms. They bring their interests to school, and excite students with their fervor. In this way, Valley School’s classrooms are intercurricular spaces. Faculty’s personal pursuits converge with classroom subjects to augment student learning in dynamic and perspective-enriching ways. For the past two years, Valley School music teacher, Debbie Broker, has been involved in the Pittsburgh Opera’s

Education Program. “Opera Academy” is a year-long series of workshops designed to immerse educators in the world of opera. Teachers from all grade-levels and content areas explore the historical, cultural, and societal circumstances of an opera’s creation, and then develop lessons to connect the arts to other academic areas. “I always loved learning about music history,” explained Mrs. Broker, “but in the past, I most often elected to study and attend symphony or musical theater performances. Opera was a gap for me. I saw Opera Academy as an opportunity to supplement my knowledge. The more I learned, the more I wanted to guide my students in discovering this musical genre.” Last year, Mrs. Broker took the Upper School music and art students to the Benedum Theater in Pittsburgh where they attended a performance of Donizetti’s Elixir of Love.

Valley School welcomes faculty to contribute their “real life” passions and endeavors to student learning. More recently, for more than a month, Valley School was in possession of an “Opera Trunk” containing costumes, props, CDs, and lesson plans on loan from the Pittsburgh Opera. Students were given opportunities to explore music, character, and costume design using the Opera Trunk’s contents. 1st grade developed a sound story with rhythm instruments for Hansel and Gretel, and experimented with vocal improvisation. 2nd grade turned one of their favorite books into an opera! Then, to give the students another authentic experience, at the end of May, Mrs. Broker brought four performers from the Pittsburgh Opera to Valley School for an interactive educational presentation designed to teach operatic elements, terminology, and musical features. The students

“Professional development is a win-win situation.” loved the performance, and more than one Valley School family reported that their child “sang” opera at the dinner table that evening! At Valley School, “real life” and “school life” need not always be distinct. If you ask Mrs. Broker, it’s a form of intergenerational education, and it’s beneficial all around. “I was able to enhance my life and expand my student’s horizons at the same time. Professional development is a win-win situation.”

Fun Fact: Pittsburgh Opera’s extensive education programs have earned the company a prestigious spot as a finalist in the 2019 International Opera Awards. The annual awards celebrate achievements in opera around the world, recognizing excellence in categories including performance, design, and direction, as well as education and outreach. Pittsburgh Opera is one of just six finalists—and the only finalist from the United States—in the Education and Outreach category.

Are you a Pennsylvania earner who pays at least

Are you interested in supporting

$3,500 in PA state tax?

Valley School’s scholarship fund? Here’s what you need to know: • The EITC program operates on a first-come, first-serve basis. Pennsylvania allows a limited amount of charitable contributions to be donated to the EITC program each year. In order to receive the tax credit—and for Valley School to benefit from your contribution—it is important to send in your application as soon as possible. • Net out-of-pocket cost for the gift can be less than the commitment depending on your personal federal tax deductions claimed. • Your contribution will be used by Valley School exclusively for scholarships. If you would like more details about the EITC program, or would like to obtain your one-page, non-binding application, please contact Tammy Kline, Business Manager, at Valley School at 724.238.5015 or email tkline@valleyschoolofligonier.org.

VALLEY HAPPENINGS SPRING MUSICAL Peter Pan Jr. was a smashing success. Under the direction of music teacher, Brian Jinks, our students played to a packed house for every performance. It was an intricatelyplanned and expertly-executed production. The acting, singing, and dancing, were dynamic and thrilling, and the costumes and set design were simultaneously elaborate and whimsical. On full display were the talents, passion, and dedication of the entire cast and crew. A number of attendees remarked that it was the best in the history of Valley School’s musicals!

QUIZ BOWL In April, 7 students represented Valley School in the 2019 Junior High Quiz Bowl. The Valley School team traveled to Mount Pleasant where they competed against other regional schools in a contest of knowledge covering math, science and nature, arts, literature, history, geography, music, and sports subjects. Coached by science teacher, Brandon Snyder, Valley School placed third, overall. Aiden Mellon was Valley School’s top point earner.

2ND ANNUAL AUCTION & ART SHOW On April 6th, Valley School held its Auction & Art Show benefit. The Fort Ligonier Center for History Education hosted the crowd of more than 200 people. Guests sipped wine, beer, and specialty cocktails while they browsed a gallery of 18th-century-themed art to which every Valley School student contributed. The silent auction included a wide range of items, and was our most successful ever. Available auction items included Valley School experiences for students and families (Head of School for the Day, a customized science-themed birthday party, guided fly fishing on Linn Run, a morning of constructing a fairy garden in the Magic Forest, etc.) fine-dining opportunities, luxury trips, jewelry, spa gift certificates, and sporting event tickets. Catering was provided by Rizzo’s.

WELCOME OWLETS! Two new Owlets joined the Valley School family this year! Simon Elliott, son of music teacher, Brian Jinks and his wife, Melissa, came into the world on January 16th. Simon is a happy little guy who loves to eat and—much to the Jinks’ relief—sleep! Big brothers, Oliver (4) and Henry (2), love having a baby in the house.

CONGRATULATIONS, MRS. NOLFI! On March 23rd, Valley School’s Upper School math teacher, Cassie Overly, married Del Nolfi. When asked what she’s learned in the short months since the wedding, Mrs. Nolfi mused that marriage is hard work, and that “communication is key.” Valley School’s younger students had no trouble adjusting; “they got on board the Nolfi train right away.” The older students, however, are having a harder time; “Miss O” just had such a sweet ring to it!

We have a first-time dad in the building, as well! Upper School history teacher, Marcus Croley, and his wife, Erin, welcomed their son, Tyler John, on April 24th. Tyler entered the world weighing 5lbs., 5oz., and measuring 19 inches long. Marcus and Erin feel incredibly blessed to be a family of three as they enter this new chapter of life. The new parents are beaming, “We are so excited to see the world through Tyler’s eyes!”

4TH-GRADE SLEEPOVER As the result of a winning bid at this year’s Auction & Art Show, the 4th-grade class was treated to a Valley School sleepover in April. The evening included playground and gymnasium games, a pizza-party dinner, Linn Run exploration, roasting marshmallows for s’mores, a night-hike with Mr. Nordstrom, and bedtime stories with Mrs. Koza. A number of 4th-graders reported it to be “the best night ever!”

VISITING AUTHOR, VAL PICCINI

CIVIL WAR REENACTMENT

Literacy Specialist and Founding Director of Writers of Westmoreland, Val Piccini, spent a full day at Valley School working with students on their authorship skills. In her interactive presentations she talked with students of all grade levels about fictional narrative, opinion writing, and essay form, and how they can “live like an essayist” by using nature, art, experiences, and space as an inspiration for their writing. Upper School students put her suggestions to the test on their class trips, during which they each kept a Reader’s/ Writer’s Notebook.

Historical reenactment group, Carpenter’s Battery, visited Valley School to teach students about the Civil War. They brought many period artifacts (horsehair toothbrushes and other grooming items, weaponry and ammunition, canvas tents, campfire utensils and cookware, badges, uniforms, carrying-bags, journals and picture books, etc.), and talked with students about the experience of the fighting soldier and the average Civil War-era citizen. Students learned about the battery’s engagement at Gettysburg, clothing of the period, the role of women in the war, battlefield food, the challenges of living away from home and outdoors for weeks at a time, and even midnineteenth century medical beliefs.

ISSUE 38.1 WINTER / SPRING 2019

SPORTS DAY Valley School wrapped up another year with a spectacular Sports Day. The Water Balloon Toss, Potato Sack Races, and Water Relays were among the Lower School’s favorite games. Upper School students enjoyed Tug-of-War, the Human Wheelbarrow Races, and Obstacle Course runs. Once again, the day concluded with the 9th-grade class in the pond for the Bucket Brigade. Congratulations, Green Team!

GRANDFRIENDS’ DAY Again, this May, we hosted our students’ grandfriends and special friends for an inside peek at what goes on at Valley School. After a festive breakfast, our guests accompanied some of their favorite young people to class and recess. The day concluded with a musical performance featuring our students’ vocal and instrumental talents.

5TH-GRADE SETTLEMENT

FLY FISHING CLUB This year Valley School added an exciting new club to its offerings. The Fly Fishing Club was opened on a first-come, first-serve basis and filled up immediately! Students learned about knots, flies, lures, and roll casting, and then had technique practice off-stream before they hit Linn Run. Expert fly fisherman, Rick Kanuch, Valley School’s Director of Facilities and Maintenance, was astonished at how quickly his students became proficient in their new favorite outdoor activity!

The 5th-grade social studies curriculum culminated with the Settlement Project. In the classroom, and outside, students discovered how people survived and thrived thousands of years ago. Groups of 6-8 students worked together to demonstrate that their settlement included all of the traits of a civilization: cities, complex institutions, specialized workers, record keeping, and improved technology. One of the most important lessons that came from the Settlement Project was teamwork. The students had to collaborate, compromise, and communicate effectively within their group. It was amazing to see the students overcome challenges and gain confidence and independence over the course of the project.

t h e

Thursday, September 26, 2019

15th Annual

FRIENDS OF VALLEY SCHOOL GOLF TOURNAMENT All proceeds will beneямБt Valley School of Ligonier

LAUREL VALLEY GOLF CLUB

Valley School of Ligonier is a tax-exempt 501 (c)(3) nonproямБt organization

CLASS TRIPS

From a Chaperone’s Perspective

9th-Graders Visit Spain by Emily Barth

THE 9TH-GRADE CLASS and their chaperones kicked off their grand adventure in Spain with a truly harrowing two days bustling between international phone calls and late-night shuttles and a string of flight delays. You could say the trip did not get off to a promising start. But our intrepid crew learned a valuable lesson about resilience and the power of positive thinking, because our troubles were forgotten from the instant we reached the Hotel Almijara and dipped our toes into the Mediterranean Sea. Our home base was the cozy coastal hamlet of La Herradura, which means “the horse-shoe” in Spanish, referring to the shape of the town’s coastline. We didn’t realize it at the time, but the first full day in Spain would set the tone for the rest of the trip in a number of ways. We did a lot of steep hiking and ate a lot of delicious food, and our brilliant local guides, Carlos and Marie-Josée, felt like family from the very beginning.

COMMUNITY SPIRIT To help us get our bearings, our guides led us on a walking tour from one end of town to the other on the first day. We got our first culture shock when we passed a house where an elderly woman sat in the shade of fruit trees in her front yard. Carlos stopped us and asked, “What do you think—would it be alright for us to ask this lady for some of her lemons? Is that something that you would do?” As a group, we Americans shifted around uncomfortably and muttered “no,” but to our surprise Carlos struck

up a conversation with the woman (a complete stranger to him) and politely requested a lemon. She showered us with half a dozen, giving us not only a taste of fresh citrus, but also a taste of the generous community spirit of Mediterranean Spain. We strengthened our own sense of community with a nightly circle every evening, where we discussed the highlights and take-aways of the day’s ventures. Each mealtime also gave us an opportunity to reflect together and boost community morale. At first, we were a little put off by the sheer length of time allotted for every single breakfast, lunch, and late-night dinner, which lasted hours. But by the time the trip was over, some of us were thinking that we’d really miss the extra time for the companionship and leisurely conversation that comes with a long Spanish dining experience. As it turned out, the best way to overcome cultural barriers was to jump right in. A scavenger hunt on the second day of the trip challenged us to kick our Spanish skills into high gear. We took it out of the classroom and into the streets, where we had to ask local townspeople for directions and information using not only language skills but also a combination of body language, charades, and good humor. These, we learned, are the real keys to crosscultural communication. They came in handy later in the week when we visited a classroom full of Spanish teenagers in the neighboring town of Almuñécar. Nervous tension quickly gave way to enthusiastic new friendships once everyone began to realize how much they had in common.

THE VALUE OF HARD WORK Another common theme of the week was an appreciation for traditional craftsmanship and hard work. Through observation and first-hand experience, we learned the value of producing useful and beautiful things with skill and perseverance. We observed the construction of a Spanish guitar, the process of making chocolate from cacao trees, the crafting of rugs and tapestries on a traditional weaving loom, and even the methods used by the ancient Phoenicians for salting and preserving fish. Traditional craftsmanship played a big role in the remote mountain villages of Pampaneira and Bubión, which were first built by Moorish Muslims seeking refuge after the Christian Reconquista of Spain. Isolated from the outside world for generations, the towns’ inhabitants had to be strong and selfsufficient in order to survive. They also took great pride in irrigating the land and transforming a harsh environment into a thriving oasis. On a four-hour hike across the countryside from village to village, we walked the same rocky paths that the original settlers of the region followed over five hundred years ago. On the last day of the trip, it was our 9th-graders’ turn to do some work. They spent a morning of community service clearing weeds from mango trees on an organic fruit farm. Afterward, they laboriously prepared a delicious paella dinner from raw ingredients grown on the farm. In my opinion, they served up the best paella of the trip—and not just because of the extra labor of love that went into it!

DEEPLY ROOTED IN HISTORY Kayaking. Snorkeling in the cove. Visiting the fish market. Petting silkworms. Seagulls in the castillo. Fresh churros and chocolate. Dancing flamenco. There’s simply too much to cover in one short summary, but it wouldn’t be complete without mentioning our day trip to Granada. The crowning jewel of Granada is the Alhambra, a medieval palace and fortress built by Muslim Moors during their 800-year rule in Spain. The culture that created the Alhambra was expelled from the continent five hundred years ago, but their scientific and artistic achievements still dominate the landscape and affect everyday life in modern Spain. The sheer scope of visible history in Spain is eye-opening for Americans. Over here, in the U.S., something is considered antique if it’s a mere one or two centuries old. Over there, we scrambled up walls and streets that were built two or even three millennia ago. Again and again throughout our trip, we saw layers of history preserved in the stone around us. As different civilizations established themselves in the region—from the Phoenicians and ancient Romans to the Moors and Castilian Christians—each built upon foundations laid by those who came before. One of our deepest and most challenging nightly circles focused on questions of cultural exchange, from a historical perspective. What are the benefits of living in a multi-cultural society? What are the potential pitfalls and sources of conflict? As always, our 9th-graders had deep insights and thoughtprovoking observations to share on the topic.

“Our trip to Spain may be over, but it will continue to impact our lives just like the legacy of past civilizations lives on in the Costa del Sol.” ISSUE 38.1 WINTER / SPRING 2019

CLASS TRIPS

“Vision is the art of seeing what is invisible to others.” — Jonathan Swift

8th-Graders Visit Washington, D.C. by Kelly Vallely THIS YEAR, ON THE 8TH-GRADE trip to Washington, D.C., we explored our nation’s capital through the lenses of history, art, and architecture. We contemplated the creative design of memorials, and considered their symbolic significance. The students reflected daily in their Reader’s/Writer’s notebooks. Our first stop on our trip was the United States Marine Corps War Memorial, an iconic bronze replica of Joe Rosenthal’s 1945 Pulitzer-winning photograph, Raising the Flag on Iwo Jima. The memorial was created in collaboration by sculptor Felix de Weldon and architect Horace W. Peaslee, and depicts one of the most famous incidents of World War II. In 1954, the memorial was dedicated to all Marines who have given their lives in defense of the United States since 1775. The narrative illustrated by the memorial—along with its magnitude (32-feet high!)—command respect, gratitude, and reverence, and as we gazed up at it, we found ourselves venerably immersed in the moment. Next, we discovered Arlington National Cemetery’s rich history. We were fortunate to witness the time-honored ceremony of the Changing of the Guard at the Tomb of the Unknown Soldier. We took in the scenic landscapes, wandered through the headstones and monuments, reflected on the names, and pondered the stories each soldier could tell. We passed the afternoon quietly, and in the moments of silence, we considered the meaning of sacrifice, service,

dedication, patriotism, bravery, and freedom. While writing and reflecting in her notebook, Sterling Cathey observed that “Patriotism is crucial to American society because it helps unite citizens who normally have differences under a common cause.” The Jefferson and Lincoln Memorials came next in our wanderings, and then the Vietnam Veterans Memorial. Students found the name of Valley School alumnus, David Spencer Hackett ’57, who served as a First Lieutenant USMC, and died in the Quang Tri province of Vietnam. He is honored on Panel 18E, Line 122. We were fortunate to meet up with alumnus First Lieutenant Christian Taylor ’05, USMCR, who lives and works in D.C. His knowledge of military history captivated us as we walked amongst the sculptures and shadows of soldiers at the Korean War Memorial. The inquisitive 8th-graders reminded me how crucial it is to appreciate the bravery, imagination, and determination of our forefathers, our citizens, and the Armed Forces. Ethan Banks commented, “Memorials are important because they show me the sacrifices that made this country the best in the world.” Another highlight of our trip was a guided tour of the Washington National Cathedral. Students were honest in their reflections. “Walking into a place I thought would be boring turned out to be the best thing I saw all day! The Cathedral! It was magnificent.” It was overwhelming to stand at the center of the cathedral amidst such staggering beauty and bewildering grandeur. The gothic architecture and design offered so much to absorb—sculptures, tapestries, stained-glass windows, and paintings. Along the tour, the students marveled and asked wonderfully insightful questions, affirming the power of experiential learning. We all loved our time in Washington, D.C. and many of us look forward to future visits, to enjoy more of what our beautiful capital city has to offer—reminders of we the people, who make this country great with our endeavors, determination, creativity, risks, devotion, and bravery.

7th-Graders Visit Williamsburg, V.A. by Cassie Nolfi WE FELT THE VIRGINIA HEAT warm the bus as we approached the Jamestown Settlement, the first stop on the annual 7th-grade trip. Inside the Jamestown Gallery, exhibits and films taught us about early colonization from the perspectives of the settlers, Native Americans, and indentured slaves. We explored a re-creation of a Powhatan Indian village and a replica of one of the three ships that sailed from England to Virginia. The thorough tour gave us a great basis of understanding as we prepared for Williamsburg the following day.

As we approached Williamsburg’s cobblestone roads and quaint, colonial buildings on Thursday morning, the students became more and more excited. It was as if we’d traveled back in time to the 18th century! We began the day with a guided tour of Colonial Williamsburg. The 7th-graders asked insightful questions and were in awe of the reenactors’ knowledge. Later, the students had time to travel around Williamsburg in groups. Some of their favorite activities included visiting the print shop, walking in the brickyard’s clay pit, and buying souvenirs from various shops. Many of the students decided to take a tour of the Randolph House, one of the largest—and reportedly most haunted—homes in Williamsburg! After a long day of exploring, we were anxious to attend our night activity, during which we had the opportunity to participate in a performance of African music and dance. We listened to stories about the horrendous living and work conditions endured by the enslaved people, and learned about the critical song and dance rituals that aided the enslaved people in bearing unimaginable hardships. Historical reenactors enticed the students to sing and dance. Each student had a chance to jump into the circle and dance while the rest of the class mimicked their movements. All of this occurred while we drummed in unison, shouting an expression of celebration. “Asha!” Later, Emma Leechalk recalled the night in verse: “African dance/ Given no chance… Work/ Work/ Work/ A song/ A hum/ A gift/ A chance/ Asha!” We spent our final day visiting Monticello, the home of Thomas Jefferson. We began with a tour inside the grand house and were astonished by the masterful architecture. Each room and item within has a story and distinct place in our country’s history. The Father of the Declaration of Independence was polymathic, and his home is filled with artifacts that tell the stories of his life and countless devotions and accomplishments. The students were impressed by the degree of Jefferson’s influence on our nation’s history. After the tour, the students explored the grounds of Monticello, including the underground tunnels, gardens, stables, and a new exhibit focused on the Hemings family, who lived in slavery on the estate for over five generations. Lucas Orsatti took some time to reflect poetically on his experience: The perfectly blending greens In the hilltop garden Behind an observatory For Jefferson’s observing And behind it all Sits a grand house, solo It’s Jefferson’s home, named Monticello. On the way home, the students chatted about the trip. Teachers smiled, overhearing evidence of the students’ excitement and newly-gained historical perspectives. Excursions like this one broaden our worldview and offer depth of understanding.

6th-Graders Visit Wallops Island by Carole Wright THE ANNUAL 6TH-GRADE TRIP to Chincoteague Bay Field Station, on Wallops Island in the Virginia Barrier Islands, is a rite of passage—a journey in science and friendship. Valley students have made the pilgrimage to this incredible region for 39 years, enthusiastically digging into marine science with curiosity and vigor. During the drive this year, the students displayed the same enthusiasm they always do in anticipation of their adventure. Little did they know, however, that while marine science was on the agenda, a surprise experience awaited them, too! Upon arrival at the field station, students learned that they would visit the NASA Wallops Flight Facility and rocket launch pad. It wasn’t until they set foot on the giant launch pad, however, that the magnitude of the opportunity sunk in. Together, they linked arms and gaped at the spot the Antares rocket had stood prior to launching the Northrop Gumman Cygnus spacecraft. The moment was uplifting (ha!) and inspirational. Annie Greene’s astonished murmur, “This is where real science happens!” articulated the profundity of the moment. In April, the Cygnus (on its 11th mission!) carried 7,600 pounds of scientific investigation equipment to the International Space Station. The cargo it delivered included equipment for life science studies that “will evaluate the effects of weightlessness on the blood vessels and heart, and the links between these effects and bone health, blood biomarkers, insulin resistance, and radiation exposure.” NASA hopes that “increased understanding of these mechanisms can be used to address vascular aging in both astronauts and the aging Earth population.” Thinking back on his trip to the moon, Neil Armstrong, once reflected, “It suddenly struck me that that tiny pea, pretty and blue, was the Earth. I put up my thumb and shut one eye, and my thumb blotted out the planet Earth. I didn’t feel like a giant. I felt very, very small.” As we stood there, in a place that represents the culmination of thousands of years of scientific endeavor, we, too, felt ourselves a small part of something much bigger than we are. It’s a valuable lesson: sometimes a whole new perspective is just a matter of where you stand.

ISSUE 38.1 WINTER / SPRING 2019

MOVING ON CEREMONY

Cherishing the Past and Embracing the Future by David Kirkland

EACH YEAR WHEN I SIT DOWN to write this speech, I think about the kids who are moving on. What are their passions? What are their hopes for the future? What are their fears? How did their time at Valley School shape the people they will be as adults? What words of encouragement can I share with them as they begin their new adventures? As I look at you as 8th-graders today, I have come to know each of you in a special way. I have learned from you the many passions and interests that you have shared with us. Most importantly, I have come to understand that, implicitly, you love to learn. You are inquisitive. You want to learn more about the world and what it has to offer you, and you never have stopped asking questions about the variety of topics and stories that you have learned and heard over the years. You are determined to persevere, and you take great care in your learning so as to produce quality work that means something. Even recently, as you finished your 8th-grade English and Language Arts final exam, you worked tirelessly and with such great effort to put together quality responses and essays. These characteristics that are unique to each of you are remarkable, and I am confident that they will lead you to have fascinating and outstanding futures. Today, I challenge each of you to remain inquisitive. Keep learning and searching for more… as learning is lifelong. Make mistakes so that you may grow from them. Continue to

be fascinated by the world around you. Travel, explore new lands, visit great cities, interact with new cultures, taste new foods, and meet and help new and interesting people. Never stop and never lose the thirst for knowledge that you always have shared with us. Dr. Seuss once wrote, “Sometimes you will never know the value of a moment until it becomes a memory.” I’m sure that many of you, our students who are moving on to other schools, will think back on your years at Valley and see them as happy, challenging, and carefree times. Others will certainly follow Dr. Seuss’ words and not truly value your time with us until it becomes a memory. Either way, know that your time with us has affected all of us and made us all better people. You have taught us to be better educators, to be better friends, and better coaches. Our hope is that you also believe that we have affected your life in the same way for the better, and you take the knowledge, the experience, and the friendships with you, and cherish these moments always. What will the future look like for you? What remains in store for you as you continue to grow? I am not sure what your future will look like, or what you will be when you grow up. I do know that if you work hard, develop your passions, and continue to learn and question while finding out what you enjoy doing, your future will be more clear to you. My hope is that your futures are bright and memorable. I challenge

each of you to live your best life, to find what you love doing and do that each and every day. I challenge each of you to be good problem solvers and help those who cannot help themselves and continue to find ways to affect change. Don’t worry about being successful; success will come when you work hard at becoming good at something. Strive to be your best and demonstrate the effort to be the best at all things that you do. Most of all, be a good person. People may not always believe the things you say, but they will believe the things you do. Be true to yourself and keep your word. Look beyond the ordinary and seek out new and exciting ways to live your best life and to always help others along the way. Whether you are moving on or staying at Valley School, the faces in your class will change and be different. You will need to seek out new friends or strengthen old relationships, interact with new teachers or foster relationships with your old ones, and come to find comfort in brand new hallways or trust the ones you have walked for years. If you are moving on, talk to people you don’t know, and step out of your comfort zone to try something new. Try a new sport or join a new club. Most of all, continue to be kind to others. You are forging ahead into new, unchartered waters. Make the most of this adventure. Cherish and remember each moment. Remember the good times: the walks in the magic forest and finding animals and fishing in the stream, the visits to the science room to visit the fish and Ms. Wright, the many books that you read from the library, the kickball and football games on the lawn behind the gym, the problems you solved in productive struggles, the debates in ELA and history classes, the ceramic pieces that you molded, the music that you learned to read and play, the explorations with robotics and programming, the unit on ancient Greece in 6th-grade ELA, the many visits to chapel with your Bigs and Littles, the mistakes you made from which you picked yourself up and started fresh, and so much more. Keep Dr. Seuss’ words in mind; embrace each moment in time. “Sometimes you will never know the value of a moment until it becomes a memory.” These experiences have shaped the person that you have become. The good times haved help you and so have the challenging times. These moments in time will shape your memory and the person you are meant to be in this life. Let these times guide you into your future. Today, I congratulate you on your accomplishments in the classroom, on the playing fields, and in your relationships with others. I hope that you will cherish all of your good times and learn from the challenges that you faced along the way. Remember that Valley will always be your home. Forge ahead confidently in the knowledge that we, along with your parents, grandparents, neighbors, and friends, have helped build your foundation and your future is very bright. When you look back at this moment when you are older, I hope you think of it as a good memory and as a point in time in your life that forever changed you! Good luck in all that you do and in all that you are meant to be!

“Remember that Valley will always be your home.”

2019 AWARDS

SCHOOL PRIZE PETER C. MESSER SCHOLARSHIP The Peter C. Messer Scholarship honors our founding headmaster who served Valley School for 32 years. Mr. Messer’s concern with the formation of strong moral character shapes this award. The Scholarship is given each year to a rising 9th-grader. In selecting recipients, the award committee considers qualities such as honor, kindness, responsibility, and respect. Also valued is the general contribution students have made to the life of their class and school community. Congratulations, Maggi Durkan!

FLEMING SCHOLAR AWARD This award honors Mrs. Helen McGarrah Fleming, a past mother, grandmother, and friend of Valley School. One grant is awarded annually to a rising 6th-grader. All applicants are required to take part in a competitive academic exam and then sit for an interview by a faculty committee. The scholarship is made for the four years the student remains at Valley School, and is given strictly on merit. Congratulations, Josiah Smith! 34

The School Prize is awarded by the faculty to the top student in the graduating class.

Congratulations, Madison Gillner!

Madison is especially interested in math and science. Her aspiration is to become an astrophysicist, and (much to her parents’ dismay) to live on Mars. Madison, Valley School wishes you all the best out there! A special congratulations to Madison, who is also the recipient of the Mercersburg Academy Witmer Scholarship. This prestigious scholarship is awarded to a Pennsylvania resident for strength of character, leadership, and scholarship. Witmer Scholars are awarded full tuition, room, and board each academic year through graduation. There is only one Witmer Scholar at Mercersburg Academy at any given time.

FOUNDER’S AWARD

The Founder’s Award is given to a student whose consideration of others, effort, contributions to his/her class and school, character, citizenship, and integrity have made him or her a valuable member of the Valley School community.

Congratulations, Melina Markantone!

In considering candidates for the Founder’s Award, Valley School faculty and staff discussed Melina with proud admiration: “Consideration for others is a huge part of Melina’s character. She is a leader without elevating herself above others; she’s humble—always a peacemaker and a uniter in the room. Academically, she has many strengths, too. She has a strong work ethic. She’s self-motivated, and she enjoys the learning process—which is contagious to her classmates.”

Alex G. McKenna Science Award Theater Arts Prize

Literary Prize

This award is presented annually to two students in the 7th-grade class who, in the opinion of the Award Committee, manifest keen interest in the life and/or physical sciences. Considered are the students’ curiosity, powers of observations, and interest in scientific pursuits. The award seeks individuals who are open-minded, hard-working, enthusiastic, and eager to think for themselves.

The Literary Prize is awarded to Valley School Upper School students for their authorship of a superior poem, piece of short fiction (a short story or an excerpt from a novel), or a work of creative non-fiction. Anonymous texts are judged by the Valley School Literary Society, and the prizes are announced at the end-ofthe-year awards ceremony.

Bridgett McHugh and Lucas Orsatti

Barbara R. Mannion Art Prize The Barbara R. Mannion Art Prize is given in loving memory of Barbara Mannion, art instructor at Valley School from 1978 to 1990. The prize is awarded to a 9th-grade student who values and encourages the talents of fellow students and who shares his or her creativity and love of art with others. Melina Markantone

Latin Awards Valley School’s 8th- and 9th-grade Latin students recently participated in the National Latin Exam. Over 139,000 students from across the nation and 20 foreign countries took part in this exam, designed to promote the study of Latin and encourage the individual student. Latin I Ethan Banks, Cum Laude Beatty Cathey, Summa Cum Laude Sterling Cathey, Summa Cum Laude Ian Fox, Magna Cum Laude Krishna Lakkimsetty, Summa Cum Laude Noah Lawson, Cum Laude Madeline Manges, Cum Laude Aiden Mellon, Cum Laude Travis Skovira, Cum Laude Latin II Madison Gillner, Summa Cum Laude Melina Markantone, Summa Cum Laude Sydney Moore, Summa Cum Laude Connor Oechslin, Maxima Cum Laude Benjamin Rihn, Maxima Cum Laude

The Theater Arts Award is presented to the 9th-grade student who has made significant contributions to dramatic productions throughout his/her years in the Upper School. This award recognizes the student as an inspiration and role model to others in his/ her display of a positive attitude, cooperation, sense of responsibility, and dedication to the entire process of theatrical productions at Valley School. Ella Wheeler

8th- & 9th-Grade Prizes Peter C. Messer Latin Prize 9th-grade winner: Madison Gillner 8th-grade winner: Krishna Lakkimsetty Algebra I Prize Winner: Sterling Cathey Algebra II Prize Winner: Madison Gillner Geometry Prize Winner: Melina Markantone Larry Hutzell History Prize 9th-grade winner: Madison Gillner 8th-grade winner: Sterling Cathey Spanish Prize 9th-grade winner: Madison Gillner 8th-grade winner: Krishna Lakkimsetty Biology/Science Prize 9th-grade winner: Madison Gillner 8th-grade winner: Noah Lawson English Prize 9th-grade winner: Madison Gillner 8th-grade winner: Sterling Cathey Computers Prize 9th-grade winner: Ethan Myers 8th-grade winner: Noah Lawson Music Prize 9th-grade winner: Melina Markantone 8th-grade winner: Krishna Lakkimsetty Art Prize Winner: Sofia Goldblatt

Creative Non-Fiction Abigail Doperak, for “Butterfly” Madison Gillner, for “I’m perfect” Madeline Van Norman, for “Getting my Finishing Touch” Poetry Simeon Pope, for “I Am Strong and Getting Through” Shaelin Wiley, for “When I was a Poem, from the Point of View of a Potato” Short Fiction Maria Rihn, for “Get Through it Together” Ava Wheeler, for “Chasing Freedom”

Deeded Sports Awards Hackett Soccer Cup Benjamin Rihn Macdonald Field Hockey Cup Ella Wheeler Robin L. Kennedy Lacrosse Prize Melina Markantone Larry Clements Lacrosse Prize Benjamin Rihn

Girls’ Sports Award 9th-grade Athlete of the Year: Abby Doperak 8th-grade Athlete of the Year: Madeline Manges

Boys’ Sports Award 9th-grade Athlete of the Year: Connor Oechslin 8th-grade Athlete of the Year: Ethan Banks

ISSUE 38.1 WINTER / SPRING 2019

WHERE TO NEXT?

“Clarity of vision is the key to achieving your objectives.” —Tom Steyer

Class of 2019 Bella Baumgardner Isaac Cotchen Logan Creamer Larson DiIanni Abigail Doperak Carson Eller Clain Fahey Kaitlyn Gaskey Madison Gillner Drew Hooker Nicholas Jacob Maya Jain Melina Markantone Sydney Moore Parkes Morford Ethan Myers Connor Oechslin Lexington Ortego Alexia Powers Benjamin Rihn Cameron Rohrer Mason Rohrer Ellana Sheedy Marian Siemering Ava Tokar Ella Wheeler

Somerset Area High School Ligonier Valley High School Greensburg Central Catholic Greater Latrobe High School Derry Area High School The Phelps School Jamestown High School Ligonier Valley High School Mercersburg Academy Carrabassett Valley Academy Grand River Academy Greater Latrobe High School Greater Latrobe High School Westmont Hilltop High School Ligonier Valley High School Greater Latrobe High School Westmont Hilltop High School Ligonier Valley High School Somerset Area High School Mercersburg Academy Greater Latrobe High School Greater Latrobe High School Ligonier Valley High School Ligonier Valley High School Greeneville High School Somerset Area High School

Hunter Mellon Malorie Menzie Eve O’Sullivan Chloe Pohland Clayton Ritter Elliot Rost Cole Schenkman Zoe Shaffer Brendan Thiele Wesley Tokar Samuel Tomack

Georgetown University West Virginia University Waynesburg University Seton Hill University Oberlin College University of Vermont University of Delaware Indiana University of Pennsylvania Saint Vincent College Penn Technology School University of Pittsburgh, Oakland

Class of 2016 Ethan Agostoni Noah Alcorn Nathaniel Arendas John Caldwell Rachel Caldwell Prosser M. Cathey Mackenzie Courtney Madison Courtney Abigail Frey Aiden Gillespie Jarrett Marks

Post-graduate year, Shady Side Academy Penn State, University Park Saint Vincent College Penn State, University Park Waynesburg University MIT James Madison University Elon University Penn State, University Park Penn State, University Park College of Charleston

*Max Farner and Ian Russ, please be in touch!

SHOUT-OUTS

We asked the 9th-grade students to think back on their time at Valley School, and to contemplate the exciting experiences that lay before them. They had a few words for the people who helped them get to where they are now.

Thank you to Ms. Wright and Mrs. Broker. Thank you to Ms. Wright for teaching me to look for the good. When I was stressed, sad, or unhappy, she showed me how to look for good and find joy. It was never a dull moment when she was around. Thank you to Mrs. Broker for teaching me everything I know about music. I wouldn’t be where I am today musically without her. She was always there for me and could help me with any problem. I’ll always appreciate that. –Abby Doperak

Thank you to Mr. Nordstrom for being a great mentor, role model, and teacher. I appreciate the times that you helped me with school work and studying habits. –Isaac Cotchen Thank you to my family for always supporting me no matter what. My family has always encouraged and supported me—if I got a bad grade on a test, or I was simply having a bad day. They always push me to go beyond my comfort and try something new. Also, thank you to all of my teachers at Valley for making me embrace a lot of challenges that I didn’t like at the time. Looking back at those challenges, they have shaped the person I am today in positive ways.

Thank you to Mr. Snyder for encouraging my passion for science. I’ve never had a science class I didn’t like (even test days were okay), and that’s mainly because you make science so interesting to learn. I’m grateful that you’ve always given me more to learn, such as telling me about books on physics or neurology. Also, thank you to Mrs. Nolfi for truly caring about me, not just as a student, but as a person. You’ve answered my crazy, incessant math questions, dealt with my over-worried self, and have always been there when I needed encouragement. —Maddy Gillner

—Katie Gaskey

Thank you to all of my teachers since Kindergarten! All of them have had such an impact on my life, and I want each and every one of them to know how much I appreciate all that they have done for me. I would also like to thank the lunch ladies and the maintenance men, many of whom I’ve also known since Kindergarten. Even though students don’t interact with them as much, their hard work does not go unnoticed. The people who work at Valley are the reason this school is so special. Thank you!!! –Melina Markantone

Thank you to Mrs. Koza for helping me with my 9th-grade speech, and for being someone I can go and talk to. —Ethan Myers

I would like to thank Mr. Rohrer for being a great coach, teacher, and mentor. He congratulates us when we do something well, and he never just criticizes, but works with us and helps us improve. I have always appreciated his honesty and his humor, and I can’t thank him enough for how he has influenced me at Valley. —Connor Oechslin

—Sydney Moore

I would like to thank Dr. Strecker for all he’s done to help my 9th-grade class and me this year. From setting up an escape room at the beginning of the year to helping us all write our speeches, he has been a great outlet for someone to talk to this year, and has always been there for all of us. —Ben Rihn

I would like to thank my classmates for shaping me into the person I am today, all of the teachers for supporting, helping, and believing in me throughout my journey here, and Dr. Strecker for creating positive changes in the school over these past two years.

—Ella Wheeler Thank you to Mrs. Koza, for always being there for me and listening. She helped me when I was down and needed to talk to someone. I would also like to thank the esteemed Benjamin Rhin for being a comrade in arms and being one of my best friends. —Lex Ortego

Thank you to all my current and former classmates for helping me become who I am today. Before I met you, I was shy and quiet—and, well I’m not saying I still don’t have those traits—but now I am a better person. I’ve found interests and passions that I’d never considered. I feel ready to face any challenge that comes my way with a confident and eager mindset. And even if we may not have always had a close bond, you have each helped me become the person that I am today and I’m forever thankful to you.

Thank you to Mr. Croley for always helping me with my tests. You made me realize that it’s okay to ask for help when I need it. —Alexia Powers

PO Box 616 Ligonier, Pennsylvania 15658-0616 valleyschoolofligonier.org

NONPROFIT ORG. U. S. POSTAGE PAID GREENSBURG, PA PERMIT NO. 1234