Graland Today

WINTER 2020-21

GRALAND Today

IN THIS ISSUE:

August-October 2017

Passing of a Legend Nancy Nye ’39 Priest 3

Fall 2019

Prepare to Engage

by Head of School Josh Cobb

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Community Day 7 Creativity During COVID 10 Understanding Homelessness 12 Graland Parent Association 14

GRALAND COUNTRY DAY SCHOOL

“

Community Day is a chance for students to engage in dialogue regarding diversity, equity, and inclusivity in order to appreciate and learn from one another.”

- Oscar Gonzalez See article page 7

”

Graland Today is a publication of Graland Country Day School Volume 8, Issue 2 Send correspondence to: Graland Communication Department Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org

A Grateful Graland Bids Adieu After more than nine years as a mainstay at Graland, Associate Director of Communications Mimi McMann has accepted a job as communications director for The Summit Country Day School in Cincinnati.

Mimi will be missed. During her time at Graland, she honed her leadership skills and helped to advance the Communications team’s publications and processes. A story sleuth and artful writer, she kept her ear to the ground, knew how to find the hidden narratives, and brought them to life in words.

“We are filled with gratitude for Mimi’s tenure at Graland,” said Director of Marketing and Communications Karyn Huberman. “As our fearless roving reporter, she uncovered the magic happening in our classrooms and throughout the school so we could share it with the Graland community.”

Bon voyage, Mimi! We wish you much success in the Queen City.

At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.

Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community

Ascende Omnem Montem

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VIRTUAL

Grandparents and Special Friends Celebration APRIL 2021!

The program will have remarks by Josh Cobb, Head of School, and each classroom will offer a virtual visit.

Please stay tuned for date confirmation.

The Passing of a Legend

Master Teacher Nancy Nye ‘39 Priest dies at age 93

On November 20, 2020, Graland lost a legend when Nancy Nye ‘39 Priest passed away.

A graduate of the Class of 1939, Mrs. Priest was a Graland Master Teacher who served 43 years at the school. During her teaching time at Graland, she carried on the tradition of medieval knighting started by Ruth Gorham and added her own special traditions like the Roman Museum and the Mesa Verde trip for sixth graders. As shared by her daughter, Susan Priest ‘69 Pierce, Mrs. Priest “firmly believed we could improve the world through a better understanding of cultures and their history.”

Susan added, “At Graland, Mom was able to use her creativity both as a student and as a teacher.”

Mrs. Priest’s tireless work with thousands of students and her unselfish devotion to her community made her a role model to many. John Caulkins ‘81 said, “She taught us that the past is something to relive, to experience, to let one’s imagination unfold.

She knew that a fifth- or sixth-grader has an even better sense of curiosity than an archaeologist, and just how important it is to kindle the imagination while teaching independence, self-discipline, and respect for others and the environment. Can you imagine a more hands-on approach to learning?”

Upon her retirement in 1995, Graland established an award in her honor. The Nancy Nye ‘39 Priest Alumni Award is given annually to an alumna/us whose extraordinary contributions in their chosen field of endeavor are reflective of the exemplary qualities of Mrs. Priest, of Graland Country Day School, and of the global community in which we live.

Mrs. Priest graduated from the University of Denver in 1948 with a bachelor’s degree in art. She completed her master’s degree in education in 1950. She was a lifelong gifted artist, a student of southwest culture, and an avid lover of animals, particularly Navajo-Churro sheep.

If you would like to make a gift in memory of Nancy Nye ‘39 Priest, please visit graland.org/SpecialFunds.

“I loved her class ... We would visit Nancy at her mud adobe house, and Mr. Priest would shoot steel ball bullets from the Civil War era.

She had a great, long life and made her positive mark to so many. Nancy also brought us all together at her departure. Not only did my Graland peers started emailing when we heard the news, but we also had over 20 people in a Zoom meeting to honor her memory. She keeps on giving and will never be forgotten.” ~ Kit Kuhn ‘77, Mayor of Gig Harbor, Washington “Nancy taught me the joy of learning and exploring. I still have my shield from the Knighting ceremony.”

– Valerie Gates ‘69

In honor of Mrs. Priest’s impact on generations of Graland students, we have established the Nancy Nye Priest Memorial Fund for student scholarships. graland.org/SpecialFunds Graland Today

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Prepare to Engage: How the Social-Emotional and Social Justice Curriculums Converge

By Josh Cobb, Head of School

Over a year ago, the Graland Character Task Force unveiled its vision for social-emotional learning. Influenced by Turnaround for Children, the task force’s draft framework consisted of building blocks of character traits, culminating in a portrait of a graduate who is full of agency, empathy and curiosity.

Though we stopped addressing this vision formally over the last nine months, the social-emotional competencies discussed in the building blocks have never been more present or more important than they are right now. Our country is facing a multi-layered health, democratic, economic, educational, and equity crisis that requires certain character traits, several of which are emphasized in the penultimate row of the building blocks visual: • Civic Responsibility • Resilience • Global Understanding Our reliance on these characteristics further emphasizes the need for a social-emotional curriculum that intentionally teaches these competencies from preschool through eighth grade.

In the midst of the crises above, a movement manifested over the last nine months that makes this effort even more essential.

Following the murder of George Floyd, many rose up to demand that all institutions question their role in promoting anti-racism and racial justice. At Graland, this imperative took us back to our mission to prepare engaged citizens and thoughtful leaders, and inspired us to recommit to our social-emotional learning platform as a path to social justice.

Daniel Goleman, author of Emotional Intelligence, and Peter Senge capture the three spheres of social-emotional growth in their work, The Triple Focus: A New Approach to Education. The inner 4

Building Blocks Visual Purpose

Passion

Empathy

Agency

Curiosity

Global Understanding

Resilience

Civic Responsibility

Growth Mindset

Social Awareness Relationship Skills

Attachment

Self-Efficacy

Self-Awareness

Self-Regulation

Relevancy

Executive Functioning

Exploring Choice “Play”

Civic Identity

Sense of Belonging

Responsibility to class group

Play

sphere is defined by understanding of self, the middle sphere by understanding of others, and the outer sphere by understanding of the world. The journey of understanding the three spheres can also be applied to a social justice curriculum and specifically aligns with Teaching Tolerance’s Social Justice Standards on Identity, Diversity, Justice, and Action.

To delve into social justice, we, whether we are teachers or students, start with attempting to deepen our understanding of who we are. This inquiry begins with identity work, looking at our different identifiers, such as gender, race or class, and how they intersect. The Teaching Tolerance standards under “Identity” explain this work as “develop[ing] positive social identities based on [our] membership in multiple groups in society” and “recognizing that people’s multiple identities interact and create unique and complex individuals.” Through a process of self-exploration, we develop a deeper view of ourselves and also begin to understand others.

Once we know ourselves better, we extend that same curiosity to others by exploring the rich diversity of humanity and doing our best to understand various perspectives and backgrounds.

The Teaching Tolerance standards describe this stage as “express[ing] comfort with people who are both similar to

and different from [us] and engag[ing] respectfully with all people.” Overall, the objective of this sphere is to enhance our appreciation of diversity and cultivate our empathy and respect for others.

With a developing understanding of self and other, we tackle the next stage, just as elusive as the first two, and confront the world with curiosity and discernment, investigating it for examples of justice and injustice, equity and inequity, and inclusivity and exclusivity. For Teaching Tolerance, an exploration of justice is an exploration of fairness, on both the individual and institutional levels, and a recognition of the impact of unfairness.

Through this phase, we question who has power in the world and how they use that power to create a just or unjust society.

We explore who is disempowered and marginalized in society and consider how they find empowerment and voice. We ultimately study the world in an effort to discover compassion for humanity as a whole.

Just like developing social-emotional strengths, the pathway to acquiring an understanding of social justice is not a straight trajectory. We continue to cycle through the spheres, spiraling through them—self, other, world—never feeling like our knowledge of the concepts is solid, always questioning, always seeking to understand. Inquiry is at the heart of this journey. Fueling this odyssey of understanding is Graland’s imperative to create a more just and peaceful world.

Graland commits to teaching students to explore topics thoroughly, to follow their own intellectual path, and ultimately to find their own voice, all in an effort to prepare them to be engaged citizens and thoughtful leaders.

Though the Character Task Force’s building blocks draft includes many important elements of social-emotional growth, there is one element that is most closely linked to social justice and to the final lines of our mission: civic responsibility. To promote civic responsibility, educators commit to ask questions, foster civil discourse, and provoke deeper thinking. From this inquiry, dialogue, and discovery, action may arise in our students. In fact, the Teaching Tolerance standards under “Action” include examples, such as “Students will recognize their own responsibility to stand up to exclusion,

prejudice and injustice.” Then, the twentieth and final standard speaks of “collective action against bias and injustice in the world.” At Graland over the past few years, we have had two examples of this student-initiated collective action during the walkout against school violence after the Parkland Shooting in 2018 and the celebration of Pride Day in 2019.

In addition to ensuring that those organic examples of collective action are constructive, educators also have specific curricular elements that help students fully understand civic engagement. For example, the history curriculum in seventh and eighth grade specifically guides students

“The more intentional we can be with our social-emotional and social justice curriculum, the more engaged and thoughtful our students will become.” to understand how best to engage in society in a positive and effective manner.

In seventh grade, students delve into the history of our country and study the foundational documents—the Constitution and Bill of Rights—that form the basis of our democracy. From this understanding of the principles that bolster American democracy, they then examine how those ideals meet reality in seventh grade when they study American Slavery and in eighth grade when students study historical

events, such as the Civil Rights Movement, and prepare for their Capstone Project.

This project encourages civic engagement for all of our upcoming graduates, where the focus moves from understanding to problem-solving. Using the United Nations Sustainability Goals as a catalyst, the project requires students to research a selfselected topic related to those objectives, to investigate that issue thoroughly, to present it in a variety of media, and to take action to educate and help solve that specific global dilemma. This project is a model example of how we can culminate a student’s understanding of self, other, and the world with compassionate and constructive action. To prepare students for this culmination, we have opportunities, mostly through our service learning program, to engage students in age-appropriate civic engagement at every grade level. Now we need to build on these activities and intentionally guide students to a deeper understanding of themselves and society.

The more intentional we can be with our social-emotional and social justice curriculum, the more engaged and thoughtful our students will become.

They will, as our guiding principle, Honor Individuality, states, “learn to value individual difference and divergent thinking. As they grow, they seek inclusiveness and justice in a multifaceted and diverse world.” As the entire world grapples with its responsibility to create justice, we must do our part and further commit to developing both social-emotional skills and social justice understanding in our students. This impactful convergence will promote constructive civic engagement in our students as they become purposeful leaders today and into the future.

Graland’s Diversity and Inclusivity Philosophy Statement Revised January 2021 Excerpt from a letter written to the Graland Community in January 2021 from Bernie Dvorak, President of the Board of Trustees Graland Country Day School and the Board of Trustees are committed to diversity, equity, inclusivity, and social justice in order to prepare our students to achieve intellectual excellence and to build strong character. As we continually strive to climb every mountain, we have updated our Diversity, Equity, and Inclusivity Philosophy Statement. First adopted in 1994 and then revised in 2014, the DEI Philosophy Statement guides our initiatives. Given the ever-evolving landscape of the world we live in, we’ve recently adopted a revised statement in order to better align with our commitment to diversity, equity, inclusivity, and social justice.

Visit graland.org/DEIStatement to view the full letter and read the revised philosophy and policy.

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MARK YOUR CALENDAR- GOLF IS BACK! NEW DATES! May 20-21, 2021

graland.org/golf The Graland Parent Association’s biggest fundraiser of the year is back in full swing!

We are now seeking tournament sponsors to make this event a success.

Visit graland.org/golf for more details about sponsorship levels, costs, and perks!

Golfer registration will be available soon.

Junior Eagle Invitational Golf Tournament Thursday, May 20, 3:30-6:30 p.m.

CommonGround Golf Course

Thank you to our Sponsors!

Title Sponsor

Eagle Invitational Golf Tournament Friday, May 21, 8:30 a.m. Shotgun Start CommonGround Golf Course

Eagle Golf Cart Sponsor

The Brody Family Birdie Sponsors

Hole Sponsors

Beverage Cooler Sponsor The Howarth Family The Siegel Family 6

A Focus on Community

By Oscar Gonzalez, Director of Equity and Inclusivity

For the past three years, Graland has celebrated Community Day, a chance for students to engage in dialogue regarding diversity, equity, and inclusivity in order to appreciate and learn from one another. The goal is to create connections and allow opportunities to see and value the humanity in every member of our community. To build strong character and prepare students to be engaged citizens and thoughtful leaders, the event focuses on three of Graland’s Guiding Principles: Build Community, Honor Individuality, and Cultivate Compassion.

Now more than ever, it is important to build community. Students practiced active and deep listening to gain insight into the ways we have collectively experienced the pandemic - both similarly and uniquely - as we continue with the theme, “My Story.

Your Story. Our Story.” Since last year, we have focused on civil discourse and civic engagement. Building on One Graland, we continue to listen and process one another’s varying perspectives thoughtfully in order to nurture growth, collaboration, and empathy, especially through our differences.

The day’s program this year was designed to be safely accessible in person, in a hybrid model, or virtually.

The day began with Dr. Bettina Love, an award-winning author and the Athletic Association Endowed Professor at the University of Georgia. In addition to sharing parts of her story, Dr. Love’s talk called for us all to make known

what is unknown by telling our own stories, stories of brilliance and joy that get us closer to justice. She challenges us to see the contributions of others and reminded students that they are never too young to change the world stating, “you can be little, but your voice can be mighty” From there, students connected with one another through various activities within grade-levels and across divisions to spark their sense of self, sense of others, and sense of the world. These social emotional skills are tied to ultimately understanding justice and injustice, as well as inclusivity and exclusivity. By having a firm understanding of oneself, one can be compassionately curious about others and the world, and be inspired to be an engaged citizen and thoughtful leader.

Our closing speaker was Stephen Brackett of the alternative hip hop band, Flobots, which was founded in Denver. Mr. Brackett is also director of special programs, co-founder and past board president of Youth

on Record, a nonprofit whose mission is to empower Colorado’s underserved youth to achieve their academic, artistic, and personal best by employing local, professional artists as their educators. The presentation was titled “Learning How to Fly with the Help of My Friends,” and he noted the importance of listening, building relationships, and taking care of each other while answering questions, sprinkling in musical performance and freestyling.

Because joy and laughter create safety and community, the day ended with an interactive dance party, which included games and prizes, hosted by DJ Will Gill, who was named the #1 virtual party DJ in the world by Google and virtual event DJ by the Wall Street Journal.

With a balance of storytelling, deep listening, and fun, Community Day was an opportunity to do a deep dive into the values of connection, solidarity, and caring for our community as we continue to create belonging during a global pandemic.

Graphic recordings from the two keynote sessions by Kriss Wittmann.

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Alumni

Priceless: Graland archives and heritage project preserves school history

By Mimi McMann, Associate Director of Communications

In our nearly 100-year history, Graland has educated thousands of students, held hundreds of events, established dozens of traditions, and watched some of the world’s finest educators practice their craft in and out of the classroom. While there are many precious intangibles related to these factors, the tangible evidence of the Graland legacy can be found in an expansive collection of artifacts, documents, and photographs going back to the school’s earliest years.

It’s no small task to identify, preserve, and catalog these items, and we are fortunate to have a team of volunteers with the passion and expertise to keep Graland history alive.

The Archives Team

A small team of amateur historians -Graland alumni from different eras -- uses their shared love for Graland to preserve and raise awareness about the school’s history. Jim Arneill ‘66, Ed Murane ‘78, and Ann Ladd ‘87 Ryan are the hands and hearts who ensure Graland’s history is not forgotten.

“One of our main goals is to show how Graland’s history is relevant today,” said Jim. “It’s really the bridge that connects past and present students.”

The archival work itself goes back many

Access the Archives

Candace Cross (formerly Suechting) began the process of gathering and organizing boxes of materials -- photos, tapes, newspaper clippings, and school publications from the 1930s onward. From 2016-2018, Mr. Hickey took over their work, spending countless hours in the basement of the Georgia Nelson Building creating order from chaos.

“My interest in history came from Ruth Visit grala Gorham,” said Phil. “When I first came nd.org and searc h “Graland to Graland, Ruth had just written the History Ac cording to first history book, and I obviously Mr. Hickey ” for a chro nicle of Phil Hic devoured it in a weekend. She was key’s teac hing experienc forever filling me with stories. I wish es, providin g insights an I had documented them because now d a peek in to the past. her stories are lost. The school’s history became my passion as a result of Ruth.”

years, according to Master Teacher Phil Hickey, himself something of a Graland heirloom after spending 41 years on our campus. He recalls the “Herculean” efforts of four women who laid the foundation for the Graland archives; Ruth Gorham, Betty Clarke, Renee Rockford, and

Notable artifacts and photos are on display in the Corkins Center as a way to celebrate the humble early years and educate current students and families on the long, proud history of the school. Although campus is closed to parents and visitors this year, the display remains and we look forward to when we can welcome visitors back on campus again. Other work of the archives team can be found online under the Alumni tab on the Graland website. There are digitized copies of the two history books that together document the school’s beginning. “Graland Country Day School - The First 50 Years” is Master Teacher Ruth Gorham’s book that came out in 1977. It was followed in 2002 by “Climb Every Mountain - The Story of Graland Country Day School,” written by Rosemary Fetter in recognition of Graland’s 75th anniversary. These treasures honor the school’s founding families, first students, enrollment growth, and exceptional educational program.

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Got Graland Memorabilia?

Today, the Archive Committee needs our community’s support to carry on this priceless work. Alumni and families can help preserve Graland’s history by donating memorabilia, such as knighting shields, sports jerseys, art pieces, and class projects, to the school. You can also share the lore that accompanies it.

Contact Jeri Volpe, Associate Director of Community Relations at 303-399-8370 or jvolpe@graland.org to donate a special Graland item.

Development

Special Opportunities for Giving

Beyond the Annual Fund, which provides critical unrestricted support to the school’s annual operating budget, Graland has additional initatives which are funded in part through special funds. These funds were established by and/or for donors to designate gifts to a specific purpose aligned with the school’s mission and priorities.

Graland is grateful for the donors who go above and beyond in supporting the special funds listed below.

Additional contributions are welcome and appreciated anytime.

Samantha Loewi Scholarship Fund

Nancy Nye Priest Memorial Fund

Donations to the Nancy Nye Priest Memorial Fund are designated for financial assistance to deserving students whose families cannot afford full tuition.

See page 3 for a memorial to Mrs. Priest.

Graland’s Archives and Heritage Project

Graland’s Archives and Heritage Project has digitized many historic photos, documents and yearbooks to date, however additional funding is needed to assure all archival materials can be properly preserved, stored and shared with the school community. See page 8 for more information.

Diversity, Equity & Inclusivity Fund

Established in 2018 by Drs. Roger and Suzanne Barkin, the fund is designated to advance strategic diversity, equity, and inclusivity initiatives at the school including, but not limited to: professional development, faculty and staff recruitment, and the creation and execution of Community Day. See page 7 for Community Day 2021.

Bradley Thomas Memorial Fund

Established in 1992 by Don and Marcia Thomas, the Bradley Thomas Memorial Fund was created as a tribute to their late son, Brad ‘72. Donations to the fund help offset the cost of drug and alcohol prevention education provided annually to Middle School students.

Begun in 2012, the fund was established as a tribute to Sammy Loewi ‘05 who passed away at an early age due to complications of congenital muscular dystrophy. It was initiated to enhance training for students, teachers and parents with regard to diversity and inclusivity efforts, and to assist students with diverse needs. Over time, the Fund has evolved, likewise supporting the Sam Loewi Unified Neighborhood Games, the culminating service learning event for Grade 4 students who spend their year building relationships with special buddies and learning kindness and respect for children who are physically and mentally different.

The Romero Scholarship Fund

The Romero Scholarship Fund was introduced to recognize and honor Coach Robert Romero ‘69 upon his retirement after 39 years of teaching and coaching at Graland. Once the goal is realized, this endowed fund will offer financial assistance in perpetuity to deserving students whose families cannot afford full tuition.

Share your support: graland.org/specialfunds or via the enclosed envelope.

If you are interested in establishing a special fund, contact Jessica Goski, Director of Development, at jgoski@graland.org or 303-336-3705.

Join Us!

SPRING ALUMNI VIRTUAL EVENTS

Graland in the Making

– The First Fifty Years THURSDAY, MARCH 18

For alumni from the Classes of 1927-1977 as well as faculty from those years.

Graland Alumni Reunion TENTATIVE DATE SATURDAY, MAY 15 WITH MORE INFORMATION TO COME

Celebrating our milestone classes with class years ending in 0, 1, 5, and 6.

Alumni of all classes are invited to attend.

Questions? Please contact Jeri Volpe at 303.399.8370 or jvolpe@graland.org

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Lower School News

Creativity Abounds During COVID-19

By Nan Remington, Head of Lower School

In August 2019, I gave each Lower School faculty member a small succulent. We discussed how succulents could thrive under adverse conditions such as small amounts of moisture, poor soil conditions, and lack of nutrients.

I asked the teachers to think about how they would “thrive” in the upcoming school year, even if adversity came their way.

Little did we know that March would bring a whole new meaning to “thrive” under adverse conditions. With COVID numbers on the rise, last spring brought school closures all over the state. Teachers were asked to teach their curriculum through an entirely new platform, work from home while tending to their families, and create materials that could be used electronically. These circumstances challenged even the most experienced teachers, and teachers worked tirelessly to fulfill Graland’s mission.

Morning Meeting

Courtney Menk, Grade 4 Lead Teacher

How do Lower School students learn to collaborate, cooperate, and connect with one another while maintaining social distance? In past years, our “Morning Meeting” has provided a platform for teachers to build community and purpose within their classrooms. Unfortunately, COVID-19 has taken away our ability to gather around the classroom rug and share this valuable time with everyone.

Throughout the school year, I’ve had to find innovative, new ways to replace this important routine. Creating new activities that maintain a safe barrier while simultaneously encouraging teamwork has driven my Morning Meeting planning this year.

My repertoire has expanded immensely. Many new classroom favorites involve transforming the plexiglass shields on each student’s desk into game boards to play strategy games and solve puzzles. Every morning, students work together to discover patterns, learn tricks, and scrutinize moves in engaging ways that prepare them for the rest of the day’s lessons. In addition, in-person students especially love jumping onto Zoom to interact with their classmates who are learning from home. COVID has taken so much away from us; it is important that we appreciate what still remains. For me, watching kids interact, laugh, and make discoveries together is what school is all about.

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During a faculty meeting in May, I asked teachers to share photos of the succulents they were given in August. We oohed and aahed over those that had tripled in size and had colorful blooms, and we laughed together at the pictures of brown, shriveled plants. Teachers asked each other questions about how much water was required for the succulents to thrive, how much sunlight was needed, and did they fertilize their plants?

While there was fun and laughter associated with the photos, the more significant takeaway for me was that they were still looking for ways to care for their succulents. Their need to continue to improve, find answers, and make changes was also what I observed within our faculty as they stepped up to meet the challenges of COVID. Graland teachers sought out innovative ways to teach remotely, reach their students, even when wearing masks and socially distanced, and continue to show their love without hugs.

As you read these excerpts from teachers, you will see how their teaching has evolved under the challenging parameters of COVID. You may even see some succulents thriving on their windowsills!

Classroom

Justine Hall, Grade 2 Lead Teacher

In my opinion, innovation is now synonymous with COVID for teachers worldwide. We have had to brainstorm, problem solve, pivot, and iterate everything we do—from setting up the physical classroom to planning and executing each and every individual lesson.

In my classroom, engaging students in this process has allowed them to be part of the solution and to feel safe and comfortable, despite the new COVID guidelines. While our Morning Meetings are no longer shoulder-to-shoulder around the patterned rug, and instead involve students sitting on chairs around the outside of the classroom, they still feel safe to share openly and honestly.

Reading quality picture books no longer happens from my rocking chair. Instead,

Library

continue to innovate every day to ensure that students feel safe and accomplished while achieving academic success and developing skills to thrive in the 21st century.

Abbie Digel, Librarian

No amount of experience can prepare a person for teaching during a pandemic, whether in-person or remotely. Part of my role as a librarian is to help match students and teachers with appropriate resources. My team and I were excited to share ebooks and databases with our community during Virtual Graland in the spring. My background in publishing, along with my master’s degree in library science, provided me with many of the skills needed to adapt to a virtual teaching world. I know my way around copyright and reuse laws in terms of sharing content with teachers and students, and I found enjoyment in developing online learning modules.

The return to in-person learning this fall, though, was appropriately challenging as our wonderful library space had to close

Science

images are “air-played” from the iPad camera to the Apple TV, and students are still able to engage in challenging, thoughtful, and authentic conversations about a variety of topics, including identity and social justice.

Learning new math concepts with the help of a game no longer involves students sharing a die and a game board. However, students still feel the thrill of successfully beating an opponent or collaborating to achieve a goal, as they use their own individually assigned and stored materials.

The list of creative changes that have been implemented is endless, and students have demonstrated their resilience by adapting. This pandemic has reinforced the importance of the social and emotional wellbeing of our students. I will

to students in order to reduce potential exposure.

Librarians are resourceful by nature, and we put our heads together to come up with a mobile library plan. My team and I visit classrooms daily and deliver lessons to help students engage with books. For younger grades, we created mobile book carts filled with high-interest books and allow students to check out books right from our ‘bookmobiles.’ Older Lower School students and middle schoolers have mastered our holds system, using their devices to reserve books. We either deliver the books to students in their classrooms, or they can pick them up in the Corkins Center. I’ve also noticed many students reading ebooks on their classroom iPads and exploring reading apps like Epic!

Books. Our goal this year, and every year,

Mobile Library with Head Librarian Ashleigh Finn

is to keep students engaged with reading.

Even though the delivery of books looks different, I strongly believe we are still reaching that goal.

Sarah Jackson, Lower School Science Teacher

Teaching in person during COVID has presented many challenges and opportunities for my Lower School science classroom. The safety restrictions that prohibit sharing materials and require social distancing have made many of our usual hands-on experiments and group work impractical this year. I realized it was essential for me to adopt a new and

innovative approach to my curriculum in order to teach effectively during a pandemic.

One easy change at the beginning of the year was moving all of my science classes outside when the weather permitted. The shift to the outdoors not only gave us a safer space for learning but also allowed students to take a break from their

classroom space, move their bodies, and experience the science that is all around us! I am thankful for how long we were able to enjoy Colorado’s mild fall weather, Graland’s impeccable grounds, and my past experience as an environmental educator.

While learning about energy, fourth-grade continued on page 15

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Middle School News

Sixth Grade Service Learning: Understanding Homelessness and Poverty

By Ruth Segal, Interim Communication Assistant

In January, Marcela N. and several of her classmates made a presentation to the Graland Parent Association (GPA) to share what they’ve been learning about homelessness and poverty this year in sixth grade.

“Our service learning program is about homelessness and poverty,” Marcela said. “We learned that there are over 6,104 homeless people in Denver alone.

In Colorado, there are more than 9,619 homeless people: 1,068 of those are veterans, 719 are family households, 545 are unaccompanied young adults (ages 18-24), and 2,187 are individuals experiencing chronic homelessness.”

Her empathy was on full display as she continued, “I think it is disappointing and shocking that 1,068 homeless people are veterans. They risked their lives for us and this country, and to keep us all safe, but now, they don’t even have a safe shelter or enough food for themselves.”

Her sixth-grade peer Maggie S. went on, “Homelessness is a big problem.

We need to change how these people get shelter and have more jobs that pay more. We are learning about policies that would help people who are homeless and ways that we can become advocates. Did you know that Denver recently passed a 0.25% sales tax increase? This is 2.5 cents for a $10 purchase. This sales tax increase is expected to raise $40 million per year 12

to fund housing, shelter, and services for people experiencing homelessness.”

Students in sixth grade have formed “Team Give a Smile,” which is planning projects and activities to help the greater good in our community. While in years past, they served meals to the homeless, this year it’s not possible.

“Due to COVID, we are not able to do that this year, so we have decided to take action in other ways,” said William P. “We have some exciting fundraiser ideas for ways to raise money so that we can make toiletry kits and other items that would support people experiencing homelessness.”

Elena R. explained, “We are happy that you have invited us to join the GPA

with a non-perishable food drive.” The group created posters to promote the drive throughout the school and made a presentation via Zoom to publicize the drive to Middle School students.

Food was collected by the students during carline from Jan. 19-23. Students counted and sorted items, which were donated to Denver Rescue Mission.

At Graland, service learning begins in kindergarten, and each grade level has its own program. As the sixth-grade food drive demonstrates, advisors have had to modify and innovate this year.

Sixth Grade Math Teacher Jolene Collier serves as advisor to Team Give a Smile.

For more information, contact her at jcollier@graland.org.

Save the Date VIRTUAL

Empty Bowls Event

An artistic culmination event, celebrating the sixth grade service learning program.

Wednesday, April 7

The Merits of a Deep Bench

By Marti Champion, Head of Middle School

For sports fans, the idiom “deep bench” is very familiar. The concept of having a number of quality players to substitute during a game can predict a winning season for a team.

At the beginning of every school year, we spend countless hours vetting teachers who are qualified to sub in when needed -- our version of a deep bench.

Our students are welcoming of guests, engaging, and eager to learn. Our full-time faculty are topnotch in their respective disciplines, and our parent community is supportive. This reputation coupled with our summer efforts allow us to hire the best substitutes available.

But, it is no secret that the number of people seeking positions in education is disportionately low compared to the need across the nation in both the public and private sectors. A competent, reliable substitute teacher is an asset, and the good ones are often “on the bench” at more than one school.

Last summer, as we anticipated a school year with above average faculty absences due to the pandemic, we needed a new approach to hiring substitute teachers that would not involve competing with other schools for the best of the best. Our solution was to hire permanent substitute teachers or flex subs. These flex subs deepened our bench as they became members of our faculty.

To take the sports analogy even further, they are key special teams players. They are agile, and in a moment’s notice they come off the bench to fill key positions with grace. Each one brings a tremendous amount of experience, which has strengthened our faculty and school community as a whole. They are essential utility players and each is as recognizable as each of our classroom teachers. We are so grateful.

5th Grade English Fifth graders, immersed in the reading of a novel in verse, “The Last Fifth Grade of Emerson Elementary”

by Laura Shovan, have been discussing poems in many styles, such as free verse, acrostics, odes, fibonacci, epistolary, limericks, haikus, and more.

Like the example below, students have used their new knowledge of these styles to write their own original poetry.

Music Ode

By Greta B., Grade 5 Oh, music.

You turn my frown, Upside down.

You make my smile, Last long like a mile.

You’re the melody and beat, That makes me tap my feet.

When you strum the strings away, You make my head sway.

Oh music, you’re always around us.

The buzz of a fly, The rain from the sky, And of course you and I. Sometimes you sound low and sad.

And sometimes you sound loud and mad.

You can sound soft like your floating.

In lots of songs I find you’re emoting.

Oh, music what would I do without you?

I would strum my guitar but it wouldn’t play.

So, I would sit and cry all day.

Oh, music.

Thank you, music

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Graland Parent Association Happenings GPA Community Outreach:

Volunteering is Always in Season Amidst the uncertainty of the pandemic, we have seen the generosity of our Graland families, who have opened their hearts and given of their time and resources through our various GPA Community Outreach service projects. As we journey into 2021 with renewed hope, there is still much work to be done! Please visit the GPA Community Outreach section of the Graland website for details about upcoming events and to find information about ongoing, in-person or contactless volunteer opportunities like these:

FEBRUARY APRIL

Provide lunches at Network Coffee House, a resource center for people experiencing food insecurity.

Donate backpacks, towels, and adult clothing and shoes for those served by the St. Francis Center; a refuge providing shelter and services that enable people to meet their basic needs for daily survival and to transition out of homelessness.

Virtual Spring Book Fair MARCH 15-29

New this year, Graland will partner with the local, independent bookstore Tattered Cover for an extended Book Fair. Mark your calendar and look for more information to come soon!

Did you know that for every qualified purchase you make through our Community Rewards programs with King Soopers and AmazonSmile, the Graland Parent Association (GPA) earns cash back? The GPA funds a variety of activities, events and speakers throughout the year for the entire school community. Don’t wait— the sooner you sign up, the sooner Graland will start earning rewards!

Sign up at kingsoopers.com and smile.amazon.com.

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FRIDAY, APR. 23, 6 P.M. Join us for family-friendly entertainment, special prizes, and lots of laughs! Attendees will get an exclusive “Bash in a Box” prior to event night. We look forward to gathering virtually to celebrate our remarkable school. Save the date and stay tuned for further details!

continued from page 11

Creativity Abounds During COVID-19

Science (continued)

Sarah Jackson, Lower School Science Teacher

students went on a scavenger hunt around the campus to find different types of energy in action. At the beginning of the school year, second-grade scientists enjoyed our bountiful gardens as they learned about the parts of plants and searched for pollinators.

I have also been able to incorporate new virtual experiences into my curriculum this year, which has brought real-world science to my students. Paleontologists from the Denver Museum of Nature and Science led second-graders on an exploration of real fossil evidence that students used to recreate their own dinosaurs out of clay. Scientists from the Denver Zoo took first-graders on a virtual tour of Colorado animal habitats, an experience that helped them design and build their own habitat dioramas at school.

Art

Sarah Baldwin, Art Teacher

Toni Morrison once said, “This is precisely the time when artists go to work. There is no time for despair, no place for self-pity, no need for silence, no room for fear. We speak, we write, we do language. That is how civilizations heal.” While much has changed in the visual arts classroom this year due to the pandemic, Toni Morrison’s words serve as a comforting reminder that this is a time of great possibility and important storytelling for artists. This year, my Kindergarten curriculum emphasizes just that. With the theme “Art Around the World,” we have been gathering stories

Music

from artists from each continent, then telling stories of our own as a means of making sense of the world around us. A lesson on Faith Ringgold’s story-quilts asks students to consider, “If you could fly, where would you go?” While learning about indigenous Colombian artist Abel Rodriguez, students explore how their artwork can also tell a story about, and preserve the memory of, the Amazon rainforest. We all have a story to tell and this year, more than ever, our student artists are contributing to our civilizations’ healing by creating art and telling their own stories.

Justin Miera, Music Teacher

Music is a powerful tool that helps children feel connected to each other, to their teachers, and to the greater community.

Being locked down and teaching virtually have changed the methods I use to help students make musical connections.

For instance, remote tools like Zoom have a time-delay called “latency.” Depending on my ethernet or WIFI signal, I could have up to a half-second delay hearing an initial beat, and then there is another half-second returning my performance to the other participants. Imagine 18 children trying to clap a simple steady beat. Now multiply that complexity to singing or playing an instrument with varying pitches and rhythms.

There are some innovations to this process that make remote music possible. Students can mute their microphones so that the return signal doesn’t confuse the entire group. Echo and call-and-response songs allow for me to at least see the class’ accuracy, or hear an individual’s execution. For culminating performances, students can listen to a pre-recorded reference track and record their instrument or voice independently.

That collection of individual recordings can then be combined into a grand ensemble. I can then also assess the singular performances for accuracy and provide relevant redirection.

Making music face-to-face is the ideal circumstance, and we will soon return to that natural system. Until then, we all have to change and adapt to accommodate for these difficult challenges while keeping our focus on what is important... staying connected.

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NON-PROFIT ORG. US POSTAGE PAID DENVER, CO PERMIT NO. 2006

Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org

Book Discussion with Josh Cobb “Range: Why Generalists Triumph in a Specialized World” by David Epstein WEDNESDAY, FEB. 24, 9-10 A.M. VIA ZOOM

Community Calendar February

12 Noon Dismissal for Students 15 Presidents Day - No School 16 Professional Development Day - No School for Students 24 Book Club with Josh Cobb, “Range” 26 No School

March

David Epstein examined the world’s most successful athletes, artists, musicians, inventors, forecasters, and scientists. He discovered that in most fields—especially those that are complex and unpredictable— generalists, not specialists, are primed to excel.

Josh Cobb will lead a book club discussing “Range” and how it reflects Graland’s past, present, and future vision of education.

11-12 Spring Conferences 15-29 Spring Book Fair 22-29 Spring Break

30 Classes Resume

April

Register at graland.org/PENbookclub21

9 Noon Dismissal for Students

23 Birch Street Bash TBD Grandparents and Special Friends Day - Date Coming Soon

Stay Connected and GoGraland!

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Update your contact information. graland.org/stayconnected

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Visit campus for a community event.

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