The Petroglyph Magazine, Spring + Summer 2020 by The Alexander Dawson School at Rainbow Mountain

PETROGLYPH THE ALEXANDER DAWSON SCHOOL SPRING & SUMMER 2020

LEADERSHIP & COMMUNITY in this uncertain COVID-19 time

From the Head of School

The Petroglyph is the magazine of The Alexander Dawson School at Rainbow Mountain. Its Mission is to celebrate Dawson’s growth and the achievements of its students, alumni, and faculty. It is published twice a year.

EDITOR Megan Gray Chief Communications Officer EDITORS AND CONTRIBUTORS Rachael Lachhwani Executive Manager Shea Phillips Marketing & Communications Manager HEAD OF SCHOOL Carola E. Wittmann, Ph.D.

How lucky I am to have something that makes saying goodbye so hard. -- Winnie the Pooh I remember the first time I toured the Dawson campus. I was struck by the sense of joy that was obvious everywhere, from hallways buzzing with excitement to Middle School recess, where I shared a banana with an eighth-grade student. Everyone I spoke with that day expressed their individual commitment to each student, and I continue to find pride in how our school honors each child’s individual path to success. As head of school, what I loved best was guiding and deepening this learning environment through the establishment of institutional systems and thoughtful hiring practices, especially at the executive team level. Building a highly effective executive team poised to lead Dawson into its next 20 years has truly been a privilege. Dawson is a resilient school, a place not afraid to be visionary and to try untapped, diverse approaches. The Dawson Difference extends from its core of excellence to evolving philosophies, from a climate of care to sustainability. As I hand the baton to incoming Head of School Roxanne Stansbury, I do so knowing Dawson couldn’t be in better hands. Under her leadership, and supported by an engaged Board and dynamic leadership team, Dawson’s best years are just ahead. Lastly, I will miss morning carpool in Lower School – what better way to begin your day than by greeting enthusiastic learners and their many canine companions. This is a special place; take good care of it and each other.

Carola E. Wittmann, Ph.D. Head of School

HEAD OF SCHOOL ELECT Roxanne Stansbury ASSISTANT HEAD OF SCHOOL Andrew Bishop COVER ART CREATED BY Avalon Fancourt, 8th grade

CONNECT WITH US!

FACEBOOK @AlexanderDawsonSchool INSTAGRAM @dawson_bears TWITTER @DawsonSchool VIMEO vimeo.com/ alexanderdawsonschool ISSUU issuu.com/ alexanderdawsonschool YOUTUBE The Alexander Dawson School

The Alexander Dawson School Podcast Listen and subscribe on iTunes, Apple’s Podcast app, Google Play, and Spotify

On this page: Our fifth-grade students participate in a special CSI investigation activity during science class. Find out more about our Dawson student life and community by watching Zoomcasts on Dawson’s YouTube channel and listening to podcasts on iTunes, Apple’s Podcast app, Google Play, and Spotify.

Contents 4 | LEADERSHIP & COMMUNITY Crisis Leadership And The Future Of Dawson

18 | AROUND THE TABLE With Dawson’s Parent Trustees

8 | FROM THE DAWSON BLOG A Pandemic Opens The Door For Reimagined Learning

22 | HOW STUDENTS FIND THEIR PLACE AFTER DAWSON Dawson Eighth-Grade Students Participate In “The Handshake”, An Annual Tradition

12 | SPRING SEMESTER HIGHLIGHTS Second-Semester Highlights From Around Dawson’s Campus And In Athletics 16 | DISCOVERING ASTROCAMP Dawson Sixth Graders Attend AstroCamp For An Experiential Learning Opportunity

24 | DAWSON’S CLASS OF 2020 Where They’re Going To High School Winning Graduation Speeches Graduate Tributes And Alum Profile 38 | ART OF COVID Collaboration And Community

Crisis Leadership and the Future of Dawson By Rachael Lachhwani, Executive Manager

When Dr. Carola Wittmann announced after four years as Dawson’s head of school that she would retire at the end of the 2019-2020 school year, no one could have imagined the extraordinary and unparalleled global crisis the world would soon witness. To say that the COVID-19 pandemic has altered our typical norms and daily habits is an understatement, and the same is just as true for the anticipated alterations we will undoubtedly see within our school environment during the coming months. Dr. Carola Wittmann and incoming Head of School Roxanne Stansbury connected with Executive Manager Rachael Lachhwani to answer some questions about Dawson’s plans to manage the impact of the coronavirus on our community as we look toward 2020-2021 and beyond. From an organizational standpoint, what are some of the most comprehensive changes Dawson will see as a result of the coronavirus pandemic? What are some of the largest lessons learned from this experience? Carola: The most comprehensive changes will be around Dawson’s need to pivot at a moment’s notice. In order to do that effectively, it has to have solid systems in place, ranging from clear communication of expectations to an outstanding learning management system. Another change will involve what the Dawson Difference will look like amidst a pandemic. So much of Dawson’s currency is in the area of project-based learning and associated student exhibits. They don’t need to go away, but what will they look like in the future? Among lessons learned is preparedness. Another lesson learned is opportunity. Dawson has so much to offer; what is there to prevent it from drawing on a geographically wider circle of students because of its learning management system? And think what a family from the other side of the country or the world could contribute to Dawson’s fabric. Once the shock has somewhat abated, I hope Dawson stays open to (new) opportunities and options. From a teaching and learning standpoint, what are some of the biggest changes Dawson will see as a result of the coronavirus pandemic? Roxanne: I think the pandemic has taught all of us how to re-look at the use of instructional time and content selection. During the pandemic, we had to ask ourselves, “What are the most important skills, knowledge, and values our students need to know?” Discerning the validity of data, trends, and narratives was an essential skill during our country’s state of emergency because the news reports were so conflicting. Another is employing healthy safety measures and precautions; I believe health education and wellness will become exceedingly visible in our curriculum in the coming years. Further, competencies from the Dawson Learner Profile that focus on executive functioning

skills such as, “Manages time and materials to optimize learning and completes learning activities within the designated time frame,” immediately emerged as an essential skill for distance learning success. We will definitely carve out more time to help students acquire the self-directed learning skills needed to be successful distance learners because we know at some point in their future, they will need to employ these skills again. I also imagine our schedule shifting to reflect a “value of time” audit. The pandemic taught us that multiple disciplines are needed to solve global problems; however, schools continue to take a traditional approach of proliferating curriculum standards into specific units of time dedicated to each subject area. Unfortunately, content areas do not produce students who are active and engaged participants in our democratic society, and this makes it hard for teachers to organize instruction into lessons that matter. As we observed during the eighth-grade capstone presentations about COVID-19, our students are able and eager to respond to essential questions about themselves and the world. How has Dawson’s implementation of competencybased education already helped prepare the School for something like this? Roxanne: This generation of students must care about what they are learning, which involves caring about people. They need to know why each learning experience or assignment matters. The competency-based education Dawson embeds in every lesson places equal emphasis on skills and habits of mind. During the pandemic, students were evaluated on the end product they delivered as well as the process that got them to their outcome. Students had to share the organizational strategies they used to stay on task or manage time during a project. Our focus on competencies prepares our students to work in small-group settings on Google Meet with a teacher who had to jump from meeting to meeting and observe the independent dialogue that existed without teacher prompting. Many of the assignments during the pandemic were project-based designs that required students to interconnect their research with others to answer big, authentic questions about the world in which we live. Success with these assignments required reflection, empathy, and perspective listening – competencies that are modeled and developed daily during our in-person classes. When you think of overall community needs at this time, what are your views on protection, stability, financial assistance, and long-term preparation to ensure the continued success of Dawson? In what ways have you coordinated with the Board of Trustees to manage and mitigate risk to the School?

Carola: The community needs to know there is certainty among uncertainty. Four years ago, the Board asked me and then-CFO Kathleen Potter-Maloy to put together a crisis plan. Our charge was to outline what Dawson would need if there was a significant drop in enrollment due to an unforeseen catastrophe. Because of the systems and people put in place, the School was at an advantage; there was a plan and no time was wasted. Dawson has always delivered the best in terms of safety and security, and this now includes operational preparedness for a successful and staggered reopening. We also believe in utilizing resources. Take the parent physicians panel and the new ad hoc task force, which includes two well-versed board members, Lisa Eyler and Tom Kaplan, working with parent physicians and Dawson leadership. What a win, to draw on a variety of resources with one goal in mind: to provide a safe, sustainable and joyful educational environment for students and adults. This is why our Board of Trustees and I worked so well together. The Board watches, asks questions, and proceeds. Our Board also has an incredibly generous way of looking at each family’s needs. Dawson is so fortunate to have such experienced and committed trustees. You worked closely with Carola for the duration of her four-year tenure. What is your biggest takeaway from her leadership? In what ways did she help prepare you for the role of head of school? Roxanne: Carola is a systems thinker. Her knowledge of change management was invaluable, as our school needed both stability and forward progress. Carola understands that forward progress can be misguided if the core structure is not organized in a way that provides a solid foundation for school change and progress. I believe Carola knows how to look at a complex situation and layer a framework of scenarios that helps to guide the steps that need to be taken. Carola also taught me that strong teams are the backbone of a healthy organization. She modeled how strong leaders self-regulate their emotions and need to navigate the conflicting narratives they encounter each day. You will put your own unique stamp on Dawson as the new head of school, but what is one thing you are most proud of having accomplished with Carola? Roxanne: Carola and I worked side-by-side on many initiatives over the last four years. Her leadership is unique in that she does not look for praise or glory in the work she does; she places emphasis on collaboration. Together, we spent a great deal of time talking about leadership models that challenged the traditional independent school structures, such as division heads in each building. Our shift to a “homes” model increased student, parent, and teacher support and continues to provide a customer service model where the voices of all constituents are heard. I also feel 6

like we made great gains in our hiring process. From recruitment strategies to authentic performance tasks embedded during the interview process, we used our Core Beliefs as a tool for finding candidates who were not just great leaders or teachers but were the right-fit employees for Dawson. We are most likely facing intermittent school closures until a COVID vaccine can be developed and administered. What advice do you give to parents and families for when they again shift into the role of educator while at home? In what ways are the role of student and teacher also shifting, and how can parents remain supportive of these? Roxanne: I think the parent/teacher partnership is a key factor in a student’s success. In an online setting, that partnership becomes paramount to a student’s ability to develop autonomy and agency in their learning experience. The trick is finding the right balance of support and intervention. It looks different for every student; therefore, parents need to trust the feedback and recommendations provided by teachers to calibrate the level of support. I encourage families to ask questions that focus on process and approach versus the actual assignment. For example, “What are you doing to make sure you are prepared for the assignment deadline versus when is the assignment due? What are your biggest obstacles in staying on top of the assignments or completing the work independently? How are you seeking help when you get stuck or frustrated?” The goal is helping students to become advocates for themselves in a format that requires a great deal of self-direction. Question is key to the development of these skills. Another suggestion I would make to parents is to reach out early and often. A pride of our program, both in person and online, is the personalized support we provide our students and families. No one should worry alone about the academic or social-emotional needs of their child, and that does not change with distance learning. We put structures in place to provide right-there support for each student. Our faculty are invested in helping all students and families. I also feel the teacher role is shifting from curriculum implementer to curriculum and instruction designer. In an online format, teachers are instructional architects who integrate high-level thinking skills, competency development, and engaging authentic performance tasks. Oftentimes, instructors will default to a skillsbased curriculum when teaching online. This approach is much easier to communicate and measure. It also requires minimal cognitive effort for students. Our teachers understand the need for deep thinking and continue to engage in professional development that helps us utilize technology tools that can

support deep thinking. For example, many teachers create online modules that just provide access to resources and experience. Yet, the teacher needs to provide both pre- and post-activities that will help students extrapolate the knowledge presented in a virtual format so students can process and connect with the content. As you assume the head of school position, how might the School’s strategic goals change as a result of the coronavirus pandemic? Roxanne: Many of our strategic direction goals are built on modern learning and sustainability. I do not anticipate a change in goals, but rather an adaptation to the strategies and tactics we take to work toward those goals. For example, taking all measures to minimize the transmission of viruses will be a top priority in the coming years in support of our goal of maintaining a healthy, sustainable organization. Another strategy that has emerged is the exploration of a distance learning model that can support the personalization of learners and advance the transformation of a modern learning experience. This strategy ensures student success in an increasingly complex and connected world. We are working toward this goal by selecting a new learning management system and creating a summer professional development program to assist in the implementation of this powerful tool. In many ways, COVID-19 accelerated some of the strategies and tactics that were included in the new strategic direction. I feel a major responsibility in my role as incoming head of school is to make sure our leaders, teachers, students, and families are poised and ready for the adaptations necessary to keep our community safe and our program responding to the changing needs of our students.

What will you miss most about Dawson? Carola: The joy our students bring to campus every day. Our students’ resilience as a response to the abrupt changes COVID-19 hurled at society prove that Dawson’s collaborative systems, operational structures, and competency-based educational philosophies play a vital role in preparing our students for the unknown and the unpredictable. For her time, knowledge, experience, and much more, the School extends deep gratitude toward Dr. Dr. Carola Carola Wittmann Wittman for for her her enduring support of our community. The School is equally as appreciative of the years of dedication, wisdom, insight, and mentorship delivered by Roxanne Stansbury. And with Dawson’s solid foundation, we remain grateful that Roxanne’s steadfast leadership will continue to guide us forward during the uncertain times ahead. k

Reflecting upon your tenure, what are you most proud of accomplishing on behalf of the Dawson community? Carola: I’m very proud of how our school honors each child’s own path to success and how that commitment ultimately led Dawson to become Nevada’s only Challenge Success school. I am also proud I had the opportunity to guide and deepen Dawson’s learning environment through the establishment of institutional systems and thoughtful hiring practices, especially at the executive team level.

Teaching & Learning

FROM THE DAWSON BLOG A Pandemic Opens the Door for Reimagined Learning COVID-19 was a gamechanger, not only for our community but for the world. At the heart of Dawson is our commitment to the social-emotional health of our students, families, and community. Learn more at adsrm.org/educationblog By Meg Aumann, Kelisha Everage & Beth Vineyard, Justice, equity, diversity & Inclusion (JEDI) Leaders

Fourth-grade teacher and JEDI leader Kelisha Everage (far right) participates in Dawson’s Vocabulary Day Parade and walks with fourth-grade student Jasmine L. (middle). Jasmine chose the word “Altruistic”, a type of practice school communities need now more than ever.

Situated at the edge of the Spring Mountains and the Red

and feeling connected to a group who spoke a language different

Rock National Conservation Area, our 33-acre home of flexible

from that within their home.

space and modern learning abruptly shut down in March. We left our classrooms filled with tangible remnants of the Dawson

We had to ensure we leaned into all of these lived experiences and

Bears spirit and headed into an indefinite digital reality. Hard

pushed our community forward. Building stability started with

questions emerged about how we might maintain who we are

identifying the individuals and groups that might need additional

as a school while managing a crisis that was beleaguering our

support and resources. We identified and acknowledged barriers

community. We grappled with so many uncertainties: What’s

and focused upon purposefully representing Dawson’s Core

a Google Meet? How will we persevere? How do we still

Belief of, “Recogniz(ing) students learn at different paces and in

continue to provide safe spaces for our students? How can we

different ways, and differentiate instruction accordingly.”

build connections, provide a climate of care, and allow equitable access to educational experiences through devices? Will we be

Once equal access to the internet was established, every

able to recreate Dawson, virtually?

student was equipped with a device for personalized, needsbased supplements, and we were therefore able to deliver

COVID-19 was a game changer, not only for our community

both asynchronous and synchronous learning opportunities.

but for the world. An impossible task was handed to us as

The mixture of real-time and self-paced models allowed us to

educators, and we were unwaveringly committed to creating

continue to provide academic materials and instruction while

an inclusive and welcoming distance learning community. The

also continuing to honor our Climate of Care. As a Challenge

very bedrock of our community is fostering collaboration and

Success school, Climate of Care is essential for building

connections, learning from one another through our diverse

relationships and learning. One way this is accomplished is

identities, and taking care of one another. We knew we were no

through daily morning meetings as homeroom classrooms.

longer permitted to be in our in-person learning home, and now

Although morning meetings can vary between grade levels,

we were tasked with making sure diversity, equity, inclusion,

they all allow a safe place for students to share their feelings and

and social-emotional learning was woven through the distance

thoughts while also offering a predictable routine for students

learning experience. As educators, we needed to exhibit a

and teachers to join together in solidarity and establish strong

consistent message to affirm and honor the cultural wellbeing of

connections.

our students. The roads were uncharted. The process would be challenging but, because we believe in the Dawson Difference,

CASEL, a leader in social and emotional education, defines

we needed to take a leap and find the way.

social and emotional learning (SEL) as the process through which children and adults understand and manage emotions, set and

Distance learning identified limitations of access and equity

achieve positive goals, feel and show empathy for others, establish

in education. Diversity, equity, and inclusion (DEI) requires

and maintain positive relationships, and make responsible

consideration of the individual make up, backgrounds, and needs

decisions (source: https://casel.org/what-is-sel/). Third-grade

of our entire community. Students with learning differences would

teacher Beth Vineyard shared, “Our daily morning meetings

still necessitate individualized support and accommodations to

were themed Connecting and Supporting One Another. It was

ensure their academic needs were consistently met. There were

truly our safety net throughout distance learning. This was a

concerns around the mental health, safety, and isolation of

designated time in which each student knew they could connect

members of our LGBTQIA+ community. Students of Black or

with their peers and we could maintain a safe place to share our

African American descent experienced racial exhaustion due to

feelings. Together, we would process our feelings, set goals, and

painful societal injustices, as well as dealt with a disproportionate

continue to support one another as we learned how to navigate

number of their community members contracting COVID. Our

virtual learning.” Teachers adapted online assignments and

second-language learners had challenges accessing materials

assessments, which opened our minds to flexible deadlines and 9

Teaching & Learning Item 5 2.9%

Fig. A 4.8%

Fig. B 10%

(Morning SEL Google Form Survey, Third Grade) Item 73 2.9%

10.4%

Item 9 2.9%

•• ••

••

Blue Zone Green Zone Red Zone Yellow Zone Tired + Lazy Happy Green, Red, Blue, Yellow Because Pickle... Happy Zone Item 5 7.1%

Item 6 2%

Fig. B 14.9%

29.2%

48 responses

Fig. A 12.7%

Fig. C 40%

41.7%

How are you feeling? (Zones of Regulation Check-in)

Fig. D 28%

Item 83 2%

12.5%

Item 10 2%

14.6%

How did you sleep last night 48 responses

•

18.7%

Fig. C 19.1%

33.3%

Fig. D 33.9%

•• •• •• •

GREAT! I Tossed + Turned I Went To Sleep Too Late! I Slept Ok, I need to try to get to bed earlier Perfect Amount Of Sleep! I’m A Tiny Bit Tired, I Could Sleep Tomorrow I Woke Up But I Fell Asleep Again I Went To Bed And Slept Great But I Went...

completion modes. We sent weekly communications to families

online environment with the growth mindset we always strive to

that gave a clear depiction of their child’s online learning. The

model and never lost sight of the importance behind remaining

School shared insight about leadership, tuition adjustments,

focused and committed to each of our students. Teachers

and access to school counselors, as well as provided closure

successfully reimagined digital curricular connections to the

opportunities for our graduates and re-invented meaningful

real world, strengthened the bond of distinct relationships, and

and joyful end-of-the-year traditions, including Virtual Field

honored the cultural diversity of each student and family.

Day and virtual class parties! Why doesn’t DEI work end when distance learning begins? From mid-March through the end of May, the resilience,

More important than ever before, the social-emotional health

dedication, and strength of Dawson’s teachers and students

and wellbeing of children goes hand-in-hand with DEI work.

was unmatched. Although distance learning can never fully

Parents, as your child’s primary educator, are you talking

replicate the exceptional on-campus experience our students

to your kids about injustices and race? The Dawson School

need, Dawson’s teachers tirelessly worked to provide a safe,

community can help, as we are committed to the responsibility

trusting, and inclusive educational space where students could

of being agents of positive change.

log on for support, respect, guidance, and a sense of belonging. Our faculty seamlessly pivoted toward educating through an 10

Visit adsrm.org/anti-racism-resources for more information.

How does DEI work weave into distance learning? The social-emotional health and wellbeing of children go hand-in-hand with DEI work. Parents, are you talking to your kids about injustices and race?

SUGGESTED READINGS • Just Mercy: A Story of Justice and Redemption by Bryan Stevenson • How to Be an Anti-Racist by Ibram X. Kendi • Stamped From the Beginning by Ibram X. Kendi • Blindspot: Hidden Biases of Good People by Anthony Greenwald and Mahzarin Banaji • Whistling Vivaldi: And Other Clues to How Stereotypes Affect Us by Claude Steele • So You Want to Talk About Race by Ijeoma Oluo

CASEL’s Widely Used Framework Identifies Five Core Competencies Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism. Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals. Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating

• Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor by Layla F. Saad • The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander • We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom by Bettina L. Love • White Fragility: Why It’s So Hard for White People to Talk About Racism by Robin DiAngelo

SUGGESTED VIDEOS & PODCASTS • Parenting in Support of Black Lives: How to Build a Just Future for Kids (Common Sense) Dr. Ibram X. Kendi and Dr. Allison Briscoe-Smith join Julie Lythcott-Haims • Elmo and his dad Louie talk about racism and protesting (CNN) • How to Talk to Kids About Race (The Atlantic) • Brené with Ibram X. Kendi How to Be an Antiracist

SUGGESTED BOOKS FOR CHILDREN • Looking for Diverse Books for Children? (EmbraceRace)

needed.

• These Books Can Help You Explain Racism and Protest to Your Kids (NYTimes)

Responsible decision-making: The ability to make constructive

• 13 Children’s Books About Race and Diversity (PBS Kids)

conflict constructively, and seeking and offering help when

and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences

• Black Books Matter: Children’s Books Celebrating Black Boys (The Conscious Kid)

of various actions, and the well-being of self and others.

Spring Semester Highlights

DAWSON ATHLETICS

.....................................................................................................................................................................

BASKETBALL

1ST-4TH RUN CLUB

Taking it to the hoop! Our 5/6 red boys’ team won this season’s basketball championship, our 5/6 navy team took second place in a very competitive division, and our 7/8 navy boys’ team also made it to the playoffs! Our 5/6 silver boys’ team and 7/8 red girls’ team also had fun and grew their skills.

For the second year in a row, our Lower School Dawson Bears are getting a head start on the race toward Middle School athletics with the 1st-4th Run Club! This is a healthy and fun way for our students to connect and motivate each other to race toward the finish line!

..................................................................................

1ST-4TH WRESTLING CLUB Taking it back to the mat! After the success of our Lower School wrestling club this fall, Coach Corey Drummond kicked off a spring session of co-ed wrestling for our first through fourth-grade students.

..................................................................................

CHEER Dawson’s cheer athletes support our athletics program throughout the year and keep school spirit high at pep rallies and other community events!

**Note: All remaining spring sports were unable to have a season due to our school closure. 12

....................................................

DAWSON FACULTY IN FINLAND A group of Dawson faculty and administrators spent a week in Finland at the VisitEDUFinn LIFE2020 Conference and had the unique opportunity to learn from the famous Finnish education philosophy. They got to see how everyday life works in Finnish schools, visit with local teachers and students, and listen to the top Finnish education experts. Dawson is a true learning community and the School makes professional development opportunities a top priority for faculty and staff. Those who attend professional development conferences and workshops then present to the school community about what theyâ&#x20AC;&#x2122;ve learned and how it enhances the Dawson student experience. ....................................................................................................................................................................................

DAWSON PARENT ASSOCIATION

Thank you to the parent volunteers whose hours of work on behalf of The Alexander Dawson School enrich our school community. Without their dedication, Dawson would not be the same, and their fundraising efforts support the Dawson Parent University series and other outstanding events and programs. 13

Spring Semester Highlights

Welcome Back, Alums! The School hosted its first Dawson Alumni Night in January. Over 40 alums returned to campus to reconnect with peers and cheer on the 5/6 boys’ basketball team. Thank you to all who showed up in support of our student-athletes and our School. Follow #AmazingDawsonAlums on social media to see what wonderful things they’re doing in the world.

.............................................................................

.....................................................................................

SERVICE-LEARNING AT DAWSON Dawson is a true learning community where each of us is a model for the rest of us, and service-learning is an essential part of the Dawson educational experience. Dawson’s first-grade Bears teamed up with their sixthgrade buddies on a service-learning project to make blankets. The blankets were donated to Foster Kinship in an effort to support the organization’s mission to strengthen kinship caregivers’ capacity to provide safe, permanent, and nurturing homes for children so they do not enter the state foster care system and instead remain with extended family members.

...................................................................................................................................................................................

OPEN HOUSE: CHALLENGE SUCCESS IN ACTION! During our all-school Open House in January, families enjoyed the Middle School Science Fair, an interactive math festival in the Dining Hall, virtual reality for mindfulness exercises, and student-led “Courage over Comfort” activities in the classrooms. Every inch of our campus was buzzing with excitement over learning!

.......................................................................................................

VIRTUAL FIELD DAY Despite our school closure, Dawson’s health and fitness team worked tirelessly to plan the first-ever Virtual Field Day event in May! Field Day is an important tradition at Dawson and is a unique way to stay connected as a community and support one another in a fun and meaningful way. Student teams from EC through eighth grade had fun exercising their flexible thinking and physical skills while participating in a virtual scavenger hunt and other fun virtual activities. 14

THE G.B. HENDERSON AWARDS .........................................................................................................

Recognizing Excellence Excellence ininMind, Mind,Body, Body, and and Character. Character. EachEach year, year, a small a number small number of graduating of graduating eighth-grade eighthstudents grade students are selected are selected to receive to The receive G.B.The Henderson G.B. Henderson Award. This Award. award This is named award for is named the business for the executive business and executive philanthropist and philanthropist Girard Girard B. Henderson, B. Henderson, whosewhose generosity, generosity, coupled coupled with his with belief his in belief the power in theofpower education, of education, made themade founding the founding of The of Alexander The Alexander Dawson Dawson SchoolSchool possible. possible. The award, The award, which recognizes which recognizes outstanding outstanding achievement achievement in in academics, athletics, and citizenship, is a reflection of our Mission and Vision. The three students who received the G.B. G.B. Henderson Henderson award awards for the for2019-2020 the 2019-2020 school school yearyear are are (pictured (pictured from from left)left) Vanessa Vanessa Weinert, Weinert, Sofia SofiaForrest-Turner, Forrest-Turner,and and Audrey Audrey Ellis.Ellis. Starting Starting this fall, this Vanessa fall, Vanessa will attend will attend The Hotchkiss The Hotchkiss School, School, a boarding a boarding school school in Connecticut; in Connecticut; locally, Sofia locally, her begins Sofia freshman begins her yearfreshman at The Meadows year at The School Meadows and Audrey Schoolwill andattend Audrey Coronado will attend High Coronado School.High School.

HYPER-X ESPORTS FIELD TRIP ......................................................................................................... In early In February, early February, Dawsonâ&#x20AC;&#x2122;s Dawsonâ&#x20AC;&#x2122;s fifthgrade fifth-grade Bears and Bears the eighth-grade and the esportseighth-grade class had an esports incredible class day at thehad Hyper-X an incredible Esports day Arena at the at the Luxor Hyper-X Hotel Esports and Casino, Arena going at behind-the-scenes the Luxor Hotel to learn andfrom Casino, the expertsgoing what itbehind-the-scenes takes to make esports to tournaments learn what happen. it takes to Students make explored esports all areas, tournaments includinghappen audio, graphics, from shoutcasting, the experts. and technical Students direction. explored They all found areas, thatincluding esports can beaudio, a great graphics, vehicleshoutcasting, for gaining variousandtransferable technical direction. skills in They any industry. found that esports can be a great vehicle for gaining various transferable skills in any industry.

STUDENT ARTICLE

DISCOVERING ASTROCAMP Last September, our sixth graders had the unique experience of being the first Dawson students to attend AstroCamp for their overnight experiential learning opportunity. AstroCamp is an outdoor science program that specializes in introducing the universe through astronomy and the physical sciences. Students participated in exciting classes that included lights and lasers, rocketry, electricity, and magnetism. AstroCamp helped our students to explore their selfawareness, self-esteem, and team building through cooperative adventure activities. By Julia Arenson, Sixth-Grade Student

One of the Dawson Core Beliefs is, “Each of us is a model for the rest of us; each of us interacts with integrity and cares for the rest of us.” This year, the sixth graders took a trip to AstroCamp in Idyllwild, California. During our class trip, we all bonded with each other, and we got to get to know each other so much better. We helped each other, we cared for each other, and we were there for each other, even when no one was looking.

We learned a lot at AstroCamp. Whether it was identifying stars in the sky or launching plastic water bottle rockets, we learned something new every day and got to have some amazing experiences. But we learned things outside of academics as well. We learned how well we could work together to complete an experiment. We learned how much we had in common with one another, and we learned how cool it was when we stood up for ourselves and each other. “I bonded well with my classmates and we had some fun,” says sixth grader Gabby Hill. One of my favorite things we did was the sky coaster, which was part of the ropes course. “The sky coaster is my favorite because it is spooky,” agrees sixth grader Tristan Saxe. You were literally launched into the sky and swung back and forth in mid-air. Another part of the ropes course was a rock wall we had to climb. When we got to the top, there was a tightrope we had to walk over. If we fell, we had to depend upon our classmates holding the rope to pull us so that we didn’t fall to the ground. “My favorite experience of the trip was the ropes course because it was really fun and I got to spend time with my classmates,” says sixth grader Sophia Maxwell. It was scary, fun, and it reminded me of another Core Belief, “Within collaboration and healthy competition, students find value in both successes and failures.” We are so lucky we were able to have this experience, and that Dawson is able to send us to such cool places like AstroCamp. I think we all had a good time and learned a lot of interesting things. Says Matthew Maddox, “I thought AstroCamp was out of this world.” 17

Parent Trustees

Left to right: Nicole Rogers, Tom Kaplan, and Carolyn Wood.

718

Dawson students participating in the annual K-4 Vocabulary Parade. Students select a vocabulary word to study and create the most imaginative and expressive costumes to bring their words to life.

AROUND THE TABLE with Dawson’s Parent Trustees By Rachael Lachhwani, Executive Manger

Dawson firmly believes parents are critical to the life and community of the School. We therefore place a lot of value in the relationships we grow with our families and the diversity among the opinions, thoughts, beliefs, and approaches of our constituents. Meaningful family relationships help support Dawson’s ongoing commitment to a “climate of care”, which is our promise of sustaining a safe and welcoming space where the mindset and actions of all community members are dignified and supportive.

link to the Foundation trustees, the Dawson leadership team and, most importantly, the head of school. We have the ability to communicate high, significant observations and feedback from our vantage point to Dawson leadership, thus contributing to the continued wellbeing of the school.”

In August of 2019, Dawson announced the unanimous appointment of three new parent trustees to the School’s Board of Trustees: Carolyn Wood, Tom Kaplan, and Nicole Rogers. “As a bridge between the parent community and the Board of Trustees, parent trustees are vital to the overall health and success of any independent school board,” said Head of School Emeritus Dr. Carola Wittmann at the time of the announcement. “They provide unique insight into the family experience and perceptions of the School, as well as serve as trusted advocates in the community for the work of the Board, the head of school, and school administration.”

“Serving on the Board is important to me because I have two students at Dawson,” says Carolyn Wood. “I want to assist with the current and continued success of the School.”

As Alexander Dawson prepares to embark upon its next 20 years of educational achievements, Executive Manager Rachael Lachhwani interviewed two of our parent trustees about the importance of their role in continuing to support Dawson as a center of academic excellence within our community.

Why is serving as a parent on the Board of Trustees important to you?

Adds Tom Kaplan, “Dawson offers an extraordinary education by an extraordinary administration, faculty, and staff on an extraordinary campus. It is for this reason that I am fully committed to contribute in any meaningful way to preserve, protect, and develop Dawson.” As we welcome Roxanne Stansbury to Head of School, how will you work in conjunction with Dawson leadership to support the transition?

What value do you find from parents becoming members of the School’s Board of Trustees?

“Supporting Roxanne is our priority,” says Carolyn Wood. “As a big thinker, Roxanne is poised to help the School continue to thrive and achieve even greater success. Some of the goals we share as trustees include being able to lend perspective as a parent with current students, creating honest dialogue between parents and administration, and offering actionable feedback on initiatives.”

“The value parent trustees bring to the School’s Board of Trustees is multifaceted, as we convey a unique perspective being ‘on the ground’,” says Tom Kaplan. “As the parents of active students, we are connected in real time to all aspects of the School’s delivery of education and can provide a vital bridge and direct

Echoes Tom Kaplan, “The most important role I have as a parent trustee is to support the head of school. Working with Dawson leadership, I intend to support Roxanne as a trusted resource, conduit of information, and sounding board; to support her vision and goals, as well as her execution of a new Dawson 19

Parent Trustees

Strategic Plan; and provide an environment of care, respect, and confidentiality.” Why is good governance an essential ingredient for visionary leadership? “Good governance has and will continue to ensure Dawson’s success. Strong structural systems, infrastructure, policies, and procedures allow Dawson’s leadership to be unencumbered and free to lead,” says Tom Kaplan. “This is critical and especially important in today’s coronavirus-impacted environment. We are so fortunate to have our leaders laser focused on all aspects of education, ensuring Dawson has the finest faculty and the most innovative curriculum.”

What is your vision for the School five years from now? How is your Board partnership with the School supporting this vision? “The challenges we are presented with due to the coronavirus will require strong strategies, collaborations, and solutions to maintain and grow Dawson in both the short and mid-term,” says Tom Kaplan. “Everyone’s role - from the administration, faculty, and staff to the Board of Trustees - will be crucial. I have no doubt that, given the strength of the School, we will prevail and evolve, growing even stronger - as often results after experiencing deep challenges. Dawson has an incredibly strong foundation on all levels and will build upon its accomplishments, such as its Challenge Success program. Parent trustees are an important part of helping the head of school’s vision and supporting Dawson’s Mission, simply because we believe in it 110 percent.”

Trustee Carolyn Wood (third from left) is a member of Dawson’s Challenge Success Committee. She attended the Challenge Success Fall Conference with Dawson faculty, students, and administrators.

STATE OF THE SCHOOL REOPENING PLAN 2020-2021 Our goal is to provide clarity around the academic adaptations we are implementing to personalize the Dawson educational experience, as well as the adjustments we are making to minimize the transmission of the COVID-19 virus. We want every family to feel informed and confident about the reopening of Alexander Dawson on Wednesday, August 12, 2020.

Visit adsrm.org/reopening to learn more about how weâ&#x20AC;&#x2122;re planning for a safe and healthy reopening for the fall.

High School Placement

By Rachael Lachhwani, Executive Manger

How Students Find Their Place After Dawson

Dawson eighth-grade students participate in “The Handshake”, an annual trdition where the eighth-grade students shake the hands of kindergarten students and welcome them to the new school year.

There is a big world beyond the walls of The Alexander Dawson

Coordinator Matsuko Freeman, and Middle School Program

School. Although some students may feel apprehensive as they

Coordinator Kristen Kissel - is dedicated to finding the right-fit

exit the doors as eighth graders for the very last time - especially

high school for your child to ensure they can confidently navigate

the “lifers” who have called Dawson home since three years old

any road ahead. These individuals were specifically chosen to lead

- part of the enduring network of support the School weaves is

this initiative based upon their ability to wholeheartedly connect

in preparing students to meet the challenges of that big world.

with our students; create a trusting, engaged, and coordinated

The next step beyond Dawson for our graduates is obviously high

approach toward students moving beyond Dawson; and the

school, and we understand the importance of openly and honestly

genuine belief in always doing what’s right for kids grown from

addressing the academic expectations and needs of our outgoing

their unique knowledge and strengths. “Once your child graduates

students so they can continue to meet their personal potential well

from Dawson, we know the high school they attend is critical in

into the future.

continuing their intellectual and personal growth in college and

Our high school planning team - comprised of Assistant

beyond,” says Chris Estrella. “We want to provide families with

Head of School for Advancement Andrew Bishop, Director of

a personalized mentorship experience that matches the right-

Alumni Advancement Chris Estrella, Enrollment Manager Stella

fit high school placement with each individual child, educate

Finfrock, Middle School Counselor Asti Ptak, Service Learning

constituents who are unfamiliar with the high school and boarding

“When relationships work at their best, schools are able to align resources with their mission, address their greatest challenges, and innovate to ensure long-term sustainability.” boarding school landscape, school landscape, and formulate and formulate reciprocal reciprocal relationships relationships with

of options that can and should be explored, from local public

with high high schools schools to increase to increase community community knowledge knowledge andand accuracy accuracy of

and private schools to magnet and career/tech academies to

of understanding understanding about about Dawson.” Dawson.”

nationally nationally-recognized recognized boarding schools. This is why the versatile

Our comprehensive high school planning program is first

support services of the high school placement team include

introduced to students during the middle school years as early as

individualized recommendations, access, and partnerships during

the end of sixth grade. And despite our school closure in March

the high school application process; on-campus information

of 2020 as a result of the coronavirus pandemic,

sessions with high school representatives, such

Dawson’s team continued to host virtual meetings

as student lunch meetings with boarding school

and virtual planning events for our sixth and

representatives from across the country; shadow

seventh graders so students could still receive

day opportunities at area schools; on-campus

the attention, advice, and support they deserve.

SSAT testing opportunities and prep courses

Throughout their last year at Dawson, students

with Dawson faculty; and regular communication

and their families are paired with a high school

about the high school placement process featuring

placement team advisor who meets with them

advice from industry experts. experts.

to discuss hopes and goals for the high school

The outcome of anything is always measured

experience. “We want each Dawson eighth-grade

by its successes, and Dawson therefore calibrates

student to find a high school that meets their

its forward progress based on the myriad

expectations and maximizes their potential. The

achievements of our alumni. This does not

team is approachable; each member works with

translate into acceptance to the very best schools,

a small group of students (10 to 12) and provides guidance and

awards and accolades received, high grades and test scores

support to during all aspects all aspects of the of search the process,” search process,” explainsexplains Mr. Estrella. Mr.

earned, or future monetary gains. No, Dawson assesses our

Estrella. “We put “We forth put the forth effortthe andeffort go out and of go ourout way oftoour make waysure to make each

students’ triumphs by looking at their levels of health, happiness,

sure student each and student familyand feelsfamily known.” feels known.”

independence, and adaptability; whether their choices in life

In truth, even the best-laid plans sometimes experience speed

have been confident, ethical, and moral; determining if they

bumps and detours, and this part of a student’s journey is no

are prepared for the challenges and tasks all adults face; and

different. A recurring hurdle is the team working to reconcile the

discovering in what ways they make positive contributions to our

goals and wants of the student versus the reality behind the needs

global society. As Dawson moves ahead into the next 20 years of its

of, or that which is achievable or preferable, by the family. This

tenure, the goal of our High School Planning Team is to transform

can include financial feasibility, finding an institution that aligns

the process from a service into a center of excellence. “We want to

with a family’s values or beliefs, or ensuring student readiness for

develop partnerships that leverage our complementary skill sets,

exposure to a new or different environment. How is this bridge

appreciate our differences, create context for innovative thinking

crossed? “Earn trust first and then get your vision together. We

(virtual learning, hello!), provide mutual support, and engender

focus on who the child is and then strategize where they want to

trust within the community,” concludes Mr. Estrella. “When

go as a family,” advises Mr. Estrella. “The student is always at the

relationships work at their best, schools are able to align resources

center of the conversation; however, at this stage of the child’s life,

with their mission, address their greatest challenges, and innovate

we understand that where the child attends high school will be a

to ensure long-term sustainability.” sustainability.”

joint decision, if not more aligned with the family’s wishes. Thus,

Learn more about Dawson’s High School Placement Team

each high school placement team member meets with families

one-on-one and corresponds regularly to listen, ask questions, and

placement, as well as see how our amazing alums are by logging

understand the family. We round out the conversation by sharing

k on to https://www.adsrm.org/alumni. https://www.adsrm.org/alumni. k

our impressions of the student.” There are therefore a variety

visiting visiting

https://www.adsrm.org/admissions/high-schoolhttps://www.adsrm.org/admissions/high-school-

Dawson Class of 2020

“I truly think Dawson has prepared me to succeed in life no matter what I decide to do. And that is the Dawson Difference.” -Bryce Cofield

“Dawson has created a community where we all want to be here every day, and we would still go even if we had a choice.” -Stella Gray

These amazing and caring (Dawson faculty) have taught us emotional depth and lessons that could not simply be learned by reading a textbook. For this, I am deeply grateful. -Lennon Davis

724

WHERE ARE THEY GOING? BOARDING SCHOOLS Lennon Davis, Berkshire School Christian DaBell, Blair Academy Vanessa Weinert, The Hotchkiss School

BISHOP GORMAN HIGH SCHOOL Louis Abin Blake Coulthard Alexandra Goldie Remy Levasseur Jefri Raines Stone Spiegel Chris Vasilakos

Aiden Berelowitz Sanaa Giffon Isabelle Kunkler Austin Payne Zachary Robins Gage Thompson

THE MEADOWS SCHOOL Grace Buchmiller Sofia Forrest-Turner Tessa Maddox Onah Nwapa Kade Safadi

Bryce Cofield Billy Jennings Mia Melendez-Alarcon Maesen Peshina Myles Wang

ADELSON EDUCATIONAL CAMPUS Aviva Hafter Opal Latpate

Ruby Heath

CLARK COUNTY CTA/MAGNET SCHOOLS Jackson Byrne Stella Gray Guinn Harler Chloe Long

Kal-el Cage Rohan Gupta Nadia Horch Grace Wike

CLARK COUNTY PUBLIC SCHOOLS Audrey Ellis

UNDECIDED Whether youâ&#x20AC;&#x2122;re a musician, artist, athlete, actor, or all of the above, Dawson encourages an environment of determination. We are given the space to choose courage over comfort every day.

Donovan Claggett

Avalon Fancourt

OUT OF STATE Jessica Roberts, JSerra Catholic High School, CA Alexis Forman, Flintridge Sacred Heart Academy, CA

-Sanaa Giffon 25

Winning Graduate Essay

DAWSON GRADUATE ESSAY

Sofia Forrest-Turner, â&#x20AC;&#x2DC;20

“I have “Beclearned a u se I to have notlearned only cherish to notthe only present cherishbut thetopresent value the butpast, to value I know thefor past, a fact I know I willfor always a facttreasure I will always the memories treasure the I have memories made here. I have Truly, made ‘You here. Truly,will ‘Younever will never know know the value the value of a moment of a moment until it until becomes it becomes a memory. a memory. ’” ’”

Dr. Seuss once said, “Sometimes you will never know the value of a moment until it becomes a memory.” After 10 years as a

spending off spending mymy time time reflecting reflecting ononthe themany manymemories memoriesII made made at Dawson that I will never forget.

Dawson student, I still can’t believe it’s graduation day, and I’m

Whether you have been at Dawson for three years or for 10,

experiencing a milestone that will become a memory tomorrow.

each and every one of us here has made memories that will last a

Ever since my first day here, I have thought about what it would

lifetime. No matter how far apart we become in life, the moments

be like to be an eighth grader graduating from Dawson. But now

we shared here together will always keep us together.

that the day has come, it seems like all those years have gone by so

The memories I’ve made at Dawson go back as far as I can

fast. I still can’t believe my classmates and I will be in high school

remember, from the time in preschool when I showed up to school

in only a few months because it seems like just yesterday that we

on free dress day in a fairy costume to the time in eighth grade

were all kindergarteners.

when I came to school, not once but twice, with a horrific spray

I have attended Dawson for a long time now so, obviously, I have

tan. Oh, the spray tan. Even if I tried, I don’t think my classmates

learned basic things such as science, math, history, and English.

would ever let me forget the tragic spray tans. For those of you

All of my classes at Dawson have been phenomenal, and I have

who don’t already know, my dance studio required that we get

learned so much as a student here. But, by far, the most valuable

spray tans for some of our competitions. And trust me, it wasn’t

lesson Dawson has taught me is to cherish the present. I learned

a good look for me. But even though those days were probably

that we have to make the most of every moment we have because

some of the most embarrassing days of my life; life, the jokes that were

there is a last to everything. Whether it’s the last question on an

made turned this humiliating moment into a funny memory I will

exam, the last breadstick at lunch, or the last day of eighth grade,

remember forever.

nothing is permanent. But I think what shocked me the most was

The memories I created at Dawson are ones I will cherish forever.

learning that those lasts can come sooner than we ever expected.

But those memories wouldn’t be the same without the incredible

March 12, 2020. That was a day I will never forget. It was a half-

people I have gotten to know at this school. Throughout my many

day. School ended, I went home, and I expected to be right back

years at Dawson, I have met people who have changed my life

after the weekend, just like always. But that’s not what happened.

in ways I could never have imagined. I’ve met people who have

That day, I learned I would be doing school from home for two

challenged me to step outside of my comfort zone and pushed me

weeks. Two weeks turned into three and three turned into four and

to always be the best version of myself. I found my best friends

the next thing I know, here I am reading a speech at graduation.

here, and I couldn’t be more thankful for that. So, thank you to my

March 12 was more than a half-day; it was even more than our

friends who have made the last 10 years a dream come true, and

last day at Dawson. It was the day that taught me nothing is more

thank you to the teachers who helped me grow into the person I

important than the present. After finding out my time at Dawson

am today. I truly couldn’t have done this without you.

had ended, I realized all the time I spent stressing about the future

As we leave today, we will venture out into the future and move

or the time spent thinking about mistakes made in the past was

on with our lives. And as this year comes to an end, I have realized

time I should have spent living in the moment.

now more than ever how much I will miss all the moments I’ve

Sometimes, I think about how different things would have been

had at Dawson so much. But because I have learned to not only

if I had had known known that thatday thatwould day would be mybe last my atlast Dawson. at Dawson. I thinkIabout think

cherish the present but to value the past, I know for a fact I will

all about the all things the things I would I would have done havedifferently done differently if I knew if I Iknew would I would never

always treasure the memories I have made here. Truly, “You will

go never back. go Although back. Although I couldIgo could on for go hours on forabout hoursthe about fact that the fact my

never know the value of a moment until it becomes a memory.” k

last that day my last at Dawson day at Dawson came too came soon, too soon, I would I would be much be much better better off 27

Winning Graduate Essay

DAWSON GRADUATE ESSAY

Aviva Hafter, ‘20 How Far I’ve Come When I came to Dawson, I was six months behind in almost everything academic. Since I have been here, I have grown in so many different ways, from height to academics to maturity, just to name a few. The most important thing I have discovered as I have grown is I can overcome anything that gets thrown my way. There is truth that there will always be a light at the end of the tunnel. You just have to put courage over comfort. Coming to Dawson was a life changer for me. The year before I came to Dawson, I was screaming and crying almost every day. I was doing online school while I barely knew how to read. I had no friends. I rarely left the house. I was frustrated, to say the least. I was a pain. I know; sorry, Ima, Gabe, Judah, and Sofia. My first teacher at Dawson was Ms. Kintzer. She helped me go from six months behind to right where I needed to be in less than a year. Ever since I had Ms. Kintzer as my teacher, I’ve excelled in school. While some people will say that I got myself there, I would have never been able to do it without the help of Ms. Kintzer. She used to tell my class, “Don’t tell me to wait. I’m not waiting.” We all used to think, “Wow! That’s mean. Why would she say that?” I did not understand what she meant at the time, but now I do. There is no time to wait; you just have to go for it because life is too short. You have to put yourself out there and not hold back. My most impactful year at Dawson, when I really learned why she always told us not to tell her to wait, was sixth grade. The events of that year were unexpected

“When you learn to put courage over comfort in life, it’s just like what Kelly Clarkson sang, ‘What doesn’t kill you makes you stronger. ’ ” for my family and me. My father committed suicide that year. After he committed suicide, I used to ask myself, “Why? Why did he kill himself ? Why would he do this? Why did this happen to my family?” After asking myself why for a while, I realized that I have to stop asking why and start asking what: What can I do to change the world when it comes to mental illnesses? What can I do to help eliminate the stigma surrounding mental health? What can I do to help people struggling with similar traumatic experiences to mine? II realized realized that that ininorder ordertotocomplete completethe the“what,” what, II need need to put myself out there. I need to tell my story. I need to put courage over comfort. I need to show people that no matter the situation, they are loved even if it doesn’t feel like it. Somehow, things always have a way of working out. The people at Dawson have helped my family and me get through the rough times. Dawson has given us a safe space to move through our feelings. While we observed the Jewish mourning period, grieving the death of our father, so many of the staff and faculty members supported us and surrounded us with love. On behalf of myself and my family, we are grateful to each and every one of you. From the first moment I stepped onto the Dawson campus, I felt surrounded by family. From the warmth I felt on campus to the wonderful kind-hearted people, no matter how difficult life has gotten for me, my Dawson family has always given me unconditional love and support. I am confident that even though I am graduating, this love, support, and feeling like a part of the Dawson family will never stop. When I used to tell people that I love school, I was looked at like I had four heads. But Dawson isn’t just a place to be educated; Dawson has heart. It is full of love, kindness, support, opportunity, and community. I heard my rabbi tell the story of a nine-year-old girl who was separated from her mother at birth. She grew up in an orphanage and was told that her mother and father wanted her back. The young girl was taken by car to see her parents for the first time. While in the car, she kept repeating over and over again, “I’m going back home. I’m going back home.” You may ask, why was this little girl saying she was going back home, home when when she she had had never been there before? My rabbi explained that the answer was obvious: “Where the heart is and where a person belongs is what they consider home.” I am extremely grateful to be a part of Dawson’s heart. Dawson is where I belong. Dawson is what I consider home.

Here at Dawson, at home, many memories have been created, some funny and some that have made a long-lasting impact. I will always cherish these memories. In my first year at Dawson in fourth grade, I kept getting lost in the halls. It took me a good four months to really learn my way around. In fifth grade, I told Mrs. Walton to start calling me “Vaviva”. To this day, she still calls me that. In sixth grade, I played Belle in our class play. Ms. Boyum spent 30 minutes getting me into my dress. There were safety pins, blood, sweat, and even tears involved in the process. On stage, my dress ripped, regardless of all the efforts of Ms. Boyum. In seventh grade, I made many good memories. The first memory is, “Dr. Jan, if you know you know.” The second memory is every lunch recess I would learn something new about Mr. Lewis, a.k.a. “Best Bud”. Last but not least is the memory of Mr. Burby’s class when he tried to keep a straight face but I was just too funny. This year in eighth grade, my unforgettable memories include: cleaning and maintaining Best Bud’s room, falling on the rocks near the banana while Mia took my phone to take photos, helping to plan the alumni Bears night, having to complete our last three months of school online, and especially the Moonridge Philanthropy Leadership Summit. At the summit, the keynote speaker was the executive director of the Born This Way Foundation, Maya Smith. During her speech, she spoke about her father committing suicide. This hit me hard. After Maya spoke, I went up to her to thank her for inspiring me. I could barely get the words out of my mouth before I started uncontrollably crying. I realized she was the first person I met who understood my story, the story of my father’s suicide. Maya hugged me tightly, allowing me to grieve in a completely different way than I have ever experienced. This was life-changing. I will never forget that day. There is no doubt that my life experiences have been unique and often rocky. However, I have quickly learned the cliché, “There is always a light at the end of the tunnel,” is full of truth. Sometimes when you are at the beginning or even the middle of the tunnel, it can be dark, making it extremely difficult to see that there is in fact a light at the end of the tunnel. When you learn to put courage over comfort in life, it’s just like what Kelly Clarkson sang, “What doesn’t kill you makes you stronger.” k

2020 Dawson Graduate Tributes AIDEN BERELOWITZ

DONOVAN CLAGGETT

Aiden, expressing how proud we are of you in a small amount of words is like trying to contain your overwhelming desire to succeed, to be a caring friend, an amazing brother, or be a loving son. It just can’t be done. From the beginning, you’ve marched to the beat of your own drum and it has served you well. As you prepare to enter the next stage of your life, just remember: “Be yourself; everyone else is already taken.” YOU ROCK! Love you to the moon & back ~ Mom, Dad, Andrew, Lauren, Teddy, Chewie & Shanks

Donovan, “...since the day we heard about you, we have not stopped praying for you. We continually ask God to fill you with the knowledge of His will through all the wisdom and understanding that the Spirit gives,” (Col. 1:9). My child, this is just one chapter in your book, and we are so very proud of you! As you face life with your feet flat and your shoulders squared, please know there is greatness inside you! There is no challenge too big so walk with pride, my son; the best is yet to come! Congratulations! Love, Mommy, Daddy, Gabby & William

GRACE BUCHMILLER Gracie, it is beyond words to describe how proud we are of you. Your drive and determination, along with intellectual curiosity and passion for wanting more, are just a few of the reasons you have us beaming with joy. Your steadfast, no-nonsense approach to life will serve you well on your educational journey. However, the friendships you have built and the way you have treated the ones you love will make the memories of Dawson never-ending. Weird and wonderful, two words that have never been more fitting. To the moon and back, we love you ~ Mom and Dad

JACKSON BYRNE Jack, we are so proud of you as you graduate from eighth grade. We will always remember this big accomplishment happened in the year 2020 during the pandemic. May you always dare to do great things with your life. We know you’ll do your part to create a world that is better than it was before: more sustainable, kinder, and fairer. We love you! Dad, Mom, Ash, and Syd 30

BRYCE COFIELD Some say we are here to grow our children, but we believe you are actually here to grow us! What an honor it is to be your parents! The world is a better place because of you, and our lives have been filled with constant joy, laughter, and love since you arrived. You have been such an incredible example to your brother and a leader among your peers. Continue to walk the path to greatness and remain steadfast and grounded in your purpose. You’ve worked so hard to get to this point. Keep it up! It only gets better. Love, Mom, Dad, and Justin

BLAKE COULTHARD Congratulations, Blake! We are so incredibly proud of you and all you have accomplished from preschool through eighth grade at Dawson. You’re remarkably smart, kind, strong, and pure of heart! We are so excited for your bright future and continued success at Bishop Gorman next year. We love you to the moon and back! Sending lots of love and best wishes, Mom, Dad, Autumn, and William

LENNON DAVIS L ennon, cong ratu lat ions! We are so proud of you for successfully completing your Dawson experience. Your hard work and dedication have paid off by allowing you to be one of the 10 percent of applicants admitted to the Berkshire School. Embrace and enjoy your success and the new adventure it has brought you. Always know that as your parents, we support you and stand beside you in all of your endeavors. We will miss you greatly when you leave for Massachusetts; you have spread your wings and are flying where few have gone. We love you!

AUDREY ELLIS Congratulations! You’ve always made us proud. From your first day in first grade to your last day in virtual learning, you’ve always accepted and conquered any challenges that were in your way. You’ve displayed kindness, empathy, diligence, and dedication. We know this is just the beginning, and your determination and attitude will guide you to success. Love, Dad, Mom, and Peter

AVALON FANCOURT “The beautiful thing about learning is that no one can ever take it away from you.” - B.B. King 2020 has been a remarkable year with unforeseen obstacles, obstacles that have taught you resilience, change, adaptation, essential life lessons, and the building blocks of character. As your Dawson chapter comes to an end, it is the foundational stone for you to continue to grow as a person. Embrace the package of knowledge, experience, relationships, challenges, setbacks, and successes as you migrate into the next stage of your learning journey. Yours is the future! Love, Mum & Dad

ALEXIS FORMAN Congratulations, Alexis! “Every great dream begins with a dreamer. Always remember you have within you the strength, the patience and the passion to reach the stars to change the world.” -Harriet Tubman Graduating eighth grade and off to high school; where has the time gone? We wish for you the strength to face challenges with confidence, along with wisdom to choose battles carefully. We wish you joy and happiness on your journey, and may you always stop to help someone along the way. Listen to your heart and never lose faith in God. You are such a gift, Alexis, a truly beautiful soul. Keep chasing your dreams, sweetie. Our Heavenly Father gave you the divine gift of music, a true blessing. ‘He will never leave you nor forsake you.’- Deuteronomy 31:6 You are so loved, always and forever. We are so proud of you. Love, Mommy and Daddy

SOFIA FORRESTTURNER Congratulations on your graduation! I am so proud of you and all of your achievements over your 10 years at Alexander Dawson. You are a compassionate, intelligent, and creative young woman. With your Dawson foundation, passion for learning, excitement for life, ability to express yourself artistically, and your determination to succeed, you will thrive no matter where life takes you. I am honored to be your mom.

SANAA GIFFON Congratulations, Sanaa! “Incredible things can be done simply if we are committed to making them happen.” - Sadhguru Thank you for sharing your creativity, kind spirit, loving nature, determination, and generosity. Watching you grow and develop into a phenomenal young lady with a commitment to being open and receptive to new possibilities has been a joy. Keep striving and going beyond your limits! We love you, Mom & Dad

2020 Dawson Graduate Tributes AVIVA HAFTER

ALEXANDRA GOLDIE Our dear daughter A lexandra, We are so proud of you that you achieved so much during your years at The A lexander Dawson School! Congratulations on your graduation and best wishes for your next adventures! With love and pride today and always, Mom and Dad

STELLA GRAY You are a force of nature, Stelly, and we are always amazed by your unique intelligence and awesome creativity. We cannot wait to see how you choose to use channel channel youryour passion passion andand strong voice to make the world a better–and, hopefully, hopefully even even aa bit bit more magical–place for us all. If Hogwarts were real, we have no doubt you would be its most successful headmistress ever. Congratulations, darling daughter, on your graduation from Dawson! You finally get to ditch the uniform and express more of yourself. We love you! Mom, Dad, Sophie, Pups, and Weezer

ROHAN GUPTA From the time you were born, you have always been a determined soul. There is so much yet to come to pass for you. As you embark on the next challenges, always remember to keep being kind, thoughtful, and passionate. We look forward to being there when the person you are and the person you will be finally meet. We will forever love you. - Mom, Dad, and Balin

“Don’t ever let a soul in the world tell you that you can’t be exactly who you are.” - LG You have strength and stand your ground. You are fiercely loyal, committed to justice, and mature. You excel in academics. You approach tasks with determination, dedication, and perseverance, regardless of the obstacles. Your experiences are your guide. You advocate to eliminate the stigma surrounding mental health. Your expressions tell a story. Your smile lights up your whole face. Aviva, these qualities and many more are no surprise; you were blessed to be born this way. LYSC, Ima, Gabriel, Judah, and Sofia

GUINN HARLER When you were a toddler, we read to you every day. You loved books. You called them “boops” and took them to sleep with you like stuffed animals. One day during naptime, you got bored in your crib. You shredded one of your books with your tiny hands, and when we discovered that destruction, we said, “No more boops in bed!” We wanted to teach you to respect learning, but we didn’t understand your boredom until later. When we understood you better, we sent you to Dawson so you could learn to “shred” books in better ways. And, you did.

RUBY HEATH Ruby, You have definitely kept me on my toes the past 14 years! You have a love of learning – from sewing to algebra! You have compassion for all animals. You stand up for what you believe in. You are driven to find your passion in life. As a parent, you have been an amazing daughter and I can only imagine what a remarkable young woman you will become. Dream the impossible and always know I support and believe in you just as you have done for me. Love you to the moon and back! Happy graduation!!

NADIA HORCH

REMY LEVASSEUR

Nadia, sometimes when we climb a mountain we reach a plateau, allowing us to rest for a moment and to look at what we accomplished. Today, you successfully reached such a plateau by graduating from middle school. School is not just about receiving an education, but about intensifying and feeding our daily curiosity about the life we have been given on earth and providing us with essential tools and methods to prepare us for the journey ahead. Just as important, school is also about friendships. We hope you had one of the best times ever at Dawson. Congratulations! Love, Mom & Dad

Remy, it seems like yesterday that we walked you into ECEC’s kiva for your first day of school. Hard to believe that was more than 10 years ago. Since then, you’ve learned from great teachers, made wonderful friends, and grown into a kind young man. Congratulations on completing your journey at The Alexander Dawson School; we can hardly wait to forge ahead on your future adventures with you! We are so lucky and proud to be your family! You always make us smile! Lots of love, XOXOXOXOXO Mom, Dad, Bodie, and Grandma

BILLY JENNINGS

Congratulations, Chloe, on being part of the Class of 2020! It is definitely a year that you will never forget, for both the good and the bad. It is also a year that no one in the entire world will forget. However, for you, this year posed some unique challenges: You moved to a new town, had to enroll at an unfamiliar school in the very last year of middle school, and make new friends. Just as you were settled, you had to completely change your entire way of life. But you made it through and did a great job! We are all looking forward to a fantastic year next year and all the excitement of high school at Las Vegas Academy of the Performing Arts. We are so proud of you and can’t wait to be a part of your exciting future! All of our love, Grandma, Allen, Cathy, Lucy, Mark, Mayme, Morri & Chase

Billy, we are so proud of you and the many goals you’ve accomplished at Dawson. It has brought us so much pride to watch you grow stronger each year. You’ve happily surprised us with your multiple talents as you easily learned the violin, excelled in advanced math, shined on the athletic field, and proved your pure heart by being a natural leader. Thanks for being the best son a parent could ask for! We are proud of you today and every day. We wish you the best as you step ahead toward new challenges in life! Love, Mom & Dad

OPAL LATPATE Opal, congratulations on your graduation and all the best for your future milestones. We take a great deal of pride in how far you’ve come. We have great faith in how far you can go but don’t forget to enjoy the journey. We look forward to your high school years. Thank you, Dawson, for being there; Opal joined the school in seventh grade, but she was absorbed in Dawson so quickly it’s as if she had been there for years. We had a great time and have wonderful memories to take with us. Cheers. –Mom and Dad

CHLOE LONG

TESSA MADDOX May God bless you and keep you always. May your wishes all come true. May you always do for others and let others do for you. May you build a ladder to the stars and climb on every rung… May you stay forever young. Tessa, since you were a little girl, we’ve been in awe of your bright, openly loving, curious spirit. You are more than we dreamt you could be and our greatest love in this world. We’re forever proud of who you are and who you strive to become. You are just getting started my love... Mom & Dad 33

2020 Dawson Graduate Tributes JEFRI RAINES

MIA MELENDEZALARCON Mia, your arrival lit up our lives, a graceful girl who learned virtues. Since early in life, you loved books and that has shown you the way to success. Always being of service, taking whatever challenge comes your way. We are so grateful to God for giving us such a precious treasure. You are about to start a new stage in life and, as we all have seen before our eyes, times have changed fast. The learners will adapt and thrive. There is no path; it is made by walking. Follow your dreams. We love you, Bosco, Mom & Dad

ONAH NWAPA Onah, our precious gold, just what your name means. We are in awe of the young lady you have become and are becoming. We are so proud of your achievements while at Dawson; you always want to be the best, which you are. I can’t believe it’s been 10 years in Dawson. Yes girl, LIFER. Keep being you; go conquer the world with your brilliance, charm, etc., and always remember you can do anything to which you set your mind. We will always support you and we love you. Love, Mum, Dad, Uzo, Ej, and Efuru

MAESEN PESHINA Congratulations, Mae! Your kind heart and sharp mind are a force to be reckoned with. You have a way of making a challenge and hustle look effortless. You continue to impress us with everything you do and the person you are. You are the reason why our hearts are filled with so much love. We are so excited for you to start your next adventure. Continue to believe in yourself. Always remember anything can be accomplished with hard work and determination. Hold on and enjoy the ride because life is about to get more exciting! Love, Mom, Dad & Wyatt 34

“He’s grown fast and strong, into a man whose interests impress me all the time!” – Dad “He always engages intelligently on subjects I know. I can’t believe someone his age knows as much about aircraft as he does.” – Uncle Ted “He changed my screensaver to Godzilla and it’s stuck! He challenges me on my own beliefs when I least expect, leads me to escapism and letting go with every vacation, and his sense of honor and fairness is higher than anyone I have met. He has been my greatest teacher, friend and inspiration, and I thank God for so beautiful a soul to walk beside on this journey.” - Mom Your worldwide family is so proud of you, Jefri, and we look forward to cheering you on with love in this next chapter of your life! Congratulations!

ZACHARY ROBINS Dear Zachary, we are so proud of the young man you are becoming. It is such an amazing journey to watch you grow from the three-year-old program to the eighth grade. You have worked so hard and we could not be happier for your accomplishments. We love that you are such a kind, thoughtful, and caring person. You have such great positivity and a zest for life! We love you so much and look forward to your next adventure. Love, Mom & Dad

KADE SAFADI Kade, you are our greatest gift. We can’t believe 10 years have gone by of your AMAZING Dawson journey. We are so proud of the young man you have become and we are in awe of your drive for excellence in everything that you do, whether in academics, sports, or just life in general. We love you and are so, so excited for what high school has in store for you. LOOK OUT, MEADOWS! Love, Mom and Dad XOXO

STONE SPIEGEL

VANESSA WEINERT

Dear Stone, may this be the first of many meaningful graduations in your life. The path you have traveled has been full of wonder, love, friendship and curiosity. Now you are embarking on a much more independent journey in your life. As always, we encourage you to listen to your heart and take risks carefully. Keep learning, dreaming, and working hard to achieve your goals. We wish you all the strength to face these challenging times with confidence and great wisdom. Always remember how much you are loved and how incredibly proud we are of you. We love you beyond words. Love, Mommy, Daddy, Stella, Lucy & O

From Dawson Bear to a Hotchkiss Bearcat, congratulations Vanessa! The past three years have been full of triumphs and challenges, and you faced each one with integrity, kindness, and determination. You keep us proud of your choices, behavior, and work ethic. The Dawson Difference has honed your many talents and great character to be a phenomenal young woman with a bright future. Our wish is that you continue to speak truth to power, be a voice for the voiceless, and never dull your shine for anyone. We love you to the moon and beyond, Mom, Dad, William, and Chewie

GAGE THOMPSON

GRACE WIKE

Gage, congratulations on your graduation from Dawson. You have grown into such a considerate, curious, and well-rounded young man. Certainly, your years at Dawson will never be forgotten. We look forward to watching your strong independence and keen leadership continue to grow and develop as you enter high school. We love you, we believe in you, and we will always be here for you. Love, Mom, Dad & Chase

Grace, your parents couldnâ&#x20AC;&#x2122;t be more proud or more in awe of the young woman you have become. It seems like yesterday we were dropping off our preschooler at Dawson and now you are 14 years old, a beautiful and confident young woman heading to high school. From the day you were born, you have fearlessly approached the world with curiosity and questions. Let your sense of self and your passion for life direct you. No matter where life leads you, we know you make the world a better place. Love, Mom, Dad, and Murphy

CHRIS VASILAKOS Christopher, we are so very proud of all your accomplishments and the man you are becoming. While at Dawson, you have met some wonderful educators and made some lifelong friends, and we know this time has been special. You have built a great educational and social foundation, and you should be well prepared for what lies ahead. We are so excited to watch you grow, take on new challenges, and experience new adventures during the next chapter of your life. No one knows what the future holds, but we are sure youâ&#x20AC;&#x2122;re going to shred it like an empty backyard pool.

#AmazingDawsonAlums

DAWSON ALUM PROFILE

Paige Poggione, ‘13 By Shea Philips, Marketing & Communications Manager

Paige Poggione remembers orientation the weekend before

of being a well-rounded person and student. “Dawson holds

she became a Dawson Bear in first grade. “I never felt

such a special place in my heart and, in many ways, it was

scared to be the new kid,” she said. Within 10 minutes, she

my home for eight years,” she said. “I had the opportunity

was holding hands and skipping around the Gym with her

to try everything and pursue many passions that have stuck

friend to this day, Sarah. Her educational journey since

with me since graduating back in 2013.”

then exhibits courage, confidence, and f lexibility. It shows

what The Alexander Dawson School instills in its graduates:

Paige discovered interests she still holds to this day —

a desire for deep, lifelong learning, as well as choice and

volleyball and musical performance — while at Dawson.

ref lection. Paige navigated her formative academic years

“Musical theatre became a passion of mine in middle

with the same confidence and resilience she had as a first-

school and brought me some of my very best friends,”

grader, crediting Dawson for teaching her the importance

she remembered. “It also gave me confidence and the

opportunity to truly see what it was like to perform in front

senior year, the team won the Nevada State Championship

of a crowd of people. I loved it.” Her favorite memories of

for the first time in the school’s volleyball history. Soon after,

those middle school performances include performing as

she graduated from Bishop Gorman High School’s Scholars

Cinderella in Into the Woods, Belle in Beauty and the Beast,

program and was awarded the Presidential Scholarship, a

Adelaide in Guys and Dolls, and her lifelong dream role as

full academic award to attend college.

Sandy in Grease. In May of 2020, Paige graduated from Looking back, Paige said there

California Lutheran University within

were many teachers at Dawson

just three years with her Bachelor of

who showed true belief in her

Arts in Communications and a magna

and that has a lot to do with

cum laude distinction. Although the

why she’s been successful since.

COVID-19

“I could write such a long list of

semester of college short and brought

teachers who I feel impacted me

her back to Las Vegas, her future plans

in such amazing ways,” she said.

include a return to Southern California

Recalling memories of Mr. Chris

to pursue a career in the music industry.

Estrella’s seventh-grade science

“While I work, I will also be focusing

class, “More than anything, I

on my dream to be a singer-songwriter,

remember how fun the class was,

continuing to write and record my original

how many opportunities he gave

music.”

pandemic

cut

her

last

us to creatively learn, and Mr. Estrella’s excited energy every

Paige was also invited to deliver the

day, which made it a class that I always looked forward to.”

alumni commencement speech for the Paige appearing in a Dawson ad as a student.

Class of 2020 graduation ceremony.

Since the event was moved to a digital platform due to the Mr. Estrella remembers that class vividly, as it was his first

coronavirus pandemic, Paige recorded her speech for the

group of students at Dawson.

graduates. In it, she relates to students graduating during this time of uncertainty: “Regardless, I know we’ll all make

“Paige worked relentlessly to understand physical science

the most of it. If there’s anything I know for sure, it’s that

and was never afraid to ask questions and take risks. Diversity

Dawson has prepared you all with the tools necessary to take

in culture, opinion, and learning style was valued because

on any challenge that will come your way now and in the

she operated with an open mind,” Mr. Estrella said. “It is

future.”

respect for each individual voice that makes Paige special. At Dawson, she is known and valued. Paige is prepared to

To our current Dawson Bears, she has a clear message:

not only live in a democratic society but develop capacities

Don’t be afraid! “Take on exciting new challenges and

and be inspired to fully participate and lead. She is well-

new environments with positivity, and try to take every

educated and enters the world to do good for herself and

opportunity that you can. I wish I had known how well

others.”

prepared I truly was for the years to come. I entered high school very stuck on Dawson, never wanting to leave.

Paige also started playing volleyball in fifth grade while at

Dawson prepared me for everything that came my way and

Dawson and continued with the sport into high school. She

I am so grateful. The best is yet to come!”

made the junior varsity team as a freshman and was a starter on the varsity team for the following three years. During her 37

ALEXANDER DAWSON VISUAL ARTS

COLLABORATION AND COMMUNITY

The coronavirus pandemic has allowed educators to reflect on what it truly means to learn. Hung Le, Dawsonâ&#x20AC;&#x2122;s visual arts instructor for grades 3-8, teamed up with Dawsonâ&#x20AC;&#x2122;s sister school in Colorado for an art project on COVID-19. Students created original pieces to explain the impact of the pandemic on society and develop empathy. Collaboration, concentric communities at the micro and macro levels, and common experiences have united schools, professional organizations, and educators across the world. 38

Art Credits: (Top) Valentino Elbaz - 5th Grade; (Bottom) Walker Lefkowitz - 3rd Grade; Isabelle Giger - 4th Grade.

ART OF COVID

(Clockwise) Sofia Hafter - 5th Grade; Ikaika Gardner - 4th Grade; Mila DelZotto - 4th Grade; Riley Kelly - 4th Grade, Amelia Giger - 4th Grade; Richard Ruffin - 4th Grade; Gabrielle Hill - 6th Grade.

NONPROFIT ORG. US POSTAGE PAID LAS VEGAS, NV PERMIT NO. 302

10845 W. Desert Inn Rd. Las Vegas, NV 89135

DAWSON'S VISION Our graduates will be ready to achieve their individual potential, savor life and meet the challenges of the world.

Learn more at AlexanderDawsonSchool.org or Call (702) 949-3600

facebook.com/AlexanderDawsonSchool

@dawson_bears

@DawsonSchool