THE
leaflet ALEXANDRIA COUNTRY DAY SCHOOL FALL 2013
The Leaflet is a publication by the Advancement Office of Alexandria Country Day School.
Jeff Loveng President, Board of Trustees
THE
Scott Baytosh Head of School
leaflet
ALEXANDRIA COUNTRY DAY SCHOOL
Meredith Kirchner Director of Advancement
FALL 2013
IN THIS ISSUE
Matthew Sahlin Director of Development Johanna Ryder Advancement Associate MISSION STATEMENT Alexandria Country Day School is a dynamic, K-8 independent school community that values academic excellence, character, independent thinking, citizenship, and respect for others. We inspire in our students creativity, enthusiasm for learning, and confidence through a stimulating academic program, athletics, the arts, and community service.
From the Head of School
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School History
Alexandria Country Day School 2400 Russell Road Alexandria, VA 22301 703-548-4804 www.acdsnet.org Your comments and suggestions are always welcome and may be emailed to mkirchner@acdsnet.org.
facebook.com/AlexandriaCountryDaySchool twitter.com/acdsbobcats instagram.com/alexandriacountryday# http://alexandriacountryday.blogspot.com/
ACDS’s New Look
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Welcome New Faculty & Staff
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Alumni Corner
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Math in Focus
Writing Coach
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Annual Report
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ALEXANDRIA COUNTRY DAY SCHOOL
From the Head of School SCOTT BAYTOSH I am delighted to share with you this latest edition of The Leaflet and the Annual Report that it includes. It is an exciting time at ACDS. As these pages show, we are seeing developments in curriculum and instruction, divisional leadership, branding and marketing, alumni communication, and more. We are very fortunate this year to have added some stellar new people to our faculty and there is a tremendous feeling of progress in the air. Over the last year, I have been able to immerse myself in the culture and history of our school, and have been able to identify some important priorities for ACDS moving forward. One such priority is to strengthen our academic program to ensure that all students find appropriate challenge in their studies. An example of this effort is the overhaul of our Lower School math program. Our new program, Math in Focus, described in the following pages, is having an immediate positive impact on math learning in our school. We have also added a Writing Coach to our staff, to emphasize and improve writing instruction and learning at all levels. Another priority has been to improve the support structure for faculty, students, and families by reestablishing the positions of Lower School Head and Middle School Head. This structure allows for more direct and continuous support for teaching and learning, and offers a more responsive relationship with families. Our new division heads, introduced in the following pages, have already had an enormous effect on the level of dialogue, the experience of our students, and the strength of our community. We have also found opportunities to improve communication with all members of the ACDS community. This effort has resulted in a new look and feel to our communications, new online tools, including a beautiful new website, an expansion of our use of the Haiku learning environment, and a concerted effort to increase the level of direct communication with families and alumni. The Alumni Corner and Class Notes sections in this publication highlight the activities of a number of our recent graduates, and we look forward to seeing this part of The Leaflet expand with your stories and contributions in the years ahead. After receiving encouragement from our parents, faculty, and students, we have dramatically expanded our efforts in service learning this year, which renews a commitment to service espoused by our founders. Enclosed is a brief history of the school, compiled from conversations with founders Wendy Straub, Joan Barton, Stephen Blood, and others, which reminds us of the extraordinary commitment of the school community over the years to ensure the survival and long term success of ACDS. This spirit of community inspires all of us to find ways to contribute to our community both within the school walls as well as outside of our campus. This community commitment is reflected in our Annual Report, where you can see direct evidence of the ways our parents, alumni, faculty, and friends have helped to strengthen our school. I am awed by the generosity of all of you who believe in your hearts that ACDS has the power to transform the lives of children and their families. As we continue to grow we invite you to stay in touch, offer your stories and ideas, and share in the excitement that infuses our community today.
FACULTY AND STAFF
WELCOME NEW BOBCATS! Melissa Davis Head of Lower School Melissa comes to us from the Potomac School, where she served for 13 years in numerous capacities, including Lower School Reading Specialist and Literacy Coach, Understanding by Design Coordinator, Intern Coordinator, Lower School Liaison to the K-12 English/Language Arts Committee, K-12 Resource Team Coordinator, Lower School Liaison to the Diversity and Inclusion Committee, and Second grade teacher. As this list of titles suggests, Melissa was a "go to" person, known for her ability to work effectively with teams, inspire others to reach ambitious goals, and to get things done. A woman of extraordinary intellectual and personal gifts, Melissa worked in close partnership with Potomac's Lower School Division Head in all matters involving the operations of the Lower School. She took an active role in evaluating faculty and working with them on professional growth, and she was a driving force in developing their elementary curriculum. Melissa earned her Masters in Reading Education from the University of Virginia and her B.A. in English Language and Literature from the University of Chicago. Ryan Woods Head of Middle School Ryan comes to us from St. Stephen’s and St. Agnes School, where he served as Middle School Dean of Students from 2008-2013. His role encompassed all aspects of student life, and he was extensively involved in managing the operations of the Middle School as part of the administrative team. In addition to his administrative duties, Ryan brings experience as a teacher and coach as well. His curricular background is in health, physical education, and science, and he has extensive experience in curriculum development in these subjects. As the Health and Physical Education department chair at Providence Day School, he was responsible for supervising a team of eleven faculty and reshaping the program, which he accomplished successfully with a blend of firm direction and collaborative team building. Ryan received his M.A. in Organizational Communication from Queens University of Charlotte and his B.S. in Health and Exercise Science from Eastern University.
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The Leaflet Fall 2013
FACULTY AND STAFF
Jo Bouldin Technology Integrationist Jo comes to us with 15 years of teaching experience, most recently in the third grade at Langley School, where she led their iPad pilot program. She has a B.S. in Speech and Hearing Sciences from the University of Washington and an M.Ed. from Marymount University. Michael Fleming 5th Grade With over 40 years of teaching experience, including positions at The Landon School, Washington Episcopal School, and The Sheridan School, Michael joins our faculty full-time after serving as a long-term substitute in 5th grade last year. He has a B.A. in Political Science from Purdue University.
Richard Lyon Purchasing Agent and Food Service Manager Richard joined the ACDS Business Office team for a month last spring as a temporary fill in for our Accounting Manager, and this fall joined us full time as the Purchasing Agent and Food Service Manager. Richard’s background includes work in schools and as a youth counselor. Meg Mosier 8th Grade Language Arts, Middle School Writing Coach Meg comes to us after a six-year stint abroad, most recently in Cairo, Egypt, where she was the 7th and 8th grade Language Arts teacher, 7th grade Team Leader, and Language Arts Subject Area Leader. She has a B.A. in English Literature and a B.A. in Psychology from S.U.N.Y Binghamton, as well as an M.A. in International Peace and Conflict Resolution from American University. Amy Newhouse 6th Grade Social Studies After a successful career on Capitol Hill, Amy turned her attention to education and taught social studies in the Fairfax County Public Schools for seven years. She received her B.A. in Political Science from Miami University in Ohio and her M.A. in Curriculum and Instruction from George Mason University. Melodee Sweeney 6th Grade Science, Technology Integrationist Melodee comes to us from Florida, where she spent the last three years teaching science and other subjects at Destin Middle School and Prattville Christian Academy. She has a B.A. in History from Valdosta State University, and her Masters in Educational Technology from Boise State University.
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IN THE CLASSROOM
Math in Focus: Spotlight on Problem Solving Math time, much like all learning in Lower School, is a flurry of activity. Every day during the math lesson students are actively engaged--trying out problems on mini whiteboards and building with base-10 blocks or Unifix cubes while the teacher explains the day’s lesson, explaining their answers (and mistakes!) using models and pictures to help them deepen their understanding, and working independently at their own level to practice the new skill they acquired during the day’s lesson. All of this happens in 45 minutes or less during a Lower School math block. The changes in the daily math block are the result of a new Lower School math curriculum. Throughout the 2012-2013 school year, Lower School teachers evaluated six highly acclaimed math curricula and chose Math in Focus, the American version of Singapore Math--a rigorous, internationally proven program. Why Math in Focus? Finding a balance between a more traditional and progressive math program was most important to us. Math in Focus is the American version of Singapore Math, an internationally recognized and celebrated program that sets the bar high for students while striking a balance between traditional algorithms and visual representation models that help build critical thinking skills. Math in Focus offers a three-step learning process that emphasizes the transition from concrete to pictorial to abstract when learning new concepts. Typical American programs tend to skip the pictorial component, which can compromise a student’s depth of understanding. In Math in Focus children are given various visual models (specifically number bonds and bar models) to help them better understand the information in a problem and the number relationships. Another hallmark of the program is its focus; Math in Focus devotes more time to fewer topics over the course of a year enabling students to truly master concepts. Rather than racing through content, teachers are able to go deeper and expand students’ abilities to reason, think critically, and solve real-world problems.
In just the few short months that Lower School has been using Math in Focus, students, teachers, and parents have noticed a remarkable change in the ways that students are thinking, talking, and learning. The increased emphasis on problem solving and critical thinking is putting student learning center stage.
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The Leaflet Fall 2013
IN THE CLASSROOM
Math in Focus In Action: First Grade Recently in first grade, they have been exploring how to solve multi-step word problems with small numbers. Here’s a sample problem: Farmer Annie has some dogs and chickens on her farm. The animals have 10 legs in all. How many dogs and chickens does she have? The first graders started by thinking about what they already knew--dogs have 4 legs, chickens have 2 legs. Then they made a number bond--a visual model representing a part-part-whole relationship. From here they got started figuring out how many dogs and chickens there could be. Through discussion, they quickly determined that there was more than one correct answer. Below are two number models representing the possible solutions. The final step was translating the number of legs to actual animals. While the understanding was there, many of our first graders needed a reminder that 4 meant 4 legs, not 4 dogs, etc. Farmer Annie has 1 dog and 3 chickens or she has 2 dogs and 1 chicken. There was much enthusiasm for this problem after the solutions were found. Small groups of students broke off to design similar problems for each other to solve.
*Sample problems and graphics are copyright Math in Focus, Marshall Cavendish Education, 2013.
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IN THE CLASSROOM
Math in Focus In Action: Third Grade In third grade, students have been working on problem-solving strategies with numbers up to 10,000. This requires a secure understanding of place value and number facts, as well as the ability to entertain more than one possible path to a solution. Here’s a sample problem: Belinda wrote three 4-digit numbers. Use the clues below to find the missing digits. 7, 1_8
2,1_ _
2,49_
Clue 1: The sum of the ones digits is 19. Clue 2: The ones digit of the second number is 1 less than the ones digit of the third number. Clue 3: The tens digit of the second number is 2 less than the ones digit of the third number. Clue 4: The tens digit of the second number is twice the tens digit of the first number. Again, our students are having to do multiple steps. They must first determine that 11 + 8 = 19, then they must think through the various addends possible to equal 11. Some of our students may choose to draw tables or number bonds to help them visualize the possibilities. The second, third, and fourth clues provide more clarity and narrow down the possibilities to the correct answer. As expected in multi-step problems, some of the students made missteps along the way and came up with incorrect answers. The conversations that took place at this point were carefully guided by open-ended questions that allowed the students to find where they went off-track. This guidance helps the students begin to develop self-monitoring strategies and the ability to go back and check their thinking for accuracy.
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The Leaflet Fall 2013
IN THE CLASSROOM
Math in Focus In Action: Fourth Grade In fourth grade, students are using bar models (another visual tool unique to Singapore Math) to help them solve multi-step word problems. Here’s a sample problem: Mrs. Romero has $3,756 to spend on equipment for the school media room. She saves $650 for later purchases. She spends the rest on 12 monitors and some software. The monitors cost $205 each. How much does she spend on software? First, students have to find the total amount Mrs. Romero spends.
$3,756 - $650 = $3,106 She spends $3,106 altogether.
Next, students have to find the total cost of 12 monitors.
12 x $205 = $2,460 The 12 monitors cost $2,460.
Finally, students have to subtract the cost of the 12 monitors from the total amount Mrs. Romero spends.
$3,106 - $2,460 = $646 She spends $646 on software.
Not only did students have to work through multiple steps to solve this problem, but they had to employ two different types of bar models--part part whole and equal parts--to help them visualize the various steps. While some students are ready to do this level of problem solving mentally, most students benefit from the support of the visual bar models to help them come up with accurate solutions.
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ACDS HISTORY
Courage and Commitment:
The Founding of Alexandria Country Day School In 1982 as Alexandria’s Ascension Academy was getting ready to close, Wendy Straub, a parent at the school, approached teacher Joan Barton with an idea. Not satisfied with the other school choices for their children, Wendy and a group of other Ascension parents wondered if Joan would be interested in working with them to start their own school. During that conversation and many thereafter, Alexandria Country Day School was born. While Joan worked to develop curriculum, Wendy set out to secure a location along with the necessary approvals from the City of Alexandria. After being turned down by many possible locations, Wendy was able to rent space in the basement of Del Ray Baptist Church. She then went door to door to get the approval of all of the neighbors to ensure that the City of Alexandria would allow the school to be formed. There were several schools seeking to open in Alexandria at that time, but ACDS was the only school that received the City’s approval due in large part to Wendy’s work to gain the neighbors’ support and address all of their concerns. With approval from the city and a space found, the next step was to acquire books, desks, and other supplies, and to hire teachers - all of which required money. Securing the start up funds proved to be more of a challenge than the Founders expected. Although they were only looking for $15,000 and several of the Founders were willing to co-sign the loan, nearly every bank in Alexandria considered a new school to be too much of a risk. Fortunately Bank of Alexandria believed in the Founders’ vision and granted the loan. Joan then went to work to find an outstanding faculty to implement the program she had designed. “I knew with the school being new that we had to have teachers that were first-rate,” she said. At the same time, the Founders were using every resource available to prepare the classrooms and acquire materials. “We outfitted the entire school with a loan of $15,000 and advance tuition. We went around to all the warehouses and bought things secondhand. We also were able to buy a lot from the City of Alexandria including the entire Houghton Mifflin reading series for something like $25,” said Wendy. Additionally, parents provided countless volunteer hours to paint classrooms, tile floors, hang chalkboards, and even put in a playground.
A 1983 newspaper article headline reads: “Alexandria Country Day School Launches A New Beginning” 8
The Leaflet Fall 2013
ACDS HISTORY Ice cream socials and neighborhood networks were used to attract new students and in the fall of 1983, Alexandria Country Day School opened its doors to 56 students in grades Kindergarten through seven, with eight teachers. The class of 1985 was the first eighth grade graduating class the following school year. During the school’s early years, hallmark programs inspired by Joan such as Speeches & Sweets and Festival of Learning were developed and enrollment climbed. By the late 1980’s, ACDS was rapidly outgrowing its space in Del Ray Baptist Church which led Joan and then Chairman of the Board of Trustees Stephen Blood to search for a new space. “We found ourselves in the position of being unable to grow or advance our program in our current space,” said Stephen. Finding the right space proved difficult and the Trustees soon found themselves running out of options. But as fate would have it, the school building across the street became available; St. Mary’s School was merging with Bishop Ireton and moving to the Bishop Ireton campus. Over the years, Joan had developed a close relationship with the nuns of St. Mary’s, visiting them frequently and taking them for dinners and other outings. “I had 12 years of Catholic schooling, so I had a great deal of respect for those women,” said Joan. This relationship gave ACDS the Scott Baytosh welcomes Joan Barton to the opportunity to make the purchase. “The nuns wanted us to have Founders’ Luncheon the property,” said Wendy. “They even hid lawn mowers and other equipment they thought we’d need in the bushes for us.” After securing bond financing, the purchase was made and in 1991 ACDS moved in. “We moved the school across the street one book at a time using the older students, parents, and faculty to carry everything,” said Wendy. “Mike Mallon, an ACDS parent, orchestrated the move with only one truck.” In the years since, ACDS has continued to grow and thrive. The addition of a new gym and cafeteria, along with renovations to the Performing Arts Center and other areas of the building were completed in 2010. In 2012, Scott Baytosh became the fourth Head of School, just in time for ACDS to celebrate its 30th year.
Parent volunteers build ACDS a playground
The Leaflet Fall 2013
The 1992 performance of “The Sound of Music”
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IN AND AROUND THE CLASSROOM 2
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IN AND AROUND THE CLASSROOM 9
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1. Fifth graders Abby, Lily, Allie, Amelia, and Elayna are excited to be back together at the Welcome Backto-School Fair. • 2. Eli, K, has fun in the obstacle course at Country Market. • 3. The 2013-2014 Student Council is sworn in by Mayor Bill Euille. • 4. New students Camilla and Alicia are welcomed by Kathryn and Bella on the first day of school. • 5. Caroline and Ellie, 7th, package a decorated cookie at Art on the Avenue. We had nearly 400 children come by the ACDS tent and participate in our cookie decorating activity. •6. Kindergarteners learn how bread is made on their visit to Gold Crust Baking Company. • 7. Members of the Class of 2013 reunite at Country Market. • 8. Tennis was a great new edition to this year’s Bobcat Classic! • 9. These fourth graders were all smiles during recess on a beautiful fall day.• 10. Sixth graders are ready to try the zip line on their overnight to Hemlock Overlook. • 11. Lauren and Kyla, 2nd, play a math game. • 12. Dustin, 5th, heads down the field at a JV soccer game. • 13. Chloe, 1st, works on a writing assignment with the help of Mrs. Laha. • 14. Annie Barrows, author of the popular Ivy + Bean series, signs Sarah’s book during her visit with ACDS 2nd-4th graders. • 15. Buddies Will and William have fun with Legos during their first buddy activity of the year. • 16. Sixth graders learn about transverse waves through hand pulses. • 17. The 7th and 8th grade band practices in our newly expanded music room.
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IN THE CLASSROOM
Middle School Writing Coach ACDS has a long standing commitment to helping students develop exceptional communication skills. In place since the founding of our school, Speeches and Sweets highlights the school’s belief that one of the most important skills a graduate can possess is the ability to convey complex ideas and powerful convictions in compelling and articulate ways. Our Portrait of a Graduate further expresses this vision in making Effective Communicator one of its four pillars. Reflecting these commitments, ACDS instituted the position of Writing Coach in the Middle School this year. In creating this role, we seek to strengthen our support for both writing instruction and learning.
Meg Mosier, Eighth Grade Language Arts Teacher and Middle School Writing Coach, joined ACDS this year and is excited to develop this new and forwardthinking role.
The Writing Coach fulfills three important roles. At the school-wide level, the Writing Coach works in collaboration with the Language Arts department to identify and adopt a set of standards and benchmarks to guide all writing instruction. At the teacher level, the Writing Coach supports all teachers, across content areas, in the development and evaluation of writing based assessments. Approaches such as Writers Workshop and the 6+1 Traits of Writing inform this work. At the classroom level, the Writing Coach is available, at the request of teachers, to assist individuals and small groups during a lesson. While Teaching and Learning Center staff will continue to work with students in cases where more intensive support is necessary, the Writing Coach position is designed to help all of our student writers achieve their potential within the context of our general Language Arts program.
At ACDS we want each student to establish the foundation for being an exceptional writer. The Writing Coach aids us in this effort by: • • •
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Developing student understanding of the common traits present in all powerful communication regardless of genre. Supporting differentiation in the classroom so that all students are working at an appropriate level of challenge for them. Increasing the consistency in writing instruction & evaluation.
The Leaflet Fall 2013
BEYOND THE CLASSROOM
ACDS Gets a New Look As we completed our 30th year, Alexandria Country Day embarked on a logo redesign process to update our graphic identity and begin an exciting new marketing effort. With the help of a graphic design and marketing professional, we began by having conversations with school founders, current parents, faculty, and alumni parents to ensure we fully understood the history and evolution of the ACDS logo from its original shield to a logo containing a tree. After much thought and conversation, we determined that the tree, a symbol that is ubiquitous among academic institutions, did not adequately convey our unique identity or offer the flexibility we seek in a logo. In contrast, our new logo is unique to us, graphically attractive, versatile, and distinctive. It helps to convey the unique blend of traditional school culture with exciting, forward-thinking instruction that sets ACDS apart from its peers.
LOGOS THROUGH THE YEARS
We also developed a graphic representation of our bobcat mascot, and redesigned our website and admissions materials. Visit www.acdsnet.org to check out the new website.
After a school-wide vote, my name is
Russell Alexander Bobcat.
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ACDS ALUMNI
ALUMNI
CORNER Catching Up with...
Alex Hampl ’06
Alex is a Senior at Northwestern University’s Medill School of Journalism. This fall, he has an internship at Sports Illustrated, where he is a writer for their website, Extra Mustard. You can check out his work at http://extramustard.si.com/author/alexhampl. Tell us how you got started on your current career path. I’ve always loved sports, so once I came to grips with the knowledge that I wasn’t going to make a career out of playing them, I turned to writing about them. I covered sports for my high school newspaper and for a local online newspaper, and now I’m at the journalism school at Northwestern. What, in your own words, is the importance of sports in our culture? I think the most important thing sports gives us is a shared interest, a common bond. It’s one of those things that can draw two strangers together for 10 minutes on the street. How many college friendships were started while watching football in the dorm common room? Obviously it’s not an interest shared by everyone, but it gives a lot of people a way to connect to others. What, in your opinion, makes ACDS special? ACDS was a great environment that fostered close relationships between students and teachers. Teachers always had time to let me bug them. (And I did that plenty.) What lessons did you learn at ACDS that you still use today? I was always able to ask teachers at ACDS anything -- didn’t matter if it was related to a class or not. The ability to ask tons of questions, even if they may seem obvious, is a skill that definitely comes in handy in journalism. If you could give one piece of advice to any ACDS student or graduate, what would it be? Do what you like to do. If you like to write, write. If you like to paint, paint. Figure out something you’re good at, do it a lot in high school, and put yourself in a position where you can do it in college and (hopefully) professionally. Photos: (Above) Alex and his mom Elizabeth Lockwood. (Left) Alex and his brother Kieran ’09 in 2004.
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ACDS ALUMNI
Class Notes
Charlie Marshall ’07 spent this past summer as a software development intern at The Motley Fool in Old Town, Alexandria. Cristhian Canales ’08 has come back to ACDS to work with our JV Soccer team as an Assistant Coach. Head Coach Mimi Worrell says, “It has been such a pleasure to coach soccer with Cristhian this fall. He is great at working with the players in teaching them the basics of soccer, but also pushing them to be more advanced players by reading the field, communicating with teammates, and taking shots whenever there’s an opening. He is a real inspiration to these young soccer players.”
Cristhian Canales ’08
Anders Hedman ’09 came back to ACDS last spring to work as a teaching intern for his Senior Seminar at Episcopal High School. Anders is now a freshman at Miami University (Ohio). Ilka Kovanen ’09 started a DJ group known as Ampersand DJs. Ilka and his friends DJ’d at Homecoming and Winter Formal at St. Stephen’s and St. Agnes last year, as well as some other school events. Ilka graduated SSSAS this past spring and is now in his freshman year at the University of Michigan. Carly Reed ’09 was named the Girls’ Lacrosse All-Met Player of the Year in 2013 for the second straight year. Carly’s 475 goals are believed to be a four-year national high school record. Carly will play for University of North Carolina, where she will help UNC defend its Division I National title, which it won last spring.
Ilka Kovanen ’09
Carly Reed ’09 photo courtesy of The Washington Post.
Emma Marshall ’10 spent this past summer at the University of Oxford as part of Oxbridge Academic Programs. Emma was on the Oxford Tradition, lived in Pembroke College and studied at Oriel. She took a class called Literature and the Fantastic and a class called Classical Greece. Emma won the Outstanding Student award for the Greece class. Meghan Meehan ’10 did a two week internship at National Geographic this past February. She interned in the Books Department and LOVED it!
Emma Marshall ’10
Katie ’11 and Megan ’10 Gallagher took a trip to Spain this past summer with their family. They traveled from Madrid to Toledo, Grenada, Seville, and Gibraltar. Mr. Gallagher speaks Spanish fluently and grew up in Madrid, so they were able to take in a lot of the Spanish culture from him and their travels. Katie says, “It’s such a historic and beautiful country, and the food is also great!” Erin Fleming ’13 has made the Varsity Cheerleading squad at J.E.B. Stuart High School, where she is center flyer. Erin was recently presented an award for making the All Conference Cheer team.
Katie ’11 and Megan ’10 Gallagher
IN MEMORIAM
On September 6, 2013, we mourned the loss of Franklin Barker West ’08. Barker was an outstanding student and a true friend who made a tremendous impact on the lives of others at ACDS and beyond. He will forever hold a special place in our hearts. The ACDS community has come together to establish a fund in his name to honor his life and legacy. The Leaflet Fall 2013
Erin Fleming ’13
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2400 Russell Rd. Alexandria, VA 22301
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