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leaflet ALEXANDRIA COUNTRY DAY SCHOOL WINTER 2016
The Leaflet is a publication by the Advancement Office of Alexandria Country Day School.
Keith Burner President, Board of Trustees
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leaflet
ALEXANDRIA COUNTRY DAY SCHOOL
Scott Baytosh Head of School
Meredith Kirchner Director of Advancement
WINTER 2016
IN THIS ISSUE
Matthew Sahlin Director of Development Johanna Ryder Advancement Associate MISSION STATEMENT Challenge students intellectually; inspire their confidence, curiosity, and creativity; and prepare them to thrive in a diverse and complex world by ensuring that they are independent learners, effective communicators, community minded citizens, and balanced individuals.​ Alexandria Country Day School 2400 Russell Road Alexandria, VA 22301 703-548-4804 www.acdsnet.org
From the President of the Board
ACDS Snapshots
Your comments and suggestions are always welcome and may be emailed to mkirchner@acdsnet.org. Class Notes
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Talking to Children about Controversial Topics
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Welcome New Bobcats
Play & Learning
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International Travel
Alumni Voices
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Annual Report
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ALEXANDRIA COUNTRY DAY SCHOOL
From the Head of School SCOTT BAYTOSH One of the defining characteristics of ACDS is the strength of its community. Since its founding in 1983, parents, teachers, Board members, students, and friends, have demonstrated an energetic and abiding commitment to nurturing the qualities of community that are the hallmark of our school. These qualities include a dedication to providing a dynamic, high-quality, and balanced education for our students; a devotion to civility, kindness, compassion, and service; a commitment to fostering an environment in which people of diverse backgrounds and perspectives can learn and work together harmoniously; an appreciation for play and its power to strengthen learning, self-awareness, and friendship; and a belief that an intimate, K-8 structure provides the best means of ensuring these qualities and preparing our students for self-awareness, happiness, and success in later years. In the pages that follow you will see evidence of how the ACDS community realizes this vision on a daily basis. During the heat of an extremely contentious presidential election season, we managed to engage in the learning opportunities that an election affords while setting a high standard for civil discourse in a politically diverse community. Our commitment to play has been reinforced through our dramatic campus improvements and our balanced approach to classroom instruction, and the heartfelt words of our alums serve as testament to the lasting impact that the ACDS experience has in these most formative years. This issue of The Leaflet also serves as our Annual Report, in which you will see how careful financial stewardship and strong support through our Annual Fund has kept ACDS strong. You will also see our first report of participation in the ongoing Always ACDS capital campaign. We are so grateful for the contributions we have received through the campaign for endowments for faculty support and tuition assistance and the completion of the next phase of our landscape master plan. We are looking forward to expanding the circle of support for this effort as we reach out to alumni families, grandparents, and friends and strive to reach our campaign goal in the coming months. One of the most gratifying aspects of this effort has been how it has enabled us to reconnect with alumni and their families, grandparents, and friends of the School and share how ACDS has continued its commitment to students, its forward looking approach to education, and its belief in the power of community. Through these conversations, we have been inspired by wonderful stories about the impact that ACDS has had on families over the years. If you haven’t been to ACDS in a while, I hope you will visit and see how we have both changed and stayed the same, and I hope that you will stop in, say hello, and share your story. I wish you all a joyful holiday season and a very happy and successful 2017. Warmest regards,
BOARD OF TRUSTEES
From the President of the Board KEITH BURNER We are continuing to do some amazing things at ACDS! Our large gift and subsequent capital campaign, Always ACDS, have led to many improvements to our physical plant, curriculum, and endowment. I hope you have had the opportunity to appreciate our completed campus entrance and front lawn, the sport court at the end of the parking area, the new “all ages” play equipment that is a big hit with our students, and the very popular turf field that is useable 365 days out of the year. The developments inside the classrooms have created a lot of positive press as well, with our students now taking advantage of standing desks and ergonomic furniture in an enhanced learning environment that fosters collaboration among students and faculty. We have some continued work ahead of us as we move into the next phase of completing the Always ACDS Capital Campaign. If we achieve our goal of $3,000,000, we are looking forward to creating useable outdoor learning and play space in the south lawn of the campus, enhancing the lower school playground, and growing our endowment for teacher support and tuition assistance. Our Board of Trustees remains committed to the success of the capital campaign and has developed a matching fund, in addition to their individual contributions to the campaign, to help inspire Alumni giving. In preparing our annual calendar, the Board of Trustees remains focused on our Strategic Plan. Our strategy for success includes five key initiatives: • • • • •
Continue to develop the School’s curriculum and instructional practices to align with our mission and reflect the School’s commitment to academic excellence and innovation. Cultivate a signature component of the School’s identity that is rooted in existing strengths and establish ACDS as a recognized leader in that practice. Attract and retain exceptional teachers and staff through forward-looking organizational practices. Strengthen the School community through efforts that promote inclusivity and diversity. Build endowment to strengthen the long-term financial stability of the School.
Our fall retreat focused on Always ACDS capital campaign strategies and good governance practices. Betsy Hunroe, Executive Director of the Virginia Association of Independent Schools (VAIS), shared her insights on national and regional trends and good governance practices. Throughout this year we will continue to focus our attention on enrollment, continued financial health, and diversity and inclusivity. To address the fourth initiative in our Strategic Plan, we are assembling a Diversity and Inclusivity Strategic Planning Committee that will lead our discussions on this important topic. The first order of business will be to develop an official statement on diversity and inclusivity. We are looking forward to a thoughtful and inclusive discussion that will help us develop a plan to meet both immediate and long-term concerns. As always, these exciting times will be met with thoughtful debate, planning, and execution. I will report back towards the end of the school year on the accomplishments we have made. Thank you for all that you do to make ACDS the extraordinary community it is. On behalf of the Board of Trustees, I wish you all a successful and happy year.
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The Leaflet Winter 2016
IN AND AROUND THE CLASSROOM
TALKING TO CHILDREN ABOUT CONTROVERSIAL TOPICS Before the start of school this fall, Head of School Scott Baytosh wrote a letter to ACDS families anticipating the challenge that the presidential election campaign season was likely to bring to our politically diverse community.* In September he was invited for an interview on local News Channel 8 to discuss how to talk with kids about what was proving to be a uniquely controversial campaign. Just before the election he shared another letter with families about how to engage with their children about the election while reinforcing the lessons they were learning at ACDS. This letter was widely shared within and outside the ACDS community as election day neared, and many have expressed appreciation for its helpful guidance for families. While it’s main focus is the election, the recommendations pertain to engaging in any topic that is highly energized and controversial. Here’s what Mr. Baytosh wrote: Dear Parents, Regardless of one’s political orientation, I think it is safe to say that the campaigns for President and the nonstop stream of news about the candidates have left us all a bit unsettled and anxious about what is going to happen on Tuesday, and perhaps more importantly, on Wednesday of this week. Many have said how eager they are for Tuesday to come so that the election will be over. However, I think we all know that, regardless of who wins the election, the tone of the news will not suddenly get better. It will change, certainly, but we will still be faced with the aftermath of a divisive and oftentimes ugly campaign and uncertainty about what the future will hold. As parents and educators, these concerns are all the more acute because we think of how our children are affected by, not only the tone and content of the electoral debate, but also our own reactions to what we hear and see every day. While I believe that our democracy and electoral process can withstand the pressure that it has been under these last many months, there is no doubt that the prospect of what will happen after election day has never produced more anxiety than it has this year. With all of this in mind, I wanted to take a moment to share some thoughts about how we all can support your children in the coming days. I would like to describe how I see our role as a school and offer some tips for engaging your children around the election and its results. First, our job as educators is to be here and continue to offer a safe, nurturing, and positive learning environment for your children, regardless of how the election turns out. While each of us will have his or her own opinion about, and reaction to, the outcome, we have a responsibility to stay focused on making school a safe and happy place to be. Your children will undoubtedly want to discuss the election with their friends and teachers, and we will make every effort, as we have since September, to ensure that those conversations are thoughtful and respectful. But we will also strive to maintain a sense of normality and regular routine, balancing opportunity to share reactions to the election with the regular work and play of school. I’m sure many of us would like to avoid the topic of the election altogether, especially with our younger children; but the reality is that no matter how you may have tried to shelter your children from the subject, they are aware of the events that are taking place and of the divisive tone of the election. More importantly, they are sensitive to how we as adults are reacting to the campaign, the candidates, and the news about them both. Consequently, it may be helpful to keep the following ideas in mind as news unfolds in the coming days. The Leaflet Winter 2016
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IN AND AROUND THE CLASSROOM
• Call upon your core values. At ACDS students have talked at length about the values we share as a school community. In the Middle School, for instance, we share the expectation that we will show respect, be responsible and accountable, and give 100%. Draw upon your family’s core values as well, as you respond to your child’s questions about the election and the behaviors of the candidates. • Listen to your children. Children need to know that their questions, concerns, and fears are valid and that their voices have value. Our tendency as adults is to tell kids how to think and feel, but we can build their confidence and gain great insight by listening to them and asking thoughtful questions. • Ask questions. When your children bring up the election, ask them how they feel about what they are hearing, what they think it means, and what they would like from you to help them navigate the issues and their feelings. Not sure how to answer a question they ask? Ask one of your own, such as “What do you think about that?”, “How does that make you feel?”, “Do you think what you have heard is accurate? How could you find out?”. Questions validate their voices and model critical thinking. • Model respectful discourse. Remember that your children watch you very carefully for clues about how to engage with others. When you are around your children, be your best self and show them what respectful disagreement can look, sound, and feel like. • Limit exposure to the media. It is important to listen to news from reliable sources and to be engaged and critical consumers of current events. However, a nonstop stream of repeated news about upsetting events or anxietyproducing news takes a psychological toll, and it is appropriate to provide a respite from such input. This is true for all of us, but especially children who may not have the emotional and intellectual defenses we do. • Don’t project your anxiety onto your children. No matter what they show you, your children watch you carefully for cues about how to respond to the world around them. They always want you to be honest, but they also want to know that the adults in their lives have matters in hand and will keep them safe. As we validate their feelings, children need us to provide perspective and to help them avoid overreaction. • Practice mindfulness. Take care of yourself and your emotional well-being so that you can be fully present for your children. Taking a break from the onslaught of upsetting news, being present, and keeping the big picture in mind can help you provide the reassurance your children need. Thus far your children have demonstrated a strong sense of community, an appreciation for the values we hold in common, and caring consideration for their peers. This is a tribute to the strong guidance and reinforcement you all provide as parents and to the thoughtful and caring educational environment our faculty have created at ACDS. Thank you for entrusting your children to us and for your partnership in educating them. Our students give me great hope for the future. In Peace, Scott Following the election our students continued to demonstrate their ability to be respectful, kind, and community-minded citizens. ACDS provides an environment where kids can be kids, but where they can also engage deeply in important topics as thoughtful and critical learners. “I am very proud of our students, our teachers, and our community for the excellent model they have set for how respectful and community-minded citizens of diverse views can coexist peacefully and joyfully,” said Mr. Baytosh. * Read Scott’s summer letter at http://bit.ly/2fPCztZ and also learn about how rebuilding a window at his summer cabin illustrated our school’s commitment to resilience, perseverance, and optimism. 4
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IN AND AROUND THE CLASSROOM
LEANING IN TO THE ELECTION Why would anyone want to make up an untrue story and share it with millions of people around the world? This was the question a student asked two weeks before election day, after her advisory discussed the alarming amount of fake news circulating throughout social media. This was not the only critical question that surfaced during our division-wide election unit that included lessons on respectful discourse, media literacy, the electoral college, and policy issues. Additionally, it certainly will not be the last time our students are challenged to understand why our school’s Core Values of respect, responsibility, accountability, and effort are not universally and consistently followed by all adults, role models, public figures, and peers. The tenor of the campaign led many to avoid discussions of electoral politics this fall. In contrast, at ACDS we leaned in to these messy conversations with the belief that times like these are when the skills of critical thinking, information literacy, and civil discourse are more important than ever. It is our hope that each of our students leaves ACDS independently capable of making well-informed, reasoned, and positive contributions to their communities regardless of the behaviors and choices of those around them. This election cycle provided us a genuine opportunity to practice skills directly related to this goal. To start the process, students were asked to consider what it would look, sound, and feel like if presidential candidates, political pundits, everyday citizens, and students showed respect, acted responsibly, and gave maximum effort throughout the election cycle. The answers generated by the students framed all future election lessons and helped create an environment where genuine concerns, observations, and opinions could be expressed respectfully. As we analyzed news reports, vetted websites, debated controversial topics, and cast our votes during our mock election, we reminded one another to stay true to our Core Values. Throughout the unit, students and teachers regularly practiced perspective taking, viewing situations through multiple lenses, empathy, and other critical life skills that are taught throughout our entire social emotional curriculum. Moments before we revealed the winner of our mock election, we asked the students to consider how their response to the results could reflect our Core Value of respect. One student who throughout all of our discussions demonstrated a true passion for politics and regularly shared his opinions about the candidates, reminded everyone in the room that both candidates were deserving of congratulations for the amount of hours and effort they put into the campaign process. In this moment it was clear that our conversations on empathy and respect were sinking in, and we are hopeful that four years from now when some of our students will cast their first real ballots, they will do so with understanding, dignity, and respect.
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FACULTY AND STAFF
Melissa Brescia 2nd Grade Teacher Melissa was a part of the Associate Teacher program at the Browning School in New York, where she gained experience in instruction, classroom management, and curriculum. She was mentored by master teachers and had extensive experience leading instruction in the classroom as a leave replacement teacher. Most recently, Melissa has been working in the private sector and is excited to return to the classroom. Beyond the regular classroom curriculum, Melissa brings expertise in nutrition, health, writing, and media. She possesses a B.A. from Iona College.
Shahenaz Chhipa Front Desk Receptionist Shahenaz Chhipa joined us in June as our new Receptionist. Shahenaz (pronounced ‘shuh-nez’) brings extensive office experience from a variety of fields. She has served as an executive administrative assistant for a private company, an office manager/HR assistant for a pediatric dental office, and most recently worked with an area nonprofit to support their development effort. She has very strong technology skills, with studies in visual arts and technology and a specialization in web development and design. Shahenaz impressed us not only with her skills, but also with her warm and friendly personality and her enthusiasm for ACDS.
Katharine Haig Teacher & Learning Specialist Katharine Haig joins TLC as our new Reading Specialist, replacing Mimi Worrell, who stepped in as Interim Head of Lower School. Katharine spent the last four years as a Kindergarten Teacher at Maury Elementary School, where she also did a stint as a K-5 special education teacher. Before that she served as a Teaching Fellow for the NYC Department of Education, where she engaged in rigorous coursework combined with extensive practical experience. Katharine has a strong background in Reading and Writing Workshop and extensive experience in providing academic support in a variety of settings. Warm, engaging, and energetic, she will be a tremendous asset to our students. Katharine received her B.A. in Psychology from James Madison University and her M.Ed. in Special Education from Brooklyn College. 6
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FACULTY AND STAFF
Amy Lehman Counselor Amy comes to us most recently from private practice in Alexandria, where she developed a familiarity with ACDS through her work with parents, teachers, and students. Before launching her own practice, she spent eight years as the School Counselor at Holy Trinity School, a K-8 school in DC, and she served as a Counseling Supervisor for graduate students at George Washington University. Prior to her work as a counselor, she taught 4th grade at Raymond Elementary School in DC. She has a B.S. in liberal arts and a teaching certification from Eastern Mennonite University and her Masters in School Counseling from George Washington University.
Andrew Pfeiffer K-8 Music, Band Director, MS Advisor Andrew comes to ACDS with a rich musical and educational background. He attended St. Andrew’s Boarding School where he played trombone and guitar and was captain of the varsity football and baseball teams. He then attended Wesleyan University, where he earned his B.A. in music. While in college he taught private lessons in piano, guitar, bass, and trombone to children ages 8-13. After college he worked as an assistant teacher, substitute, and dorm head for a school in South Africa. In addition he has traveled and studied in Latin America and is fluent in Spanish. More recently he has been touring and performing professionally with his band Feel Free.
Laura Steitz 2nd Grade Teacher Laura comes to us from St. Stephen’s and St. Agnes School, where she served as a Kindergarten Assistant Teacher for the last three years. In her time at SSSAS, Laura gained increased responsibility for the classroom, leading Reading and Writing Workshop lessons, co-teaching math workshops, leading Responsive Classroom morning meetings, conducting assessments and observations, and co-writing term reports. Her experience, instructional style, and interests align very well with our curricular initiatives and instructional practices, and her dynamic personality impressed adults and students alike when she visited ACDS. Laura received her B.A. in Classics from Washington and Lee University and her M.Ed. in Elementary Education from George Washington University.
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ACDS SNAPSHOTS 1
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ACDS Snapshots
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1. Fifth graders, Kelsey, Kyla and Shiane are all smiles for the first day of school. • 2. Second graders plant a tree at the new Taney Avenue Park Playground. • 3. Buddies, JT, 8th and Max, 1st play on the playground. • 4. Kindergarten and first graders package food for Bessings in a Backpack. • 5. Myka, 8th, serves during a volleyball match against T.C. Williams. ACDS’s inaugural volleyball season was a huge success with the team winning all but one match. • 6. The Student Council is sworn in by Alexandria’s Mayor Allison Silberberg. • 7. Sixth graders, Sophie, Alexandra, and Sarah build a SeaPerch Remotely Operated Vehicle. • 8. Kennedy, K, Piper, 8th, Catherine, 8th, and Sophia, 1st are ready for the annual Halloween Parade.
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• 9. Fifth and sixth grade drama students perform three short plays, “An Evening on Olympus.” • 10. 8th graders prepare to go ziplining on their overnight trip. • 11. The boys Cross Country team took first place at the
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Loudoun Country Day School Meet. • 12. Currin, 8th, found a hidden banned book during the 7th & 8th grade’s participation in Banned Books Week. • 13. Sixth graders, Sarah and Lauren help lead the ACDS Kids Art Korner activity at Art on the Avenue. • 14. Sarah, 6th, takes the ball down the field in a JV soccer game. • 15. Jack, 5th, and Reid, 1st help unload a truckload of pumpkins for Immanuel Church-on-the-Hill’s annual sale. • 16. Kirsten and Virginia, 7th, perform as Cinderella’s step-sisters in “The Brothers Grimm Spectaculathon.”
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FALL EVENTS
The Bobcat Classic On Monday, September 19th, 70 golfers and tennis players braved the not-so-great weather for a fun day at the annual Bobcat Classic. While the rain did drive the tennis players to indoor courts, the golfers didn’t let a little water stop them from a great day on the links. Thank you to everyone who came out and supported the event!
Country Market This year’s Country Market was again a resounding success with inflatables, the ever-popular soak-a-teacher, a cupcake walk, face painting, and more. From our newest kindergartners to the many alumni who returned, a great time was had by all!
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The Leaflet Winter 2016
FALL EVENTS
Student Showcase ACDS students of all ages shared their many performing arts talents at the Student Showcase on December 9th. From playing the piano to singing, dancing and gymnastics, our students treated all who were in attendance to fantastic performances!
Faculty vs. 8th Grade Basketball Game In what has quickly become a favorite ACDS tradition, the 8th grade took on the faculty in basketball on Friday, December 9th. As the classes of 2014, 2015, and 2016 can attest, the faculty are a tough team to beat and had won each of the last three years. However, the Class of 2017 managed to put an end to the faculty’s winning streak by taking an early lead and holding onto it for the entire contest. Congratulations, 8th graders!
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IN THE CLASSROOM
PLAY AND LEARNING GO HAND IN HAND AT ACDS
Play and learning are intimately intertwined at any age, but especially in kindergarten through eighth grade. Children use play for physical development, but also for cognitive and social development. Negotiating rules, resolving conflict, exerting judgment, testing limits, and solving problems are all exercised when children engage in unstructured play with their peers. Additionally there is a direct link between physical activity and cognitive function. Yet in too many schools, students are expected to spend the bulk of the school day seated at their desks with only one short break for recess. At ACDS, we have actually increased time for play in the last couple of years. Play at ACDS is not simply limited to twice-daily recess, however. Our challenging academic curriculum allows our students to engage in playful inquiry, where they have opportunities to be curious, take risks, discover and take pleasure in surprises, acquire new understanding, and feel empowered by this constructive experience. This playful approach to learning encompasses and encourages curiosity, open-ended and flexible thinking, problem solving, creativity, adventurous exploration, and the discovery and development of passion. Rigorous and challenging academic learning and the pursuit of understanding can happen in joyful inquiry that looks a lot like play. And, problem-solving requires lots of “playing” around. The value of play has been borne out as it has become synonymous with the innovation and the creativity that fuels research and development in the professional world. NASA’s Jet Propulsion Lab, for instance, decided that the characteristics of playfulness were so critical to its engineers’ performance that it started asking applicants how much they played in their childhood, and Google’s playful environment is legend. As we continue to seek ways to incorporate play into the classroom, our kindergarten through fourth grade teachers read Purposeful Play by Kristi Mraz, Alison Porcelli, and Cheryl Tyler over the summer. During opening faculty meetings the teachers spent time discussing the themes of the book, including how the skills learned during play contribute to and enhance the academic rigor of the classroom. There were many ideas shared and much excitement about how the book would influence their work with students both in and out of the classroom this year, and it’s been great to see those ideas being put into practice this fall.
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The Leaflet Winter 2016
IN THE CLASSROOM KINDERGARTEN CENTERS Center time in kindergarten brings social studies and science themes to life as students explore, play, and create in one of three centers: dramatic play, exploration, and blocks. Students begin each week by selecting a center and within their chosen space, collaborate with one another to pick a theme; recent themes have included farm, ocean, arctic animals, transportation, and spring. After determining their center’s theme and planning their play, the group goes to the creation station to make whatever they need to make their plan a reality. Our technology integrationist, Evelyn Chaleki is also on hand to help with digital creations, and themed classroom libraries provide additional resources for learning. During one recent week, the students in the block center created an animal and crop farm. They made signage indicating what was growing where, worked with Ms. Chaleki to make a commercial, and built a silo using recycled materials. “Centers is a great opportunity for students to expand upon or preview one of our social studies or science themes,” said teacher, Ellie Hall. “It provides space for authentic learning, practicing social-emotional skills, creativity, and just plain old fun.”
CREATE TIME IN SECOND GRADE Walk into Laura Steitz’s classroom during “Create Time” and you’ll encounter a flurry of second graders building items with recycled materials. On a recent visit, students were found making a robot, club house for stuff animals, chess board, iPad, and spaceship. They also have created arcade games and musical instruments this fall. New to the second grade schedule this year, Create Time provides space and time for students to think out of the box, utilize design thinking, and practice their flexible thinking skills. Students begin with an idea and a planning sheet where they map out how they will make their idea a reality. They then begin to use recycled materials to build, often discovering that what seemed like it would work on paper needs to be rethought. “Over the course of this fall, I’ve seen a significant expansion in my student’s flexible thinking skills as a result of the work they are doing during Create Time,” said Ms. Steitz.
THIRD GRADE SCIENCE When planning science units for third grade, teacher Sarah O’Neill works to ensure that the lessons are all hands-on, inquiry based, and require a lot of manipulation. For example, third graders will soon use legos to learn about simple machines, and then be asked to solve a real world problem by designing and building a simple machine. “I think in order for kids to really process something and understand the deeper meaning, they need to play with it and really get hands-on,” said Ms. O’Neill. “If they are playing with something, they ask more questions and are more likely to be able to answer them on their own. As a teacher, my role is to scaffold their learning versus forcing it.” This practice of learning science through playful inquiry was recently seen in the third grade’s human body unit where students created models or simulations of the lungs and stomach. They were then able to play with them and really see how the the human body breathes and digests food.
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INTERNATIONAL TRAVEL
INTERNATIONAL TRAVEL Creating opportunities for students to see the world
During the summer of 2015, two groups of ACDS students boarded airplanes destined for Iceland and the Grand Canyon with Mr. Ros and Mr. Lieberman respectively. Another group was fortunate enough to travel to Cuba with Mr. Ros this past summer. These trips marked the beginning of a new initiative at ACDS, to provide middle school students with outside-of-school travel opportunities that further the part of our mission to develop community minded citizens. They were so successful that Mr. Ros will be taking a new group to Iceland this summer, while Mr. Lieberman leads a trip to Costa Rica during spring break. Below, Chris Ros reflects on his first two trips and shares his passion for providing students with these life-shaping opportunities during their middle school years.
Bursting the Bubble By Christopher Ros I had many wonderful opportunities growing up, and being a first-generation American, my life was filled with multicultural traditions. Outdoor play and exploration was a big part of my upbringing, but overseas travel was never part of those childhood experiences. It wasn’t until my job at the Smithsonian where my eyes were opened to the many new possibilities that until then, could never have been imagined. I often reflect on that time in my life and see it as one of those milestone moments. To say that my travels dramatically changed me may be too bold a statement, but it certainly had an everlasting impact on my perspective. As it is often one’s perspective that guides them in the decisions and choices that they make, it is safe to say that those travels have helped to make me the person I am today. The middle school years are such a formative period in the lives of our children, and providing as many diverse opportunities as possible, has long been one of my goals as a teacher. I thoroughly enjoy the work I do with them in the classroom as it provides a controlled environment in which to dive deeply into a social or academic topic. Getting them outdoors is always a treat where 14
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INTERNATIONAL TRAVEL
learning is stimulated within a different environment. Finally, taking them to new and far away places is a priceless experience that I wouldn’t trade for anything. Of course the destination is satisfying enough, but then to also see them experience a new place with their friends adds a new dimension that will forever forge lifelong memories. It was three years ago now that I started thinking about how to grow our Outdoor Education program and began to explore opportunities for when school is not in session. The pieces of the puzzle started coming together and my relationship with Worldstrides, a group travel company, solidified when the decision for our program’s first international trip was made. We were going to Iceland! This was going to be Worldstrides’ first middle school trip to Iceland, and we were very excited to be starting a trend. The trip exceeded our expectations. From the culture, to the landscape to the people - Iceland did not disappoint. The trip lasted a total of six days, including the travel, and it was non-stop fun from the moment we set foot on the ground to the take off at the end of our adventure. The trip provided an excellent introduction to much of what our students learn in 7th and 8th grade science and history. From the history of the Vikings to the unique landscape features created by its location above the Mid-Atlantic Ridge, we were in for 24/7 learning, without even realizing that we were doing so. Thingvellir National Park allowed us to stand in a rift valley and to see the Eurasian plate on one side and the North American plate on the other. Waterfalls and geysers may have been numerous, but no matter how many we saw, it was like seeing one for the first time. Our glacier hike experience was breathtaking, and learning the story of the 2010 eruption of Eyjafjallajökull, while standing at its base, was better than any classroom video could have done. Known as the land of fire and ice, seeing the juxtaposition of these two forces of nature was a humbling experience for all and gave us direct evidence as to the fact that the Earth is very much alive and “breathing.”
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INTERNATIONAL TRAVEL Cuba was a very special and personal destination for me. This country has been effectively cut off from much of the rest of the world for decades, and as this was the place of birth for my father, I was extremely keen to see all that it had to offer. As a 40+ year old American and son of a Cuban immigrant, you hear many stories about Cuba and its relationship with the US. Even though the oldest of the 31 students that joined me on this trip was only 15, they too were incredibly curious. This was definitely a once-in-a-lifetime trip. While I hope to go back soon, it will be hard to match the excitement and emotions of this first trip. The excitement level of this trip was similar to Iceland’s, lasting from the moment we landed to the moment we took off for our return trip to the states, but the energy was different. We truly did step back in time and we moved through every activity with all our senses open, desperately trying to soak up every sight, sound, smell, and taste, and looking for ways to hold on to these experiences in our minds forever. Our travels started in the newer parts of Havana and the Malecón, giving us a view of the Atlantic Ocean and time to visit the Presidential Palace. Then we headed to Playa Giron, where we were able to learn a lot about the Bay of Pigs and visit Ernest Hemingway’s home. Guajimico was a location for some snorkeling, shopping, music, and art. Trinidad, the crown jewel of Cuba’s colonial cities, showed us architecture, art, and culture that you often only get to see in books. Cienfuegos, often referred to as the Pearl of the South, also showcased its architecture and French inspiration. It also was an opportunity for us to see many of the unique tropical plants that Cuba has to offer with our visit to the Cienfuegos Botanical Garden. Santa Clara gave us an opportunity to visit perhaps a slightly edgier side to Cuba, which included a visit to the Che Guevara Monument, as well as other opportunities to witness a more creative side of the culture. We then ended back at the Hotel Nacional in Havana for dinner and time to explore Old Havana. Tobacco plantations, dance and cooking classes, and of course some shopping in the local street markets were all part of our time in Old Havana. The trip was a once-in-a-lifetime experience and to hear the conversations that the students were having with each other and our local guide were thought provoking and enlightening. I know how meaningful travel opportunities like these can be, but in both cases, the students helped to confirm just how meaningful. Being able to stimulate genuine curiosity and learning is always a teacher’s goal and our students are fortunate to experience this both in and out of the classroom. I am truly humbled and honored to have shared these experiences with my students and look forward to continuing to make this a growing part of what an ACDS education can offer.
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Class Notes Dana Frantz Bentley ’94 completed the NYC Marathon this November. Dana is an active runner (this was not her first marathon), and made us all proud with her unbelievable athletic achievement! Check out her awesome ACDS shorts- once a Bobcat, always a Bobcat! Julia Benson ’10 interned at ACDS this summer working with the Advancement and Business Offices. In addition to working hard helping our staff prepare for our yearly audit and make preparations for the school year, Julia got to hang with some ACDS Kindergartners at our K Camp! They were so impressed to meet an ACDS alum who was in college - it was like looking into the future! Julia graduated from Sidwell Friends School, and is currently attending Trinity College in Hartford, CT. Will Brzezinski ’14 and Sam Wingfield ’14 interned this summer at Morning Joe in New York City. Both Will and Sam had an amazing experience, and they got to learn what it was like living and working in the Big Apple. Will is currently a student at Langley High School and Sam attends T.C. Williams. Drew Fisher ’14 took part in an amazing cross country bike ride this summer. Drew and his fellow riders averaged about 85 miles per day and each hauled 40lbs of gear from Hunting Island, SC to Santa Monica Pier in 6 weeks. Their group of 13 (4 girls, 8 boys & 2 leaders) stayed mostly in tents, plus some cabins, hostels, churches and a few nights in hotels. There were no support vehicles! Drew is currently a junior at T.C. Williams High School. Mabry Griffin ’14, a junior at National Cathedral School, was the communications intern with the DC Chapter of the National Organization of Women this summer. From Mabry, “I had the pleasure of crafting their monthly newsletters, alerting them of events related to the socioeconomic equality of the genders, running their social media, and helping them in the decision of what candidates to endorse on both the local and national levels. I feel so lucky to have gotten to work with them, and even luckier now that I still get to continue my work with NOW as a volunteer, all while focusing on the issues that affect my quotidian life.” Alex Mathews ’14 is up to amazing things as a junior at T.C. Williams High School. She is among a group of first-ever T.C. Williams students to be nominated for Leukemia & Lymphoma Society’s Student of the Year Campaign. The Student of the Year Campaign is a six-week initiative in which nominated high school students participate in a fundraising competition to benefit the Leukemia & Lymphoma Society's National Capital Area Chapter. Alex has also been writing for PBS Newshour as a contributor online. She has written on everything from the 2016 election to Pokemon Go. Check out her work at www.pbs.org. Keiran Donaldson ’15 visited Yosemite this summer with his family and proudly sported his ACDS gear for this incredible photo! We are also grateful to Keiran for helping us organize alumni volunteers at Country Market this year. Keiran is currently a sophomore at WashingtonLee High School. Zoha Siddiqui ’15 launched a non-profit, HER, to continue her work building libraries at girls’ schools in Pakistan. The Sidwell Friends School sophomore held another book drive with the ACDS fourth grade this fall. For more information on HER, visit www.her-education.org.
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ACDS ALUMNI
ALUMNI
VOICES
ACDS is where it all begins…
We believe that an ACDS education provides the foundation for our students to dream big and accomplish anything that they set their mind to, whether it is in high school, college, or professionally. The relationships formed with our teachers, the innovative approach to learning, and the confidence instilled in our students has immeasurable value. As staff and volunteers reach out to our community for the Always ACDS Campaign, we asked a few alumni to write letters to the school expressing what ACDS meant to them. Their responses affirm the importance of our work, and underline the need to invest in our children at this stage in their development. As the campaign progresses, we can’t wait to hear more alumni stories about the impact ACDS had on their lives. We invite you to read their letters, and to check out the companion video at www.acdsnet.org/always-acds.
Cristian Medrano ACDS Class of 2014 West Potomac High School ’18 Emerging Scholar Graduate Dear ACDS students, I have been asked to write a letter describing my experience at ACDS. I honestly don’t believe that a letter will be enough to tell you all the impactful experiences that I was able to be a part of, as an individual and as a family. However, I hope it’s enough to share my love and appreciation of being an ACDS student. The three years that I was an ACDS student are three that I will never forget. This isn’t undeserved praise. Everything I will say in this letter has come from the heart, a heart that has been touched by amazing friends and teachers that I was fortunate to have during my time at ACDS. I am grateful for all the amazing, unforgettable experiences that I hope to convey in this letter. I was hesitant to go to a private school because I had never been outside of public school before–the thought of making new friends in a new place was scary. However, ACDS received me with open arms and I was lucky enough to make three lifelong friends that I still talk with today. I consider them brothers. I will never forget the teachers and staff. I can name every teacher that I had in my three years, and they have all impacted my life, both educationally and personally. That is part of what makes ACDS so special– the familial atmosphere. You can’t get that feeling anywhere else. The bonds that I made with my teachers and friends are bonds that I hold onto dearly. ACDS will always be my second family. I know what I said could be seen as cheesy, but from a former ACDS student to a current one, I hope you enjoy it while you can. I guarantee that once graduation rolls by, you won’t want to leave. It’s not for fear of the next step. ACDS has prepared you for it. It’s because you won’t want to leave the friends and family that you’ve made. While the moment will pass, the memories will stay with you forever. ACDS has made me the man I am today. It has taught me to take risks, because that is a part of living. It has taught me determination, respect, public speaking, and honesty. Qualities that I still use in everyday life and I hope to never forget their value. I will never forget ACDS, they are a part of who I am, because everyone I met had a hand in creating the person I am today. They taught me math, science, and history, but more importantly, they taught me skills to be successful in whatever I put my mind to.
Cristian 18
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Harper Darden ACDS Class of 2015 National Cathedral School ’19 Dear Corbet (Harper’s younger brother), I don’t have to spell it out to you for you to know how much I loved ACDS. You saw me on graduation day. But my sniffly nose and puffy red eyes don’t even begin to explain the impact ACDS had on me. My one wish for you is that ACDS has the same impact on you as it had on me. First, I hope that you find as good a friends as I did. I found a group of people that I knew I could rely on for anything. It could be fun, comfort, support, you name it. I hope your friends are like mine, and that you can still run to hug them as if you just saw them yesterday, like nothing has changed. Second, I hope you love your teachers as much as I did. My teachers did so much for me. They showed me true passion and love for their subject. Math was just math until I saw my sixth grade teacher’s passion for it, and this helped me learn to love it, too. My teachers also taught and encouraged me to think critically and for myself. You are going to be told so many crazy things in these next few years Corbet, and ACDS helped me not just to accept what I’m told, but to research for myself, and find my own answers. Third, I hope you learn as many things as I did. Not only did I learn amazing facts, to critically analyze, and grow my writing skills, but I learned that trying new things can open so many new doors. I tried a new sport in seventh grade, just for fun, and it is now one of my favorite extra-curricular activities. Then I stepped out of my comfort zone in the eighth grade science fair. That choice dramatically broadened my understanding of science and the world. However, I could have done none of this without the support and encouragement that ACDS and my teachers gave me. And finally Corbet, I hope you learn to take nothing for granted. Take in every moment you have at ACDS because it won’t last forever. One moment I was meeting my future best friends and the next I was saying goodbye to them. So while it goes on, I hope you learn as much as I did, and of course have as much fun as I did, at ACDS. Love,
Harper
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ACDS ALUMNI
Rachel Suleymanov ACDS Class of 2015 St. Stephen’s & St. Agnes School ’19 Dear ACDS Students and Teachers, I am currently a sophomore at St. Stephen’s and St. Agnes School. I play Volleyball in the fall, do the musical in the winter, and hope to manage a sports team in the spring. I put great effort into completing all my work and I work hard to maintain strong grades. I am keen on pursuing the arts through classes such as Ceramics and Theater and strengthening my writing skills through my Honors English class. I try to be very social and am on the student council board for the second year. Most importantly, I am known as one of the most talkative underclassmen among my classmates. Though my years at ACDS took place some time ago, I will never forget my time there; I believe that my upbringing at this school helped me develop the same characteristics and practices that I pride myself on and that make me successful. The faculty at ACDS value and encourage hard work, honor, confidence, and independence. It is at this school that I developed my individuality and taste for the things I wanted to pursue. I first discovered my ability to lead by running for student council as a fifth grader. Though a strong feat for a fifth grader to endure, I was able to confidently run for the spot due to the very supportive and caring community at ACDS; I felt very comfortable with my teachers and classmates and I strongly believe this kind of community exists due to the hardworking faculty. This tight-knit and positive community also allowed me to delve into new experiences such as basketball (which did not bode very well for me), plays and musicals, band, softball (which also did not bode that well for me), and art classes. Though I may not have stayed true to all of these practices, ACDS has greatly helped me in my search of which areas I truly identify with. And, not only does this school succeed in molding a strong, confident, and well-rounded student, but the students here will make some memorable memories and incredible friends. In my sophomore year of high school, I am still close with everyone from my class and we always keep in touch. Though we mostly just sit around and mope about the hardships of high school, I know that this group of friends will be around for a long time because that is simply the kind of tight-knit and trustworthy community that ACDS produces. Lastly, I would like to thank all my teachers who had the incredible honor of becoming some of the most patient people while having me in their class. You guys rightfully let me believe that the world is mine for taking. I would especially like to thank Mrs. Mo for teaching me to struggle with “it” and rise with the occasion; I will never forget any lesson that you’ve taught me. Thank you, everyone, for everything,
Rachel
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David Bell ACDS Class of 2006 St. Stephen’s & St. Agnes School ’10 Trinity College ’14 Dear ACDS Students, Alexandria Country Day School has continued to affect my life after graduation and I can easily say that it was the most influential aspect of my education. Looking back, I can definitively see how it has changed my life for the better personally and professionally. The small class and grade size allowed for valuable teacher to student interactions but also the opportunity to make friendships for a lifetime. Personally, after having graduated over 10 years ago, I am still in contact with students from my class. I met my best friend through my time at ACDS and am still as close with him as we were at the time of graduation back in 2006. We have had multiple class reunions and while I am not close with the class as a whole, I know people from the class who still meet regularly, so I know that I am not unique in finding friends for life. One of these friends helped bolster my interest in skiing, which I have turned into my profession as an instructor, after starting a company in New York. Without ACDS, I would not have found this interest that has influenced my life more than anything else. Professionally, Alexandria Country Day School has impacted my life by inspiring my focus and later my major in school. All through my student life at Alexandria Country Day School I thought I would study French, but Mr. Girard and a student exchange trip down to Mexico City provided me with my first experience of a different culture and really opened my eyes to the world as a global entity. This trip inspired me to continue to learn Spanish, rather than French, which I really ran with. In high school I went to a Spanish immersion summer camp, and then majored in Spanish at Trinity College. I don’t use my Spanish every day, but the experience gave me a huge amount of empathy and helped develop an open mind about new experiences as compared to parochialism. Without ACDS, I would not have studied Spanish at all, so I am extremely grateful that ACDS gave me the experience that has affected my life so positively. As a Ski Instructor in Vail, it’s surprising how many clients speak Spanish and it also leaves me with opportunities to work abroad. Looking back Alexandria Country Day School easily provided the cornerstone of my education and I am forever grateful for it. The small class size provided an atmosphere where I was able to find friends for life. The teachers and class work inspired me through the rest of my education and really emphasized learning with an open mind. I really cannot thank Alexandria Country Day School more for shaping me as a person, through my studies, and providing me with great memories and friends for life.
David
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2400 Russell Rd. Alexandria, VA 22301