Reflections 2019-2020 by Calvert School

MAGAZINE STAFF EDITOR Amy Vu Marketing & Communications Manager

EDITORIAL STAFF Sarah Walton Director of Development Rosane Aviles Development Coordinator Sarah Caldwell Director of Leadership Gifts Lauren Murphy Director of the Calvert Fund Andrew Rutledge Development Database Manager Christina Taler Director of Alumni Relations

CONTRIBUTORS Sam Shelton Communications Specialist

DESIGN Amy Vu Marketing & Communications Manager

PHOTOGRAPHY Amy Vu Marketing & Communications Manager

ADMINISTRATION Andrew Holmgren Head Master Elizabeth Martin Head of Lower School Matthew Buck â&#x20AC;&#x2122;87 Head of Middle School Sarah Crowley Director of Academic Affairs Denise Fiorucci Director of Human Resources Melissa Hood Director of Early Childhood Education Craig Luntz Director of Technology Tom Travers Director of Finance and Operations Sarah Walton Director of Development Nicole Webster Director of Admission

CALVERT SCHOOL REFLECTIONS

2019

2020

CONTENTS

ABOVE Calvert School Middle School students' artwork is displayed at the 2019 annual Middle School Fine Arts Night.

ON THE COVER Students and teachers embrace the new virtual learning environment.

Letter from the Head Master

Board Briefing

Moving Forward

Around Campus

Remote Learning

Cultivating Creativity

Dr. Martin Luther King, Jr. Day

Calvert Visits The Island School and the Cape Eleuthera Institute

Calvert Visits New Mexico with the World Leadership School

Teacher Travels

Parentsâ&#x20AC;&#x2122; Association

The Calvert Fund

Letter from the Alumni President

On the Frontlines of a Pandemic

Alumni Creatives

Alumni Regional Events

Class Notes

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PART I

around campus

LETTER FROM THE HEAD MASTER BOARD BRIEFING MOVING FORWARD AROUND CAMPUS REMOTE LEARNING CREATIVITY AT CALVERT DR. MARTIN LUTHER KING, JR. DAY ASSEMBLY THE ISLAND SCHOOL AND THE CAPE ELEUTHERA INSTITUTE NEW MEXICO WITH THE WORLD LEADERSHIP SCHOOL TEACHER TRAVELS THE CSPA THE CALVERT FUND

a message from the head master

ANDREW HOLMGREN We learned how to Google and to Zoom, how to Seesaw and Flipgrid, how to record, delete, and record again! We learned how to adapt, be patient, and support one another. In essence, we all learned how to learn all over again. But perhaps most of all, we discovered something that has been found and forgotten too many times before in human history – we need one another. We need our community, our friends, and our family. These are the things that make up our common humanity. It wasn’t the videos, the texts, or the Google Docs that kept us going, it was our sense of belonging, it was the knowledge that someone out there, even if on the other side of a glass screen, missed us, worried about us, and cared about us. Our Calvert community was our foundation and our strength, on which these last three months rested.

n the very early days of Calvert, legend has it that the combination of the Great Baltimore Fire and a sub-

sequent bout of typhoid fever resulted in a number of Calvert students and teachers being confined to their homes. Unwilling to compromise their education, Head Master Hillyer began boxing up teacher-created content to send home to the boys and girls. Thus, Calvert Home Instruction was born.

Well over 100 years later, we found ourselves in a similar situation, only this time it wasn’t a handful of students or a short period of time, it was all 600 children and almost three months away from campus. We were going to need a lot of boxes! Fortunately for all of us, today’s boxes are made of circuitry, glass, and plastic, and they hold a great deal more information than traditional cardboard. In the blink of an eye, Calvert went from learning together to learning apart. The creativity, resolve, and resourcefulness of our teachers, students, and parents were on full display as we built an entirely new and digital school. Everything from math class to physical education suddenly found its way onto the World Wide Web.

Over the next three months, we will improve our remote program with hopeful hearts that we never, ever have to use it again. Our teachers have learned so much from this experience, and with the help of several outside consultants and organizations, that learning will continue over the summer. We will plan for our full reopening of campus in September with social distancing, barriers, masks, and all the other recommendations coming from our medical professionals – how lucky we are to have them at our side through all of this. We will do all of these things, and we will do them well, because of all of you, our Calvert community. The men, women, girls, and boys who have, since the days of typhoid fever and cardboard boxes, called our little School home. Calvert has never been stronger, its future never brighter, and its students never more able and willing to face the challenges of tomorrow. Thank you for your kindness and support during this past year. I will see all of you again soon. Sincerely,

Andrew Holmgren Head Master

REFLECTIONS 2019 - 2020

a message from

H. WARD CLASSEN ’71 the chairman of the board of trustees

he recent economic

uncer-

tainty has affected us all,

including

Calvert.

Calvert has transitioned from classroom teaching to distance learning

focused

the

needs of each student. Individualized in-person graduations were held for our Eighth Graders and their families in June complete with music, flowers, a speech by Mr. Buck, and the traditional

event Molly Baldwin ’71 held to discuss Roca, an organization she founded to help many of society’s at-risk individuals and reduce recidivism. Read more about Molly’s important work on page 46. Despite the challenges we face, Calvert students have continued to persevere and thrive. This year, students from Calvert’s Class of 2020 received more than 150 acceptances to high schools in Baltimore and beyond. Our high school seniors from the Class of 2016 received college acceptance letters from the nation’s most selective colleges and universities. (See the full high school and college lists on pages 9 and 57.) Finally, our Class of 2012 will prepare for the workforce this summer, utilizing CalvertConnect. com for job networking opportunities.

signed plaque. We are extremely grateful for the flexibility and resilience our students, administration, and staff have shown over the past several months.

The Board of Trustees has spent the past year focusing on the inter-relationship of tuition, development, and enrollment. We understand that even though Calvert has the lowest tuition of the major private schools in Baltimore, parents are still making a significant financial commitment to send their children to Calvert. This is especially true in today’s uncertain economic times. Presently, 33% of Calvert students receive financial aid. In the coming years, we will continue to focus on making Calvert affordable to all students, and consistent with that goal we have created an emergency financial aid program to assist those parents whose financial situations have changed with the economic climate. Nearly 50 years ago this spring, I graduated from Calvert. I left with an education that cultivated intellectual curiosity, championed creative problem solving, and placed an unwavering emphasis on the pillars of compassion, honor, responsibility, and respect. Calvert is a place where students are taught that strength of character and a love of learning will enable them to utilize their education to achieve their goals and make the world a better place. I saw this firsthand recently when I attended an

While impressive, Calvert’s true focus is on the Kindergarten through Eighth Grade experience and on ensuring a strong academic program, both in the classroom and through online offerings. This includes an emphasis on character development and leadership opportunities for Lower and Middle School students. By the end of their Calvert journey, our boys and girls have a clear understanding of who they are as learners and can confidently advocate for themselves in high school and beyond. We will continue measuring our performance to ensure Calvert remains a leader in Kindergarten through Eighth Grade education and remains focused on producing leaders in all aspects of life. Calvert’s successes are solely due to your support and our dedicated faculty and staff. Thank you all for your support of Calvert. Sincerely,

H. Ward Classen ’71 Chairman of the Board of Trustees

AROUND CAMPUS

Moving forward This speech was delivered virtually to the Class of 2020 by Caroline Niccolini '20.

ack in the fall, Ari Smith and I gave the first Eighth Grade speeches of the year. The main reason

I agreed to go first was to get my speech out of the way, but little did I know I would be back at the end to do it all again. Reading my speech again almost nine months later is a little weird because I am not the same person that I was at the beginning of Eighth Grade.

In the fall, I talked about labels and groups and whether or not they are a good thing. Being a part of a group can be good. You don’t have to think about where you sit or who you hang out with. When people label you, it can give you a sense of identity. But, is everyone really only one thing? Maybe to other people, you’re just the soccer girl, the smart boy, or the theater kid. Some people don’t mind being labeled, but what they don’t always realize is that labels can be so limiting. When people label you, they make assumptions instead of really getting to know you. You’re now one thing and limited to that thing. It can be hard to figure out who to hang out with and where you

REFLECTIONS 2019 - 2020

“belong,” but as scary as it sounds, I have discovered that it’s actually okay if your “people” are scattered. For me, it has actually been better that way. In the fall, I told you all that, whether you realize it or not, most people have two voices inside their heads. I said that one of them wants you to fit in at all costs, and the other tells you to do what you want to do and not worry about what other people think. Wanting to fit it in is something that I thought about even in Lower School. That voice told me things like what color shirt to wear, how to wear my hair, and the brand of socks that I should be wearing. The goal to be the same as everyone else is such a weird thing in our society because that is a boring way to live. When I leave Calvert, I want to leave knowing that I will be remembered or left some kind of mark. This does not happen by blending in or following the crowd. Right now, in these confusing and hard times being apart from each other during the COVID-19 pandemic,

everything is a choice. You get to choose how you spend your time and how you look at things. Yet, despite all of our labels up to this point, we are all now in the same group – at home in quarantine and staring at a computer screen. This extra time, however, can give us a chance to reflect on ourselves and decide the kind of person that we want to be when things do eventually get back to normal.

trousers, my pantalons, my slacks, and my personal favorite, my dungarees. I also got a lot of “You go, girls” from passing teachers. I was surprised at how many people came up to me and asked if girls were actually allowed to wear pants. By doing this, I hoped to give girls the social option of wearing pants because when nobody else is wearing them, it doesn’t really seem like an option.

After a Fifth Grader in my hive coined the name "pants girl" for me, I think that if anyone remembered anything from my speech, it was about pants. Out of school, most girls have no problem wearing pants and wear them all the time. However, even though it’s included in our dress code, in the beginning of the year, I hadn’t recently seen a girl wear pants to school. It’s funny how such a normal thing can be so obscure because of the people around you. I then decided that I would wear pants to school, almost as a social experiment. I told two of my close friends about this idea before doing it, and they both had similar reactions. They started laughing, saying, “You should do it,” followed by, “I’ll make fun of you.” With those encouraging words, I wore pants to school. Throughout the day I got a few, “Did you run out of skirts?” and a LOT of, “Wait...Why are you wearing pants?” One classmate looked up all of the synonyms for pants, memorized them, and stopped me in the halls throughout the day, saying that they liked my

Months later, I was in science class and saw a Sixth Grade girl walk by wearing pants. That feeling was indescribable. I felt like I had done something, something small, but still something. I saw two other Sixth Grade girls wearing pants that day, and I suddenly found myself acting like those “You go, girl!” teachers. I guess I really started a trend, because now everyone is wearing pants to school... even if those pants are pajama pants. As I look back on my many years at Calvert, I remember always looking forward to being a part of the musical. While observing from the sidelines, I noticed that most of the Sixth Graders did the musical every year. When my Sixth Grade year rolled around, they announced the musical would be Disney's The Lion King Jr. I was excited and expected that most of my grade would do it, but that was not the case. I had to beg all of my friends to do it with me until one of them finally agreed. Trying this thing

AROUND CAMPUS

EIGHTH GRADE HONORS & AWARDS The Isaac H. Dixon Academic Award for Girls Qinglan Emily Yu

The Jay France ’37 Sportsmanship Award Leon Frederick Pinkett IV

The George A. Whiting Athletic Trophy for Boys Zachary Kyle Alexander Moore

The Citizenship Award Katlyn Rose Lihang Binnix Mason Alexander Spahn

The Edward W. Brown Academic Award for Boys Gregory Flynn Ehrhardt

The George A. Whiting Athletic Trophy for Girls Sienna Valen Klein Amanda Renwick Lawson

The Bolton Arts Award Benjamin Harry Berman Channing Mei LauEngler Sylvia Rose Monaghan

The Banner Award Eleanor Ladenson DeLong

The Girls’ Sportsmanship Award Emersen Grace Thompson

The Hillyer Award Ryan Michael McGonigle

that was very new to me really paid off because going to rehearsal was always the highlight of my day.

effort to make the right choice and leave places with the hopes that you left an impact.

The next year, I did the musical again in spite of my failure to recruit my close friends. That year, I ended up becoming a lot closer to people whom I had barely talked to before. Performing in the musical in Seventh Grade taught me that it’s okay to have interests that aren’t the same as your classmates', and you just have to own it. Because of the things I was expected to do based on who people thought I was, Sixth Grade me probably almost didn’t do the musical. I’m so happy that I did because I unlocked a new part of myself.

All of the Eighth Graders last year told me not to take my last year at Calvert for granted because it goes by so quickly. I had a hard time knowing what they meant while looking at the clock during class. But now I understand exactly what they meant, especially because our year was cut short. Calvert is like a club that I am grateful to have been a part of for the past ten years of my life. It is where I grew up, and I know that I will always have this family. By not defining myself with labels, I hope that I was able to make an impact on this place that has made such an impact on me. So to the Class of 2020, try to ignore those two arguing voices inside your head, and look beyond labels and groups to redefine yourself in the years ahead. Take this time to decide the kind of person you want to be, regardless of what others expect you to be, and you will be memorable.

The crazy thing about labels and wanting to fit in is that every person in your life knows you in a different way. No matter who you are, my advice to you is to try not to get too caught up in where you fit in because you can miss out on so much. Find your allies and try new things. Make an

Reflections Speech Caroline Carlson Niccolini

REFLECTIONS 2019 - 2020

CLASS OF 2020 HIGH SCHOOL CHOICES Stuart J. Amiot Gilman School

Laura M. Dawson St. Paul's School for Girls

Amanda R. Lawson McDonogh School

Clementine M. Quaerna The Bryn Mawr School

Cyrus P. Ballo Gilman School

Eleanor L. DeLong The Bryn Mawr School

Nathan A. Makowka The Park School of Baltimore

Jacob R. Ripperger Lancaster Menonite

Duncan R. Barnes The Boys' Latin School of Maryland

Margaret B. Dilks Roland Park Country School

Claire A. Mashaw The Bryn Mawr School

Devjeet S. Saluja Gilman School

Holland A. Barnes McDonogh School

Gregory F. Ehrhardt The Park School of Baltimore

Campbell D. McCulloch The Bryn Mawr School

Ari J. Smith St. Paul's School

Benjamin H. Berman The Park School of Baltimore

Bennett T. Espenshade Gilman School

Kelly A. McGonigle McDonogh School

Anthony G. Somers Gilman School

Katlyn R. Binnix St. Paul's School for Girls

Julian S. Gallop Calvert Hall

Ryan M. McGonigle McDonogh School

Mason A. Spahn Phillips Academy Andover

Piper J. Block Roland Park Country School

Amelia D. Giese Roland Park Country School

Sylvia R. Monaghan The Bryn Mawr School

Elisabeth M. Stevens The Bryn Mawr School

Andrea F. Bovio Gilman School

LÃ©la M. Greene McDonogh School

Zachary A. Moore McDonogh School

Emersen G. Thompson Garrison Forest School

Lindy E. Briggs Roland Park Country School

Tucker E. Hawk Calvert Hall

Cole A. Nelson St. Paul's School

Chloe I. Tobin Roland Park Country School

James T. Chung Gilman School

Jacob R. Kinney St. Paul's School

Caroline C. Niccolini McDonogh School

Miller A. Weiskittel St. Paul's School

Oliver L. Clark St. Paul's School

Sienna V. Klein Notre Dame Prepatory School

Brady S. O'Neill St. Paul's School

Ava M. Wilke The Park School of Baltimore

Ella M. Cooper The Bryn Mawr School

Julia J. Kozlowski Maryvale Prepatory School

Justin T. Peel St. Paul's School

Qinglan E. Yu The Bryn Mawr School

Clara E. Dawn McDonogh School

Channing M. LauEngler Baltimore School for the Arts

Leon F. Pinkett IV The Boys' Latin School of Maryland

Leon Z. Zhang Gilman School

AROUND CAMPUS

CALVERTRETIREES LOUISE CATLIN For 34 years, Louise Catlin’s calm, caring personality was a comfort to some of Calvert’s youngest students – and many of our faculty. Since starting out as a long-term substitute, Mrs. Catlin’s warmth and compassion made her a pillar of our community, and she was a constant source of support and reassurance for any student, parent, or colleague in need. In addition to teaching, Mrs. Catlin regularly contributed to many Calvert traditions, including MLK, Jr. Day and International Week. She saw her two children, Jamie '98 and Gretchen '08, through the school, and now, after more than three decades of taking care of our families, Mrs. Catlin is eager to spend more time with her own. We will greatly miss her presence in the Hopkins Wing, but we are fortunate to have had her for so many wonderful years. We wish her well on her next adventure.

KATY DALLAM Time and time again, Katy Dallam has proven herself to be a passionate, knowledgeable, and devoted educator – and for the past five years, she’s been the perfect champion for our Sixth Grade boys and girls. During her time at Calvert, Ms. Dallam has fine-tuned our students’ vocabularies, honed their reading comprehension skills, and given them a new understanding and appreciation for grammar. Perhaps most importantly, she has provided her students with the support they need to grow and succeed. Over these last five years, Ms. Dallam has repeatedly opened her heart and her home to the Calvert community, attending every play and show, writing long personal notes, and hosting students for Mini-Week and field trips. She has been a remarkable friend and team member to her colleagues, and a vital part of the Calvert community. We hope you’ll join us in congratulating Katy on her inspiring 42-year career.

PAUL WAREHEIM Throughout his 39 years of service, Paul Wareheim has been an integral part of Calvert’s incredible growth and change, and no one knows Calvert tradition quite the way he does. Since starting out as a physical education teacher in 1981, Mr. Wareheim has done a bit of everything, including teaching science and math, coaching countless student athletes, and acting as interim Lower School Head before moving to his current position, Assistant Lower School Head. When the history of Calvert is written, Mr. Wareheim will be on the same list with the likes of Hillyer, Brown, Sisal, Coady, and many others who spent their careers in the service of our school. He is also a Calvert parent, having seen his kids, Katie '98 and Matt '01, through the school. While Paul will undoubtedly be missed, we are grateful for his hard work, integrity, and devotion to the Calvert community, and we know his retirement is well deserved. We wish him all the best as he begins this new chapter.

REFLECTIONS 2019 - 2020

EMPLOYEEAWARDS

SERVICE RECIPIENTS

THE DEBORAH DORSEY ALBERT ’44 AWARD MEGAN E. DELORBE, Sixth Age homeroom teacher, received The Deborah Dorsey Albert ’44 Award. Established in 1995, this award is given annually to the faculty member who has “made an outstanding contribution to the life and mission of Calvert School.”

20 Years Harvey S. Howe ‘77 Margaret A. Szczerbicki

10 Years THE APGAR AWARD FOR EXCELLENCE IN INSTRUCTION ERIC T. COWELL, Middle School science teacher, was presented The Apgar Award for Excellence in Instruction. This award is given annually to a faculty member who “has demonstrated the ability to motivate students’ interest, curiosity, and love of learning and the willingness to propose and apply new teaching concepts of methods that expand students’ horizons and potential.”

Erin L. Hollander Neal T. McMahon Jay Parker Andrew W. Rutledge Thomas A. Sparkman

THE MATTHEW ’06 AND ABIGAIL ’10 YOUNG MEMORIAL AWARD ANGELICA J. MENEFEE, Middle School Spanish teacher and Sixth Grade Dean, was the recipient of The Matthew ’06 and Abigail ’10 Young Memorial Award. Established in 2008, the award is given to that member of the faculty or staff who “contributes significantly to many areas of School life, displays care and concern for all members of the Calvert community, and possesses the intangible spirit that made Matt and Abby so special.”

THE CLASS OF 2006 STAFF AWARD DAVON T. STEWART, Maintenence Personnel, received The Class of 2006 Staff Award, which was established in 2005 and is given annually to the staff member who has provided exemplary service to Calvert School.

AROUND CAMPUS

LOWER SCHOOL AROUND CAMPUS 1

REFLECTIONS 2019 - 2020

1 Grayson Grumbine '29, Luca Galea '29, Avery Ruckman '29, Lyra Nardangeli '29 pose for a photo on Fifth Age Pajama Day. 2 Lucas Barton '27 enjoys the annual Family Bingo Night. 3 Taylor Thompson '28, Arden Zink '28, Jamie Moore '28, Porter Biddison '28, and Yosola Akinyemi '28 show off their Ravens Spirit. 4 Campbell Ruckman '27, Daniel Perevalov '27, and Cade Ripley '27, perform at the Lower School Holiday Sing-Along. 5 Brady Murillo '22 and Alex Murillo '26 volunteer at Paul's Place during the Martin Luther King, Jr. Day of Service. 6 Lily Mangum '25, Al Logsdon '25, Saoirse Shah-Fricke '25, and Mehr Saluja '25 gather for a group photo in their costumes at the Lower School Halloween parade.

7 Isabelle Shure '24 and Michael Thompson '24 perform in the Tenth Age play, American Tall Tales.

8 Lindy Briggs '20, Amanda Lawson '20, and Chloe Tobin '20 pose for a photo right after jumping into the Chesapeake Bay in January during the Cool Schools Plunge in support of the Maryland Special Olympics. 9 Liam Rivers '21 plays the saxophone at the Middle School Holiday Concert. 10 Anne Rodgers '23 plays a board game with a St. Elizabeth School student as a part of the Nora Project partnership. 11 Myrna Shah-Fricke '22 reads to an adoptable dog at the Maryland SPCA during Mini Week.

12 C.J. Nwadi '23 rock climbs at Earth Treks as part of Calvert's new rock climbing club. 13 Peter Quinn '21 and Xavier Thomas '21 participate in the Civic Works Day of Service.

14 Michael Steer '23 and Keating Hoffman '23 participate in the annual Walk for Water in support of clean water for African communities.

MIDDLE SCHOOL AROUND CAMPUS

ATHLETICS UPDATE

Our talented Eighth Grade class led their teams with hard work and incredible leadership for a 61-15-4 fall record and a 41-19 winter record for Calvert Athletics! Boys' and Girls' A soccer qualified for their respective conference championship games, while co-ed cross country had several boys and girls place in the top ten at the conference championship meet. The 2019-2020 squash season was highly successful. Our developmental team played beautifully against many strong opponents. They were often playing individuals who towered over them, yet they never gave up! The B team rallied together to prove to be a strong and committed group. The A teams won the Maryland State Championship and even traveled to Yale for the U.S. National Middle School Squash Championships, where the girls came in third, and the boys came in second in Division II.

The Girls’ A basketball team had another fantastic season. Other than a stunning 55-52 loss to McDonogh, the girls’ team beat every team they played over the past two years and went on to win the BAC Conference Championships. The Sixth Grade girls' basketball team, a developmental program, started its season with a loss to Krieger’s B team but rebounded from that with two wins the following week. Boys' A basketball had a successful run during the 2019-2020 season, with big wins against McDonogh at home and St. Paul's on the road. They concluded their season in February by winning the BAC Conference Championships. The Boys' B team worked extremely hard as a team and got better with every practice and game. They even beat Jemicy’s A team.

The Calvert ice hockey team, in its seventh season, had another fun year. Captained by Eighth Graders Ryan McGonigle, Kelly McGonigle, and Tucker Hawk, they battled teams like Boys’ Latin, St. Paul’s, Bryn Mawr, and Upland Country School. With record participation this season, the future looks bright for our boys and girls on the ice.

1 Clara Espenshade ’22 dribbles past a defender from Roland Park Country School for the field hockey team on Brown Field. 2 Duncan Barnes ’20 makes a move to the basket for Boys' A basketball in a win over the McDonogh School. 3 Charlotte Dent ’22 battles for a loose ball for Girls' B soccer in a win over Odyssey on Krongard Field. 4 Mason Spahn ’20 returns serve for the A squash team during a match at Meadow Mill this winter.

Running back Zach Moore ’20 dives in for a touchdown in a win over St. Paul’s on Krongard Field this fall.

ATHLETICS AROUND CAMPUS

REMOTE LEARNING DURING COVID-19

Kim Miles exploring the "rainforest" during her Sixth Age lesson on money.

mid - March,

when

the

Maryland

State

Superintendent of Schools, Karen B. Salmon, an-

nounced that schools would temporarily close due to COVID-19, Calvert raced ahead, prepared with an innovative plan for providing high-quality education without in-person instruction.

But that does not mean there were not bumps along the way. Students missed walking through Calvert School's halls and participating in their favorite after school clubs and sports teams. Sheltering at home, without the structure of a school schedule, made it difficult to stay motivated in their lessons. They were sad they could not see their teachers, and their teachers missed seeing them. “Although I get to talk to them virtually, I wish I could be in their classrooms, and I miss my whole class being together,” Caroline Niccolini ’20 said. “I really miss the routine of school, and little things like my locker, visiting my favorite teachers in their offices, and walking to class with my friends.”

REFLECTIONS 2019 - 2020

But in true Calvert spirit, these challenges were quickly overcome, replaced with the same enriching education and community support our families have come to know. As always, Calvert remains committed to providing all children with the foundation they need to succeed. “Overall, this experience could have been completely divided and unconnected, but Calvert completely changed that and has allowed for this amazing community to stay connected although very much separated,” Ryan McGonigle ’20 said. “This has truly opened my eyes and those around me to realize how truly lucky we are to attend such an amazing school and have an even better community through these unprecedented times.” Just before spring break, when the school initially closed, it wasn’t clear how much time would pass before classes could safely resume. At first, administrators planned to begin remote learning and re-evaluate after two weeks, when they hoped Calvert could reopen. However, as the news on COVID-19 continued to worsen, Calvert leaders quickly

took action, revamping and refining the curriculum to suit long-term, at-home instruction. That meant teachers worked long days as they developed an innovative remote-learning program that balanced Calvert’s advanced academics against the unpredictable nature of learning from home. The result? A blended remote-learning program that focused on two forms of communication: synchronous and asynchronous. Synchronous moments revolved around “live” real-time interaction, similar to being together in a classroom. Asynchronous learning included pre-recorded lessons, worksheets, writing prompts, games, and homework that could be completed at any time – and Calvert’s blended approach combined the best parts of each. Through asynchronous instruction, students received daily assignments from their core academic classes, including

pre-recorded video lessons produced by their teachers. To keep their students interested in these online lessons, many teachers turned to innovative new instruction methods, exposing the boys and girls to sights and sounds they cannot usually experience in the classroom. Sixth Age homeroom teacher Kim Miles, a self-described animal lover, included her pets in many of her reading and math lessons. In one lesson, she explored “the rainforest” (a greenhouse-type structure off the side of her home) with the help of her dog. In another, she used hens and their eggs to help her young students visualize “en” words like “pen” and “den.” Using her home and animals in this way, she said, helped create a student-teacher connection even though they were not able to be together. Additionally, it helped establish a visual connection to what they were learning. “Having a story or a storyline, one with Jen with the ‘en’ words and using the eggs from the hen is going to give them a little bit more information to be able to remember things, and to relate to things a little bit better,” Mrs. Miles said. Ninth Age homeroom teacher Jason Till printed out his students’ class pictures, attached them to popsicle sticks, and interacted with them during many of his early lessons – asking them math problems and mimicking the question-and-answer discourse seen in a classroom. He likes to

Top: Jason Till with one of his "students" during a virtual math lesson. Bottom: Dozens of Lower School students gather virtually for a morning P.E. class.

AROUND CAMPUS

the way we're using links and resources and video. All of that is so much sharper.” In past years, Eric Cowell’s Sixth Grade science students have celebrated Earth Week by visiting Lower School classrooms and teaching their peers about environmental science. This year, though, they took Earth Week online, creating informative videos that were then shared with Lower School classes and posted online, furthering their eco-friendly message. Like many Calvert teachers, Mr. Cowell had to adapt or reinvent his lessons to fit the remote-learning model – but despite that extra work, his biggest challenge was spending so much time away from his students.

Kathie Jefferson getting ready for a virtual story time.

connect with his students using humor, and they absolutely loved seeing their faces pop up in lessons. Kathie Jefferson, who teachers Fifth and Sixth Age small groups, used her videos to continue the hands-on learning techniques she prefers at school. In addition to using online programs like Kahoot and Seesaw, she encouraged her families to play word games and create scavenger hunts for the kids to do at home. Throughout the remote learning process, she made it a priority to ensure that her students were having fun. “I want to start them off with actually liking school, and for Fifth Age, this is their first year, so they don't really know that this isn't normal,” she said. “I want them to still really like coming to school, especially when we get to go back.” In the Middle School, asynchronous learning leaned more heavily on online file-sharing programs like Google Classroom and Assignment Center, which allowed Calvert teachers and students to easily assign and submit classwork and continue with their curriculum. In April, we also launched open gradebooks, giving our families the ability to track grades in real time and adjust their students' study habits. “We’re sharper now. Our online content is so much sharper,” Head of Middle School Matt Buck said. “Our assignments, design, our organization online, our web pages,

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“I've had some really amazing face-to-face experiences with kids virtually, but if we were in the classroom, those experiences would be happening every day,” Mr. Cowell said. “So, that's probably been my biggest struggle: going from constant contact with colleagues, students, and past students, to now just being online.” Early on, Calvert’s leadership team recognized that maintaining strong student-teacher connections was vital for student development during these unprecedented times. That is why Calvert rolled out a weekly schedule of advisories, town halls, office hours, and study halls. While these synchronous moments were not required, many students across all grade levels attended, showing the true strength of the Calvert community. For our boys and girls, as well as our teachers, these “live” interactions simulated the small groups and one-on-one instruction they get in the classroom, helping to improve academic performance and make these strange times a little bit less scary. “It allows them to have conversations and have the interaction that they're craving, in this world of isolation,” Lower School Head Elizabeth Martin said. “It also allows for question and answer time, which is also key in any learning environment.” Perhaps most importantly, though, these synchronous moments gave students something fun and exciting to look forward to, a little bit of Calvert normalcy. In weekly Sixth Grade town hall meetings, for example, many students volunteered to deliver announcements over

video call, and many more tuned in for the calls, happy to play games and spend time with their peers. Even students who are usually shy or quiet at school joined in, contributing more than they would in the classroom. It is one of the small silver linings of this unique situation. “There are kids who have come out of the shadows in this space, kids who will interact because it's a different way to interact,” Sixth Grade Dean Angel Menefee said. “Maybe they're not a kid that likes to use their voice in front of everyone, but they'll put something in a chat. It's just fun to see them having fun.” In mid-April, we also introduced Community Wednesdays to the weekly schedule, giving students a built-in break that they could use to attend virtual club meetings, catch up on assignments, or attend study hall. Like other synchronous moments, Community Wednesdays were designed to help students reconnect with their friends and resume co-curricular enrichment.

Craig Bennett on Federal Hill during one of his history lessons.

“I just wanted to show the kids somehow that, even though we have shifted to this new format, your teachers are still doing whatever they can to deliver the content and provide students with the best learning experience possible,” Mr. Bennett said. And he is not alone.

Activities, all provided over video meetings, included band, baking club, diversity club, glee club, and sports teams like tennis, baseball, and lacrosse. Craig Bennett, who teaches Middle School history, used Community Wednesdays to take students on virtual “field trips” around Baltimore. Starting with Federal Hill and Patterson Park, he traveled to each location and used his cell phone to record on-site lessons about their history. The idea came from wanting to innovate and do something different from a standard lesson, something that would provide the personal touch students might be missing.

Over the past three months, teachers and administrators have gone above and beyond for Calvert's boys and girls. They have tackled numerous new challenges, learned new programs, and integrated new technologies into their lessons – and in the months to come, these efforts will continue as Calvert plots a new course for the fall. Whether they are sitting in a Calvert classroom or studying from home, our boys and girls are supported by friends, teachers, and administrators who care deeply about their success. We look forward to safely learning together again soon.

"There are kids who have come out of the shadows in this space, kids who will interact because it's a different way to interact." Angel Menefee during one of her virtual classes.

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Above: Connor Ripley '24 sculpts a papier-mâché mask in Mrs. Thompson's Lower School art class.

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ere at Calvert, we believe that creative subjects like music and art are vital for enriching our stu-

dents' lives and enhancing their learning – and we are proud to offer a robust, well-rounded curriculum that encourages creativity in all its forms.

Research suggests that learning is enhanced through creative outlets. Studies show that children who have access to thriving music, drama, and visual arts programs may show improved literacy and earn better grades. They are more likely to recognize patterns, make important observations, and benefit from improved visual memory and executive function. Making and consuming art and music when they are young actually helps children’s brains develop over time.

Kayci Gathers '24 and Josephine Staley '24 use oil pastels to create Picasso-inspired sunflower pictures.

“Creativity generates creativity,” Director of Academic Affairs Sarah Crowley says. “If these young brains actually start creating something, whether it's a piece of music, learning a song, putting crayon to paper, molding something out of clay, imitating somebody as a character, or acting something out, all of those things actually create new neural pathways in the brain. Any kind of experience, particularly if it feels engaging to the learner, actually helps the brain grow.”

VISUAL ART In the Lower School, visual art is part of everyday life. No matter the lesson, our innovative teachers use drawing, coloring, finger-painting, and more to keep our youngest students engaged in their work. These activities show our students that learning can be fun and exciting, and they help the children feel connected to their school day.

Plus, the benefits of an arts-forward education do not begin and end with a school bell.

“Playfulness allows for confidence,” Ms. Crowley says. “It's so important to be willing to take a risk. For any learning to take place, there has to be a willingness to take a risk.”

Studies show that regular participation in creative activities can build students’ confidence and give them a safe, healthy way of expressing themselves – skills they will need for the rest of their lives. “There are two choices of what we can do with our feelings. We can express them outwards, or we can express them inwards,” Ms. Crowley notes. “And if we don't have a way to express them outward, it can actually lead to a lot of isolation. It can lead to loneliness, and so I think that drawing and painting literally allow for the opportunity to bring the feelings out.” For these reasons and more, Calvert teachers are committed to encouraging creativity in all of our students – and it starts the moment they walk through our doors.

In Sixth through Tenth Age, art teacher Nicole Thompson introduces more specific elements like shape and color, and teaches students to work with a variety of materials. By the time they leave the Lower School, students are comfortable working with paints, pencils, oil pastels, and clay, and they’re familiar with basic art principles. As students get older, Mrs. Thompson also weaves in lessons about art history – teaching them everything from ancient Lascaux cave drawings and Egyptian pyramids to Native American art. The idea behind it is for the boys and girls to recognize art principles and connect them with what they learn throughout the rest of their time at Calvert.

“I want them to be able to take away certain skills of the art elements, like shapes and how to incorporate them into other classes, like math, reading, and art history,” she says. In the Middle School, students build on of these foundations and learn to express themselves through even more media, getting the chance to specialize in 2D or 3D art as they reach the upper grades. Between these two programs, as well as the general arts offered in the Fifth and Sixth Grades, students learn how to use sewing machines, how to craft ceramics, and how to paint portraits, among many other skills. But for Middle School art teacher Katie Leonard, that is only half the point. Rather than do things perfectly, she wants her students to dig deep and come up with their own ideas and creative elements. Perfection, she says, is not the only way to be a good artist. “I'm more about just giving the kids a lot of opportunities to experiment and explore and focus a lot on the process, creativity, and problem solving,” she says. “For Middle School, it’s about learning how to get there and be really expressive and not so focused on things looking a certain way.” Plus, Ms. Leonard notes, art is incredibly useful for widening students’ horizons and exposing them to cultures and

experiences that are different from their own. It is just one of the many ways Calvert is cultivating global citizens. MUSIC Middle School music teacher John Babcock, who also serves as Middle School band director, believes that performance is vital for his students’ understanding and appreciation of music. That is why they regularly play guitar and sing together – be it in the classroom, in the assembly hall, or at an arts festival, where the band recently had its first off-campus performance. “I really want them to have an understanding and empathy for the people who are on stage performing,” he says. “You hear a lot of people say, ‘You’re so gifted. You’re so lucky.’ But no, there's work involved, and I want them to understand that the people up there have put work into it.” “And performance is also a lot of fun,” he says. “It's kind of like science class, and a performance is like the lab aspect,” he says. “If you only ever study gases, and you never play around with them and see which ones are going to blow up, you lose out on some of the fun.” Together with Lelah Mahoney, who teaches Lower School music, Mr. Babcock encourages his students to embrace creativity at school and at home, even allowing them to

Sebastian Guerrero '21 and William Moore '21 perform in the Seventh Grade play, Ten/Two by Lindsay Price.

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Lin Wanjek-Yasutake '21 plays the violin at the Middle School Holiday Concert.

temporarily sign-out ukuleles and guitars. Since instruction on these instruments starts early, some students will graduate with years of experience under their belts. As with other parts of the Calvert arts curriculum, our boys and girls are immersed in a robust music program from the moment they start on campus. In the Lower School, students start out by singing and learning different rhythmic movements before learning to read and identify notes. In Seventh through Tenth Ages, students learn how to play the recorder and gain a deeper understanding of musical elements like meter and tempo. “Creativity is encouraged in virtually every aspect of music class, from finding and developing one’s own singing voice to producing and performing rhythmic and melodic

compositions,” Ms. Mahoney says. “Students demonstrate creativity through movement, the playing of classroom instruments, the performance of actions to enhance a song, as well as performing repertoire music in different ways by altering the elements.” As students get older and move into Middle School courses, more complex ideas and instruments are introduced, starting with an exploratory music unit that introduces trumpet and clarinet. After exploratory music, Fifth Graders graduate to soprano ukulele, and in Sixth Grades, their studies continue with similar instruments – baritone ukulele and guitar. That means that by the time students choose their Seventh and Eighth Grade electives, they can all sing and play guitar – so Mr. Babcock takes things to their natural conclusion.

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He assigns groups of three or four, and he makes them into a band. “We just mix things up, and it's a chance for the kids to really explore their creativity,” he says. “They pick the songs that they do, they get put into a band, and then the bands pick what they're going to do.” In a study published in Frontiers in Neuroscience in 2018, researchers found that two and a half years of regular music intervention – including learning melody, meter, rhyme, and how to play an instrument – helped improve young children’s executive function. Compared to children who did not receive music instruction, those who did showed increased problem-solving skills and verbal intelligence. In children aged seven to twelve years old, a study done by Stanford University found, one year of music training correlated with significantly improved reading fluency over three years. “Both the order and expressive opportunities provided in music are beneficial to children from a young age,” Ms. Mahoney notes. “Learning to read and perform rhythms and pitches help to create synapses in the brain as children combine several skills at once.” DRAMA For Middle School drama teacher Alexis Tantau, Calvert’s theater program is all about building a safe, fun space for students to gain confidence, unwind, and think creatively. It is about giving them the basic tools and support – the “scaffolding” – they need before taking a step back and trusting them to succeed on their own. From there, she encourages and challenges her students to think critically. There are no wrong choices, Ms. Tantau says, only strong choices.

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“I want them to know that when they try something new, if they like it, even if they don't feel like they were good at it the first time, that doesn't mean they won't ever be good at it,” she notes. While students perform in grade-level plays and special events throughout the Lower School, formal drama instruction does not start until Middle School, when Fifth Graders learn basic theater principles. The students focus on techniques like pantomime and shadow puppetry, which they use in class performances. As they move up to Sixth Grade, students learn more about different kinds of Western theater, notably the Ancient Greeks and Italian Renaissance comedies, before dabbling in Shakespeare. By the time students enter Seventh Grade, they start working on a play and performing in two-person scenes. Throughout these lessons, Ms. Tantau encourages them to really connect with the characters they are playing. “They're working on using their bodies, voices, and brains, and I weave a lot of empathy throughout,” she says. “They imagine why someone would say something and really think about what the words that a character says mean. It’s a lot of really incredible, intense critical thinking.” If they decide to continue with drama, Eighth Grade students experiment with filmmaking techniques like using different camera angles and developing a storyboard. They also dabble in sketch comedy, using group writing and brainstorming sessions to come up with new ideas. “The thing I really want them to come out of Calvert drama with is the ability to recognize their own ideas, or even half an idea, and to be willing to put that out there,” she says. “And to be willing to see other people's ideas or

Middle School students perform in the opening scene of Disney's High School Musical Jr.

half ideas and work together to really value other people's visions and try to put those things together.”

management while learning communication skills and teamwork.

Outside of class, Ms. Tantau also leads the glee club and choir, and she directs the annual Middle School musical. Open to Sixth through Eighth Graders, the musical provides another opportunity for kids to express their creativity at Calvert.

In comfortable, creative environments like these, Calvert students really shine.

This year, more than 55 students participated, staging a full-scale production of Disney’s High School Musical Jr. – but they did not just perform. Students supported the production by helping with sets, costumes, and stage

“There are some students who just really feel like making music is a safe and nurturing place to be,” Ms. Tantau says. “It’s kind of like kids who like to play basketball. That's a place where you don't really have to think about other things or be stressed out by it. You just go and you do it and be are a part of making something.”

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DR. MARTIN LUTHER KING JR. DAY The speech below was delivered by Leon Pinkett '20 at Calvert's all-school assembly on January 17, 2020, in honor of Dr. Martin Luther King, Jr. Day. Leon would like to thank his mentor Sra. Sandry Sachar.

hree miles is the distance from my house to Calvert School, but the truth is that it feels more

like three hundred miles. Three miles away a kid like me is expected to live to nineteen or twenty. Three miles away a kid like me isn’t supposed to know their father. Three miles away a kid like me doesn’t get the same quality education. And three miles away a kid like me doesn’t get a warm meal. I’m one of the fortunate ones. I’ve broken the stereotypes and assumptions of what a kid three miles away is supposed to be.

Since we are remembering Rev. Dr. Martin Luther King Jr. today, it would only be natural for me to quote his famous I Have A Dream speech, but I’d rather bring something else to your attention: being comfortable. Throughout my life, there have been multiple occasions where someone has said something wrong, ignorant, or just rude. I have shied away from standing up for myself or using it as a teaching moment, just so I and the people around me could stay comfortable, and I’m sorry for that. I’ve done those people a disservice by not teaching and helping them grow in their knowledge of what they did not understand. I thought that I was doing the right thing because that's what kept the situation comfortable, but the truth is the only one that benefited from it was me. I used to have this quote on the lock screen of my phone; it said, “A comfort zone is a beautiful place but nothing ever grows there,” and I told myself that I would live by that quote every day. But if I’m being honest, I haven't. Nothing I did represented that quote. I still did the same old thing, backing away from opportunities and challenges just because it didn’t feel natural. A couple weeks ago, I went through the pictures that my dad had stored on his iPad. As I looked through the pictures, I saw all of the activities I used to do, and I realized how many things I quit

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Leon Pinkett '20 delivers the keynote address at the Dr. Martin Luther King Jr. Day all-school assembly.

because they were too far out of my comfort zone. As I was going through the photos, I felt as if I was traveling through time, but at the end of that journey I realized the amount of time I wasted. Sometimes I feel like I let my family down because I know they didn’t use everything they had to allow me to be one of the fortunate ones, one of the kids from West Baltimore to go to a great school and be presented with opportunities, just for me to be comfortable. Dr. King’s message was about equality, but if you look at it a little closer he’s telling everyone to stop being comfortable. Stop being comfortable with treating your human brothers and sisters as if they are less than you. Stop being comfortable with creating separation between the human race. Stop being comfortable with hurting people. I can guarantee you that he wasn’t just talking to white people; there were some African Americans who became content with the way things were, so he was also telling them to stop accepting their situations and being treated like they are less than human.

”

The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.

Middle School students, Mara O'Reilly '21 and Xavier Thomas '21, listen closely to Leon's speech at the annual Dr. Martin Luther King, Jr. all-school assembly.

Time is a gift, but it is a very limited gift. We should use the time and the opportunities that are given to us because if we wait too long those opportunities won’t be there for us anymore. A comfort zone may feel safe, but in reality it’s keeping you from those new ways of thinking and those new experiences that will help you not just grow, but thrive. Like the quote on my phone said, if you stay in that place of comfort, you won’t grow, you won’t know, feel, or

understand anything that it is outside of that place if you are not willing to step out and be uncomfortable. So let us all try being a little uncomfortable in this year, 2020. In the words of Martin Luther King Jr., “The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy.”

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THE ISLAND SCHOOL

AND THE CAPE ELEUTHERA INSTITUTE

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ctober’s trip to Cape Eleuthera Institute (CEI), a research and education center focused on

forging relationships between individuals and their environment, was a once-in-a-lifetime experience for Calvert Seventh and Eighth Graders. Students who were interested in exploring sustainability and marine ecology were invited to apply for the experiential learning trip. CEI shares a campus with The Island School, a semester abroad program for secondary students which focuses on the study of marine conservation. CEI and The Island School are located on Eleuthera, a thin, 110-milelong island in the Bahamas archipelago.

Each day, students were involved in experiential learning. They participated in laboratory and field research while learning about critical issues affecting the oceans. Group activities included aiding researchers as they gathered data on endangered green sea turtles, snorkeling around coral reefs, identifying fish, and assisting with harvesting aquaponic lettuce which was then served at meals. Calvert students also connected with local Bahamian students at Deep Creek Middle School where they shared life experiences and participated in swim lessons. Additionally, they learned about the history and tourism industry during a two-day trip to historical sites.

“It is important for the students to recognize

In order to maintain a sustainable environment on campus, nearly all of their energy is derived from wind and solar power. The water on campus is collected from rainfall, and community members who live and work on the grounds make conscious choices that impact the environment. For example, all students and faculty were committed to conserving water by taking shorter showers, using water bottles as opposed to plastic cups, and being diligent about saving electricity. Mary Alice Lears, Middle School physical education teacher and one of the chaperones on the trip, observed the students’ willingness to partake in living a sustainable lifestyle while on The Island School campus. Mrs. Lears noted, “Everyone came together as one happy family to learn about how we can limit our use of resources.”

sustainability early on so that they can impact their generation and generations to come.” come.

For the teachers, learning, thinking, and practicing mindfulness around sustainability begins at an early age. “It is important for the students to recognize sustainability early on so that they can impact their generation and generations to come,” says Brian Mascuch, Fifth Grade teacher. “Students recognize how much they use and can be a voice to others.”

Students returned to Calvert enthusiastic about sharing their amazing experiences and the knowledge they had acquired during their informative week. They were able to witness how their actions affect the world. Eric Cowell, Middle School science and robotics teacher, emphasized the significance of the trip, “Students left with a greater sense of purpose around sustainability. As a society, we are facing increasingly complex global challenges; mindfulness will not only change how our students think about the social and environmental issues, but it will also contribute to shaping a more sustainable world for years to come.”

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WITH THE WORLD LEADERSHIP SCHOOL

his past October’s trip to New Mexico was an extraordinary experience. Kelley Schultheis,

Sandry Sachar, John Babcock, and twelve Seventh and Eighth Grade students boarded a plane and headed southwest to the rose-colored, diverse terrain of New Mexico. The weeklong trip was open to Seventh and Eighth Graders interested in learning about leadership development and sustainability, as well as the indigenous foods and culture of the area.

The unique opportunity was created through Calvert’s partnership with the World Leadership School, an organization that partners with K-12 schools to reimagine learning and create next-generation leaders. Students were able to work with an indigenous community to learn about the rich cultures within the United States, specifically in New Mexico. Students and faculty began their journey by working with a member of the Flowering Tree Permaculture Institute, a

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non-profit organization established to educate people on different techniques and methods of healthy lifestyles. The Flowering Tree offered opportunities to examine different practices of harvesting foods and to learn about traditional foods of the Pueblo people. Under the guidance of Roxanne Swentzell, one of the founding members of Flowering Tree, students learned how to husk corn. Due to the conditions in the high desert, corn is one of the most plentiful plant-foods grown in New Mexico. When harvesting, students removed the outermost layer of the husks. Together they separated seed corn from grinding corn, as well as sorted the husks based on future use such as tamale wrappers or as fire starters. Students learned the technique to remove, roast, and grind the kernels by using a bicycle-powered machine. After a hard day’s work, the group gathered to taste Atole, a traditional warm drink made from the blue corn that they had processed. Atole in New Mexico is finely ground into cornmeal and toasted for cooking, served as a grainy porridge-style drink. To make it a tad sweeter, Roxanne added

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a hint of honey. Not only was it delicious, but also students had a first-hand appreciation of all the steps that went into making it! Students also learned how to separate amaranth seed, weave rope from yucca, and make clay pots. When students were not at Flowering Tree, they spent their days camping in the rugged terrain of Bandelier National Monument in Los Alamos. The campsite encompasses miles of mountainous views amid the canyons and mesas. For breakfast, students collaboratively built a toasty fire that allowed them to cook biscuits on a stick. The opportunity brought students closer to nature, their peers, and afforded the time to enhance life skills. Ms. Schultheis commented, â&#x20AC;&#x153;As a teacher, my heart was warmed to see students working together to make a fire and some of them learning to cook over a fire for the very first time.â&#x20AC;?

In addition to camping and learning about indigenous cultures, the World Leadership School curriculum allowed opportunities for self-reflection, team building, and leadership. Each day was led by a different team of students that would guide the group through games, reflections, and writing in the daily blog. This was the first year Calvert students and faculty explored New Mexicoâ&#x20AC;&#x2122;s vibrant communities and terrain. These irreplaceable opportunities will forever leave a lasting impression on the students.

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Teacher Travels

>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> BRINGING CULTURAL & EDUCATIONAL EXPERIENCES FROM AROUND THE WORLD BACK TO CALVERT >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

alvert School is committed to recruiting and retaining teachers, staff, and administrators of the

highest quality. A key component of Calvert’s ability to retain exceptional teachers is the capacity to provide enriching professional development opportunities. Through travel, research, continuing education, and conferences, Calvert teachers grow both personally and professionally by sharing their experiences with students.

Thanks to the generosity of donors who have established endowed funds designed to support faculty and staff, Calvert was able to send several teachers around the globe in 2019. The significant impact of faculty and staff travel is abundantly clear as we read our teachers’ reflections, observe artifacts in their classrooms, and witness the firsthand knowledge they share with our students. Calvert is fortunate to have benefactors whose generous support has provided meaningful opportunities and made endowed faculty and staff funds a philanthropic priority.

Sean Donmoyer | Spain Sean Donmoyer, Lower School Spanish teacher, traveled to Seville, the capital of Spain’s Andalusia region. The purpose of the trip was to learn more about how Spanish is taught in other countries and explore the culture of the region. During the 16-day program, not only was Mr. Donmoyer able to improve his command of the Spanish language, but he also was able to relive the student experience in an immersion-style classroom. Mr. Donmoyer spent time absorbed in lively conversation and dialogue with his peers and teachers. “My time as a student of the Spanish language also reinforced the importance of keeping communication at the center of teaching and learning a language,” he said. Similar to the way the immersion program was directed in Seville, he incorporates a comparable approach in his classroom at Calvert. “I am immensely grateful for the opportunity to travel the world and spend valuable time improving my craft as a teacher, a learner, and a human being.” Alex Sloane | The Galápagos Islands K-8 Science Coordinator and Middle School science teacher Dr. Alex Sloane made her way to the Galápagos Islands. The chain of islands is part of Ecuador in South America and is situated in the eastern Pacific Ocean. It is an archipelago filled with fascinating plants and friendly wildlife, including giant tortoises and a plethora of sea birds and mammals that allows one to have a close and personal interaction. A large unit of study in Dr. Sloane's classroom is focused on evolution and natural selection. She thought, “What better way to explore naturalist Charles Darwin’s Theory of Evolution than visiting

Donmoyer's RSean EFLE C T I O N S 2friend, 0 1 9 -Bandido, 2 0 2 0 in Spain.

Alex Sloane in The Galápagos Islands with a giant tortoise.

the place where his inspiration began?” Dr. Sloane said, “I was able to personalize my curriculum because of all the pictures I took as opposed to those found online.” The trip allowed Dr. Sloane to directly witness one of the greatest wonders of the world and share her unique adventures with Calvert students. Kristen Handy | Italy Ninth Age girls' homeroom teacher Kristen Handy traveled across Italy, making her way to Rome, Florence, Siena, and Pompeii. In her classroom, Mrs. Handy teaches the ancient civilizations of Egypt, Greece, and Rome, as well as the medieval period in England. Of the many the historic sites she visited on her trip, the Pantheon was definitely a highlight. Throughout its history, the Pantheon’s innovative combination of both Greek and Roman architecture has been admired. On her return, she said, “Students were able to identify unexpected details in a photograph that may have been missed otherwise. I showed them a photo of the Pantheon, and they noticed the hieroglyphics on an obelisk that stands in the same square. They were then able to connect their study of ancient Egypt and apply it to our lesson on ancient Rome.” Eric Cowell | England and Norway Eric Cowell, Middle School science teacher, traveled to Todmorden, London, and Oslo to learn more about sustainability. In Todmorden, a quaint village in West Yorkshire, England, Mr. Cowell visited the Incredible Edible Todmorden, an urban gardening project whose mission is to bring communities together through actions around locally grown food. While visiting London, he learned how this megalopolis has been recognized as the fifth most sustainable city in the world. In Oslo, the efforts to be more sustainable were recognized by the European Commission, which named the city the European Green Capital for 2019. At each stop, Mr. Cowell learned techniques to share with his students to change their behavior toward the environment and thus become more sustainable and self-sufficient. He tells his students, “There are a lot of small ways to be sustainable. It is hard to break habits, but don’t be discouraged; you can inspire and encourage others to make a change." Timika Baxter Tyson | Morocco and Spain Timika Baxter Tyson, Director of Co-Curricular Programs and Director of Diversity, Equity, and Inclusion, traveled to Spain and Morocco for a rewarding learning opportunity. The inspiration for the trip was to learn about the Muslim faith and culture. Ms. Baxter Tyson began her 15-day journey in Madrid. For the most part, she navigated solo to experience the cultural riches of Andalusia, the fascinating World Heritage sites in Seville, the imperial cities of North Africa, and the varied culture of Morocco. Morocco is ethnically diverse and offers Roman ruins, elegant Islamic monuments, beautiful beaches, and the high Atlas Mountains. The program allowed for an authentic, first-hand understanding of contemporary Moroccan art, architecture, dress, etiquette, cuisines, language, values, and world views. Ms. Tyson was inspired by the trip

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and eager to share her experiences with students and faculty at Calvert. She noted that although we come from diverse cultures and backgrounds, we have much in common. “No matter what your native language is, we all speak the same one. If you have pictures and social media to share with your group, you can communicate anything with anyone.” Jason Till | Greece Ninth Age boys’ homeroom teacher Jason Till traveled to Greece for a rewarding learning experience. Part of Mr. Till’s curriculum is teaching students about ancient Egypt and Greece, the Roman Empire, and medieval England. He imagined that traveling to one of the countries would afford him a unique opportunity to bring textbook study to life for his students. The decision to visit Greece was due to its rich history. On his tour, he explored archaeologic sites including Delphi, Marathon, Salamis, and Thermopylae. According to Mr. Till, “The coolest place I visited was Marathon. Seeing such a

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1 Kristen Handy in Italy.

3 Timika Baxter Tyson in Morocco.

5 Paul Libertini in Boston.

2 Eric Cowell in Norway.

4 Jason Till in Greece.

6 Casey Briggs in Brazil.

monumental place, turned into a beach for tourists and residences, is incredible.” Mr. Till shared, “When you are able to visualize it yourself and see these places in person, you get a closer connection to the subject you are teaching.” He returned to Calvert inspired to share everything he learned during his days in Greece.

Paul Libertini | Canada and New England Tenth Age boys’ homeroom teacher Paul Libertini cruised his way through history, stopping in Boston, Portland, Bar Harbor, New Brunswick, and Halifax. On his cruise, he visited Boston, where he saw Bunker Hill, Paul Revere’s House, and the Old North Church, where lanterns were hung on that night of Paul Revere’s ride. At the Boston Tea Party Ships & Museum, he saw the last surviving tea chest from the Boston Tea Party and replicas of two Revolutionary ships, The Beaver and The Eleanor. Mr. Libertini then made stops at Acadia National Park, Saint John, and a museum about theTitanic. His motivation behind the trip was to bring history to life. During the historical unit in class, students learn about colonial America. “You can learn so much in history books, but actually going to these places you learn a step further.” Thanks to this incredible learning opportunity, Mr. Libertini said, “I was able to uncover details that you don’t receive from a textbook.”

Casey Briggs | Brazil Casey Briggs, Seventh Age teacher, traveled to Brazil. As part of the geography curriculum at Calvert, students study South America with a focus on Brazil, Peru, and Argentina. She connected with a friend from Lyon, France, for an opportunity to visit students at a favela in Rio de Janeiro. Favelas are impoverished communities where it is mandatory to be accompanied by a guide for safety. Mrs. Briggs was able to read books, play soccer, and build Legos with the children there. She shared with her Calvert students that “being a child is universal.” She said, “I was nervous to leave my family and travel to an unfamiliar place. As teachers, we encourage our students to challenge themselves and to take appropriate risks.” It is important for students to recognize similar feelings of being nervous. “It helps them understand that they are not alone in these emotions.” Mrs. Briggs is grateful for the amazing opportunity to explore a new country.

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2019-2020 EXECUTIVE COMMITTEE Jennifer Thompson President Courtney Brody Vice President Crissy Berrier Secretary Lori Bourne & Stephanie Martin Lower School Parent Coordinators

THE CSPA 2019-2020 PARENTS’ ASSOCIATION The Calvert School Parents’ Association (CSPA) connects parents of current students to campus news, events, and each other. Every parent is a member of the Association and can volunteer for various events, classroom opportunities, and committees. Last year, the CSPA sponsored several special programs to keep our parents informed and the lines of communication open.

If you are interested in taking on a leadership role with the CSPA,

Gillian Quinn & Sheree Carter Chase Middle School Parent Coordinators

A NIGHT ON THE TOWN COMMITTEE CHAIRS Caroline Moore Parent Chair Blake Sheehan ’00 Alumni Chair

FACULTY & STAFF APPRECIATION Holly Coady Lower School Mary Ellen Evanko Middle School

GRANDPARENTS’ DAY Kelly Souryal Torie Getschel

USED UNIFORM SALE Nickie Boudreau

SCHOOL STORE Adrianne Carroll

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please contact Rosane Aviles at raviles@calvertschoolmd.org or (410) 243-6054 ext 164.

BEEtalk PARENT COFFEES

We hosted four grade-level BEEtalks this fall. Parents joined Head Master Andrew Holmgren and their Division Heads for coffee and conversation. The Director of the Institute for Leadership & Purpose Jay Parker and Director of Academic Affairs Sarah Crowley also shared in the mornings. BEEtalks are a great way for parents to connect, ask questions, and hear about all of the wonderful things happening at Calvert. BOOK BUZZ WITH SARAH CROWLEY

The first Book Buzz of the year was held in November. Parents gathered in 2 Oak and shared an evening of friendship and meaningful discussion and activities based on Joy Thomas Moore’s The Power of Presence. The evening was facilitated by Sarah Crowley, Director of Academic Affairs. Parents were thrilled to continue the discussion with the author, Joy Thomas Moore, who joined us for our March Book Buzz. Thank you to all of those who participated in these sessions. A special thank you to Joy for sharing her time and her wonderful book with all of us. GRANDPARENTS’ & SPECIAL FRIENDS' DAY

There is no better way to start the Thanksgiving holiday at Calvert than Grandparents’ & Special Friends’ Day. On November 26, 2019, our Fifth, Sixth, Eighth, and Tenth Agers treated their special guests to a memorable morning. Our Tenth Age play started the day, followed by the Eighth Age sing-along. The day ended with our Fifth and Sixth Age Thanksgiving celebration which was enjoyed by all. We are so thankful for all who shared this day with us.

1 2

5 1 Gavin West '29 2 Madelyn Miller '24 3 Mariam Naser '29 4 Joe Conyer '24 5 Olivia Lim '24 6 Isabelle Mills '26 7 Olivia Clare '29

AROUND CAMPUS

n Saturday, March 7, 2020, our parent and alumni associations hosted parents, alumni, trustees,

and friends of the School at LaCuchara. The evening included an exclusive VIP Happy Hour for our sponsors, an amazing Calvert-themed silent auction, and exciting raffles. All proceeds raised support Calvertâ&#x20AC;&#x2122;s faculty program. Thank you to our generous sponsors, committee members, and to all of those who

made this evening possible.

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7 1 Hillyer's Hops, a beer brewed especially for Calvert by Key Brewing.

4 Tyler and Candice Banks with Chris and Janna Mudd

2 Ward '71 and Sibley Classen with Steve Thomas '59, and Ned Insley

5 Kathie Jefferson, Nicole Thompson, Nikki Elliott, and Pam Crowder

3 A mixologist shows Carmen Zuniga how to make a custom cocktail, "The Stinger."

6 May and Tom Blanchard

7 Planning Committee: Caroline Moore (co-chair), Amber Wilke,Jiho Kim, Arielle Harry-Bess, Katharine Fox Castro '98, Blake Sheehan â&#x20AC;&#x2122;00 (co-chair), Carmen Zuniga, Camille Delaney-McNeil, Annie Wu â&#x20AC;&#x2122;01, Holly Jackson, Torie Getschel (Not Pictured: Brooke Farzad, Melissa Hood, and Eleni Liapi)

AROUND CAMPUS

a message from the co-chairs of

the Calvert Fund Dear Calvert Community, Through our role as Calvert Fund Chairs, we have had the pleasure of connecting with those who make Calvert a philanthropic priority, and we value the transformative commitment of Calvert parents, alumni, grandparents, and friends. We volunteered to Chair the 2019-2020 Calvert Fund because we are grateful for the exceptional academic and leadership opportunities Calvert has provided to our children: Julia ’22, Liam ’22, and Alice ’24. The Calvert Fund is our emergency fund, helping to respond to increased financial aid requests, protecting the financial security of all our employees, and enhancing the technology infrastructure needed for remote work and learning. Simply put, the Calvert Fund provides important flexibility in times of uncertainty.

Above: Kelly and Scott Foley at the 2019 Presidents' Dinner.

While we understand this is a sensitive time, we have heard from alumni, parents, grandparents, and friends who want to help. If you are able to do so, please join us in supporting the Calvert Fund by using the enclosed envelope, giving online (www.calvertschoolmd. org/donate), or via Venmo (@CalvertSchool) by June 30, 2020. Gifts of all sizes are meaningful; your participation is what matters most. On behalf of everyone at Calvert, thank you for your dedicated support.

Kelly & Scott Foley Calvert Fund Chairs

REFLECTIONS 2019 - 2020

Above left: Peter Espenshade, David Clapp ‘81, and Albert Polito

Above right: Courtenay Groff Shure ‘91, Tom Zink ‘90, and Zsuzsanna McMahan

Left: Courtney Otenasek, Andrew Holmgren, Scott Foley, and Kelly Foley.

the calvert fund

L A U N C H PA R T Y

embers of the Calvert community gathered at 2 Oak Place on September 24 to mark the official

launch of the 2019-2020 Calvert Fund. This annual event honors the leadership, time, and generosity of Calvert’s robust volunteer network, and celebrates the meaningful impact of the Calvert Fund.

Calvert Fund Chairs Kelly and Scott Foley, along with Vice Chairs Brooke and Brian Margerum, have led an 80+ person

SEPTEMBER 24, 2019

team of parents, alumni, grandparents, and faculty/staff since July. These dedicated volunteers have played a critical role in fundraising efforts this year through their personalized outreach and thoughtful advocacy. Attendees enjoyed mingling with fellow volunteers, as well as members of Calvert’s Board of Trustees. The Foleys, Development Chair Courtney Otenasek, and Head Master Andrew Holmgren all addressed the crowd and reinforced the importance of Calvert’s annual giving program.

AROUND CAMPUS

PART II alumni

staying connected with calvert graduates

LETTER FROM THE PRESIDENT ON THE FRONTLINES ALUMNI CREATIVES REGIONAL EVENTS CLASS NOTES

2020-2021 ALUMNI BOARD OF GOVERNORS Lexie Rich Mills ’90, President Blake Sheehan ’00, Vice President Annie Wu ’01, Treasurer Charlie Albert ’72, Secretary

a message from the president of the

alumni association

MEMBERS Wendy Chapin Albert ’73

to maintain the fabric of a strong alumni community.

Theo Donnay ’08 New York City rep

A few weeks ago, we did just that, and held our first All Alumni Board Meeting virtually. Nearly 85 alumni joined us for an update from Head Master Holmgren and COVID-19 talks with Dr. Annie Luetkemeyer ’84 and Dr. Keith Flaherty ’83.

Kieran Fox ’79 Elizabeth Paal Goss ‘99 Farrell Gregory ’18 Carol Campbell Haislip ‘69 Jamey Hebb ‘76

Robert Law ’95 Hill Michaels ’51 George Mumford ’90 Stasia Thomas Nardangeli ’93 Robin Buck Nicolls ’55 Andrew Schapiro ’95 San Francisco rep Kendall Steer ’18

the Alumni Association Board of Governors. In

these uncertain times, it is more important than ever

Doug Carpenter ’99 New York City rep

Tracey Lankford ‘81 Washington, D.C. rep

am excited to begin this year as the President of

We remain committed to a connected alumni community and are thrilled to introduce an upcoming series of virtual talks covering a range of topics. You can learn more about our upcoming talks by visiting CalvertConnect.com. I also want to extend a warm welcome to the graduating Class of 2020. As our newest alumni members, I look forward to your future accomplishments – I know there will be many, as yours is a class that has overcome an unconventional spring semester. I would encourage each of you to join Calvert Connect and engage with our vibrant community.

Key Worcester ’86

PAST PRESIDENTS

Before closing, it is my great pleasure to introduce our recent additions to the Alumni Association Board of Governors for 2020-2021.

2018-2020 Clémence M.K. Miller '81 2016-2018 Rachel Arnot Rockwell ’91 2014-2016 Brooke Wheeler Rodgers ’91 2012-2014 Kieran Fox ’79 2010-2012 Patty McCormick Klein ’86 2008-2010 Curtis Campbell ’83 2006-2008 Hill Michaels ’51 2005-2006 Susie Quarngesser Amiot ’79 2004-2005 Matt Wyskiel ’81

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Wendy Chapin Albert ’73 is a former Baltimore realtor and Garrison Forest School graduate. She is also an alumna of Sweet Briar College and rode on the Intercollegiate Horse Show Association team. She has two daughters together with her husband, Tolly J. Albert, IV ’72. Farrell Gregory ’18 is a rising junior at Loyola Blakefield. He attended Calvert from Fifth age to Eighth Grade, graduating in 2018. He is currently involved in Loyola’s service and outreach initiatives and lead their Polar Bear Plunge Team earlier this year.

Warmest regards, Lexie Rich Mills ’90 President, Alumni Association

PLANNING

FORWARD In times of uncertainty Ideas for Giving and Moving Forward in 2020 Calvert continues to move forward with its important work. In the midst of all that is going on, many of our students, parents, and faculty are looking forward to a future when they can enjoy the full benefits of the community and resume regular classroom activities. In response to the current situation, Congress recently enacted several tax law changes. We created this resource to help you with your tax planning and to offer some ideas for your consideration if you are thinking about making a gift to Calvert during this time.

CARES Act This recently passed law includes several charitable tax provisions to encourage giving. These include: • A new deduction for charitable donors who do not itemize when filing their tax returns. If you do not itemize but make a gift to charity, you will be allowed to take a special tax deduction, up to $300, to reduce your tax liability. • An increase in the deduction limit up to 100% of a donor’s annual income for cash gifts (previously the deduction was capped at 60% of annual income). If you make a gift you will be able to deduct more this year.

DONOR ADVISED FUNDS If you have a Donor Advised Fund (DAF) and wish to help us this year, you can make a gift from your DAF to support our work without affecting your personal financial security.

CHARITABLE GIFT ANNUITY If you are concerned about your financial security given the ups and downs of the stock market, you may want to consider making a gift to fund a charitable gift annuity. You might be surprised by the benefits. You can exchange your low-performing stock, CDs or cash for guaranteed, lifetime fixed payments. If you make a gift of an appreciated asset, you will not have to pay capital gains when you fund the annuity. You may also benefit from a tax deduction this year and a portion of your payments could be tax-free.

RESTRICTED GIFTS If you have already made a gift to Calvert and your gift is restricted to a particular project or purpose, we would like to ask you to consider contacting us to remove your gift restrictions. This is an easy way for you to help us meet our current, most pressing needs, which will allow us to continue to support our staff and meet overhead expenses during this time. Removing a gift restriction will give us flexibility to put your gift to meet critical needs and doesn’t require any

additional gift from you.

SECURE Act In December, Congress passed the SECURE Act, limiting stretch payments to IRA beneficiaries to 10 years. If you planned to benefit your children with your IRA, your heirs will now pay higher taxes on the inheritance they receive from you. When you revisit your estate plan, consider funding a testamentary charitable remainder unitrust with your IRA balance. This plan can provide lifetime payments to your heirs and spread out the taxes on their inheritance.

QUESTIONS? Contact Sarah Walton, Director of Development (410) 243-6054 ext. 141 swalton@calvertschoolmd.org

Dr. Annie Luetkemeyer '84

ON THE FRONTLINES OF A PANDEMIC W

hether they are tending to patients, testing complex treatments, or providing essen-

tial supplies, Calvert School alumni are leading the charge against COVID-19. Over the past few months, the following individuals have adapted their skills to serve struggling communities, search for answers, and tackle the psychological toll of sheltering at home – and we are proud to say they all started at Calvert.

Annie Luetkemeyer ’84 is a professor of medicine and infectious diseases at the University of California, San Francisco, and a physician at Zuckerberg San Francisco General Hospital (SFGH). She specializes in tuberculosis, human immunodeficiency virus (HIV), and viral hepatitis, but since the COVID-19 pandemic began, her focus has shifted. Now, she is leading clinical trials of potential treatments for COVID-19, including convalescent plasma, which uses antibodies from recovered patients to fight the disease, and immune-modulating drugs, which help “turn down” the robust immune response behind many severe cases.

REFLECTIONS 2019 - 2020

Notably, Dr. Luetkemeyer is also involved in trials on remdesivir, an IV anti-viral drug that helps block the disease from replicating. “As scary, unfortunate, and heartbreaking as this disease has been, I’m really optimistic about where we are going,” she said at a virtual All Alumni Board Meeting in May. “This is a viral disease. We know how to handle viruses – we can do this.” However, Dr. Luetkemeyer says, it is important to know that people of any age, fitness level, and health status can get sick. “We’re definitely seeing deaths and critically ill patients at a much younger age than we had seen in general from the Chinese epidemic, and I think we’re really trying to understand what is driving that,” she said. “People can get sick very, very quickly, and it’s not always who you expect.” So, what can we do to stay safe? According to Dr. Luetkemeyer, testing and tracking are key, but a lot of it comes down to

personal responsibility, hygiene, and respect for the seriousness of the disease. “If you have to wear a mask when you go to the grocery store, wear a mask when you go to the grocery store. That’s a small price to pay,” she said. “Wash your hands. Do the things that are making life a little more inconvenient. This is not overreaction.” Like Dr. Luetkemeyer, Dr. Keith Flaherty ’83 is fighting on the frontlines, overseeing important research as Massachusetts General Hospital’s director of COVID-19 clinical research. In this role, he leads high-profile research teams tasked with developing and maintaining a portfolio of the highest impact therapeutic trials across inpatient and outpatient settings. The team’s efforts are partnered with cutting-edge diagnostic technology and the deployment of tools to learn more about the disease, its complications, and potential therapies. During the virtual All Alumni Board Meeting, Dr. Flaherty talked about how COVID has disproportionately affected minority populations – and like Dr. Luetkemeyer, he stressed that while elderly people may be more likely to get sick, that does not mean younger groups can or should relax safety measures.

“You can do the math for yourself and for your peer group in terms of what you might calculate the risk of fatality to be, but that’s not the point,” Dr. Flaherty said. “The point is if one contributes toward the promulgation of this virus, then that ultimately points to the most vulnerable population.” This thought is especially important because herd immunity from COVID-19 is unlikely to happen anytime soon. “No one should just assume that the virus is just quietly, passively working its way around the U.S. and creating immunity,” Dr. Flaherty said. “Many people were hoping that, but that’s just not the case.” Despite these and other challenges presented by COVID19, Dr. Flaherty says that it has been “awe-inspiring” to watch the biomedical research community come together and learn about a disease faster and more efficiently than it did a decade ago. “It is unimaginable ten years ago, with H1N1, that we possibly could have gone through such a rapid cycle in terms of going from molecular understanding to diagnostics to therapeutics, and that is in fact happening as we speak,” he said. Calvert alumni are also devoted to the impact of COVID19 on mental health. Dave Rich ’92, LMSW, is an adjunct lecturer at Columbia University, where he earned his degree by completing the dialectical behavior therapy (DBT) training program and lab under Dr. Andre Ivanoff, Ph.D. He is a part of two private practices based in New York City, where he would usually provide in-person DBT for adults, adolescents, and families – but in the wake of COVID, Mr. Rich has had to adapt. Since relocating to his family’s home in Baltimore, he has switched to seeing patients – most of whom are still in Brooklyn – over Zoom. In these sessions, he has found that many teens are reporting overwhelming confusion and boredom, and despite sharing a confined space with their family members, most people are not communicating with each other in an in-depth way. He says that comes from teens picking up on parents’ stress in addition to managing their own problems. Instead of leaning on their families for support, Mr. Rich finds that they are relying on friends, social media, texting, and video games.

Dr. Keith Flaherty '83

“I haven’t seen as much parent/child interaction as I would hope because everyone is on edge and people aren’t in the space to validate these emotions,” he said.

ALUMNI

For anyone struggling with stress due to the COVID-19 pandemic, Mr. Rich offers three pieces of advice: 1) Be flexible and tolerate the emotional ups and downs that come with this challenging time. 2) Do something predictable, like watching your favorite movie or reading your favorite book, to create order and stability. 3) Practice compassion for yourself and others. “Before you do or say anything in your day, ask yourself, ‘Is it helpful? What do I need right now? What do others need right now?’” he said. “Keep communication open even if you don't know what to say.” Meg Ward ’87 is the managing director of education at the Living Classrooms Foundation (LCF), a nonprofit that disrupts the cycle of poverty in Baltimore and Washington, D.C. and provides hands-on education, workforce development, health and wellness, and violence prevention programming. When the COVID-19 outbreak began, LCF jumped to identify the needs of the families they serve, providing a wraparound support model that addresses everything from food and hygiene supplies to internet access.

collaboration with Great Kids Farm and the Y of Central Maryland. Geared toward students in eighth grade and below, these boxes are branded for kids ages 3-5 as well as grades K-2, 3-5, and 6-8. After the first distribution, Ms. Ward said LCF was immediately contacted by families looking for more boxes and asking how they could be obtained. “There is clearly a real demand for families to have something for their students that both captures their imagination and involves active learning,” she said.

WE CAN’T STOP... Our Roca youth workers are absolutely committed to being consistently/safely out

Similar to Ward, Molly Baldwin ’71 is committed to supporting young men in Baltimore and beyond. She is the founder and chief executive officer of Roca, a nonprofit that aims to disrupt incarceration and poverty by engaging with the young adults, police, and systems at the center of urban violence.

there and keeping our

In March, the organization began bracing for programming challengrelationships and es, site closures, and other issues cognitive-behavioral related to COVID-19. As a part of that, the executive team agreed to work on track. reduced wages and a few Baltimore employees were placed on furlough. This meant the organization had to pivot to new ways of One of the organization’s biggest challenges has been imsupporting the at-risk youths they serve. plementing hands-on learning in a time when social interaction is severely limited – but Ms. Ward and her team In a recent update, Roca announced that it is following came up with an innovative solution: STEAM activity social-distancing guidelines to provide food and moneboxes. tary support to 1,000 young people in 21 communities in Massachusetts and Baltimore. Distribution of these boxes, which contain at least five activities and represent each area of STEAM (science, This summer, the organization is hoping to raise $250,000 technology, engineering, arts, and math), began in April, to cover emergency support expenses, including delivand each box came with directions and required materials ering hygiene supplies, fresh and self-stable food, books, already included. They were also complemented by suppletoys, and baby-care supplies to young men and women on mentary online education and an extra science lesson on a biweekly basis. Roca is also working on providing rent the importance of washing your hands to protect against and utility support to young people in unstable housing COVID-19. situations. In the initiative’s first run, Ms. Ward says LCF distributed 2,000 boxes across community centers and Baltimore City Public School (BCPS) food distribution centers, and she highlighted plans to distribute at least 4,500 more boxes in

REFLECTIONS 2019 - 2020

“We can’t stop,” Ms. Baldwin’s team said in a statement. “Even during this time, crime hasn’t abated. Our Roca youth workers are absolutely committed to being

consistently/safely out there and keeping our relationships and cognitive-behavioral work on track.” Beth Fenwick Garner ’85 serves as director of corporate relations at Greater Baltimore Medical Center (GBMC). She’s also the founder and creator of BaltoBites, an app designed to help consumers know which restaurants are open amid the COVID-19 crisis. The app, which launched in late April, includes information on more than 250 restaurants and offers details on delivery options, carryout availability, and gift card purchases. The inspiration for the app, Mrs. Garner says, came from the GBMC Healthcare Workers’ Fund, which provides food and other supplies to physicians and nurses who are helping to fight COVID-19. “I wanted to expand my skillset and serve the community, connecting families who are in a position to still order out with small restaurants that are open,” she said. Mrs. Garner used a playbook from the market research group Trends to create the no-code directory, and she credits a local food blogger who generously shared information on all 250 restaurants with helping the app take off. Next, Mrs. Garner says, she is considering using promotions to encourage people to visit local restaurants. “That said, I’m kind of hoping it has zero net impact and is just something we use during COVID-19 that serves the community,” she said.

BaltoBites app created by Beth Fenwick Garner '85

Matt Buck ’87, Head of Middle School at Calvert, has been on the educational frontlines of the COVID-19 epidemic. He has witnessed both the growing pains and strides made since the school shifted to remote learning. “In the beginning, it was like we were starting not just a new school year, but a whole new school,” he said. “Our curriculum was in place, but the way that we are doing school is completely different.” The early weeks of the transition meant long, hard days of planning and brainstorming – but despite the many challenges, there have been benefits, too. “One amazing silver lining has been that there are some students who are really good at this type of learning and have just thrived. There are always a few kids in a physical school who tend to be more on the quiet side and rarely speak in class, and yet somehow in this digital format, they’ve risen to the top,” he said. Some adjustments to the traditional curriculum may continue to have an impact at Calvert once students return to the classroom. For one thing, teachers are more in-tune with the length of assignments and what is digestible. The asynchronous learning model has also shown that teachers can provide content and video for direct instruction at home, which could leave more in-class time for collaboration and cooperative learning. The major takeaway, however, has been the strength of the community of teachers at the school. “I definitely want to acknowledge the teachers and faculty at Calvert, both at the Lower and Middle School,” Buck said. “Many are parents, often of young children, and yet all have met this challenge and exceeded expectations.”

Matt Buck '87 with students in Calvert's Middle School. ALUMNI

Alumni Creatives C

alvert School alumni are leaders in every type of creative industry. Regardless of their artistic in-

clination, our alumni continue to shine in any capacity in which they work. It is no surprise that these creative pioneers received their foundation at Calvert which set the stage for their impressive journey.

Andrew Schapiro ’95 has built brands, teams, and products across industries, including in the publishing, conservation, and technology spheres. Andrew, a member of Calvert's Board of Trustees, recently joined Calm, an online mindfulness platform, as the company's first Executive Creative Director. Prior to Calm, he spent seven years at Airbnb during a period of rapid growth in which he started and grew a brand creative team, led an award-winning rebranding, and helped launch and steward Airbnb's mission and core values. In addition, Schapiro helped launch Airbnb Experiences, an e-commerce platform for hosts, and a print magazine whose distribution now exceeds that of nearly every other travel magazine. He left the company last year to pursue his own ideas, as he puts it, “at the cross-section of hospitality and community.” Andrew believes that great storytelling, design, and experiences can create moments of delight while developing deep, meaningful relationships between people and the world around them. He says he was a designer as early as his Calvert days. “I just did not know what design meant at the time. Back then, I designed and produced newsletters out of my bedroom for friends, family, and anyone who would read them, so it's no surprise that I still love print projects.” “My Calvert education has had a direct influence on my career. Being a designer and creative director requires more than creativity; it requires the ability to clearly communicate your ideas and advocate for the ideas of others.” Interestingly, Andrew often outlines ideas the same way he did for research projects at Calvert. “Though Apple Keynote has replaced posterboard, I see a clear connection

REFLECTIONS 2019 - 2020

Allen Moore '64

between the way I handle a creative pitch and the way I presented in Twelfth Age.” Andrew lives in San Francisco with his partner and their dog, a retriever named after his favorite ski mountain, Alta. He has served on Calvert’s Alumni Board since 2018. For over 40 years, Allen Moore ’64 has been an independent filmmaker – producing, directing, photographing, and editing his 16mm documentary work. Throughout his professional career, Allen has served as a director of photography for several of Ken Burns’ historical films shown on PBS, including The Civil War, Baseball, Thomas Jefferson, Lewis and Clark, Mark Twain, and Horatio’s Drive. His continuous success has led him to receive multiple nominations: one in 1992 for an Academy Award in the Documentary Feature category for his cinematography on Wild by Law, two Primetime Emmy Award nominations for Outstanding Individual Achievement on the Ken Burns' series Baseball in 1995, and in 2000 Ric Burns’ American Experience series New York. He also earned a George Foster Peabody Award in 2002 for his impressive cinematography skills on the Nebraska ETV/ American Experience Program Monkey Trial.

Andrew Schapiro '95

For the past 15 years, Allen has served as a faculty member in the Video and Film Department at the Maryland Institute College of Art (MICA). Allen credits Calvert for helping him to see the incredible diversity and richness of our world. The roots of his career as a documentary filmmaker were “planted in his soul at Calvert.”

Laura deBuys ’66 is president and executive director of The Picture House Regional Film Center in Pelham, New York. A nonprofit organization housed in a historic, renovated theater, the center screens films 364 days a year for more than 42,000 area residents and is involved in over 40 arts education programs, many of which are in under-resourced schools. Under her leadership, The Picture House has doubled its revenue and garnered increased support, including from the National Endowment of the Arts.“We believe strongly in art education, which is something we experienced at Calvert. At Calvert, we spent time on the arts and literature. It really does open kids up and allow them to express themselves in different ways.” Laura’s journey after Calvert included time spent as an actress, Broadway stage manager, and marketing director for businesses and nonprofits. Today, those experiences have culminated in her dream job at The Picture House.

Laura deBuys '66

ALUMNI

Left: Ru Belt '96 as a Twelvth Age student in the back left. Center: Ru Belt '96 Right: Paul Wallace '97

Laura has seen first-hand, both at Calvert and now in her role at The Picture House, the critical role of arts education for children,“It’s important to recognize that children are multifaceted and that you reach them in different ways. It is vital to be aware of the impact that art has on children and how arts education can impact the trajectory of their lives. It is not something we can afford to ignore.”

Charlie Niccolini’s ’17 first musical was Calvert’s Oklahoma! when he was in Sixth Grade. He recalls, “The thing I remember most about being in the show is the relationships that I formed with the other students in the cast. Along with having a daily opportunity for me to spend time with my friends, the show also allowed me to get to know older students whom I would never have interacted with had I not done the musical.” His formative years at the Middle School contributed to his passion for musical theater.

Reuel “Ru” Belt ’96 excelled as an artist, musician, writer, and thespian at Calvert. In drama class and on stage, Belt found his voice performing A current student at Gilman, Charlie in West Side Story and other class plays, continues to follow his dreams of including Nativity Scene, Odyssey, and receiving a Bachelor of Fine Arts in Robin Hood, in which he assumed the musical theater and becoming a prorole of Little John. He still recalls the fessional actor. By opening the door energy and improv skills he gained to theater at a young age, “Calvert set from playing the character, and the me on the path to achieving a career valuable lessons learned from acting in the performing arts.” in a supporting role, “The supporting characters stand by the lead, guide, Paul Wallace ’97 is an award-winand accompany them through chalning creative director and executive - PAUL WALLACE '97 lenges. Just as each scene must move producer of commercial productions the plot forward, each supporting inside the virtual world. He cofoundcharacter must assist with the development of the lead chared and is leading the video game department at AV Squad, acter. Without Little John, the story doesn't exist.” a creative advertising agency in Hollywood. He has over a decade of experience leading video game marketing initiaSince Calvert, Ru has worked on national commercials, tives for clients such as Activision, Ubisoft, and Bethesda Netflix’s House of Cards, and performed in Suzan Lori Softworks. Past projects include The Walking Dead, Marvel Parks’ Pulitzer winning play TopDog/UnderDog. He is the Universe Live, and the Assassin's Creed franchise. He revice president and producer for Intangible Minds. This past ceived his Bachelor of Arts in Arts from Brown University year, Ru opened his own company and is working on a and his Master of Arts from Stanford University. production in the Baltimore area. “Performing, public speaking, being comfortable on stage, and articulating all “Calvert was foundational to my creative career path. At started at Calvert.” Calvert, everything we had to say as young people was

REFLECTIONS 2019 - 2020

seven years. She has served on the board for Stage One at the Baltimore School for the Arts for 20 years and is now a member of Calvert’s Board of Trustees. According to Betsey, “Creativity at Calvert was the first thing that sparked my love for art and music. I loved art classes with Nancy Hopkins, and the first time I realized I could sing was in Eleventh Age in Mr. Hardesty's music class. The plays and dance assemblies put us on stage in front of hundreds of people, which was both nerve-racking and thrilling.” Calvert is proud to celebrate the creativity of all our alumni and remains committed to its integration as a core component of the Calvert curriculum.

Betsey Swingle Hobelmann '87

Nancy Hopkins

treated with such dignity. This leaves a lasting impact. I've carried this confidence with me ever since.” Paul also credits the inside of the Luetkemeyer Planetarium for expanding his capacity for wonder. “I still think about it every day. Each trip to the Planetarium, down that stairway painted with stars and paper mâché planets, began with drama and anticipation. As the lights faded and the tour through the cosmos began, my imagination caught fire with possibilities. By the time the sun rose and the stars faded, I felt restored and energized.” Betsey Swingle Hobelmann ’87 first fell in love with musical theater productions and a capella at Calvert. At Yale, she joined an all-female a capella group that took her all over the U.S. and the world. After Yale, she moved to New York, where she engaged in a variety of pursuits, including musical theater and cabaret.

Above: Mother's Day self portraits by Andrew Schapiro '95, made in Nancy Hopkins' art class.

Nancy Hopkins is an often-cited favorite former teacher who inspired many students in her time instructing art in the Lower School. “Creativity

When she moved from New York, she realized cabaret performances were non-existent in Baltimore until Germano's in Little Italy opened a cabaret space on the second floor. Betsey has performed there every other year for about ten years – “just me, my pianist, Sterling, and about 15 to 20 songs. I hope to get a show together in the fall of 2020.”

to me is inspiring young people and Calvert

In 2012, Betsey helped establish a charter school, Baltimore Collegiate School for Boys, and was the board chair for

were so proud.”

gave me the freedom to do what I wanted to do in my class. Art wasn’t just coloring, it was creating. I remember every Mother’s Day my students made self-portraits. I mounted and framed them, and they took them home. They

ALUMNI

Alumni Regional Events C

alvert boasts an alumni network whose impact

Dallas and Austin | October 2019

is felt all over the world. More than half of our

Calvert alumni Jay Wagley ’73 and Andrew Sinwell ’77 hosted Calvert’s Director of Leadership Gifts, Sarah Caldwell, for dinner in Dallas on October 9. Both Jay and Andrew say that even today, they continue to utilize the skills they learned at Calvert. Calvert also caught up with alumni Patrick Worrall ’84, Mark Burnett ’83 and David Heroy ’85 in Austin.

alumni live outside of the Baltimore area, making travel back to campus sometimes difficult. Our regional events make it possible for our alumni to stay in touch with Calvert and learn about exciting developments on campus. Staff, former faculty members, and administrators all travel to speak with alumni in their communities. These events and gatherings – big or small – give us the opportunity to connect, learn,

Brooklyn | November 2019

and share with our alumni community.

New York-area alumni gathered on November 18 in a Barclays Center suite to watch the Brooklyn Nets take on the Indiana Pacers. Ryan Gisriel ’05, Director of Basketball Operations for the Brooklyn Nets, hosted the event. Attendees included Sandy Rich ’97, Doug Carpenter ’99, David Marshall ’00, Annie Thomas ’05, Theo Donnay ’08, Kendall Zaharris ’05, Paige Hanson ’06, Katie Mastropieri ’06, Alix Wright ’06, Genevieve Barroll ’10, Kate McDonough ’10, Peter McIntyre ’11, and Torben Ginsberg ’11.

Washington, D.C. | October 2019 Head Master Andrew Holmgren and Board Chairman Ward Classen ’71 had dinner with Chet Carey ’72, Bill Eaton ’47, Tracey Lankford ’81, Katie Atkinson Magnuson ’75, Corbin Marr ’55, and Nina Rawtani ’99. The group shared their favorite Calvert memories and took the opportunity to ask questions about Calvert today.

REFLECTIONS 2019 - 2020

Vermont | November 2019 Courtney Reckord ’87 and David Rugh ’91 attended Calvert’s Fall Luncheon in Vermont. Calvert also visited David Cromwell ’08 at Middlebury College, where he serves as the Assistant Coach of Men’s Squash. Special thanks to “T” Tall ’55 and his wife Cy for hosting lunch at their home in Cornwall, Vermont. Atlanta | January 2020 Christina Taler, Director of Alumni Engagement, and Sarah Caldwell, Director of Leadership Gifts, enjoyed a wonderful dinner on January 13 with Calvert’s Atlantabased alumni at the Barcelona Wine Bar at Inman Park. The group included Kate Singley-Dannenberg ’63, Joseph Scalia ’94, Frankie Kelly ’06, Zoe Bilis ’09, and Stephen Kelly ’09.

Atlanta, GA

Washington, D.C.

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Denver | March 2020 Watson Galleher ’69, Erin Oglesby ’93, and Chris Deutschman ’95 joined Christina Taler in Denver on March 2 for happy hour at Union Lodge No.1. Florida | March 2020 Calvert’s Director of Leadership Gifts, Sarah Caldwell, traveled to Melbourne, Florida, to meet with Col. Jim Youngquist. Jim was educated by his mother using Calvert’s home instruction in the late 1950s while his parents were missionaries in Japan. He shared how much of a foundation Calvert gave him. Director of Alumni Relations Christina Taler traveled to Coral Gables to meet with Alex Montague ’73 and hear about his family legacy and fond memories of Calvert. Hoby Buppert ’85 and his wife Christina hosted a lovely dinner at their home in Miami for alumni. In attendance were Daren Stinson ’84, Matt

Dates ’82 and Nick Adams ’87. On the final leg of the trip, former faculty Ginnie Schmidt hosted Sarah Caldwell and Christina Taler for lunch in Naples. Ginnie enjoyed hearing an update on the School and sharing her favorite memories of her time teaching at Calvert. High School Events | Class of 2016 Brunch Nearly 30 members of the Class of 2016 gathered on Sunday, December 15 for brunch in the Middle School Atrium. Classmates shared stories and toured the school. High School Events | High School Alumni Lunch Roughly 40 high school alumni from all four current high school years headed back to campus to catch up with friends with barbeque, laser tag, football, and other games.

Class of 2016 Brunch

If you are interested in hosting a Calvert alumni event, please contact Christina Taler at ctaler@calvertschoolmd.org or (410) 243-6054 ext. 198.

REFLECTIONS 2019 - 2020

Calvert Class of 2016 College Choices Fotenie F. Apostolo Tufts University

Noah D. Y. Beecher Colorado College

Rosina F. Beritela Johns Hopkins University Kathryn K. Cameron Wake Forest University

Grant C. Carey Villanova University

Celia A. Flannery Ithaca College

Eleanor F. Little University of North Carolina

Allie Sachar Syracuse University

Anna R. Goldman University of South Carolina

Mary P. Macdonald Boston College

Kerri-Ann R. Scott University of Miami

Kennedy L. Greene Albright College

James M. Mallas Lafayette College

Bridget J. Gregory Duke University

Brendan P. Shelley Southern Methodist University

Austin Martin Stevenson University

Maxwell A. Smith Gettysburg College

Charles E. Hall University of Maryland

Thomas G. Martinson II Harvard University

Benjamin H. Inglesby Northeastern University

Sean M. McGonigle Colorado College

Jalen I. Conaway Undecided

Daniel P. Kelly University of Maryland

George D. McGurkin Tufts University

Caroline E. Crawford University of Mississippi

Charles R. Klein University of Richmond

Christabella O. Palumbi University of Michigan

Celia E. Donner Brown University

Talia Elena Rodriguez Kolodkin Yale University

Geoffrey M. Peel Wake Forest University

Benjamin W. Vandiver University of Colorado, Boulder

Sydney A. Pinkett Loyola University Maryland

Susannah G. Webster University of Tampa

Jesse D. Plank Washington University in St. Louis

Tykara J. White Lynn University

Peyton A. Cleverley Miami University

John S. Finnerty Hobart & William Smith Colleges Eva L. Finney Middlebury College Ava E. Flannery Sacred Heart University

Alexander M. Koster Wake Forest University Keady S. Lally University of Delaware Louise T. Lemken Elon University

Shannon M. Quinn Muhlenberg College

Nora J. Smith Worcester Polytechnic Institute Johanna K. Suval University of Mississippi

Katherine R. Taylor University of Pennsylvania Audrey G. Thompson University of Delaware

Matthew J. Whitney Towson University

Alexandra J. Wyskiel Trinity College

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Class Notes 1930s 1938 Terry G. Lacy, Ph.D. reports that she is happily continuing proofreading and translating and only has three chapters to go to finish her two-volume account of her travels. In addition, if any of you find yourselves in Iceland, “be sure to look me up: terrygl@ islandia.is, address Huldulandi 3, 108 Reykjavik. I’d love to see you.”

1940s 1942 John G. R. Wolfe reports good news and bad news. “The good news is that I am still alive and well and living independently in Anchorage, Alaska. As I near my 90th in July, I recently completed a new, smaller house for myself, on a hilltop, with a delightful mountain view. I moved-in for Thanksgiving & Christmas with all the family present – except for my wife, Margaret. The bad news is that Margaret, after four years of nursing home care for Alzheimer’s, died in September, but she was able to reach age 84 in July and our 50th anniversary in August. I'd love to hear from any other classmates – at Box 101572, Anchorage, AK - 99510 – 1572.”

1950s 1950 Pickett D. Randolph asks, “Where has the time gone? From "Jingles" at graduation in 1950 to our 70th reunion this Spring! I am in my 27th year as a School Docent at the National Gallery of Art, designing and giving tours to students Pre-K to 12th grade. I also volunteer with our local "Village" helping senior residents age in place. Two notable trips, one in 2018 to Italy and another in 2019 on the Danube Budapest to Bucharest. This year on the Elbe from Berlin to Prague.” 1952 Page Dame III reports that, “Beverly and I continue to thrive in Sarasota. We just returned from nearly a month in Italy. Very early one morning in Rome, and before the crowds, we were the first people into the Sistine Chapel and had it to ourselves for

REFLECTIONS 2019 - 2020

about a minute. Wow. Fellow classmate Alex Doyle ’52 has moved to Sarasota and we have crossed paths. I am in regular contact with George Michael ’52 and also recently with Randy Barker ’52” 1954 Lawrie Pitcher Platt Hall loved reconnecting with Gee Harvey Wheeler ’54 and regrets having to miss the class reunion last spring. “Everyone looked terrific in the photos and Gee did a fabulous job reaching out to classmates.” Lawrie continues to enjoy service on the Winter Park Utilities Advisory Board and her work with local nonprofits, mentoring executive women and spending time with Brad watching college football. She is excited to travel north for a grandson's wedding in July. 1957 Lisa Purnell Raffetto shares, “I have reached a great place in my real estate career when I have three assistants doing the paperwork, social media, and showings so I concentrate on working with people, which I love. Also enjoying trips to Savannah and Manasquan. From time to time I run into Calvert grads here on the Eastern Shore, and we have fun reminiscing.”

1960s 1960 Anne Nelson Apgar is looking forward to her 60th Calvert School reunion and is also working on her 50th reunion at Wellesley together with classmate Liz Trimble ’60. Liz is Class President, with Anne leading fundraising. Says Anne, “Calvert clearly gave us both a great start!” 1960 Bowie Arnot recently moved back to Thornton Wood, a townhouse community in the Ruxton/Riderwood neighborhood. 1960 Anne Clayton Mountcastle Bainbridge moved to Chestertown on the Eastern Shore in 2018. She loves life in the small town with its courses at Washington College and tall ship regattas. Says Anne, “Gradually restoring a big old white elephant – I have functioning guest rooms, so come visit!” She now has

all the presidential peaks in their hike, with Mount Washington being the crown jewel. He and Kate started their serious hiking of the Appalachian Trail when Kate decided to hike the 80-mile Georgia section for her Calvert Twelvth Age spring project. George also works for a company called TCOM, LP that makes tethered aerostats and lives in Baltimore within walking distance of Calvert.

1970s Lucy Michaels '61

four grandchildren scattered across the country and is involved in literacy projects and a food donation program. 1960 Elizabeth McCleary Primrose-Smith enjoyed the 50th Reunion and hopes to make it to the 60th! Elizabeth has been bravely battling ovarian cancer for the last five and a half years which has metastasized to her brain and spine. She is getting infusions directly into her brain as well as systemic chemo and reports that she is doing well, all things considered. Ed Smith, her husband of 29 years, died in November from lung cancer. She is now living alone with her golden retriever who is taking good care of her as a nanny, but unfortunately has not yet learned how to cook. Elizabeth was briefly in Baltimore in September for her brother’s funeral and service and can still find her way around the city as it hasn’t changed the streets very much since she left in 1965. She still has fond memories of Calvert and looks forward to reunion.

1970 Jim Burgunder recently retired from Novartis and will stay in Switzerland, preferring to spend time at his place in the mountains, Villars. He is now supporting his wife’s career and looks forward to the graduations of their three sons in 2020: Mateusz with an M.B.A. from Insead (Fontainebleau, France), Michal with a master’s in computer science from the University of Lugano (Switzerland) and Marcel with a B.S. from UCLA. 1970 Andy deMuth finds it hard to believe that it has been 50 years since graduation. “I have our Eleventh Age football picture on the counter in the kitchen. I am proud to say I can still pick everyone out by memory. As all of us still have hair and the same color, I am sure we will all easily recognize each other at reunion. As I have never been out of the zip code, my wife Lynne and I are living in the same house I grew up in on Somerset. While I walked to and from school every day, my two children, Robbie and

1961 Lucy Michaels and her niece Chandler Willett spent an exciting 10-day photographic safari in Kenya in August of 2019. “I continue to work in an outpatient physical therapy clinic in Ocean View, Delaware and love living by the beach.” 1965 George Kauffman spent eight days hiking the Presidential Range of the Appalachian Trail in New Hampshire this past summer together with his daughter Kate Kauffman ’01. They summited

Kate Kauffman '01 and George Kauffman '65

ALUMNI

Katie were driven every day. As I type this with two fingers on each hand and my thumbs, I wish we were taught how to type. Robbie is a computer software engineer for Appian in Tyson’s Corner, and Katie is at University of Southern California getting a Master’s in Occupational Therapy. At 62, I am still going strong as a Financial Advisor at Morgan Stanley in downtown Baltimore. I am recovering from some injuries right now but hope to be back on the tennis and paddle courts this year. I have played some tennis with both Bobby Thomas ’70 and Suber Huang ’70, when they come back to visit. We are starting to travel a little more with trips to Italy and France with the kids. We have a condo in Bethany Beach where I practice being a beach bum which is my ultimate goal in life.” 1970 Holly Ballard Kreutter moved back to the United States after 30 years in Asia. She and her husband have settled in Old Town, Alexandria and are enjoying all that the area has to offer, as well as being close to family and friends again, especially with the birth of their grandchildren. She is additionally working part time at a neuropsychiatric wellness clinic. 1971 Tara Lumpkin says, “Thinking of those whom I knew at Calvert, I had a wonderful opportunity to recently connect by email with Calvert School classmate Andy Perkins ’71, who later also attended Yale when I did. Andy had just finished the book Yale Needs Women, which was a huge success. I also still am in touch with Calvert classmates Cricket Hooper Jiranek ’71 and Eleanor Harvey Hartman ’71. I would love to hear from other classmates too. For work, I am the founder and executive director of the nonprofit Voices for Biodiversity, which has diligently been "Building a Diverse Story-Sharing Community to Save Biodiversity" for over a decade. The organization was one of twenty nonprofits nominated in 2019 for the Pritzker Emerging Environmental Genius Award along with the founders of the Sunrise Movement and 350.org. Voices for Biodiversity is made up of group of people with passion to stop the sixth extinction of species by working at the grassroots level to share people's stories from around the world as they try to save wildlife and nature. We are entirely volunteer and have been so for a decade. If saving wildlife and nature is your passion and you want to join the board or volunteer, email me (taralumpkin@ gmail.com). On a personal note, I continue to live in the small mountain community of Taos, New Mexico, where I've resided for the past 30 years.”

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1975 Muffie Cook Cummons started a tutoring business (cummonstutoring.weebly.com/) and is working with wonderful students and parents from grades 2-8 in math, reading, and writing. She also recently launched a website, Awesome Teacher Resources (www.awesometeacherresouces.co/#/) in which she sells worksheets, mini books, reading guides, games, and other materials she developed over her 30+ years in education. “This is a great way for parents to supplement learning for their children, as well as for teachers to make planning time more efficient. I have now been married to Tim Cummons for 2.5 years. My oldest son, Todd (30), married last May to Courtney and they bought a house in Evergreen, Colorado. My second son, Ward (26), is living in Wilmington, North Carolina and is working his way into management for a local business. My youngest son, James (22), will graduate from St. Olaf College in Northfield, Minnesota with a double major in Economics and Mandarin.”

1980s 1981 Nancy Barnes Seligson moved back to Baltimore a few years ago. Her daughter Claire has joined the Fifth Grade at Calvert and is loving the Middle School. Nancy has embarked on the new adventure of getting a Masters in Teaching Social Studies at Towson University, and even subs from time-totime in the Lower School. According to Nancy, “I want you all to know that Calvert remains THE place for academic excellence and phenomenal foundations. And I must share that it is also a warm and loving place for all. I am so impressed by what is going on at every level. Come back and share a cocktail with me at an alumni event sometime!” 1982 Frank B. Martien is now a Managing Director with Accenture Strategy focused on achieving financial institutions and corporate clients' B2B payments objectives and is based in Annapolis, Maryland.

1990s 1992 Marshall Johnson married Angeline Zeigler and they both work in the film industry. He is proud to report that he recently learned to riffle shuffle cards, something he never thought he’d achieve. Says Marshall, “Apparently it only takes about two days of moderate effort, and a whole lot of dejection-driven weeping.”

1998 Katharine Fox Castro is living in Baltimore and is thrilled to now have one daughter, Zoe, in Fifth Age at Calvert. “It's great being back on campus daily and seeing some familiar faces. Zoe loves it as well!” Katharine also has a freshman at Roland Park Country School, Stella, and loves having a house of all girls. Katharine joined Bond Distributing (a local beer wholesaler) as the CFO and Director of Corporate Development in July and is loving learning a new (very fun) industry. She lives in Lutherville with her daughters and dog, Penelope, and looks forward to catching up with other Calvert alums.

Matt Councill '99

University of Richmond Women's Lacrosse team, and the team is the preseason favorite to win their third consecutive Atlantic 10 conference championship this spring.

1999 Matt Councill and his wife Paxton celebrated the birth of their second child, Rosemary, in June 2019. Their son Foster turned three in November. He and his family moved to Charlotte, North Carolina, from Northern Virginia in October 2019. He travelled to South Africa, together with his wife, December 2019/January 2020.

2014 Will Thompson is a student athlete who plays lacrosse at Boston University. 2015 Grace Ostendorf earned a 4.0 in her first semester at Tulane University, landing her in the top 5% of her class! She was invited to an exclusive dinner with the Dean for her accomplishments and was also recently inducted into the Pi Chi chapter of Alpha Kappa Psi at Tulane.

2000s

2018 Farrell Gregory started Loyola’s Polar Bear Plunge team, a cause he was first introduced to at Calvert. This year they raised over $3,500 as a team, and Farrell was the top fundraiser with $683. Farrell is also Vice President of Loyola’s Service Committee.

2001 Kate Kauffman has lived in Seattle, Washington since 2016 working as a District Display Lead for West Elm (part of the Williams-Sonoma, Inc. family). She regularly travels for work and manages the visual aspect of 14 stores along both the East and West coasts. She enjoys spending her free time with her partner of five years, Mike, and their 85 lb. dog, Moose. She still visits Baltimore a few times a year to see her parents, Lulu and George Kauffman ’65, who still reside in Roland Park.

2010s 2012 Meghan Quinn is finishing her senior year at the University of Richmond and is completing her dual degree program with degrees in both Marketing and Pre-Law. She is on the Leadership Council for the

Farrell Gregory '18

Submit your Class Notes to alumni@calvertschoolmd.org

IN MEMORIAM The following Calvert School alumni passed away between July 1, 2019 and May 31, 2020. Thomas F. Carroll III '09

Margaret Swope Gans '55

Cary M. Stewart '55

Richard L. Cover, Sr. '41

Helen Duker Hubbard '39

Gordon M.F. Stick, Jr. '44

Anne McAdoo Deford '29

Alexandra Stein Kouwenhoven '48

Charles L. Wagandt II '37

Gabrielle C. Durham '84

Harriet Cooper Robertson '43

Mary Ragan Naylor Webster '35

Henry C. Galleher '75

Christopher Rouse '61

William E. Woodward '51

ALUMNI

105 Tuscany Road â&#x20AC;¢ Baltimore, MD 21210

Reflections 2019-2020

Articles inside

Class Notes

Letter from the Alumni President

On the Frontlines of a Pandemic

Alumni Creatives

Teacher Travels

Calvert Visits New Mexico with the World Leadership School

Calvert Visits The Island School and the Cape Eleuthera Institute

Cultivating Creativity

Dr. Martin Luther King, Jr. Day

Around Campus

Remote Learning

Letter from the Head Master

Board Briefing