TALON SPRING 2021 EDITION
WHY WE GIVE Parents tell their story of what CDS means to them.
AMAZING NEWS ABOUT THE CLASS OF 2021
CDS College Counseling reports on the bright future for our Patriot senior class.
CDS has a new
HEAD OF SCHOOL See how Sara Rubinstein is stepping up in her new role.
The WONDER that is the ECC
INNOVATION AT EVERY TURN How self-paced classrooms may be the wave of the future.
ONE SIZE DOES NOT FIT ALL
Building your path at CDS.
2
Contents 10 The WONDER that is the ECC
12 04
Catching up with Elementary
The Center For Innovation
14
Construction has begun.
How CDS Middle School is Bridging the Gap
16
08
Finding Your Own Path
6
There’s not just one way to graduate as a Patriot.
MORE 20 22 24 26 30
Athletic Highlights CDS Student-Athletes are breaking records and continuing their journey in college. We also welcome new coaches to the CDS family.
Artistry of our Patriots From elementary to upper, our CDS artists are excelling at honing their craft in a very different year.
Catching up with CDS Alumni Where are they now?
Innovation at every turn in the Upper School CDS HAS A NEW HEAD OF SCHOOL
Class of
2021 18 AMAZING NEWS FROM COLLEGE COUNSELING
28
A FITTING TRIBUTE
How SLAP(T) is tackling difficult conversations
Bringing our community together one program at a time.
Thanking some of our tireless volunteers
Boosters, PTO, FOPA thank you!
Spring 2020 Talon
3
Focused on while the Future honoring the past
On January 18, 2021 fences went up and the backhoes moved in and something that had been a dream for the future of CDS became a reality. Since that first day of demo, Phase 1 of construction has been moving at a break neck pace to meet aggressive deadlines to have the newest endeavour at CDS open for the beginning of the 2021-2022 school year. With the support of many CDS families, alumni families, trustees, and faculty/staff, the excitement on campus is palpable. The Dream. Believe. Achieve. Campaign for CDS is the most ambitious fundraiser in the history of CDS. The project which has been part of the strategic plan since 2008, will introduce a new student union, state-of-the-art science labs, an entrepreneurial center, and numerous collaborative spaces to ensure the mission of fostering entrepreneurial thinkers for a global society. One of the most recent milestones of construction was the demolition of the modular workspace that had most recently been used by our CDS facilities department. This same modular was brought to our current campus from the Michigan Avenue campus when we moved in 2007. From that one modular, the beginning of the future of CDS was born. If you would like to learn more about this project visit www.cdscampaign.org.
Vinnie Monty and the contractor affixing the sign to the original modular that the high school used, affectionately called “The Outback.”
Why We Give
The Shah Family
“It is an honor and privilege to contribute to the Dream. Believe. Achieve. Campaign at CDS. The school’s sound principles, sincere values, clear vision, and authentic leadership harmonize with the core beliefs of our family and the educational future for our two children, Aydan and Ava. It is with gratitude that we give this gift with the hope that it benefits the lives of CDS Patriots both now and in the future.”
4
The McNamara Family
“Since my children started attending Carrollwood Day School in 2006, it has been a priority to me to contribute and be involved in the amazing growth and changes at the school. My Senior and 7th grade daughters have benefited greatly from the many previous campaigns and campus improvement projects. I am really excited to be part of the next phase of the school’s evolution and look forward to my 7th grade daughter and future generations to enjoy these cutting edge facilities.”
The Mullane Family
“We are proud to support the Dream. Believe. Achieve. Campaign because it not only invests in the future of our two sons, but it also invests in the future of Carrollwood Day School. We wholeheartedly believe in the mission of CDS and its character-based education and feel that the school is important to the Tampa Bay community. As a family, we all love CDS and are so grateful that we chose it as our school. We’re the Patriots, let’s go CDS!”
The Brynjolfsson Family
“After 18 years of being a CDS family, I still get excited about all that CDS is offering its students and the broader community. Being a part of CDS’s past growth, and participating in other capital campaigns, has been very rewarding for us; realizing that we can help to make improvements benefitting 1,000+ students and their families. We took the opportunity this year to show our gratitude for the positive influence that CDS Education with Character has had on our four children during their K-12 years. Alan and I wanted to give back to CDS’s current and future families so that they can realize and enjoy the vision planned for the new Innovation Center.”
www.CDSCampaign.org
The Sutton Family
“We were impressed with CDS from our first visit. Obviously, CDS has a beautiful campus and amazing sports fields and gymnasium, but we were most impressed with the teachers, staff and overall culture. The faculty and staff truly care about shaping our future generations into not only smart and successful individuals, but into caring and compassionate people. We were excited to learn about the plans for the Center for Innovation and the opportunities it will offer the students and our girls. A state-ofthe-art facility promoting forward thinking and entrepreneurship. We are so excited to be a part of this incredible addition to the campus and a part of CDS history.”
The Owen Family
“We chose to contribute to the capital campaign because we’ve seen how much CDS has grown over the past 5 years, and wanted to be a part of its future growth. We believe the expansion will benefit not only our daughter, but every student as well as future Patriots.”
The Fisher Family
“For our family, the decision to support CDS was an easy one. The faculty and staff at CDS has created a community that has allowed our boys to thrive. Our feeling is that the world class academics and character based education are unmatched in the area. Our boys have made lifelong friends and mentors at CDS. We know that they will continue to support CDS and be a part of the community long after they graduate. We give to CDS so the current generation can continue to excel and future generations of Patriots can build on this success.”
The Menendez Family
“We believe in the philosophy that CDS offers to all of the children; after learning the full extent of what the Capital Campaign will bring to CDS, I could not see ourselves not contributing in some form or fashion. We wanted to be able to tell our son that we were a part of this mission and that his benefit, along with the benefit of all the students, was our inspiration to do so. Many families have stepped up in many ways throughout the history of CDS and this is our time to be the example for future generations to come.”
Spring 2020 Talon
5
A MESSAGE FROM THE NEW HEAD OF SCHOOL
SARA RUBINSTEIN “We are steadfast in the pursuit of our mission, to develop entrepreneurial thinkers for a global society.”
Dear Patriot Nation, Standing outside looking at what remains of CDS’ last modular classroom, cleared to make way for our forthcoming Center for Innovation, I can’t help but reflect, in my English-teacher heart, on how perfect a metaphor it is for what we have accomplished this year. Soon, from what looks like a muddy pile of rubble, walls will emerge. Every day, we’ll witness the creation of something beautiful and new, an appropriately impressive house for our extraordinary programming in science, art, engineering, computer programming, entrepreneurship, and more. In the middle, the new heart of the campus, our student union, where we will gather as a community to eat, collaborate, laugh, connect, and learn.
6
But to get there, we had to knock down some walls, burst a few pipes, push around the dirt. Before we can build, we need to break down. In 2020, in so many ways, what we took for granted broke down. But when the doors opened in the fall and we were able to come back on campus, or log in to our classes, we realized a few things. • • • •
In our separation, we became closer When teaching went remote, we focused more on learning When we couldn’t communicate in person, we worked harder to connect When we couldn’t come to school, we all--teachers, students, families--realized just how much we wanted to
THE JOURNEY THAT LED TO CDS Sara Rubinstein came to CDS in 2017 with a strong background in curriculum development and academic leadership having previously served as Assistant Headmaster for Academics and the Head of Upper School at Saint Andrew’s School, a day and boarding school in Boca Raton, FL. In April 2019, she was appointed Assistant Head of School for Academics at CDS and was promoted to Assistant Head of School earlier this summer. On January 14, 2021, Michael Babb, Chair of the Carrollwood Day School Board of Trustees, announced that Sara Rubinstein, who has been leading our school on an interim basis since August, had accepted the Board’s offer to serve as the fourth Head of Carrollwood Day School.
I once read a Jeffrey Eugenides book that included the line, “All wisdom ends in paradox.” This line struck me as particularly true, and never more so than in the past year. Although I abhor how COVID-19 has disrupted so much and taken away so many, I am grateful for what it has brought us in our renewed appreciation for and commitment to the things we hold dear--our families and friends, our connections, our CDS community. As we witness together the construction of our new facility, I hope you see in it the optimism and perseverance of the CDS spirit. We refuse to let any challenge halt our progress. We are steadfast in the pursuit of our mission, to develop entrepreneurial thinkers for a global society, set up to solve the next unanticipated challenges life throws their way and committed to using their talents to better the world and themselves. Our Center for Innovation celebrates and stands for all of the innovative tools and strategies they, along with their teachers, have used to not just survive but thrive as a community the past 12 months. As we begin to look beyond these days, the lessons we learned will last, making us smarter, stronger, and more united. Thank you for being a part of this unique year and sharing our vision with me. I look forward to the future of CDS as we continue to work together to be an institution that supports and cultivates the visionaries, innovators, exceptional intellectuals, and creative individuals who make up our student body. With gratitude,
The three years of Sara Rubinstein’s tenure as Head of Upper School at Carrollwood Day School have been transformative for the capstone division of our school. Determined to ensure that all students are given opportunities to find and develop their own particular talents, she worked with her academic leadership team to broaden the curriculum offerings in the upper school. She has built a strong innovation, entrepreneurship, and engineering program as well as added a non-IB college prep path to graduation. Just two years after her arrival, CDS became a member of Cum Laude Society, the most prestigious academic award a secondary school can earn, and CDS graduates are now matriculating to Ivy League schools and other top tier institutions. Guided by her lifelong commitment to social justice and diversity, equity, and inclusion, Sara has supported powerful programs and initiatives that raise awareness about pertinent social issues, inspire action, and create positive change. From thought provoking performing arts productions to the Student Leader Action Planning Team – SLAP(T), students are given opportunities to explore and advocate for social change.
I AM BEYOND HONORED TO SERVE AS CDS’ NEXT HEAD OF SCHOOL, AN OPPORTUNITY THAT IS TRULY A PROFESSIONAL DREAM COME TRUE. Spring 2020 Talon
7
ONE SIZE DOES NOT FIT ALL With so many types of students who walk our halls, the goal is to meet the needs and goals of all of them, individually. CDS focuses on each student’s COMPETITIVE BEST FIT. This is one of CDS’ greatest strengths.
CDS GRADUATE
CDS + IB GRADUATE
CDS + IB FULL DIPLOMA
CDS Courses + Exams Most Flexible Schedule • Allows for more opportunities outside of school such as internships and jobs • CDS Final Exams Senior Year • GPA, SAT/ACT test scores & service hours determine Florida Bright Futures Scholarship eligibility
Some IB Courses + Tests More Flexible • Full school days - Limited availability for outside internships • IB Testing in courses of student choosing • GPA, SAT/ACT test scores & service hours determine Florida Bright Futures Scholarship eligibility
All IB Courses, IB Core Requirements + IB Exams • Full school days - Limited availability for outside internships • IB Testing in all six subjects • Award of IB Diploma and service hours entitle student to receive top tier of Florida Bright Futures Scholarship
Students should select a Graduation pathway that fits their personal interests, academic aptitude, & college ambitions. Creating a Competitive Best Fit
While we always begin with the end in mind, the end being graduation, the beginning sets the tone for that successful ending. To that end, naturally, CDS begins at our Early Childhood Campus with a program that nurtures curiosity and confidence and continues to teach our students to ask those big questions. The IB Primary Years Programme (PYP) takes our preschoolers through 5th graders and develops skills like self-directed learning, motivation, and confidence. The program establishes life long learning with subjects of world languages, music, science, math, and many more. As the students head into the Middle Years Programme (MYP) they are encouraged to be risktakers and empathetic citizens that help them discover new strengths and interests that will lead
8
to community and global impact. With the middle school years being the bridge between elementary and upper school programming, these years are designed to foster hands-on learning, self-advocacy, and independence. All the while pushing the students to their full potential academically. By the time our students reach the upper school, they have an academic plan for their four years, they have started the college counseling process, and they have a clear path to the goal they want to achieve by graduation. Our graduates, whether full IB, course candidates, or CDS diploma graduates, leave CDS ready for the next stage in life. We are proud to continue the trend of 100% of our CDS graduates since 2009 accepted to a 4-year college.
We live in a playlist world. One where people pick and choose what works for them. That is what CDS has done for our students. We give them the ability to choose what path will help them exceed their goals.
THE CHOICE IS UP TO YOU
10 Reasons WHY IB 1. It increases academic opportunity: Research shows that DP graduates are much more likely to be enrolled at top higher education institutions than entrants holding other qualifications*. 2. IB students care about more than just results: Through creativity, action, service, (CAS) you learn outside the classroom and develop emotionally and ethically as well as intellectually. 3. It encourages you to become a confident and independent learner: For example, the extended essay requires independent research through an in-depth study. 4. It’s an international qualification: The DP is recognized globally by universities and employers. 5. Graduates are global minded: Language classes encourage an international mindset, key for increasingly globalized societies.
6. The IB encourages critical thinking: Learn how to analyze and evaluate issues, generate ideas and consider new perspectives 7. DP Students have proven time management skills: Take good study habits and strong time management to further education and the working world. 8. It assesses more than examination techniques: Learn to understand, not just memorize facts or topics and prepare for exams. 9. Subjects are not taught in isolation: Theory of knowledge (TOK) classes encourage you to make connections between subjects. 10. It encourages breadth and depth of learning: You are able to choose courses from six subject groups and study subjects at different levels. *Based on IB research-IBO Research
“We are uniformly impressed by the quality and rigor of the IB curriculum. Students with an IB Diploma are well prepared to make the most of their university experience.” C. Bryan Young, Ph.D., P.E., Director and Associate Professor, University of KansasSpring Honors Program 2020 Talon
9
THE WONDER
of the
The moment you walk into the CDS Early Childhood Campus the feeling of joy and wonder is palpable. You’ll often find various CDS staff members making “excuses” to visit on any given day because it is truly a special place. Using the IB Primary Years Programme (PYP) inquiry-based, transdisciplinary curriculum, students are gaining conceptual understanding of various subjects and teachers are able to use the student-centered approach to education. At the ECC, the students are active participants of their own learning and make choices in the learning process. One of the biggest goals at the ECC is selfefficacy. Once the children have gained confidence
ECC
in their ability to control what they are capable of, they are more successful learners, and more active participants in their learning environment. This continues well past their years at the ECC. In fact our goal at CDS is for our students to carry that childlike wonder with them through their entire educational careers, and beyond.
TODDLERS The Toddler class is currently in our unit, Exploring We Will Go. We inquire into animals and their habitats, weather and its patterns, cause and effect, and an introduction into hypotheses. We examine the playground and our homes to find similarities and differences. We use technology to further inquire into
10
animal habitats. We use tools, such as the water table and magnifying glasses, to form early science skills. We conduct experiments to introduce trial and error. In one of the experiments above, we explored how the peel of the orange causes it to float, regardless of size. The children made initial predictions
whether the oranges would sink or float. We drew comparisons to our floaties or life jackets we use in the pool. Our IB Learner Profile characteristics for this unit are inquirer and risk taker. We discuss what being brave looks like and how scientists discover by trying new things. We love this unit!
PreK 3 We are currently focusing on our Signs and Symbols PYP Unit of Inquiry in PreK 3. Students began this unit by looking at photographs and reading books about community signs and symbols. Understanding the meaning of signs that children encounter, not only at school but when they are in the community, provides them empowering knowledge. As homework, children took home a little homemade book of the community signs they might see while out and about with their families. Children crossed off the signs and symbols they saw and then brought those books back to school to share with classmates. In addition, we are spending our small group times doing activities that increase children’s understanding of number and letter identification. Our children are exploring and in doing so they acquire knowledge and develop a broadening understanding and awareness of their world. Our Signs and Symbols unit of Inquiry is giving children a greater understanding of the connections between letters, numbers and signs, and the messages they give us.
PreK 4 PreK 4 is currently in their unit, I Wonder Why. This is our science driven unit that encompasses so many amazing learning opportunities for our students. We have spent the last month and a half learning about the life cycle of the ladybug and the butterfly. We have read amazing books and watched videos about the lifecycles, while also having the opportunity to observe the lifecycles in the classroom. The students were able to observe the changes the ladybugs and butterflies went through during their life cycles. The students were excited and anxious each day when they arrived to see what may have taken place overnight. The biggest delight was watching both the adult ladybug and butterfly emerge from the pupa stage. It was magical! As the changes were taking place, the students also learned to journal the changes they were observing through drawings. The final piece of our lifecycle study was a garden to release our butterflies and ladybugs in. The students enjoyed planting their own flower and wishing their new friends well before saying goodbye. Next we will begin to study and learn all about the human body!
Kindergarten Kindergarten’s current Unit of Inquiry is under the theme of Sharing the Planet with the central idea of animal survival is dependent on their habitat. Students started by first talking with each other about the words safe, threatened, endangered and extinct. By using the approaches to learning skills - thinking, research and communication - we are learning about habitats, endangered animals, and personal responsibility. It’s always inspiring watching the students wonder and look for ways to find the answers. We also create mind maps to show our understanding of the information. This unit will culminate with a research project with each student choosing an endangered animal. The teachers created a virtual trip for them to Zoo Tampa this year and they will use these videos and other research material to create a final project on their animal. Once completed, each student will then present their project to the whole class. They are so excited to share their information and have become quite passionate about making a difference to prevent habitat destruction and animal poaching.
ELEMENTARY
CATCHING UP WITH
Each December, CDS students in grades 1-5 celebrate Computer Science Education Week. Using the Hour of Code initiative as a springboard, students spend a month delving into coding. They learn the basics of functions, loops, and if/then conditional statements through fun online puzzles and programs. Hopefully, this introduction sparks an interest by the student to complete independently the entire Code.org Express Course.
< CODE LIKE A PATRIOT > 3:30-4:15. “We wanted to start a club so that we could be with friends and continue coding. ” says Gabby.
This accomplishment is more impressive knowing that prior to coming to Carrollwood Day School this year, Gabriella and Denah had never worked with Code.org. “What I love most about this module is how it aligns to many of our IB Learner Profiles: being a Risk Taker, an Inquirer, a Thinker and Reflective”, says their tech teacher Mr. McGrath. “We approach unfamiliar situations with courage, develop natural curiosity, think critically and creatively, and consider what worked well and what could be improved upon in the process, all while having a bit of fun.” Curiosity in coding has piqued in fourth grade as well. Ishani G., Lamees S., and Gabby Z., are surveying interest in third,
We are pleased to recognize two of our fifth grade students, Gabriella N. and Denah L., who were the first to complete this 12-15 hour course in less than a month.
12
fourth, and fifth grade to start a 10week coding club that will meet in the Maker Lab every Friday from
Coding isn’t happening just on campus. FIfth grader, Sophia O., during her time learning from home, decided to do more than just play Roblox. Coupling knowledge from Code.org with, in her words, “hours of Youtube tutorials”, Sophia has been exploring the script-based language, Lua, and making her own games in Roblox Studio. According to Sophia, “Being able to create, modify, and have others play different adaptations of my work has been a real creative outlet.” ---------------------Thank you to Elementary Computer Teacher, Bryan McGrath, for inspiring the love for computers in our students and for contributing this article.
Solar Powered S’mores! HOW IS IT GOING WITH ALP? Since Spring 2020, our teachers and students didn’t waste a minute adapting to our Adaptable Learning Plan (ALP). While challenging to hybrid teaching, our CDS teachers have risen to the challenge to keep their ALP students connected and engaged. The good news is that 94% of our elementary students are back on campus, with more showing up every day.
With the weather dropping below the ‘90s in Tampa for a “cool” day, CDS 5th graders weren’t sure their smores would melt in their homemade solar ovens. The ovens were a sea of tin foil as the students set them up carefully at 10 am. They then went back to class and wondered if they had done enough to come back to a melted treat. After studying energy in this month’s science Unit of Inquiry, students were tasked with creating their own solar ovens that would use thermal energy to cook their smores. Fifth graders learned about heat transfer, convection, conduction, and insulation in preparation for their assignment. They read about groups such as the Solar Cookers International (SCI) and the environmental group Earthwatch who have brought solar ovens to countries all over the world with the goal of creating a safe, pollution-free way to cook. Noon came quickly for the excited CDS 5th graders and they rushed out to see if the cooking was complete. There were smiles and giggles as one by one they pulled out their messy treats to find their ovens had been successful. Thank you to the CDS 5th-grade teachers, Mrs. Monty, Mrs. Rodriguez, Mrs. Youngblood, Mrs. Viera, & Ms. Haywood, for facilitating this lesson. It was a delicious one!
Spring 2020 Talon
13
HOW CDS MIDDLE SCHOOL IS BRIDGING THE GAP EVEN A PANDEMIC CAN’T STOP THE LONGSTANDING TRADITION OF THE SHAKESPEARE FESTIVAL! The middle school Shakespeare Festival is a CDS tradition that everyone from faculty to students looks forward to each year. This year the format for the student created presentations was expanded. In addition to skits, students created presentations and projects representing life in the Elizabethan Era. During Shakespeare Festival, these projects created by the students were on display and student performances and presentations moved to the pavilion for a true “Shakespeare in the Park”
14
experience. Shakespeare Festival is the culminating activity for our MYP units on Shakespeare. The students write and direct their own plays based on the original works they have been reading and discussing in Language and Literature class. Throughout the Shakespeare unit, 6th graders enjoyed reading sonnets and discussing how elements of Shakespeare’s language are still present today. 7th graders read Shakespeare’s Hamlet and analyzed the title
character’s internal conflict and tragic flaws. 8th grade students read Shakespeare’s Romeo and Juliet and analyzed different film adaptations of the play. The goal of the students introduction to Shakespeare and the subsequent Shakespeare Festival is to celebrate creativity and demonstrate how Shakespeare’s works and the achievements of the Renaissance are still relevant today.
EBIT
ENTREPRENEURSHIP BUSINESS INVESTMENT TEAM
A new middle and upper school club offers students the opportunity to learn life-long skills in the world of business, investment, and the true spirit of entrepreneurism from global leaders! The Entrepreneurship Business Investment Team (E.B.I.T.) has started with Forbes 400 member and serial entrepreneur, Todd Wagner, at the helm, with the purpose of connecting our Patriot students with experts in various industries who know what it takes to be an entrepreneur in the 21st century. With world leaders in the entrepreneurial, business, and investment fields as potential speakers, CDS students have an unparalleled opportunity to gain insight and education from some titans of industry. Students will not only learn how to take a business from idea to reality but will also glean information about the intricacies of a business and the various ways to invest. With our ever-changing world, at CDS we feel it is important to cultivate our students’ creativity and offer as many opportunities to grow in their fields of interest. After all, these are the entrepreneurs who will be creating the innovation of tomorrow.
A VISIT FROM THE NINTH CANDLE ORGANIZATION CONNECTS HISTORY AND LANGUAGE AND LITERATURE FOR 8TH GRADERS Just before the Winter break, CDS 8th grade Language and Literature students were virtually visited by Dr. Luke Berryman from The Ninth Candle. The Ninth Candle is a non-profit organization based in Chicago, Illinois, whose mission is to end anti-Semitism by sharing knowledge. Dr. Luke Berryman spoke to the students on why Berek Lajcher, Ala Gertner, and Alexander Pechersky’s stories matter. In all three cases, these individuals rebelled against the Nazi regime during the Holocaust. He discussed how these individuals’ stories are not taught in the classroom when it comes to Holocaust education and how problematic it can be to omit these heroes from history. Dr. Berryman ended his presentation by speaking on the importance of Holocaust education and the responsibility of future generations to speak out against anti-Semitism and hate speech. Below are some student reflections from Dr. Berryman’s presentation. “Dr. Berryman’s presentation was very eye-opening and enlightening. I learned a lot about Jewish resistance during the Holocaust and how some people were brave and tried to stand up in times of great terror, pain, and suffering. I also realized how the Holocaust’s impact cannot be determined because its repercussions are still being felt today. One thing that really stuck with me is that the Jewish people were seen as ‘weak lambs’ but that is not true, and justice from the Holocaust is difficult to answer/determine because the Holocaust was very terrible, and complex.” - Samantha
“In the presentation, we went over Jewish rebellions in different camps. Brave rebels would do whatever they can to support this. From gathering gunpowder to luring in officers. These acts would lead to Jews escaping. Unfortunately, not all would survive the end of the war. “ - Luke “I first learned about the rebellions in some of the camps including Auschwitz. I also never knew that most of the Nazi soldiers were never even punished. This makes me feel that they were a disgrace for doing bad and still had a decent life.” - Jai “During this presentation, I learned that there were many brave Jewish people who tried to fight the Holocaust. Another thing I learned is that pop culture often misinterprets history, which includes the Holocaust. I also learned that there are still pictures and evidence of the Holocaust that is still being unearthed today.” - Gibson
programming.
---------------------Thank you to Mr. Sandoval, 8th grade Language and Literature teacher, for facilitating this virtual visit and to Dr. Berryman and The Ninth Candle for creating the educational
NEW FACES KAILEY HAK Middle School Language & Literature MARCUS BREITIGAM Middle School Design Technology Mr. B, as he is known to his students, started at CDS in the Winter of 2020. Self-admittedly, he gets way too excited about Design and Technology. Every day is something new to learn with both topics. Having taught Montessori and IB Design at Waterfront Montessori, he led a successful program that had kids making their own games, concepts, and lifelong desire to push their creations to the next level. Marcus’ main goal is to encourage students to ask questions about everything in this world. During the COVID-19 quarantine, he tapped into his creative juices by designing Video Games.
Kailey Hak is a Tampa native and CDS alum! She completed her undergrad at the University of Colorado in Business Administration and Accounting Ethics. Always interested in education and traveling, she moved to Asia to teach English in 2016 where she developed her passion for teaching. She has worked as an educator in International Schools in Bangkok and non-profits internationally in Thailand and Nepal. More recently she has worked with Nepali youths to develop greater access to education in the Himalayan Region of Nepal, where she advised on the development of a locally led language and arts community center program. Throughout her years working within education she has developed an interest in character building and peace education, which has led her to pursue a Masters Degree in Education and Development from the University CollegeSpring London. 2020 Talon
15
INNOVATION AT EVERY TURN IN THE
UPPER SCHOOL The Self-Paced Classroom
By Kelly Benedetti, Upper School Humanities Teacher and Department Chair In November of 2020, my beat down teacher’s soul, like so many in our field, did not know it was about to be revived and galvanized. Strategizing to simultaneously support the dailychanging combinations of students online and students on campus had become a mission for us and for educators around the world. A podcast that informs so much of my practice, titled “Cult of Pedagogy” by Jennifer Gonzalez, featured Kareem Farah on its November 8th episode. Mr. Farah is an award-winning former IB Math teacher and founder of The Modern Classrooms Project non-profit, but he was unknown to me until that day. The podcast was titled “How to Create a Self-Paced Classroom,” and the elusive vision and structure I had pursued for 20+ years crystallized in the 48 minutes of this episode #158. I shared it with several colleagues, and I was enthralled when Ms. Sabrina McCartney expressed her enthusiasm to experiment with me! I have always noodled with flexible deadlines and have focused yearly on differentiation, collaboration, and the self-management skills development that are at the heart of the self-paced classroom. However, my approach always felt fragmented. I lacked the expertise, time, skill-sets, or vision to really pull it off. It was demoralizing, but I continued its pursuit with the understanding that it would take potentially years to gel, if I could pull it off at all. And then, Mr. Farah laid it all out, 48 minutes of podcast interview in which he articulated a workable framework for immediate development and implementation. My perusal of The Modern Classrooms free course outlined the basics: 1. Learning Module Structure with Options for Students
16
2. Front-Loaded Tasks and Help Resources for Students
3. Explanation of the Self-Paced Model for Instructors and Students STUDENT REFLECTIONS OF THE SELF - PACED MODEL “It allows us to grow in our ability to learn independently, which will probably be very helpful for life after high school. Also, it allows all of us to work at our own pace, so if I want to get ahead in my assignments so that I don’t have homework in global politics for the next two weeks, I can. On the other hand, if I’m having an off day or I have too much due the next day to be able to meet the recommended deadline for an assignment, there’s flexibility so I just have to catch up a bit later.” “The self-paced assignments are something that requires trust from both the teachers and the students. This way of working isn’t always able to work in every classroom, however, it works for our class because we have trust in our teacher and in ourselves.” “The idea of “self-paced” is not one of limiting stress, although it does, but to promote free thinking. We find our own ideas and not just accept what is given. We have to form our own opinions on tough topics. In this way we are best prepared for life later on.” “The self-paced model allows students to learn the required material and dive into the parts that intrigue them while also building self-management skills” “I really like the self-paced model, because it is SELF-PACED” “It works, it just works” “Your work ethic defines you.” “Although innovative and experimental, the self-paced model has shown to not be compatible for all students and students can have a greater opportunity to fall behind.” So, a major focus of development now is to unpack students’ thoughtful and reflective criticism and
recommendations. They will be my lead consultants as we continue to fine-tune this model, a model that appears to be serving a high percentage of the Global Politics students meaningfully and effectively. This pandemic has ground students, families, educators, non-teaching staff, administrators, and people around the world down to nothing, at different times and in different ways. But, in that pulverization there is enormous opportunity to review, revise, rebuild, and reimagine both institutional and classroom structures. I have so much to learn in the pursuit of teacher-craft, and it will be a careerlong quest as the demands of this work intensify and diversify with increasing multidimensionality. I am deeply indebted to our administration, my colleagues, and especially the learners and families of the GloPo classes of 2021 and 2022 for their courage in exploring this model with me. I also thank the administration for bankrolling my enrollment in the June-July Modern Classrooms monthlong summer institute. It, too, is a blended self-paced model that will pair me with an accomplished practitioner of this classroom structure. My profound hope is that it will elevate my practice to the extent that no Global Politics students’ needs ever go unmet. The students’ enthusiasm, support, candor, fearless spirits of experimentation, and ongoing consultancy are what will ensure that this model meets learners where they are, that they feel supported and not abandoned in a model that de-centers the instructor, and that they leave this institution with the self-management skills that university and professional life will demand.
HOSA GOES TO STATES! HOSA is an international student organization recognized by the U.S. Department of Education and the Health Science Education (HSE) Division of ACTE. HOSA’s two-fold mission is to promote career opportunities in the health care industry and to enhance the delivery of quality health care to all people. At Carrollwood Day School, the members of HOSA are not only developing leadership and technical HOSA skill competencies, but they are consistently upholding the goals that HOSA believes vital. • To promote physical, mental, and social well-being. • To develop effective leadership qualities and skills. • To develop the ability to communicate more effectively with people. • To develop character. • To develop responsible citizenship traits. • To understand the importance of pleasing oneself as well as being of service to others. • To build self-confidence and pride in one’s work. • To make realistic career choices and seek successful employment in the health care field. • To develop an understanding of the importance of interacting and cooperating with other students and organizations. • To encourage individual and group achievement. • To develop an understanding of current health care
issues, environmental concerns, and survival needs of the community, the nation, and the world. • To encourage involvement in local, state, and national health care and education projects. • To support Health Science Education instructional objectives. • To promote career opportunities in health care. Most recently, CDS HOSA members competed virtually in various subjects.
National Beta members and CDS seniors, Libby M., Meredith S., Katie M., and Chloe W. are celebrating their recent participation in the Southern Virtual Leadership Summit. They were announced as National Qualifiers in the Leadership Challenge competition where Beta members were tasked with submitting a 2-minute video addressing a real-world challenge. This year’s challenge focused on the digital divide in our nation that was brought into focus nationally by what the educational community experienced during the COVID pandemic. Beta members were asked to tackle the question of “What action can you take to bridge the gap to ensure internet access and success for all students?” Typically, National Beta Leadership Summits bring together students from multiple states for 1-2 day events. During that time, students work with interactive speakers who engage members through introspective exercises and team-building activities. Clubs can also participate in team-based leadership challenges which test their communication, critical thinking, creativity, presentation, and collaboration skills. While the Leadership Summit, originally planned to be held in Georgia, was canceled for in-person attendance due to health and safety concerns stemming from the COVID-19, members were able to work together to submit their challenges online and met virtually for interactive leadership training from Bill Cordes and Ted Weise. These four CDS seniors didn’t let the virtual format stand in their way and now their success at this level provides them with the opportunity to compete at the national level. National Convention will be held at the Swan and Dolphin Resort at Walt Disney World in Orlando, Florida during Summer 2021.
NEW FACE EDWARD JURCZAK Upper School IB Chemistry Edward Jurczak comes to CDS with multiple years of industry experience as a chemist in Pennsylvania where he published numerous articles and holds a patent for Cyclic Amine Acrylate Monomers and Polymers. Edward returned to his roots in Florida to begin sharing his knowledge with students. He has taught both physics and chemistry at the middle and high school level in Hillsborough and Pasco counties. Edward is looking forward to teaching using the International Baccalaureate curriculum as it blends the knowledge content and hands on laboratory skills that he sees as necessary to provide a well rounded understanding of chemistry.
Spring 2020 Talon
17
FROM THE DEPARTMENT OF
COLLEGE COUNSELING When I think of the class of 2021, all that comes to mind is “Wow.” This is the first class with whom I have had the privilege of working through the entire four-year college counseling developmental program, and their college admissions results are quite impressive; I might say, “the best in the history of CDS graduating classes.” There are approximately 40% of the decisions on record (with many more to come this spring) but the results are magnanimous. Allow me to opine. More than 970 applications have been submitted for the class of 2021 (98 seniors). We have received 408 acceptances versus only 13 denials at this point (a 97.0% acceptance rate). In addition, total merit scholarship dollars already awarded totals over $10,000,000, which is significantly ahead of pace of previous years’ classes. As for admissibility, I am quite sure more is to come. We had almost 20% of the senior class apply Early Decision (which is a binding commitment); that represents a 300% increase from the class of 2018. Those seniors who were admitted through the binding Early Decision commitment process represent the following colleges: • • • • • • • • • • •
18
Brown University Cornell University Emory University NYU Boston College Tulane University RPI (Rensselaer Polytechnic Institute) Villanova University Northeastern University (2) Spelman College Emerson College
In addition, of all senior students who applied Early Decision, 95% applied to colleges out of state/out of region. Carrollwood Day School has had 5 students admitted to Ivy League universities in the past three years (Cornell University=3, Dartmouth College=1, Brown University=1), which represents the first 5 students admitted to Ivy League universities since Carrollwood Day School’s founding.
• Southern Methodist University (5 students) • University of Massachusetts (2 students) • Virginia Tech University (2 students) • Baylor University (3 students) • Indiana University (5 students) • Texas Christian University (5 students) • Michigan State University (2 students) • Elon University (2 students) • University of Delaware (2 students) • University of Arizona (3 students)
I would also be remiss if I did not mention other notable Early Action (non-binding commitment) colleges to which our class of 2021 students has been admitted (top 100 US News and World Report Rankings). They are:
Our Scholar-Athletes have also acquitted themselves in admirable fashion thus far. Please note the following young men and women who have accepted Division I/II athletic opportunities to attend college (as of this writing):
• • • • • • • • • • • • • • • • • • • • • • •
University of Notre Dame University of Virginia (3) Georgia Institute of Technology USC (University of Southern California) UNC @Chapel Hill Case Western Reserve University Tulane University (4 students) University of Texas (3 students) Villanova University (3) Northeastern University (3) University of London- UK (World University Rank=19) University of Glasgow- Scotland (World University Rank=89) University of Miami (11) University of Richmond University of Georgia (11 students) Santa Clara University (2 students) University of Maryland (2) Spelman College (2) Howard University (2) The Ohio State University (3 students) Penn State University (2 students) Loyola Marymount University Fordham University (2 students)
• Mason A. (Football): The Ohio State University • Jalyn B. (Volleyball): American International College • Aryana D. (Women’s Basketball): University of Vermont • Desmond M. (Football): Virginia Tech University • Gia P. - (Volleyball )The University of Akron, • Michael T. (Football & Basketball): USC From a geo-demographical standpoint, it is always interesting to view where CDS students are pursuing post-secondary school options. • 97% of seniors applied to at least one college out of state • 95% of Early Decision seniors applied to college out of state • 58% of seniors applied to college in the Northeast • 37% of seniors applied to college in the Midwest
success stories) when all decisions have been adjudicated in the spring. Congratulations to all seniors thus far and an abundant thanks to the college counseling staff whose presence and effort stands behind every acceptance! • Mrs. Dawn Bickoff/ Senior Associate Director of College Counseling • Mr. Drew Guarino/ Senior Associate Director of College Counseling • Ms. Danielle Cohen/ College Counseling Associate
• 37% of seniors applied to college in the West • 76% of seniors applied to college in the South (outside of the state of Florida) The geographical distribution of applications (and thus interest) necessitates that as Carrollwood Day School matures into a more seasoned IB/Cum Laude Society independent school, the vast majority of our student constituency is taking a more national view of college admission. There are many more colleges to which seniors have been accepted and we will surely report all of them (and all student
Additionally, I would be remiss if I didn’t profusely thank and acknowledge the entire CDS faculty who have taught and spent an inordinate amount of time with our current seniors throughout their academic tenure. In addition to their mastery of instruction and willingness to help students outside the classroom, the upper school faculty wrote approximately 200 letters of recommendation to support our seniors through the application process. Without their assistance, our final results would be less than what they are today. Thank you!
Joe Runge Director of College Counseling
Class of 2021 and CDS Lifer, Sydney D., has committed to her top college choice, Rensselaer Polytechnic Institute
Spring 2020 Talon
19
When we started our fall season in late August, we were hopeful that our athletes and coaches would be able to compete and complete an entire season. Through a lot of hard work and although bumpy at times, all of our teams were able to navigate their way through their seasons and experience a lot of success along the way.
ATHLETICS
NEWS
One of the most gratifying things for me and I know for our coaches as well, is when our student athletes get the opportunity to play at the next level. So far this year, six of our athletes have signed to play collegiately next year. • • • • • •
Mason A. - Ohio State, Football Jalyn B. - American International College, Volleyball Ary D. - University of Vermont, Basketball Desmond M. - Virginia Tech, Football Gia P. - The University of Akron, Volleyball Mike T. - University of Southern California, Football & Basketball
We have also had the opportunity to welcome some great additions to our coaching staff. • • • • • •
Ryan Valdes - Baseball Marshall McDuffie - Football Stephano Mastro - Lacrosse Bernard Perez - Lacrosse Clarence Williams - Track and Field Chad Mercado - Volleyball
I truly appreciate all of our coaches’ and athletes’ hard work and dedication, making this year another incredible one for Carrollwood Day School Athletics. I look forward to the successful conclusion of our winter season and the beginning of our spring season. It is definitely an exciting time to be a part of CDS. I hope everyone stays safe and healthy. Go Patriots! Baker Mabry Athletic Director
Swimming in the fast lane
20
This has been a groundbreaking season for the CDS Varsity Swim Team. Patriots set 16 new team records this year! No one will be surprised to see just as many new records set next year by this strong, young team! Shout out to CDS Freshman, Adele S., who finished 7th in the 200 free and had a sub-52-second finish in the 100 free for 5th at the FHSAA 1A State Swim Meet. We can’t wait to see how this team grows next year.
NEW COACHES
STEPHANO MASTRO Lacrosse
MARSHALL MCDUFFIE Football
CHAD MERCADO Volleyball
BERNARD PEREZ Lacrosse
RYAN VALDES Baseball
CLARENCE WILLIAMS Track and Field
2021 CDS DISTRICT CHAMPS GIRLS SOCCER
BOYS BASKETBALL
NEW CDS RECORD!
BOYS SOCCER
BOYS WRESTLING Spring 2020 Talon
21
A HEARTBEAT IN THE DARKNESS
The Tampa Museum of Art’s annual 14th Congressional District and Next Generation High School Art Competition features exemplary work created by high school students. Students compete for two top prizes, the Museum Choice Award and the Congressional Choice Award. This year, CDS is proud to share that two of our upper school students, Kaylee S. ‘21 and Angelina B. ‘22, have been selected to have their artwork featured at the Tampa Museum of Art from March 4, 2021 - April 4, 2021.
In December of 2020, the DP Theatre students, along with Upper School performing arts teacher and theatre director, Colleen McEvoy, put together what can only be described as an emotional masterpiece. In August, when the school doors opened, no one knew what to expect. We feared the unknown, worried about ourselves, friends, and family, and yet we still had hope for the future. The seed of an idea was planted. Could theater bring us together in the most daunting of times? Upper School Performing Arts teacher, Colleen McEvoy, had her students brainstorm without knowing why. Words and ideas from the students about what they had experienced and were still experiencing this year were key. By playing around with the placement of these words and feelings, they became a script, and slowly our show took form.
22
Once the DP theatre students knew what their teacher had created, they devised an original piece that incorporated poetry, dance, and text highlighting their real feelings, fears, and hopes about the COVID pandemic. Together they created a piece that demonstrates the “capacity humanity has to transcend physical connection” and that together we are stronger than we think. By giving a voice to emotions, there was a dream that it would also provide hope for the community, within CDS, and beyond. None of us are alone and together we can help each other and come out on the other side of this. Theater can save the world.
When you think of elementary music you usually think of singing together, sharing instruments, playing recorders together, and performing on stage a few times a year. However, music in the midst of a pandemic has completely changed all that. The first few months of school the elementary music classes met in an outdoor space, but now they’ve returned to the music room where they’re continuing to make music. This year the students have been doing sign language to music, dancing, practicing rhythms with body percussion, playing bucket drums, playing ukuleles that they sanitize after each use, and even practicing recorders
WHAT WOULD T
WITHOUT
Kaylee S., CDS Class of 2021 Colors of Covid is a photography series. I developed this idea at the beginning of the COVID-19 pandemic. It started out as a piece that brought awareness to the mask shortage but I instead decided to discuss the separation, suffocation, and loneliness caused by COVID-19. Inspired by Andy Warhol’s pop-art I used bright pops of color and the repetition of the mask as a cultural icon. I photographed one subject with a mask on in different bright and unusual colored light using her hand and mask positioning to create different metaphors and emotions that together tell a story. The story is one experienced by many Americans. We started out confused but compliant because we thought it would only be a quick temporary thing but in the end, it was much greater than expected. We are deprived of emotion and touch, all alone, and in some cases have given up. I wanted people to look at this piece and know we are alone together.
outside in the pavilion. They even produced a Virtual Holiday Program and just finished recording songs for Grandparents’ and Grandfriends’ Day. Although elementary music is different this year, it is still thriving at CDS.
THIS WORLD BE
THE ARTS TO THE BEAT OF OUR OWN DRUMLINE We are excited to announce the Bucket Drumming club has resumed. This spirited middle school music club brings students together to have fun while learning drumming techniques.
Angelina B. CDS Class of 2022 This piece is an acrylic self-portrait depicting me wearing a crown and jewelry made of syringes to represent how I have finally accepted my trypanophobia as a part of myself despite its ability to control my life and how I perceive my surroundings. Ever since I was little, I have had an extreme phobia of needles (trypanophobia) and to say that it has controlled by life is an understatement. Recently between the global pandemic and personal medical health, this topic of needles and medical equipment has brought me a lot of stress and anxiety. So, I wanted to create a piece that symbolized the hold my phobia has on my life as a way to accept that it exists and that it is a part of me. Violinist Cathy P. ‘25 was selected for the Florida Music Educators All-State Middle School Honors Orchestra. Students audition and are nominated from across the state. The All-State designation is extremely rare, granted to less than 1% of eligible students statewide. In past years, selected students met for three days of rehearsals with a guest conductor and performed a concert program on the final day. As with many current events, the January 2021 conference and All-State experiences will be held virtually. Cathy will prepare the selected music and will attend virtual sessions including violin masterclasses.
Spring 2020 Talon
23
CDS ALUMNI
CATCHING UP WITH OUR GRADUATES
2 001
LIESL VOGES SEABERT
8th Grade graduate of Class of 2001, Liesl Voges Seabert has welcomed a beautiful baby girl into the world! #futureCDSalumni
The CDS Marketing Department is excited to announce we have a new intern and some of you might recognize her. Hannah Grisack graduated from CDS in 2017 and went on to attend Wake Forest University. She decided to major in both Psychology and Communications, with a minor in Entrepreneurship, in hopes of pursuing a career in marketing after graduation! CDS was in search of an intern, and Hannah was a perfect fit for the role of Marketing and Social Media Intern. “I am so excited to be back at a place that taught me so much throughout high school, and have the opportunity to learn even more in a different capacity.” Hannah will be working primarily on alumni relations to ensure all our Patriots stay connected! So alumni, keep an eye out for exciting things coming from Hannah! 24
2 013
MARISSA WALTON
In May of 2020, Marissa graduated from Northeastern University with a Master of Science in Applied Educational Psychology. This CDS Class of 2013 graduate is now a nationally licensed school psychologist!
2 012
2 010
LINDSEY SHELTON KIRKLAND Class of 2010 Neuroscientist Lindsay Kirkland already has an adorable baby boy, and will be welcoming another baby into the world this year! #futureCDSalumni
BAILEY DRURY & DILLON FLOYD
We can’t help but love a #CDSlovestory! Class of 2012 Bailey Drury and Dillon Floyd are now the Floyds! Their future together is looking as bright as ever.
2 0 1 6 & 2017
2 014
RAHUL BAPNA
Class of 2014 Rahul Bapna is not only competitive and passionate about board games -- he has launched his very own! Check it out investitureboardgame.com
SEATTLE YORK & BLAKE REVELLO
Another #CDSlovestory, Class of 2017 Seattle York and Class of 2016 Blake Revello are happily engaged and looking forward to their wedding this June!
2 013
NICOLE NEUGEBAUER
Class of 2013 Nicole Neugebauer graduated from Stetson Law in 2020 and has passed her Bar Exam. She now is an associate attorney at Stearns Weaver Miller.
2 017
LEAH VICENCIO
Class of 2017’s Leah Vicencio showed us once again she is taking the world by storm and joined thousands of TikTok creators to create a musical based on Disney Pixar’s “Ratatouille.”
We want to hear from you Alumni! Email your updates to Nicki Ragan | nragan@carrollwooddayschool.org CDS Alumni
patriotalumni
Spring 2020 Talon
25
C
S L A P (T) DS
STUDENT LEADER ACTION PLANNING TEAM
BRINGING OUR CDS COMMUNITY TOGETHER THROUGH SPECIFIC ACTIONS DESIGNED TO BUILD EMPATHY AND DEEPEN TRUST AND UNDERSTANDING OF ONE ANOTHER. Starting in 2019, some CDS upper school students saw an opportunity to not only broaden the diversity and inclusion education in our CDS community, but to create initiatives for that education across divisions. After honing their mission statement and the rules for all discussions, SLAP(T) was created. Since its inception, the members vowed to push each other to drive change in our school community and beyond and to create a strong group foundation that will last long after their time at CDS. SLAP(T) focuses on addressing everyday issues that students face because of their unique and diverse backgrounds, and what makes them who they are. This club has introduced several key initiatives that are truly breaking boundaries and creating safe spaces for having important conversations while upholding the CDS core belief that people and their differences can both be right.
26
MENTORING PROGRAM For her 10th grade Personal Project, current co-president, Camryn S., developed a plan for SLAP(T) to mentor students in other divisions. In the Fall of 2019, she, along with other SLAP(T) members, worked with 8th and 5th graders with the goal of easing their transition into new divisions the following year. With inclusion and recognition of differing identities at the forefront of each visit, Camryn and her group members discussed microaggressions and stereotypes. Knowing that personal stories are a great way to offer common ground, the members talked about experiences they had and how they reacted. The leaders created an atmosphere of trust and nonjudgement. Camryn’s end goal was to create an environment throughout CDS where students feel comfortable going outside their comfort zones, talking to teachers, making friends with new people, and building new connections.
COMMUNITY RELATIONS Coming back to school in 2020 during a pandemic, with the Black Lives Matter movement fresh in their minds, and an upcoming election, the members of SLAP(T) knew this year would be unlike any other. So they started planning and working with community members, the Tampa Police Department, and parents and Tampa Bay Bucs representative, Angela Smith. What has resulted has been a series of authentic and raw conversations ranging from police relations to kneeling during the anthem to code switching and systemic racism. Each discussion there are representatives from the community invited, members of the CDS middle school and sometimes even 5th graders present, along with Director of Wellness, Krista Diamond, to ensure everyone’s voice is respected and heard. While the topics on the table are sometimes difficult to discuss, the group of students that have been participating have approached them with the SLAP(T) essential agreements in mind (see red box to the right). Their ability to be vulnerable and honest, with not only their peers but the officers participating and adults in the room, has proven to be both impressive and enlightening. “The small group was such an amazing opportunity for the 8th grade, teachers, and officers to learn off of each other. During the conversation, we had deep conversations about the global situation that goes back to hundreds of years of slavery. I am so grateful I got this opportunity and it was an amazing learning experience.“ Sophia V.
SLAP(T) ESSENTIAL AGREEMENTS 1. Assume Postive Intention 2. Confidentiality (share the story, not the details) 3. Listening for Understanding 4. The Person Talking is the Most Important Person in the Room 5. Courage over Comfort
SLAP(T) BOOK SHARE Starting in 2019, in an effort to connect with the CDS elementary school students, SLAP(T) members choose books with themes of diversity and inclusion and visit classrooms to read stories and have discussions. Connecting with the lower school students on their level, SLAP(T) members have chosen books such as Beauty and the Beast (understanding stereotypes), The Other Side (making friends who are different), My Hair is a Garden (open mindedness & self acceptance), and many more. Even with the obstacles of the pandemic keeping our community physically apart, SLAP(T) members have been keen on keeping up this book share and have Zoomed into elementary classes to ensure these teachable moments aren’t missed.
Thank you to Tampa Police Department and Officer Melanee Gardner; Angela Smith, Sarah Evans and the entire Tampa Bay Buccaneers organization; Nick Leverett, Ndamukong Suh, Alex Smith, retired Marine and Vietnam Veteran, Bob Hayes; Titus O’Neil, Mike Mascoll, and of course all of the CDS faculty and staff who have participated in these conversations and initiatives. *Some of the photos in this article were taken in prior years, hence no masks. Spring 2020 Talon
27
A TRIBUTE TO
TRUDI BUSCEMI Thirty-four years of transformative impact.
This year marks the 34th year at Carrollwood Day School for Trudi Buscemi and her final year as Head of the Lower School. While saying goodbye to Trudi at the end of the year will be bittersweet, the lasting legacy she is leaving upon her retirement will echo everywhere at Carrollwood Day School. Over the years of her remarkable career, Trudi helped weave the tapestry that captures the essence and story of CDS. She has been a beacon at every mile marker along the school’s journey and a pioneer of various initiatives along the way. Prior to becoming Principal of the elementary school, she taught in the ECC, elementary, and middle school. As part of the leadership team, she took on the added responsibility of Principal of the middle Ssng Community to unite a fragile but steadfast faculty following the school’s financial crisis in 1998. This dedication to CDS, its faculty and staff, and most importantly, the students ensured CDS’s enduring commitment to character development and social and emotional learning.
28
Throughout her tenure at CDS, Trudi has remained committed to perpetuating the values that have become central to the culture at CDS and she has instilled these principles into generations of CDS students, parents, and faculty. So much so that several of our graduates have come back as parents and faculty! During her tenure at CDS, the school has gained national and international recognition as a 2003 and 2017 National School of Character, 2004 Blue Ribbon School of Excellence, and in 2005, became an IB World School, the first school on the west coast of Florida authorized to offer the Primary Years Programme. A lover of learning, reading, and children, Trudi has never slowed down. Every year she would be on the hunt for new and exciting programs and activities, encouraging her faculty to share ideas and be part of the planning. Over the years, together they developed CDS traditions like the Authors Conference which would bring a nationally renown author along with scores of local authors and artists to campus; Shakespeare Festival – middle school’s all day dive into Elizabethan literature, drama and culture;
CDS Reads, when every family would read the same book; and most recently, Book-o-Ween, an opportunity to come to school dressed as your favorite character from a book! One of Trudi’s favorite books is Miss Rumphius by Barbara Cooney. Like Miss Rumphius, Trudi followed the sage advice of young Alice’s grandfather, “You must do something to make the world more beautiful.” Undeniably, Ms. Buscemi made the world more beautiful by spreading kindness and planting the seeds and cultivating a love of learning within the countless students who have passed through Carrollwood Day School. This is Mrs. Buscemi’s legacy, as these students go out into the world and find their own way to make the world more beautiful.
You have been a blessing to my family and I here at CDS from the beginning. When I think of a servant leader, I think of you. I truly believe that you are the heart of this school, and it has been a true gift to work for you these last five years. I hope you enjoy your well deserved retirement! With so much Love, Ashley Martin-Culet “Your mission to keep children first in all educational decisions is what made our lower school so successful and special. You have been a beacon of kindness to all who have known you! I’m so fortunate Theo and Leah have experienced your loving leadership!” Lisa Vicencio “Mrs. Buscemi, You are going to be missed!!! Thank you for taking the time to get to know JT, Maya and Olivia. Even with JT far removed from elementary school, you still ask him how hockey is when you see him. You will ALWAYS be part of CDS memories for our family. Enjoy retirement because you’ve earned it!” The Fuller Family “Hi Mrs. Buscemi...it’s Sofia D. from 4th grade. You were a awesome principal! Like, you were the best principal in the world! All of CDS (and me) will miss you! We loved having you in CDS!!!” “Dear Mrs. Buscemi, Words cannot express how much you mean to us. When the children were in elementary school, I knew they would always be safe and loved with you. Through the years, I would turn around and you were there whether in the audience at a school play or on a Saturday at one of Matthew’s arthritis walks. We are so thankful for you to have been a part of our lives. We wish you health, rest and relaxation on your retirement because you deserve it! We love you.” The Davis Family “Thank you so much for all your hard work throughout the years. Both of my girls started at Carrollwood when they were 2 years old and the environment created for them was absolutely amazing. The events for parents and grandparents were so well planned and thoughtful. My mom who attended the majority of the shows would always say “There she is. I love her” when you would come on stage at the end of the performances. This environment and the team of teachers and administrators you assembled gave my girls the confidence to speak in front of audiences and to adults with ease. Thank you for everything you did throughout the years. The Carrollwood Day School Community would not have been the same without you.” Regards, Matt McNamara Ella (2026) and Madeline (2021)
“Mrs. Buscemi, Thank you for everything and we SURE will miss you. We hope to see you again soon.” The Carters “Dear Mrs. Buscemi, Thank you so much for your years of hard work and dedication to CDS! You truly embody what it means to be a Patriot and setting a great example for all students and faculty!” Andy Embody, Class of 2013 “I have truly enjoyed learning from you during your time at CDS. It was such a gift to have you come spend a year with us at the ECC last year. I am thankful for you guidance, support and dedication to the children! I loved the memories we made in DC at NAEYC! We sure know how to have a good time! Lastly, I am thankful that you have helped shape MJ and Caleb’s education and love for learning during their elementary years. I hope you enjoy this next chapter, traveling and spending lots of time with your family and precious grandkids! “ Kati Jones “Thank you for everything you’ve done for our kids. Two of my children had gone and passed to the next level of their education under your loving and kind leadership at elementary school. They remember nothing but your beautiful smile and the loving care you have had towards them all. I remember that I have jokingly mentioned to you ‘you can’t retire until my youngest finishes elementary school’ and you kept that promise. We are grateful. No one can say goodbye to a principal like you, because you’ll forever be in our hearts. We wish you nothing but the very best in your retirement, enjoy it be safe, Congratulations!” Reza Rashidiyan Dear Mrs. Buscemi, Words really can’t describe how lucky and grateful we are to have had someone, as lovely and dedicated as you, be such an enormous part of Rachel’s and Liam’s lives! We have so many fond memories from their Elementary and Middle School years! Having been at CDS since 2004, we will certainly miss seeing your smiling face around campus. Thank you for your part in making our CDS journey so memorable...we will really miss you. Congratulations and enjoy your well deserved retirement! With love, The Stevenson Family
CDS BOOSTER CLUB Renae Dombroski has faithfully led the Carrollwood Day School Athletic Booster Club since 2014. Her energy grew the Booster Club from nearly non-existent to one of the most noticeable and successful volunteer groups on campus. Renae and her husband Richard spent countless hours volunteering their personal time working the gate and concessions at multiple sporting events. Throughout her tenure, Renae started the Booster tailgate party that became one of the most recognizable events on campus that annually brought close to 500 people to Carrollwood Day School at one time. The traditions and school spirit that were developed through these events are priceless to the CDS community. Renae was also instrumental in helping coordinate volunteers for the golf tournament and Patriot Run. The CDS athletic department would not be where it is today without the tireless efforts of Renae Dombrowski. Thank you for all of your years of dedication and hard work in making the Booster Club an incredible support system for CDS athletes and the teams they represent. We will be forever grateful and your leadership will be missed.
Thank you to our 2020-2021 booster club members Ashley Gunn Alderman Skeek and Amy Allen Mike and Hayley Architetto Mark and Shuchi Shah Arey Scott and Gina Arnold Michael and April Babb Sarkis and Janice Babeu Ron and Marie Babeu Suzanne Bainbridge Scott and Rachel Behuniak Dan and Georgia Behuniak Bruce and Nancy Bernhardt Eric and Jill Bondurant Alan and Trish Brynjolfsson Pablo and Michelle Caceres Shawn and Kim Casey Bryan and Kimberly Clarke Juan and Elsa Collado Bill and Kelly Crow Krista Diamond Ed and Patricia Dombrowski Richard and Renae Dombrowski
Danielle Earle Ron and Pat Fanelli Steven and Cheryl Fisher Michael and Nicola Fitzharris Anh Flinter Anthony and Lindsey Fowkes Byron and Kim Francis Richmond and Laura Galbreath Jaun and Cori Bukanja Garanton April and Joe Garvey Albert and Kim Gonzalez Scott and Sherri Grisack Josh Hankins Chris and Stacey Heintz Bob and Elsa Heintz Kathy Hinton-Scott Shelly Hollingsworth Shelby Hoovler Nancy Hsu Chris and Jessica Irvine Jamie Kiner Cedrik and Carolyn King Teresa Krig
Anjelsa Le Walter and Andrienna Lockley Roy and Tonya Mazur Tom and Judi McCaffrey Scott and Lisa Meaney Trent and Joyce Meerdink Martin and Susan Messler Donald and Samantha Millican Mike and Pam Miniati Shawn and Kira Moore Tim and Heather O’Connor Wes and Livia Oetinger Robert and Judy Pezley Larry Pittman Alan and Carrie Prieto Mike Puffer Kendra Rekevick Skip and Nicki Ragan Aaron and Anastasia Remington Michael and Michelle Robinson Judy Rothburd Jim and Erica Royster
REGISTER NOW!
www.WeAreCDS.org/summer-programs
30
Adam and Sara Rubinstein Rifenberick Steve and Jill Schmidt Frank and Kerri Seke Darren and Jennifer Senel Chris and Charlotte Sheppard Steve and Melissa Smith Michael and Elizabeth Snyder Michael and Fiona Stevenson Hunter and Alison Swearingen Reilly Titus Julie Tippett Mario and Michelle Torres Lana Vargo Sarah Viera Jason and Kirsten Wallace Deb Warner - Tamura Tony and Diana Watson Cristina Wehle Rick and Susan Wilde Bitha Wodrich Cathy Wright
CDS PTO
The saying “it takes a village” is an understatement when it comes to helping a school run smoothly and at Carrollwood Day School that is no exception. Our PTO, led by April Babb and Kris Freitas, ensures support for parent and family sponsored events, teacher and classroom related support, and overall school support.
Thank you to our 2020-2021 PTO representatives
April Babb, PTO President
Christine Bass Rachael Bejarano Vanessa Bergin Holly Bradley Isabella Chavarriaga Melissa Church Claudia Cooperman Nicole Coto Paige Cullen Marlene Davis Sara De La Osa Lindsay Dorrance Andrea Esguerra Kimberly Fuller Sheeva Ghavami Becky Gross Griffin Nicole Hasselbach Hida Hilferding Monica Illas Suzy Klein
Kris Freitas, PTO Treasurer
Rebeca Komar Jennifer McDuffie Lori-Ann Miller Jessica Moore Karen Morejon Leah Morell Elena Munyon Ali Neglio Heather O’Connor Hina Pansara Jennifer Partin Ruth Pereira Lisa Provenzano Heugel Amy Shepherd Megan Slack Rosalie Snyder Stephanie Stuhlsatz Nancy Sykes Angela Teague Katty Wozniak
FRIENDS OF THE PERFORMING ARTS While we were not able to have big performances with in-person viewing this year, our tireless leaders, Kelly Crow and Kristi Davis, have been supporting the performing arts department for the past couple of years. Thank you for your continued support. The show could not go on without you.
Spring 2020 Talon
31
CARROLLWOOD DAY SCHOOL Education with Character
BEARSS AVENUE CAMPUS 1515 W. Bearss Avenue, Tampa, FL 33613 (813) 920-2288
EARLY CHILDHOOD CAMPUS 12606 Casey Road, Tampa, FL 33618 (813) 963-2388
www.carrollwooddayschool.org
License # CHC110458
32
