Perspectives CHARLOTTE COUNTRY DAY SCHOOL MAGAZINE | SUMMER 2020
WILLIAM FRAZIER ’11 DREAMS BIG KLEIN FAMILY NATATORIUM RESPONDING TO COVID-19
READY FOR THE NEXT STEP
Ready to Excel Country Day READY
Contents
34 12 12 Breaking New Ground 18 Ready for the Next Step 30 Apart...Together 34 Work Hard, Dream Big, Dream Crazy DEPARTMENTS 3 Head of School’s Message
36 Alumni Matters
4 News & Notes
38 Class Notes
10 Overheard
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Perspectives EDITOR Lee-Anne Black CONTRIBUTORS Shannon Drosky Katie Elsasser Danielle Ferguson Simon Keilty Sarah Klingler Bill Mulcahy Julia Ehringhaus Noel ’08 Meghan Preslar Natalie Pruett Tedd Roseberry Chris Rydel Dwayne Wilson PHOTOGRAPHY Lee-Anne Black Danielle Ferguson Dani Nicosia The Professional Photography Group Howard Korn Cameron Triggs Dwayne Wilson DESIGN Windtree Studios/Robert Locklear
Our Mission
Through excellence in education, Charlotte Country Day School develops the potential of each student by fostering intellectual curiosity, principled character, ethical leadership, and a responsibility to serve.
Affirmation of Community
Charlotte Country Day School is committed to living as an authentic, inclusive community. Our pursuit of this commitment to community recognizes and affirms the richness brought by difference and discovered through commonality. For more information about our Mission, Key Values, and Affirmation of Community, please visit charlottecountryday.org/mission.
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On the Cover
Second-grade teacher McRea Brakefield ’03 with Timothee Mouvand
Inside Cover
Rising senior Vinny Calamia-Reyes swims the butterfly leg of a 200-medley relay for the varsity team. The Klein Family Natatorium, opening November 2021, will eliminate the need for our swim teams to train at off-campus facilities.
School Leadership 2019–20 BOARD OF TRUSTEES
OFFICERS: Scott R. Stevens, Chair David M. Benson ’85, Vice Chair Edison Cassels ’87, Vice Chair Dr. Ameesha P. Kansupada, Vice Chair Walker L. Poole, Vice Chair A. Wellford Tabor Sr., Vice Chair Andrew W. Tate, Secretary-Treasurer
MEMBERS: Dr. Adelle Anthony-Williams Howard C. Bissell* Dr. Lauren I. Browne Christina N. Byron George S. Dewey IV ’90 Ronald E. Eliasek Jr. Alex D. Funderburg Kenneth V. Garcia Todd A. Gorelick ’82 Amanda S. Houser Shanon Jones J. Scott Mattei Mary Claudia Belk Pilon ’92 Steven L. Purdy ’87 Sally Cannon Saussy ’67* Stoney D. Sellars R. Glenn Sherrill Jr. ’89 Stephenson P. Shuford Catherine S. Stempien Dr. Lisa M. Toppin Jennifer Ward William H. Zimmern ’95 Mark E. Reed (Ex-officio) *Life trustee
2019–20 ADMINISTRATIVE COUNCIL Mark Reed, Head of School Scott Waybright, Assistant Head of School Matthew Less, Head of Upper School Warren Sepkowitz, Head of Middle School Bill Mulcahy, Head of Lower School Joe Hernick, Director of Educational Technology David Lynn, Director of International Studies Brian Wise, Director of Diversity Planning Abe Wehmiller, Director of Athletics Nancy Ehringhaus, Director of Admissions and Financial Aid Katharine Atkins, Director of Development David Mancos, Chief Financial Officer
Message from the Head of School
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N MARCH, just as the spring 2020 Perspectives was being readied for press, our school, city, country, and world changed dramatically with the unprecedented challenges presented by the COVID-19 global pandemic. Our teachers, students, and families quickly shifted to emergency remote learning, and we adapted cherished spring traditions to stay connected while remaining physically apart. In consideration of the daunting test we faced as a community—both within and outside Country Day—we decided to pause this issue of Perspectives. Since that time, our community has also grappled with the devastating impact of several unjustifiable deaths and an acknowledgement of racist behavior that exists within our own community and the pain that has created. This issue of Perspectives includes a story about our ongoing response to the coronavirus and a letter from the Board of Trustees about our commitment to elevating our work surrounding diversity, equity, and inclusion. It also contains our original spring content centered on the progress made as the result of strategic planning that occurred with widespread community input more than eight years ago. Thanks to that process, along with tremendous leadership and commitment from our community, we can celebrate a campus that truly supports the people and programs that have always put Country Day at the forefront of education. This issue is full of stories written from the heart by our faculty on how they are making a difference for our students and delivering the programming that ensures we are A favorite Lower School tradition is the winter fully preparing students for what’s holiday visit to the Head of School's house. ahead. With a commitment to continuous improvement, this fall we will begin a new round of strategic planning. And once again, we will ask our entire community to help us envision a future that continues to serve our students well. As I think about all that has transpired over the past five months, both right here within our academic community and across the globe, it could be very easy to focus on just the challenges we have faced. No doubt, the 2019–20 school year will be forever remembered for the ways our daily lives were interrupted and altered in unexpected ways. Yet, we all have the opportunity to define this moment rather than have it define us. We are a school that remains strong and leans toward the future, even during challenging times. To close, I want to remind you of our school motto, Fortitudine Ac Pietate, which means With Courage and Reverence. This is a principle we can all rally around as we continue to make the best of challenging circumstances and remain connected as a school community. I am tremendously grateful to our entire community for your flexibility and trust during the uncertain times ahead.
Sincerely,
Mark Reed Head of School SUMMER 2020
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NEWS & NOTES
A Message from the
Board of Trustees This message was sent via e-mail June 18, 2020, to parents, faculty, staff, alumni, students, and the entire Country Day community. To learn more, please visit: https://bit.ly/bucstalks.
It has never been the practice of the Board of Trustees to address this community directly. That’s the role of the Head of School and Administrative Leadership Team. But, just as Mark Reed shared last week, these are not ordinary times. Remaining silent is not an option. We—as a board—want to speak directly to this community.
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eorge Floyd, Ahmaud Arbery, Breonna Taylor. The names of these most recent unjustifiable deaths remind us painfully of the racial injustice and racism in our country. We are sickened that events like these keep happening. Our nation, our state, our city, and our very own Country Day families are dealing with deep-seated pain, fear, and much sadness. Over the past two weeks, the board has heard things about Country Day that are disheartening. We acknowledge that our efforts to build a more inclusive community have not always been successful. We can see that both implicit bias and explicit racism exist in our country, including at Country Day. To our Black students, alumni, faculty, staff, families, We acknowledge that our and friends, we apologize, and we are listening. We want to be very clear that we stand against efforts to build a more racism, and we stand for equity and inclusion in inclusive community have our school community. We also acknowledge that not always been successful. actions speak louder than words. As a board, we stand committed to not only listen to you but be better for you. Long before the collective awareness and support that we now see in our nation, Mark Reed and this leadership team made many significant strides toward diversity, equity, and inclusion. Over the last 10 years, the school has increased its faculty of color significantly, including important leadership roles of the head of school, curriculum director, athletic director, deans, and the alumni
We can see that both implicit bias and explicit racism exist in our country, including at Country Day.
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director. The Board of Trustees is comprised of 23 percent people of color. We have increased our enrollment of students of color to 20 percent overall, and 27 percent of newly enrolled students this year were students of color. We also created a Board Diversity Initiative four years ago, allocating $1.4 million per year to recruiting, retaining, and supporting diverse students. The school has added significant diversity, equity, and inclusion programming to its curriculum. We encourage you to visit the school’s diversity, equity, and
Our school is confronting a chronic, national systemic problem, but our community of families can be a force for change, to be more intentional about anti-racist behaviors, and to collectively build a culture of inclusivity.
We need to be better if we expect our children to be better. inclusion Web site for more information and specific data. The board fully supports Mark Reed’s leadership efforts, and we are proud of this progress. However, together with the administration, we understand that it is not enough. We collectively acknowledge the privilege that often divides our community, and the need to build a stronger culture of racial inclusion at Country Day. We also recognize the urgent need to be better at making Charlotte Country Day School a fully inclusive place for all students. Changing these behaviors will only work if we, as members of the Country Day community, accept the charge to be more empathetic and introspective
about our individual actions and words in school and outside of school. Our school is confronting a chronic, national systemic problem, but our community of families can be a force for change, to be more intentional about antiracist behaviors, and to collectively build a culture of inclusivity. We need to be better if we expect our children to be better. As we look forward to the next chapter of Country Day’s focus on diversity, equity, and inclusion, we steadfastly support Mark Reed and this leadership team in their efforts. As we partner with the school, we have organized the Board of Trustees actions and plans to date around three pillars and remain open to additional work and possibilities that have not yet been identified. Listen. We are convening people from throughout our community involving a variety of voices, including students and alumni, in thoughtful conversations to understand where we can improve. The school has already begun some of this work, which will also include engaging a third-party consultant to guide our efforts. Understand and acknowledge. We will do extended work focused on the diversity, equity, and inclusion challenges that we face. This work will require honest, transparent discussions and will be led by a third-party facilitator. This work will begin immediately. Renew our commitment and act. We recognize the need to rethink and renew our commitment to the principles found in our Affirmation of Community. A special committee of the board will take on this work and will elevate our focus on diversity, equity, and inclusion as we begin schoolwide, long-term strategic planning in the fall. We also will include feedback
and direction from our students and alumni in this work. Report back. The school will report back to the community, outlining their findings, and the steps the school intends to take. We know it will not be easy. We know it will not be fast. The cost is too great to not make these commitments and act with urgency. As the school moves forward to address the inequities that exist for our Black community members, we know we are making our whole community stronger.
2019–20 BOARD OF TRUSTEES Scott R. Stevens, Chair David M. Benson ’85, Vice Chair Edison Cassels ’87, Vice Chair Todd A. Gorelick ’82, Vice Chair Dr. Ameesha P. Kansupada, Vice Chair Walker L. Poole, Vice Chair A. Wellford Tabor Sr., Vice Chair Andrew W. Tate, Secretary-Treasurer Dr. Adelle Anthony-Williams Howard C. Bissell Dr. Lauren I. Browne Christina N. Byron George S. Dewey IV ’90 Ronald E. Eliasek, Jr. Alex D. Funderburg Kenneth V. Garcia Amanda S. Houser Shanon Jones J. Scott Mattei Leigh F. Moran Mary Claudia Belk Pilon ’92 Steven L. Purdy ’87 Sally Cannon Saussy ’67 Stoney D. Sellars R. Glenn Sherrill Jr. ’89 Stephenson P. Shuford Catherine S. Stempien Dr. Lisa M. Toppin Jennifer Ward William H. Zimmern ’95
SUMMER 2020
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Congratulations to the Class of
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NEWS & NOTES
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OUNTRY DAY’S traditional graduation ceremony may have looked different this year due to the coronavirus pandemic, but the Class of 2020 celebration is one to remember! With safe practices in place, on May 20, seniors picked up their diplomas in the Hance Family Gallery with Head of School Mark Reed, Head of Upper School Matt Less, and immediate family members present. We celebrated the class in other special ways such as a Web tribute page, YouTube Live Baccalaureate program, numerous videos, and hand-delivered yard signs from Upper School administration.
Class of 2020: The last three months have certainly tested your individual and collective mettle, but congratulations on making it to the end of this chapter of your journey. We look forward to watching the next chapter unfold. “If your dreams don’t scare you, they are not big enough.” (Ellen Johnson Sirleaf) –Brad Touma, Upper School history teacher and Varsity Boys’ Lacrosse Program Head, on the Class of 2020 tribute page
Class Highlights • 115 students will attend 62 different colleges and universities in 25 different states, Washington, DC, and Canada. • The class was admitted to 157 different colleges and universities. • 70% of the class will attend colleges and universities outside of North Carolina. • 50% of the class will attend private universities; 50% will attend public institutions. • 964 applications submitted by 115 seniors, which averages 8 per student. • The class has received $11.5 million in scholarship offers based on academic, merit, athletic abilities, or special talents.
NOTABLE ACCOMPLISHMENTS One student was accepted to Johns Hopkins’ Peabody Institute and UCLA’s Herb Alpert School of Music for classical voice/opera. 17 seniors will continue their sports careers with the following athletic programs: •Boston College, men’s tennis •Davidson College, men’s track & field •Hamilton College, football •Haverford College, men’s cross country/ track & field
SCHOLARSHIPS AND SPECIAL OPPORTUNITIES •Two recipients of the Richard Vinroot International Achievement Award for continued internationalization of Charlotte and our region. •Notable scholarships include: National Merit Scholarships, the UNC-Chapel Hill Will Froelich Honors Fellowship, US Senate Youth Scholarship, Foot Locker Scholar Athletes Scholarship, and the Odyssey Program at Elon University. •Schools accepting one or more of our seniors into their Honors programs: American University, Belmont University, College of Charleston, Clemson University, Georgia Tech University, University of Colorado Boulder, University of Georgia, University of North Carolina at Chapel Hill, Sewanee: The University of the South, Tulane University, Villanova University.
•Johns Hopkins University, baseball •Purdue University, football
There is no doubt this is a special class and the challenges we’re dealing with now will not define them, unless it is for the good. Class of 2020: Your resilience and positive attitude have been inspiring to everyone around you. This entire community is proud of you!” –Mark Reed, Head of School, during the YouTube Live Baccalaureate
•Sewanee: The University of the South, women’s lacrosse and men’s lacrosse •Skidmore College, men’s lacrosse •Tulane University, football •University of Alabama, women’s cross country/track & field •University of North Carolina at Charlotte, football •Wake Forest University, women’s track & field •Washington & Lee University, women’s soccer •Washington University in St. Louis, women’s track & field •Yale University, field hockey
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Faculty at the Forefront:
Brooke Keane Named First Cannon Endowed Chair for Science Fund established to help retain the finest faculty members for our students By Lee-Anne Black, editor
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IOLOGY IS life, but not your whole life.” That’s a favorite saying of Upper School biology teacher Brooke Keane, who is admired as much for her teaching skills as her people skills. That philosophy was evident during my interview with Brooke for this story. We met during lunch in her classroom,
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where a dozen National Junior Honor Society members were making sandwiches to deliver to Crisis Assistance. As their advisor, Brooke gave the students space to lead, only answering their questions when needed—and often by asking a question back. Brooke also stopped to confer with a teaching peer about an upcoming test; check in on a student who needed to use her office as a quiet space to recalibrate after a rough morning; and share quick, positive comments with multiple students who stuck their heads in her door to say hello. “Brooke is the kind of person we want working with our kids,” says Matt Less, head of Upper School. “She is very empathetic, while also holding kids accountable. In her five years at Country Day, she has elevated both the biology program and the Upper School as a whole.” In addition to teaching Biology 1 and AP Biology, and co-advising NJHS, Brooke also serves as co-coordinator for the Bridge Program and Diversity Awareness Planning for the Upper School. In her first years of teaching at Country Day, she earned the Faculty Exceptional Performance Award. For all these reasons and more, Brooke was named as the first Cannon Endowed Chair for Science. This newly established fund combines two longstanding endowments established
She is very empathetic, while also holding kids accountable. In her five years at Country Day, she has elevated both the biology program and the Upper School as a whole.” –Matt Less, Head of Upper School
by the James G. Cannon family, to support science and library programs, with the intent to help retain the finest faculty members at Country Day. Open to science teachers in all divisions, the endowment supports the salary of the named Cannon Science Chair for three years, as well as provides for an annual professional development grant of $3,000. “I was truly shocked and humbled when I learned I had received this recognition,” says Brooke. “I walked into a department of legends. From Lower School, through Middle School, and here in Upper School, Country Day students are taught by such talented, dedicated, and inspiring teachers.” Brooke is assessing her plans for the professional development portion of the endowed chair. She is focused on improving the student experience through the development of more 3-D modeling to enhance student understanding and enhancing the Summer Scholars program, which ensures students new to the Upper School are taught the lab skills they may not have received at their previous schools.
Building Relationships Before joining Country Day, Brooke spent 11 years teaching science at Charlotte Catholic. “What I love about teaching at Country Day is the amount of time we have to really build relationships with the students,” she says. “Advisory is a wonderful program that allows us to connect with kids beyond the classroom and see them at their best. “In the classroom, we have the time and freedom to go deeper. I think I’m a better teacher now because I can focus on improving each student’s level of understanding so they are better overall learners. It’s not just teaching lots of stuff.” And that approach is certainly preparing our students for success in college. “In my first semester at Emory,
I took an introductory biology lecture and lab,” says Adina Peck ’18. “Having taken AP Biology with Mrs. Keane, I felt much more comfortable with the material than students who were learning the concepts for the first time. I was able to focus more on the depth of my understanding rather than on time spent memorizing.” In teaching freshmen in Biology I and primarily seniors in AP Biology, Brooke enjoys seeing the growth in her students as a result of their Upper School experience. “At their core, kids are pleasers and want you to be happy with what they do. Our job is to meet them where they are,” concludes Brooke. “For me, what’s most important when they leave my class is how they feel.”
What I love about teaching at Country Day is the amount of time we have to really build relationships with the students. –Brooke Keane, Upper School Biology Teacher
SUMMER 2020
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Overheard I have an amazing senior group this year and I am so proud of them and thankful for them. They just put their guts out on the line and played so hard for us all year and for their four years playing here. I just couldn’t be prouder of a group of kids. Quote in Charlotte Observer by Kayleigh Thies, varsity field hockey coach, after the state championship win. October 26, 2019
“So proud of CCDS demonstrating courage and leadership by bringing Dr. Gleason’s work into our community. So much to learn and challenge ourselves on for the sake and well-being of our children and their happiness.” Comment by parent and trustee Jenny Ward, regarding the school’s work with Dr. David Gleason, author of At What Cost? November 13, 2019
Had the pleasure of working with him when he started there and I was softball coach. Good man and very knowledgeable. Comment by Denny Doggett to a post about Strength and Conditioning Coach Darnell Clark being elected to the board of the National Strength and Conditioning Association. September 26, 2019
Our JKer told us the dog’s name was Viper! Piper makes a lot more sense. Comment by Anna Snowden on a post about the annual holiday visit to Mark Reed’s house. December 13, 2019
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Thank you Foster and William for your willingness to go the extra mile and create a website that will serve a broader range of individuals trying to become US citizens. High five and a job well done. Comment by Martha Cooper-Hudson on a post celebrating the launch of Naturalize Charlotte, created by seniors Foster and William Harris. October 16, 2019
Country Day POCIS families gave their time and talent to support the school because it builds a stronger community for our children. And we had fun! Comment on post about the 2nd Annual POCIS Country Day Fund Phon-a-thon. November 21, 2019
Thank you to all of the students, teachers, faculty and parents who make this donation program a success every year! Social media post by Goodwill of the Southern Piedmont (@goodwillsp). December 12, 2019.
“ABSOLUTELY BEAUTIFUL! THANKS FOR ALL YOUR HARD WORK AND SHARING YOUR TALENTS! ” Comment by Barb Hoefer on a post of our talented Upper School Acapella Club’s virtual rendition of “Seasons of Love.” May 1, 2020
Left with tears in my eyes after seeing everyone! Will remember today forever! Thank you everyone at CCDS! We miss you. Comment by Samantha Cole on post celebrating Bucs Together Day. May 8, 2020
Wow! So proud of my school. #ccdsrocks Comment by @thekidknowssports (a Country Day second grader) on a post about the Upper School Belk Learning Center under construction. January 6, 2020
SUMMER 2020
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FEATURES
Breaking New Ground
No doubt, the past three years of construction have physically transformed Cannon Campus. Even more exciting are the opportunities for growth being afforded to our students inside these buildings. For instance, negative-pressure
fume hoods in the chemistry classrooms provide for a higher level of safety in creating college-level labs. The Upper School Makerspace is in high demand across disciplines, including Spanish II classes, which used the space to create and present their Day of the Dead altars. By moving study halls to the expansive Dowd Student Center, students collaborate quietly in small study groups or spread out their study materials. And Lower School students now follow a more meaningful and age-appropriate special areas schedule, which is possible because of their dedicated dining hall space. In the pages ahead, we look at how these new spaces are allowing us to break new ground to give our students the tools, skills, and experiences that will fully prepare them for the future.
“The Brock Center for Extended Day space is a brighter, more inviting, and happy space for our children to thrive. Our kids love that they have their own space during Extended Day, where they have access to materials and resources that they love, help with homework, and a chance to connect with friends, relax, and be themselves.� Raquel Tillman, Lower School parent 12
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Building a 21 Century Library—Inside and Out st
By Tedd Roseberry, Upper School Head Librarian
The dramatic new structure rising out of the site where the Dickson-Sanger Dining Hall once stood is hard to miss as you walk across campus. But equally important— and far less obvious—is the work happening behind the scenes to prepare for the August 2020 opening of the John and Claudia Belk Upper School Learning Center. Here’s a glimpse at what librarian Sarah Richardson and I are doing to prepare for the big move, which will bring Country Day’s tradition of excellent libraries into a new era of providing college-ready research skills for our Upper School students.
Similar to a college or university setting, the Belk Learning Center will include flexible, multiuse space for collaboration, creativity, and student relaxation, as well as traditional library space for quiet study and research. This year, our primary task has been to adapt our existing resources to work in the new space. When complete, the Belk Learning Center will have shelving for about 12,000 volumes. Our existing collection was considerably larger than that, closer to 18,000 books. SUMMER 2020
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Breaking New Ground
Analyzing our circulation statistics and identifying everything that had not been checked out in the past five years gave us an initial idea of what we were not using. Then teachers and librarians identified many non-circulating items that we wanted to maintain in our collection. This process put us close to our 12,000-volume goal—and left us with the dilemma of what to do with the rest. Fortunately, we were able to connect with Promising Pages, a local charity that partners with over 40 other groups to distribute donated books where they are needed. Thanks to their staff and volunteers, including Executive Director Eric Law ’76, we will be able to meet our ambitious goal of keeping 6,000 books out of the landfill. 14
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Books vs. the Internet Right about now you may be wondering, “How come you’re getting rid of all the books? Aren’t you a library?” Or perhaps you’re thinking, “Do we even need books when we have the Internet?” In my 10 years as an independent school librarian, these are the two questions I have heard most often, and although they appear to stem from opposing assumptions, my answers to them are closely intertwined. First, we are not getting rid of all the books, precisely because we are a library. But we are a particular kind of library— not a college or university library, although we hope to emulate many of their functions. We also are not an archive, repository, or museum library, all of which focus on preservation. Our distinct
Our distinct mission is to serve the reading and research needs of grades 9–12 at a highly rigorous college preparatory school. That means we still need books— vitally so. But it also means we need the right books and extensive electronic resources as well.
mission is to serve the reading and research needs of grades 9–12 at a highly rigorous college preparatory school. That means we still need books—vitally so. But it also means we need the right books and extensive electronic resources as well. It means those needs are always shifting and evolving, and our collection needs to reflect those changes. Some traditional functions of a school library have been replaced by online tools like Google search and Wikipedia. Short, easy answers are generally just a search box away, and I am happy to send the old
FEATURES
The John and Claudia Belk Upper School Learning Center Modeled after state-of-the-art learning commons at top universities, the flexible, multiuse John and Claudia Belk Upper School Learning Center opens in August 2020. The dynamic academic center promotes active collaboration as well as quiet study, while blending access to the latest information technology with traditional books and journals in the Mattei Commons. •Expands learning opportunities— 14,000 square foot academic center with a variety of indoor and outdoor learning spaces •Incorporates study, meeting, and collaborative space to foster a sense of community through learning •Adds a new recording studio with audio and video equipment, making emerging technologies available to help inspire, educate, and spark creativity •Features reconfigurable furniture, flexible technology, and a wealth of study space options to accommodate all learning styles
“ready reference” desk to cyberspace. That allows us to reallocate our time and money toward weeding out unused books that do not match our current curriculum, and to acquire new resources that support what we teach in our classrooms every day. Most importantly, it frees us to work with students and teachers on more complex research projects, helping kids do the deeper academic research that relies on print materials and academic journal databases. In today’s library, we experience firsthand as kids explore the edges of our resources, so we can see exactly where our collection needs to grow. This fall, student research prompted us to add new books in areas ranging from the French Wars of Religion to the development of
the banjo from its roots in Africa, to gender fluidity in Hindu mythology. Teacher requests led to school-wide access to individual New York Times subscriptions and the addition of the professional database PsycINFO to our collection. While we also use industry-standard library journals and selection tools in our collection development, collaboration here at school is what allows us to provide the most immediately valuable research materials that we might otherwise miss. Few secondary schools can facilitate student research at the level we do. Country Day allows us to provide our kids with a working model of a much larger university library through a strong institutional history of library support. We have a book collection that has been
built over many decades; the budget to provide a constant influx of current, new resources; and the personnel to deliver all of this to our community every day. On the rare occasion when a student needs something we don’t have, we can get it. Most importantly, the library is staffed with two ALA-accredited librarians who also have strong classroom teaching backgrounds. We always are available to guide students on the right path to the resources they need.
Preparing Students Well The new Belk Learning Center will complete our ability to prepare Country Day students for their next step to collegelevel research. Our new library will accommodate simultaneously the varied projects and interactions that our rigorous curriculum demands—everything from silent, focused study to discussion-based group projects—in a variety of spaces designed for this diversity. There’s still plenty of work to be done before our move into this beautiful new facility—but the result will be the best we can offer our kids, truly putting Country Day at the forefront of what a high school library can be. Prepare to be amazed!
About Tedd Roseberry: Tedd joined Country Day in August 2019 and previously served at Carolina Day School, where he was charged with transforming the upper school library into an open, inviting facility that became a hub for student learning and relaxation. Before that, he was librarian and academic technology specialist at Christchurch School in Virginia, where he reorganized and reshaped the library collection to fit the evolving place-based education strategy of the school.
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Breaking New Ground
Bringing Forward the Next Phase of our
Master Facilities Plan Announcing the addition of the Klein Family Natatorium and a new Performance Gym
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N FEBRUARY, Head of School Mark Reed announced that four generous donors, who have already made commitments to the current capital projects, have made additional significant pledges to support the next phase of Country Day’s master facilities plan. This generous investment and demonstration of support in the school’s mission and leadership allows the school to break ground this spring on the Klein Family Natatorium and a new Performance Gymnasium. The school is incredibly grateful for the $10 million lead gift from the Klein family, support from the Dowd Foundation, and two additional anonymous donors totaling $30.5 million that allow us to fund and begin construction on these two new athletics facilities. These new facilities will not only serve students in meaningful ways but also cement Country Day’s position as a national leader in education.
We believe that athletics play an important role in student development and are an integral part of the school’s fabric. It has always been our hope that Country Day could have a swimming facility to support its athletics program and to promote water safety for its students and the community. We are happy to be a part of making that happen.” –Fred Klein Jr.
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The addition of these two new athletics facilities allows for:
The new facility will add about 30,000 square feet • Multiple teams practicing at once in better for the Klein Family configurations and more Natatorium and convenient times 47,000 square feet • Aquatics opportunities for the Performance for all our students Gymnasium and supporting spaces. • More generous space for wrestling The two new athletics facilities are • Expanded strength and being intentionally conditioning space designed to tie in • Expanded locker room with the Bruton space Smith Athletic Center to promote open movement and flexible space use. pool, along with generous seating capacity, The Klein Family Natatorium will house will allow for the hosting of large an eight-lane, 25-yard competition pool, community events. Both pools will and a five-lane, 25-yard warm-up/activity provide ample practice space for our pool. The warm-up/activity pool will Middle School and Varsity swim teams. allow for aquatics programming at all age The state-of-the-art performance gym levels; and the layout of the competition will serve as our new primary competition space for volleyball, basketball, and wrestling, with seating for over 1,200 spectators to cheer on our Bucs. The main court will provide additional practice space for basketball and volleyball, and the facility will also feature our strength and conditioning program, a new wrestling/multipurpose room, new
Charlotte is significantly short of competitive swimming pools so the addition of this incredible facility will make competitive swimming a little more accessible for our city while also providing more opportunities for Country Day swimmers to compete at the highest level.” –Frank Dowd IV ’74
The new Performance Gym will provide a space that is specifically designed for hosting large events and will be tailored to a heightened competition experience for student-athletes and viewing experience for spectators.” –Abe Wehmiller, Director of Athletics
administrative office suite, modern concessions, additional gym storage, and abundant corridor/reception space. “The new Performance Gym will provide a space that is specifically designed for hosting large events and will be tailored to a heightened competition experience for student-athletes and viewing experience for spectators,” said Abe Wehmiller, director of Athletics. “The surrounding weight room and wrestling/multipurpose rooms will allow for training opportunities for all our sports that are currently limited by our footprint.” Our comprehensive Athletics Complex, including the Bruton Smith Athletics Center, can now be utilized to the fullest potential of its original design. Over time, we’ll be able to reconfigure spaces like the current wrestling room, weight room, and administrative offices and repurpose them for additional visitors’ locker room space, a health and wellness area, and increased workspace for physical education teachers and coaches. SUMMER 2020
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Ready for the
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FEATURES
Preparing students with intention JK–12 Class of 2019
P E T S The journey from a young learner to a Country graduate who is exceptionally well-prepared for college and a purposeful life is filled with hundreds of intentional steps. In so many ways, Country Day teachers are delivering a rigorous academic program that is also shaping students into confident, healthy, well-rounded adults who are comfortable and successful in diverse settings.
FIRST GRADERS learn autonomy when they begin writing nightly assignments in their homework binder.
In the pages ahead, we look at a few of the intentional ways we make our students ready for what’s next in their educational journey. And there are small steps along the way that help our students grow into well-rounded adults:
IN FOURTH GRADE, students keep their notebooks on a shelf across the room, which helps them learn to plan ahead in preparation for using lockers when they move to Middle School. ALL MIDDLE SCHOOL students use the same program for daily grammar practice, and teachers intentionally prepare students from one year to the next as the curriculum becomes more complex.
BY SEVENTH GRADE, teachers e-mail students directly about grades and behavior to teach them to become more autonomous and own their educational experience and their choices. IN FRESHMEN SEMINAR, students learn social-emotional skills such as developing the ability to listen without judgment and participate without talking. LACROSSE PLAYERS practice accountability and responsibility as each team member has specific jobs to set up and break down the field.
Whether for the next unit, the next grade, the next division, the next team, the next performance, the next travel experience, the next leadership opportunity, or the next step in life, Country Day students will be ready!
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Thinking Like a Scientist: Learning How to Process and Share Data
By Simon Keilty, eighth-grade science teacher and Green Team advisor; and Sarah Klingler, eighth-grade science teacher and Water Quality Club advisor
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Is this household product a pollutant? How does that pollutant impact a living thing? How can I reduce my waste stream? How can I sustainably boost the yield of a food crop?
These are the kinds of queries our students make when they design and conduct science experiments that encourage them to ask questions and prove solutions to real environmental problems. To do this, students must first learn to identify and analyze data, then use that data to draw conclusions and make sense of what is happening in the world today. Teaching environmental science offers us the very real opportunity to develop these necessary next step skills in our students. 20
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Preparing our students for this, we build on the science process skills and the love of science developed in the early days of Lower School, as well as the foundational skills of the scientific method developed in the early Middle School years. Middle School science teachers work collaboratively to ensure students are honing their CER (Claim, Evidence, Reasoning) skills into increasingly more complex data analysis and lab report writing. And to ensure students are fully ready for ninth grade,
“Country Day was a huge influence on me. The fact that I was prepared to do a job that I didn’t even know existed until I was finishing college says something for what Country Day taught me—even though I didn’t know it at the time.” —Neely Kaydos-Daniels ’91, Director, Influenza Program, Central America at Centers for Disease Control and Prevention
NEXTEP ST we have conducted summer research and development projects with Upper School biology and chemistry teachers to identify common skills and language that support each student. We also use interdisciplinary and department meetings to collaborate with Middle School math teachers and align science and math skills.
Thinking like a scientist In eighth-grade environmental science, we teach students to organize, visualize, and analyze the data they collect. This is done within the Microsoft 365 suite on their iPads. The labs they design and conduct address environmental problems around them. While some of these inquiries can be answered by students in 5 to 7 days, others, like the crop lab, take 4 to 6 months. When students are asked to work persistently through long-term labs, they learn to think and work like scientists. As we increase their exposure to data and encourage them to look at the numbers, they begin to learn how to see the patterns. To visually represent these patterns, eighth-grade students learn how to use Excel to build their data tables and graphs. Learning this tool is important for their transition to Upper School science courses. Sharing information is a part of the nature of science, and students develop this skill through
“Having a strong science background from Country Day has been very helpful for my college-level science classes. Taking classes like AP Biology, AP Chemistry, and organic chemistry not only allowed me to place out of certain introductory college science classes, but it also taught me how to approach learning difficult concepts and how to study for exams. Mr. Collins taught me to condense my notes my sophomore year in his honors chemistry class, a skill I am still using in my sophomore year of college!”
the lab report writing process. They learn to analyze data in the early years of Middle School science, writing full lab reports in eighth grade. By sharing scientific data in the form of a lab report, they practice the language of science, further improve their expository writing skills, and learn to explain the impact of the data. They complete four, full lab reports during their —Camila Saavedra ’18, Duke University eighth-grade year, gaining feedback during the process and making improvements. These young scientists leave Middle School empowered for their next steps, ready to fine-tune their lab report writing further in Upper School. Science is meaningful if it is relevant and real. Studying environmental science helps students see how we as humans impact our Earth and how that can change. Our goal in eighth-grade science is to create opportunities for students to use real data to lead to indelible environmental changes on campus and in their lives.
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FEATURES
Faculty at the Forefront
Q & A with Chris Rydel: Building Community and Confidence Through Music
Chris Rydel, director of Upper School Instrumental Music, joined Country Day in 2000, building a strong performance program and close ties with her talented students. Outside of Country Day, she serves as executive director and manager of the Youth Orchestras of Charlotte. Chris received degrees in both clarinet performance and music education from New England Conservatory of Music, and her master’s in arts administration from Winthrop University.
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You teach and conduct both band and orchestra. How challenging is that? In order to best guide and mentor my students, I had to learn how to play every instrument in the band and orchestra. Teaching band and orchestra are musically very similar, yet there are some big differences as the conductor. For instance, when I am conducting the band, there can be more than 25 different parts going on at the same time. Not all the band instruments are pitched in the same key, and how the sounds are made on their instruments varies greatly as they all have vastly different mechanics and playing techniques. In my years of teaching, I have come to find that most orchestra teachers do not want to lead a band. Some band
teachers will entertain the thought of leading an orchestra. I love teaching at Country Day because I have the best of both worlds! What do you like most about teaching music at Country Day? When I was growing up, my music teachers were passionate about their work—they made sure that students always had access to every musical opportunity possible. I love that now I am able to give back those same life-changing opportunities to my students. It has been an absolute joy to watch my students excel and reach for the next level, including participation in the NCAIS Honor Band, All-District Band, Western Regional Orchestras, All-State Band, All-State Orchestra, and the All-National Honors
NEXTEP ST Symphony Orchestra. I enjoy attending every audition and clinic weekend with them, along with the added bonus of getting to know them better. Outside of these shared moments, Country Day students have been chosen to attend NC Governor’s School, elite summer music festivals, and have participated in local honors wind ensembles and youth orchestras. I feel very fortunate that my program has grown and that I can teach all my students to appreciate what it takes to be a musician. I love showing my students how the skills we learn through playing in an ensemble can translate into everything they do in their lives now and in the future: self-discipline, perseverance, leadership, negotiation, collaboration, communication, and teamwork. You also make an impact with Charlotte-area young musicians. Explain your work. I had been managing the Charlotte Symphony Youth Orchestra since before I came to Country Day. In that time, quite a few Country Day students auditioned and were chosen to participate in those ensembles. In 2018, I helped to create and became the executive director and manager of the Youth Orchestras of Charlotte for students in grades 4–12. We currently have over 200 students in our four ensembles. In February, the YOC performed at the Kennedy Center for the Performing Arts in Washington, DC. It was
so rewarding to travel with 83 of the best student musicians in the greater Charlotte area, including two of my Country Day band students—Armando Chardiet and Kurt Steelman. I feel very fortunate to have this opportunity to lead and impact Charlotte’s performing arts community. I believe I provide a unique perspective between the two organizations, helping to expose Country Day students to opportunities in the greater Charlotte arts scene while also being an ambassador for Country Day in the same manner. What is your most memorable moment during your time at Country Day? There are so many it’s hard to narrow it down. My favorite moment as a teacher was when our “small, but mighty” orchestra earned a Superior rating in Orlando in 2007. Being very pregnant with my son, Sean, in mid-May 2006, also stands out. I was relieved to make it to conduct the Spring Concert on May 17; later that night I was headed to the hospital, and Sean was born the next day. Finally, I will never forget watching my daughter perform the lead role of Scheherazade in The Arabian Nights for the Upper School One-Act Play. For so many years, I have participated in performances with my students. It was great to finally be an audience member and watch my child perform.
“Mrs. Rydel was a crucial part of my decision to major in music. She helped me become a better musician and steered me toward ensembles that were incredibly beneficial to my musicianship. Without her help, I probably wouldn’t be where I am.” —Olivia Jones ’17, Indiana University, Jacobs School of Music
What’s on your playlist? I love symphonic music—from Leonard Bernstein to Mahler to Shostakovich. I also really like John Williams’ film scores, Aerosmith, Queen, and The Beatles, to name a few. When I need a pick me up, my go-to is Gloria Estefan’s Mi Tierra album.
“Mrs. Rydel helped me understand the work ethic and dedication it takes to have success. At every step, she made sure to acknowledge my progress but also kept me looking toward my long-term goals. In this way, she inspired in me a balance between humility and self-confidence. She is, to this day, the only mentor I’ve had that has been able to create such a delicate balance.” —Trent Steelman ’16, Northwestern University
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Building a Research Foundation
Learning how to read and interpret nonfiction is a key step toward becoming a knowledgeable researcher in later school years. By Meghan Preslar, second-grade lead teacher
Cheetahs, robots, soccer, gemstones, chess, dolphins, jazz music, ballet, planets, pandas. These are just a few of the topics second graders dive into as they learn how to read and interpret nonfiction material for the first time. Compared to the fictional stories that children are so used to consuming, reading nonfiction requires what we call “brainy reading.” And, for young readers, it is a big step on their path to successfully taking on more sophisticated types of research and reporting as they rise in grade levels.
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With all their notes, gathered facts, and newfound knowledge about their topics, students create a miniature poster presentation using a blank manila folder.
Over the course of six weeks during our Reading Workshop Nonfiction Unit, students are challenged as they decipher large, complicated words. They also learn how to use and interpret nonfiction text features—table of contents, glossary, diagrams, photographs, and captions—to glean information about a specific topic. The unit culminates with students selecting a specific topic to read, study, and report on to their peers and “Kindergarten Buddies.” Thanks to the expansive and deep collection of books housed in the Lower School library, I am able to gather at least three age-appropriate nonfiction books about a single topic for more than 30 or so different topics. Students then “shop” for the “baggie of books” that most intrigues them to learn more. The next step is to read the books and “stop-n-jot”—our second-grade lingo for taking notes on the facts they learn while
reading. In addition to collecting data to share later, the students are also building their critical-thinking skills and learning to persevere through more challenging reading. With all their notes, gathered facts, and newfound knowledge about their topics, students create a miniature poster presentation using a blank manila folder. The pride the students exude as they share this presentation with their Kindergarten Buddy class is an awesome thing to behold. And while they are now “experts” on cheetahs, robots, soccer, and more, our students also recognize that research is a complicated process from start to finish. They walk away with a new level of perseverance, critical thinking, research, reading, writing, and communication skills. The work we do in second grade lays the foundation for a future of research that takes place in the years yet to come!
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The New
Three Rs
Rigor, relevance, and relationships are the cornerstones of a modern, well-developed curriculum that ensures students are ready for future learning. By Head of Lower School Bill Mulcahy
Like many of you, I presume, I grew up hearing and learning about the all-important “Three Rs” of education—reading, writing, and arithmetic. I spent countless hours racing through computations (generally using a single, learned strategy), reading books (Encyclopedia Brown and The Hardy Boys were personal favorites), watching Reading Rainbow, and attempting to have legible handwriting—an uphill battle that
was a source of friction with my parents at home. While some components of my early schooling have endured in modern education—particularly the focus on developing an appreciation and love for literature—much has changed. Recently, I heard a description for a new “Three Rs,” which I think aptly describes three of the most important components of a balanced, well-developed curriculum.
Rigor It is vital that teachers get to know their students as learners. By doing so, they are able to tailor instruction to the needs of their students—meeting them where they are, while also engaging them and helping them to grow. Rigor isn’t about workload— far from it—but rather targeted instruction that engages students while allowing for continued growth.
Relevance Just like adults, understanding the “why” behind learning is vital to students. When children see and understand connections between subjects they’ve learned and understand the practicality of what they’re learning in their own lives, they are motivated to continue to want to learn and grow.
Relationships Research continually bears out that one of the best predictors for social-emotional wellness and academic success is feeling a sense of connection to both peers and teachers. In fact, Michael Reichert, a wellknown researcher on relational learning in boys, and the author of How To Raise a Boy (a great book for parents of boys), makes the argument that relational learning is most important in boys, who sometimes can have more difficulty establishing relationships with peers and teachers. In his research, Reichart consistently rates relational learning as more important to boys than their female classmates. All three Rs are equally important. I’m proud to say they are cornerstones of the Country Day program.
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Real-World Learning Experiences: How Country Day Goes Outside the Classroom to Prepare the Next Generation Our world is changing daily, and with it, the talents, skills, and experiences needed to be successful in the future are changing as well. As Country Day lives out our mission to prepare the next generation of leaders, thinkers, and doers, creating opportunities to expand student education beyond the classroom has become more critical than ever. Three Upper School programs do just that. The Junior Summer Internship, Senior Externship, and the Senior Leadership Seminar provide Upper School students with opportunities to gain real-life experience and exposure, more deeply explore their passions, get a jump-start on networking, gain confidence, and learn from others. Here, students, alumni, parents, and community members share personal reflections on the value of these programs.
Senior Leadership Seminar “For me, the visit to Bank of America was insightful, practical, productive, and fun. I learned a lot about the business world and the process of getting there, and picked up tips throughout the day on topics ranging from good public speaking habits to the “dos and don’ts” of resume building and interviewing. I walked away from the experience feeling much more informed about what my journey into a potential career in the business world may look like as I move forward beyond high school. Many of the things I learned can even be applied to the end of my current high school journey.” —Nick Kleiderer ’20 Nick and his classmates wrote reflections on the Senior Leadership Seminar.
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Junior Summer Internship “I have always had a passion for business, specifically investing. The summer internship experience at Wells Fargo solidified this passion and showed me how to make my dream career possible. The benevolent analysts made sure we were taken care of and were always accessible if needed. My relationship with the analysts and speakers didn’t end with the conclusion of the internship; it has continued with e-mails where they seem to genuinely care about me.” —Christopher Manzano ’20 Christopher participated in the Junior Summer Internship spending one week at Wells Fargo Securities. Students have also interned at Red Ventures, Sonic Automotive, and other local businesses to gain real-world experiences, make connections, and practice their leadership skills.
Experiential Learning “As educators, we know preparing students for the future includes exposing them to meaningful experiences as they explore their pursuits beyond Country Day. These programs give our students tools and the ability to explore skills they’ll need to learn and practice in a tangible way, which will help them prepare for the future.” —Steve Wall, Upper School Assistant Dean of Students and Externship Coordinator Steve helped develop and manages three programs for juniors and seniors—Senior Leadership Seminar, Senior Externship, and Junior Summer Internship—which all provide learning outside the classroom.
Senior Externship “I want to express my gratitude for being able to share in the Externship experience. It is always rewarding to share what we do—especially to those who have an interest in how we serve not only our clients, but our communities. Your students represented Country Day very well. Everyone in the office was impressed with their attitudes, questions, and professionalism. It speaks volumes about how Country Day is preparing their students for the real world and beyond.” —Katie Small, Director of Marketing at Penn Mutual Carolina Partners Katie served as a Senior Externship host employer along with nearly 50 other local organizations. Employers host Country Day seniors for a one-day job shadowing and mentoring experience.
Senior Leadership Seminar “Preparing our next generation of leaders for the workforce is critically important to our global economy and to our local communities. Exposing students to corporate culture earlier in their academic careers has become increasingly valuable to companies, as it heavily influences choices made for college curriculum, internships, and ultimately a full-time position. We’ve received great feedback on the program, and our Country Day alumni continue to pay it forward by participating in the seminars and externships.” —Katy Krupa, former Trustee, Alumni Parent, and President of Bank of America Private Bank Thanks to Katy’s support and leadership, the Senior Leadership Seminar at Bank of America started in 2016. Students spend an entire day at the bank hearing from thought leaders and learning about personal branding, leadership, diversity, interviewing, resume writing, and networking—all-important life skills.
Country Day seniors William Harris and Virginia York participated in the Senior Externship Program at Tin Fulton Walker & Owen law firm, where Country Day alum Matt Pruden ’94 also works.
Senior Externship “Last year, I got to shadow Dr. Deshmukh, who was a wonderful role model. He exposed me to scans and MRIs, and I was allowed to meet patients face-to-face. Over the course of the day, I saw 22 patients and learned about their stories—whether preparing for an upcoming surgery or simply having a consult. I enjoyed connecting the real world of medicine with my educational experience. This hands-on experience pushed me out of my comfort zone in a way that had me excited about my possible days in the medical field.” —Rachel Gardner ’19, studying at Elon University As a senior at Country Day, she did her Senior Externship with Carolina Neurosurgery & Spine.
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Diving Deeper into
Arts Culture and
Middle School arts curriculum moves beyond Western Europe to reflect our multicultural history By Dwayne Wilson, Middle School art teacher
Picasso, Manet, Van Gogh, Monet, and Matisse are artistic masters whose familiar works are incorporated into our Lower School art classes as our youngest students initially learn about fine art techniques. But did you know these European men were all influenced by the unknown African artisans who created beautiful masks centuries earlier? This is the kind of lesson Country Day fifth graders experience as we bridge their broad Lower School introduction into fine arts with a more complex understanding of art history and expression. Over the past three years, the Middle School art department has been intentionally incorporating more artists of color and female artists into the curriculum. Why? Because we live in a multicultural society and teach in a multicultural educational 28
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environment. It’s estimated that less than 15 percent of the artwork displayed in U.S. museums reflect the work of women and artists of color. Since these students were in kindergarten, they have learned about many artists and their contributions to art; but in Middle School we explore a greater breadth of work, expand the knowledge base, and dive deeper into the historical context. Additionally, as an African-American arts educator, along with Stacy Utley, I realize it is my responsibility to challenge our students’ understanding of art—its history, influence, contribution, and perspective. We want all students to not only see representations of their own culture and gender, but also learn about what influences these artists have contributed to the world of art
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and elsewhere so that we can truly prepare them to be global citizens. In the classroom, this means we expose fifth graders to such varied forms of art and culture as the Lascaux Cave paintings by the Magdalenian people, calligraphy by Asian cultures, and rock art by the Aboriginal people of Australia. In later grades, works by artists like Kara Walker help us demonstrate negative/positive space, and color theory is explored in pieces by Richard Mayhew and Alma Woodsey Thomas.
Taking It to the Streets In addition to the curricular changes made in the art department, we are also facilitating interdisciplinary connections between arts education and core subjects through our careful and intentional lesson planning,
field trips, activities, and personal stories. For instance, the works of Jacob Lawrence, Romare Bearden, and Elizabeth Catlett help to deepen our students’ understanding of the Great Migration they learn about in their study of America post-Civil War and pre-Civil Rights. In Upper School, students often have the opportunity to see these works at the Head of School’s house or through Hance Family Gallery exhibits like "Bearden and Beyond." We also want to instill in our students, if not a passion, then at least an awareness of the contemporary art that is all around them. Our annual “Charlotte Public Mural Tour” with seventh- and eighth-grade art students does this and more. We take a bus to the University Lynx Station at UNC-Charlotte and hop on and off the train
at five different stations, until we reach South End. The purpose of the trip is to engage students in locally created, public art unbeknownst to many of them, with the intention of expanding their cultural and artistic knowledge. In addition to the field trips, we also discuss artists’ personal stories, making them as relatable to the students as possible. One such example is Jean-Michel Basquiat—famed 1980s New York graffiti street artist. Students understand his story is much more than a “rags to riches” tale. It involves struggle, abandonment, abuse, violence, and homelessness; but also, how he survived it all; how art and creative expression created a pathway of faith and hope; how he was befriended by Andy Warhol and rose to fame. It’s real stories like this that help our students retain information about the artist, their significance, and their contributions to, and beyond, the world of art. With the hope that students will also acquire a natural, organic love for art beyond Western European regions, we aspire to prepare students for the next steps of life. We firmly believe our newfound approach in arts education is instilling a sense of global awareness, sparking curiosity, and cultivating independent learners and thinkers.
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A P A R T...
Together How Country Day responded to COVID-19 and looks ahead to mitigate risk in the upcoming school year
MARCH 2. That’s the day the school sent its first communication to parents regarding the growing global concerns about the coronavirus, which included information on travel restrictions, steps the school was already taking to mitigate risk, and these two sentences: “Given the fastchanging nature of COVID-19, please know we are looking ahead to plan for the possibility of an extended school closure. Though the likelihood of this scenario appears remote at this time, we are developing contingency plans out of an abundance of caution.” 30
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BY MARCH 10, several additional communications had gone out to parents, the Emergency Preparedness Team was meeting daily, a COVID-19 Preparedness Web page was launched, international travel protocols were developed with Spring Break fast approaching, and in-service faculty training for remote learning readiness was underway. ON MARCH 13, we began Spring Break a day early for students so that faculty could prepare for a scenario in which teachers returned to campus after break to deliver
lessons remotely to their students for a few weeks. We didn’t know then that March 12 would be the last day we would all be together on campus. ON MARCH 25, emergency remote learning began and in the ensuing weeks, as the crisis generated waves of news and information that could be confusing and contradictory at times, Country Day faculty, staff, students, parents, and alumni rose to meet the complex challenges of COVID-19. As always, we leaned on our mission, key values, and affirmation of community to guide us during this unchartered path in our school’s history.
Remote Learning Our physical classrooms remained closed through the end of the school year as student learning continued remotely. Guided by our educational technology team, division heads, and directors of study, remote learning plans were developed to foster deep, engaging, and meaningful learning for our students of all ages. We began with an asynchronous model in recognition of the varying needs of our students and families; the fact that older students were already accustomed to working online; and the strong relationships faculty already had with their students and families. To be sure, the situation had its challenges as we all navigated new schedules, internet disruptions, various learning curves, and other distractions. Some teachers were more adept, nimble, and experienced at integrating technology in their pedagogy. Some students thrived while others struggled without the daily classroom structure. And parents took on new roles as educational facilitators and supporters for their own households. Still, a spirit of community emerged as we all worked together to address the challenges caused by COVID-19. A survey of parents showed that 75 percent were satisfied or greatly satisfied with the remote learning model and schedules. After several weeks, more synchronous lessons occurred and unique opportunities emerged, such as advisory baking sessions with Middle School teacher Bina Neumann, online dance lessons with Broadway choreographers for Upper School drama students, regular fitness videos from coaches, and an elevated competence with video and online technology for faculty across the board. The learnings from our 10 weeks of emergency remote learning have greatly influenced the plans we have created for whatever adjustments may need to be made in the fall to mitigate risk while delivering exceptional academics.
Parent Education and Resources Parent education has always been a part of the Country Day experience for our families. During these complex and challenging times, the school shared a variety of parent education blogs and launched a new online extension of our ongoing commitment to parent education. “Leadership Live” is a YouTube series connecting school leaders with our community. Oftentimes with hundreds in attendance, the school addressed numerous topics. Here are just a few examples: • Country Day’s Approach to Managing COVID-19 with Mark Reed and Board Chair Scott Stevens • COVID-19 and College Admissions with Katie Elsasser and Chris Gruber from Davidson College • COVID-19 and Caring for Kids with school counselors and professionals from Southeast Psych • Leadership Live for New Parents
Serving Others As the global pandemic began taking shape and the needs of the community around us grew, students, parents, alumni, and faculty began doing their part to help others. For instance, the school donated thousands of gloves to Atrium Healthcare, science teachers made sure the vegetables growing in our community gardens were shared with our partners at Friendship Trays, and Lower School students wrote letters of care and compassion for our community health workers and those in need of food support. We were tremendously sad to cancel Special Olympics this year, but students gave back in other ways. For instance, they created a video of encouragement and well-being for Special Olympics athletes, collected books and handmade no-sew blankets for Baby Bundles, made masks for healthcare and essential workers with 3D printers and sewing machines, and responded to organizations’ (continued on next page)
In the months ahead, we will continue to educate parents through virtual Q & As, presentations, and panel discussions.
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requests for need, including Purple Heart Homes, Classroom Central, and Promising Pages. Many alumni and parent-owned businesses gave proceeds from sales back to community organizations that support frontline workers and others. For instance, alumni classmates Dee Rankin ’93 and Will Bingham ’93 teamed up to donate proceeds from their restaurant sales to organizations that support children facing a food gap due to schools being closed.
Community Connections Being physically apart has been difficult. Yet our community has rallied in numerous ways to remain close. Phone check-ins to students and parents, online parent conferences, a Web page listing familyowned businesses, and Zoom calls with parents regarding how to best honor spring milestones like graduation, were all part of the mix.
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A highlight of the spring was Bucs Together Day on May 8 to coincide with Teacher Appreciation Week. All week, parents shared an outpouring of photos, memories, and expressions of support on social media and our specially created Web page. To end the week, families drove on campus for a car parade to pick up yard signs, wave at their teachers, and show their Country Day spirit. So many expressed their deep care for our community— sometimes to tears—and it was a reminder of our strong sense of togetherness, even when faced with the challenges of needing to be physically apart.
Looking Ahead Through deep planning, the school has developed measures that will allow us to continue to fully deliver our mission and serve our students well, while taking the necessary steps to mitigate risks for our students, teachers, and families. These are a few of the types of high-level elements that families can expect for the start of the 2020–21 academic year:
• Parent Partnership: Now, more than ever, the partnership between the school and our families is vital to protect the health and safety of all involved. • Social Distancing: The highest point of risk for our community is group gatherings. We will adhere to school, local, state, and federal recommendations and health guidelines as they relate to social distancing and group size and make modifications accordingly. • Health and Safety Precautions: Precautions include daily screenings, wearing masks, sanitizing and cleaning processes, hygiene practices, and more. • Strong Academic Experience: Students will experience a school session where they will attend regular classes and school activities in a potentially modified manner with social distancing and PPE requirements to meet the needs of different ages of learners. • Prepared for Interruptions: We have a strategy to maximize in-person learning while giving us greater capacity for social distancing and other measures to limit virus spread. These include an improved online learning model, as well as a blended learning model. • Beyond Academics: All extracurricular activities will be altered and modified to meet the health, safety, and illness policies and protocols of the school. Events, social, and wellness experiences will be created to meet distancing and group requirements. This is a very broad summary of our Reopening Plan. Visit charlottecountryday.org for our in-depth and comprehensive Web site. As has been the case throughout this pandemic, health trends and federal, state, and local mandates could affect these plans.
AWhack Face IN THE
that Simply Couldn’t Be Ignored
In one of her final assignments for IB English 12, Toni-Ann Ocloo ’20 reflected on how the history she is living through has left its mark on her, while teaching her to never take time for granted. Her teacher, Vicky Waldthausen ’08, called Toni-Ann’s work thoughtful and quietly brilliant. Below is an excerpted version. Visit our Web site for the full essay. Toni-Ann (center) is pictured above with her friends at the beginning of her senior year and below at home this spring.
T
oni two months ago was wondering when her first dose of history would arrive. Not that nothing important had already occurred. In fact, much had changed and occurred since Y2K. Gay marriage was legalized, and the United States saw its first black President. There is much more to include. However, what I have been aching for was a moment. I had witnessed history in the 21st century with younger eyes. Eyes that didn’t yet contextualize my place in society and the implications of said event. I couldn’t truly remember them. To me, there is a difference between history and the past. The past occurs and history is remembered. I wanted the type of history that was so grand that you couldn’t ignore it. I wanted that history where you knew you were living it. It wasn’t so much that I wanted to experience history, but more so that I was wondering when it would happen to me. I have been able to live a privileged life away from the trauma and the catastrophes that have indeed occurred now, just in places far away from me. I simply wondered how long I would be able to outrun history. The coronavirus has provided me with the history I had been so curious about: the whack in the face that simply couldn’t be ignored. My eyes are still young. But I have found myself recognizing a situation I will never forget. This is the
story I will be able to tell my children and grandchildren. This is the moment that will allow me to point and say, “this is what I did, this is where I was, and this is how I felt.” But it turns out, history isn’t so grand after all. We might be living through it, but it is hard to see it in that way. The coronavirus has changed me. Instead of looking at the world with hopeful and youthful eyes, I have adopted a new form of pessimism unforeseen. History has made its mark on me, digging its claws into every fiber of my being. I can’t stop thinking about the world. Every day, it looks more different. I think about how we will recover from this, economically, politically, and socially. Will personal space become the new norm? How will international flights change? Will masks become a norm in all public spaces? How will schools adjust the school year if social distancing is prolonged? The list could go on. The one lesson that self-isolation has taught me is to not take time for granted. In a way, I almost felt myself to be immune from events. I never thought that there could be a force that put my everyday life on pause for a prolonged period. The coronavirus, as rotten as it is, has put things into perspective. I am not living in a state of normalcy, and I shouldn’t pretend like I am. However, it doesn’t change the fact that when this period does indeed end, there will be a world waiting, ready to move on, and ready to act. What do I want to do when this is all over? What do I do when the world calls on me to do something? What dreams have I been holding back and postponing for when I’m “older”? I have learned that things can’t wait. At any second, the whole world can be put to a stop. What could I say I had done while it was still spinning?
FEATURES
Alumnus at the Forefront:
Work Hard,
Dream Big,
Dream Crazy
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PERSPECTIVES
William Frazier ’11 is a member of the team that created Nike’s Emmy-award winning “Dream Crazy” advertising campaign narrated by Colin Kaepernick. In many ways, William’s professional path reflects the ideals of the campaign, which celebrates people who never give up on their dreams. By Lee-Anne Black, editor
William Frazier ’11 is living his dream. For the past three years, he has worked at famed Portland, Oregon-based advertising agency Weiden + Kennedy, where he spends his days (and often nights) supporting Nike’s marketing efforts. Like many dreams realized, this one came with hard work, perseverance, humility, and a willingness to take risks. After graduating from Country Day, William headed to Western Carolina University—both to play baseball and pursue a degree in entrepreneurship. As a kid who had a natural business instinct (he sold strawberries door-todoor to buy his first Game Boy, and built and sold birdhouses as a teen to make the down payment on his first car), he was drawn to WCU as one of the few schools offering a full entrepreneurial studies program. Unfortunately, after two years of Division 1 play, William suffered a baseball career-ending shoulder injury. “Although I didn’t get to play all four years, I learned how to balance an incredibly demanding schedule, along with the importance of failure in growth,” says William. Around this same time, he first learned of W+K through a friend who interned there. “When I looked up W+K, I found many ads from my childhood that had an
impact on me, especially the Nike ads,” says William. “I had no idea what kind of job I could get there, but I liked that they promoted a culture that flies in the face of traditional advertising, thrives on passionate people, and celebrates failure as a key part of the growth process.” From that point on, William relentlessly pursued his dream of landing a job at W+K, an agency where jobs are highly competitive.
Creativity and Risk Pay Off After graduating from WCU in 2014, William learned quickly that e-mails and letters would not get him the job he coveted. “It felt like a big leap to move across the country, but my parents always taught me to take risks in life, rather than make the safe choice and wonder what could have been,” he says. Once in Portland, William landed sales jobs. And while successful in those roles, he kept dreaming of working in advertising. He got creative telling his story. Influenced by his father’s baseball card collection, William created his own set of cards to highlight his journey, career highlights, and ambitions. He distributed them to every creative agency in Portland. “The card packs immediately got people’s attention and resulted in interviews,” says William, “but I was always told to get experience somewhere else and come back.” This excerpt from the back of one of the cards demonstrates how rejection couldn’t deter William: “I know that I will excel if given the opportunity. I have envisioned the life I want to live and
COUNTRY DAY
“Country Day was really the catalyst that got me ready for college and the next steps in my life. I transferred in my sophomore year and was fortunate to join a great class with lots of wonderful people who accepted me right away.” “Mr. (Chris) Martin was my mentor and became a close friend through my time there. He opened my eyes to some great literature, but also supported me in my endeavors. He genuinely cared about his students and where they were heading in their lives. “I consider myself lucky to be there for Mr. (David) Ball’s final years as dean of students at Country Day. He is one of the nicest, most compassionate people I’ve ever met.”
IMPACT
moved across the country to make it happen.” William continued to network through his friend working at W+K, until he finally got an interview with the global account director for Nike. “We had a great connection and conversation; when he got to the part where I was usually told to get my experience elsewhere, he said ‘the great thing about this place is that you don’t need it.’’’ In July 2017, William began as an assistant account executive, then became a brand executive, and now is a brand manager for the Nike account.
production and creative teams to deliver the campaign. With a fast turnaround, many late nights, and the uncertainty that an ad like this might not ever make it to air, William and his coworkers worked full steam ahead nevertheless. “The campaign was all about having dreams so big that other people might think you’re crazy,” says William. “It was all about finding people with improbable stories that continued to chase their dreams. I think Colin was a perfect fit for our message since he put his beliefs in front of his career, but we celebrated all kinds of athletes and stories that demonstrate big dreams.” Ultimately, says William, the goal was to inspire kids to dream big and not let anyone tell them they can’t do it. Kind of like a crazy dream to work at a worldclass advertising agency in Portland.
Award-winning Work In William’s first year at W+K, he was part of the team that brought the “Dream Crazy” campaign to life. The ad, an extension of the longtime “just do it” slogan, is famous for both its use of controversial quarterback Colin Kaepernick as its narrator and for winning an Emmy as Outstanding Commercial–2019. His role was to manage the relationships with the Nike clients, while working with the SUMMER 2020
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ALUMNI MATTERS
Diversity Awareness Forum’s Alumni Brunch a Huge Success By Julia Ehringhaus Noel ’08, published online January 9, 2020
I
had the pleasure of attending The Diversity Awareness Forum’s Alumni Brunch on December 13, 2019, in the beautiful new Dawson Dining Hall. Diversity Awareness Forum, or DAF as it is known to students, is the umbrella community for multiple Upper School clubs and organizations that promote general respect for people’s differences. As an alumna, it was so special to see these young people coming back to campus to tell us how they are using what they learned at Country Day in their lives now.
ALUMNI COLLEGE FORUM
In January, young alumni spoke with the junior class about the college application process and transition to college. Thank you Cameron Bynum ’19, Patrick Dellinger ’19, Olivia Less ’18, Alana Markel ’18, and Destiny Shembo ’18.
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DAF is instrumental in helping students live out the promise of our school commitment to affirming the communities they live in. As I watched these students, alumni, faculty, and staff sit together and address the table topics assigned by Danielle Ferguson, director of Alumni Relations, it became clear how valuable their experiences in DAF have been. They expressed gratitude for their teachers and advisors for helping them navigate tough topics and their classmates for being willing to ask questions, learn, and grow.
Alumni told stories of those first few months at college; how they felt confident being allies and advocates because they had the tools they learned from DAF. Current students expressed the deep sense of community they feel in DAF— that feeling connected and supported allows them to be leaders among their friend groups, families, and broader communities. These young people work every day to learn from other people’s differences and to celebrate diversity around them.
become a barrier to living more fully in the present— where we have the most control in our lives. James encouraged students to focus on things in their control to help make healthy choices for themselves. Sleep, moving our bodies intentionally, practicing gratitude, more sleep, helping those around us, and (you guessed it) sleep can cleanse anxiety and help us from hyperfocusing on ourselves. James received his undergraduate degree from Colgate University, his master’s in counseling from Wake Forest, and his doctorate from Syracuse University. He lives in Winston-Salem. He and his wife, Paige, have two boys: Cranford (14) and Emery (9).
Brittany Brackett Luther ’01
Dr. James Raper ’94 Helps Students to Focus on Wellness As Assistant Vice President for Health & Wellbeing at Wake Forest University, James is a leader within the educational field.
A
s Country Day continues to focus on student wellness, we are fortunate to have alumnus Dr. James Raper ’94 as a valuable member of our community. He was our guest speaker for the Cum Laude Society induction ceremony in early March, and also spent time with members of the school’s Wellness Committee to share his insights on cultural change around student well-being. During his presentation, James continuously pointed out that his success in life and career is due in part to the Country Day community. He thanked his teachers, among them Gary Forbis, Brian Kridler, Stephanie Felder Wilder, and Ed Kelly, for helping him to achieve his goals—academic, artistic, and professional. His heartfelt gratitude for these well-loved teachers was evident, humbling, and a reflection of his own regular gratitude practice.
Spreads Kindness Brittany Brackett Luther ’01, child life specialist at Levine Children’s Hospital, visited with Brooks Williams’s fourth-grade class. The kids worked with JK students to make Kimochis for patients. With the help of eager volunteers, Brittany demonstrated techniques used to calm anxious pediatric patients. “It was truly an honor to share a snapshot of what I do with the fourth graders. My hope is that in sharing my passion with them, they will be reminded through the years that small acts of kindness can truly make a difference,” said Brittany.
A Career of Helping Young People A licensed clinical mental health counselor-supervisor in the state of North Carolina, James has worked nationally and internationally to provide invited trainings, and consultation on various important topics, including suicide assessment and intervention, clinical supervision, threat assessment, and collegiate mental health and well-being. He has made his career helping young people face stress, anxiety, depression, and focus on their overall wellness. During his speech, James cautioned against our tendency to be too tough on ourselves. He talked about how listening too much to our anxieties can SUMMER 2020
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CLASS NOTES
CLASS NOTES Stay in Touch
We recognize that social media has changed the pace of communication, and therefore, the role of Class Notes. But we will always want to know and help you celebrate your big and small milestones. Share your professional, volunteer, and community news in a variety of ways: Tag your social posts #BucsforLife Join BucsConnect and post updates: bucsconnect.org E-Mail us at alumnirelations@charlottecountryday.org Update your information and send photos via the form at charlottecountryday.org/alumni
1973 After spending last year with Médecins Sans Frontières, working with the Naga people in the mountains of Northwest Myanmar, Dr. Chip Hunter and his wife, Katie, are taking a bit of a break from fieldwork. They have returned to North Carolina and bought a house on the beach in South Hatteras, to have as a “home base” when back in the U.S. Although a bit remote by American standards, they have Internet, cable TV, a small grocery store in the village, and even hot running water; so it feels pretty luxurious after last winter.
1977 Gary J. Salamido, COO and acting president of the NC Chamber stated that the NC Chamber applauded the General Assembly for confirming Judge Louis Bledsoe’s reappointment to the North Carolina Business Court. “Over the course of his tenure on the Business Court, Judge Bledsoe proved to be a fair and balanced judge. The NC Chamber is pleased that he will retake his seat on the Court and continue to oversee the resolution of complex business cases.” Mark and Mary Lu Kelly Leatherman welcomed a grandson, Alexander Michael Choiniere on August 13, 2019. Alexander has two older brothers, William (3) and Luke (5) who started Kindergarten this year. They were thrilled to add a daughter-in-law to the family on November 9, 2019, when their son, Steven, married Katie Floyd in Spartanburg, South Carolina. Mark started a new job in early December that will include a good bit of travel; he and Mary Lu are both excited about that!
1980 Dr. Marla Shapiro accepted a position beginning August 2019 in the Sports Medicine program at UnityPoint Clinic in Des Moines, Iowa. She works in a newly-formed multidisciplinary concussion program, working with hospital-based providers
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and local schools, colleges, and the American Hockey League’s Iowa Wild. She recently spent two weeks visiting her daughter, Dana, who is studying this school year in Scotland at the University of Glasgow. Marty Glenn Tomkins and her husband, Austin, were married last year (Congrats!) and are living in Charleston, South Carolina, where Marty works as a Realtor® for Highgarden Real Estate. Abbi Power is very active with the San Antonio Conservation Society in addition to working for a defense contractor overseeing environmental cleanups on military installations. Previously, Abbi worked for almost 28 years for the Texas Commission on Environmental Quality. Monroe Bridges and his wife, Kate, became empty-nesters this past year when their youngest headed off to college. Monroe has worked for Hewlett Packard for 36 years and is currently a software development manager. Todd Barstow is a criminal defense attorney in central Ohio, and is currently in his third term as a Pataskala City Councilman.
1 Dr. Robyn Stacy-Humphries continues to
work full-time for Charlotte Radiology while volunteering to find a cure for the Leukemia & Lymphoma Society. Still married to Scott Humphries after 34 years, their kids are almost off the payroll with Cathy (27) in Buffalo, John (26) in San Francisco, and Michael (22) a senior at UNC. In 2016, Robyn was diagnosed with an aggressive lymphoma for the third time since 2011, having failed a bone marrow transplant. Given six months to live, she was one of the first 200 people in the world to receive Kymriah Car-T cell therapy in a clinical trial. The treatment worked, and now the therapy is FDA-approved so that others may live. Robyn was nominated to run for Leukemia and Lymphoma Woman of the Year 2020. If you are in Charlotte, maybe you would like to attend
an event this spring to help her raise money for research. Follow Robyn at drrobynforlls.woty2020 on Instagram and/or read, as Robyn puts it, my crazy story on the site http://bit.ly/2UnOL8x
1982 Emily Montag Vaughn’s daughter will be graduating magna cum laude in May 2020 from the University of South Carolina. Her youngest daughter is a sophomore at Wofford where she received an academic scholarship and plans to spend next fall in Spain. As empty nesters, Emily and Jeff have enjoyed traveling and will be heading to Paris and London in May!
1983 Liza Higgins McSwain and her husband, Derek, reside in Atlanta. Liza’s daughter, Anna B, is a student at Wellesley College.
1985 2 Sabrina B. Fadial is an artist whose work celebrates feminine and natural beauty while bearing witness to its commodification and marginalization. “Dogwood,” 8' x 8' x 7' (2019) is made of forged and inflated steel, and is on display at Highpoint University, Highpoint, NC. Information regarding her art practice can be found at www.sabrinafadial.com
1986 Tracey Kelly won her fifth Daytime Emmy Award for Outstanding Drama Series Writing Team with “The Bold and the Beautiful” on June 26, 2020.
3 The ownership transition of Genesys Global
is marked by the appointment of new Chief Executive Officer, B. Scott Smith. Smith is the cofounder, former CEO, and president of Fortune 300 Sonic Automotive. He is also an owner of Sonic Financial Corporation.
1988 4 Artist Paige Gunter Robertson is pleased to have earned third place in The Guild of Charlotte Artists Autumn Art Show at the McDowell Arts Center. She was recently invited to exhibit at the Art On East Morehead gallery hosted by Edwin Peacock ’88 in memory of his mother, Gail Peacock, a renowned local artist. Pictured are artists in the collection, including Ashley Stewart, Mary McLean Russell, Paige, Edwin, Libby Ward Smart, Heather MacLeod Jonas, and Holly Hitchens Patton ’73. See Paige’s work at www.pgoilpaintings.com
1991 Hunter Widener was recently appointed by North Carolina Governor Roy Cooper to join the Governor’s Advisory Council on Film, Television & Digital Streaming. The purpose of the committee is to advise Governor Cooper on ways to advance and build the state’s film industry. Hunter was previously chair of the Charlotte Regional Film Commission during the recruitment of film and television projects such as “Hunger Games,” “Homeland,” and “Banshee.”
1995 5 Jonsie Evans Moore and her husband, John, joyfully welcomed a son, Jonathan Townes “Townes”, on November 6, 2019. They moved back to Charlotte one month prior and are enjoying settling into life as a family of three.
1996 Graham Allen and his wife, Olga, recently opened OA Salons in SouthPark. Graham, who majored in art, designed the interior of the salon. The Allen’s are excited to use the same creative and competitive spirit that brought Graham success at Country Day to launch their business. OA is featured in SouthPark Magazine for family businesses during the month of July. View their page at www.oasalons.com. Richard Monk has been promoted to principal IT security engineer for Red Hat, Corporate Headquarters, in Raleigh, North Carolina.
1998 Cameron Buchanan’s daughter absolutely loves Kindergarten, and he is having a blast getting more engaged with the school after graduating so many years ago! Go Class of ’98!
2000 6 Bucleigh Newton Kernodle, an award-winning author, reconnected with Libby Helms, her fourthgrade teacher, at the Southern Christmas Show. Bucleigh’s books about unconditional love are inspiring and affirming. In just two years of business, Smart Home Security, owned by Cameron Sawyer, has grown into one of the top 20 residential ADT Security dealers in the country out of over 200 companies; and was recognized by ADT as producing the largest year-over-year growth for any dealership in the entire country for 2019. Smart Home Security currently covers North and South Carolina. In 2020, Cameron started a residential solar company, American Solar Power. As a dealership for POWERHOME Solar, the official sponsor of the Carolina Panthers, Cameron and his team will provide and install residential solar panels in North and South Carolina, Tennessee, and Virginia.
2002 7 Laura Parry Bonnett’s household is proud to announce the blessing of their fourth son, Bodhi Jackson, born November 15, 2019. Maddox (12), Kingston (10), and Carter (18 months) are such helpful big brothers!
Hunter Edwards was promoted to partner with Womble Bond Dickinson (US) LLP effective January 1, 2019. Hunter’s law practice focuses on commercial real estate transactions; with a specific focus on commercial leasing work for large, national big-box tenants as well as multifamily and industrial development work.
8 Brantley Anders Templeton and her husband, Ryan, welcomed their son, Thomas Brantley Templeton, to the family on January 4, 2019. Henry and Everett are proud big brothers!
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CLASS NOTES
2003 In June, the Association of Corporate Counsel, a global legal association representing more than 45,000 in-house counsel, recognized Thomas Cluderay as one of its 2019 Top Ten 30-Somethings, for dedicated service and valuable contributions to the in-house legal profession. Erika Rumbley is director of horticulture at the Isabella Stewart Gardner Museum and co-founder of The New Garden Society, a non-profit that takes horticulture education into the prison system of Massachusetts. She was recently featured in a Boston Globe article about how the pandemic affected long-awaited blooms. Read the story at http://bit.ly/2OfHOls.
2004 9 Bill D’Alessandro of Elements Brands was
named 2019 Small Businessperson of the Year by Charlotte Agenda! In 2015, Bill moved to Charlotte with the intention of building a real business. The big idea? Buying up small mom-and-pop retail brands, beefing up their eCommerce skills, and making them bigger and more profitable. That’s led to a series of acquisitions and extensions that now give the company a total of 10 brands under its umbrella—from sunscreen to doggie foot balm. Today, Elements Brands employs 24 people and brings in just under $10 million in revenue, double what the company earned a year before.
q Jonathan and Meredith Ashcraft Schulz welcomed their daughter, Elizabeth Wesley Schulz, on January 21, 2019. Eleanor and Charlie are over the moon to have a little sister to play with. Caroline McGuire Winslett and Trey welcomed Henry Edward Winslett IV on September 22, 2019. Ward weighed 7lbs., 11oz. and was 20 3/4 inches long.
2005 Caroline Henderson Dowd and her husband recently moved to Nashville, for his new job in tax at Deloitte. She is enrolled in the Doctor of Nursing Practice program at the Medical
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0University of South Carolina with projected graduation in May 2020. Caroline would love to connect with other CCDS alumni in the area!
Curtis as their new Coordinator of Community Performances. Read the complete story at http://bit.ly/36W29Df
Lauren Harkey moved Hodges Taylor, Charlotte’s oldest art gallery, to a new SouthEnd space at the RailYard. Read the full story at http://bit. ly/38QRBrJ.
e Laura Wearn has continued to compete!
2006 Senior researcher Bryan “Saint” Ives travels with the ESPN’s College GameDay Covered by State Farm team each week, and is the show’s secret weapon, keeping everyone informed and introducing new ideas and a different perspective. Want to know what a researcher does, check out the video at https://es.pn/2GVPvJZ
2008 Elizabeth Bernstein Rifkin and her husband, Cameron, moved to Denver, Colorado, in June 2019. She is working for Aurora Public Schools as a literacy coach.
2009 w Nozomi Imamura graduated from Yale Univer-
sity’s master’s program in 2017 and returned to Philadelphia as a Curtis Institute community-artist fellow to bring art to underserved areas of the city. Since then, he has led the 18-student band program at South Philadelphia High School—a school that just five years ago had no music program at all. Nozomi just won a job with the Pennsylvania Ballet Orchestra, and works at
A recent win vaulted her up high enough on the Money List to be exempt into the final stage of LPGA Tour Qualifying for 2020, called the Q Series. http://bit.ly/2RYvU2e
r Katie Young, director of customer relations and operations at House Account, recently got engaged to Charlotte Latin alumnus Trip Harris.
2012 t Brian Duncan married his college sweetheart, Katie Price, on October 4, 2019, at the Bel-Air Bay Club in Pacific Palisades, CA. Pictured are Thomas Brown ’11; from the class of 2012, Nick Berman, Paul Kendall, Will Morrissett, Rob Gilmour, Matt Siman, Graves Upchurch, John Kendall, Suzanne Belk, Morgan Houchins, and Brian Duncan; class of 2014, Amelia Brown and Kimberly Duncan.
2013 y Henry Schoenhoff’s love of cycling led to
his current job working in Boston with the Volpe Center of the U.S. Dept. of Transportation. He recently chatted with his former teacher Patti Daniel’s class, sharing insight on their topic of Urban Design. The unit is part of a fifth-grade interdisciplinary project called “We Are Charlotte.”
Carley Tucker is working at Red Ventures managing its Golden Door Scholars program. The Golden Door Scholars program assists DACA students in getting into college, paying for college, and provides mentoring during college. In certain states, including North Carolina, DACA students are barred from receiving in-state tuition, and in other states (e.g., Georgia) from even applying to the major state universities, which can create significant barriers to post-secondary education.
2015 Sloan Cranz lives and works in Washington, D.C., where she is an investigative analyst with the CyberTipline at the National Center for Missing and Exploited Children. Luke Eldredge was one of four undergraduate students who worked with Furman University biologist Adi Dubash on new research that helps explain how the flame of cancer grows out of control so that it can be stopped before it spreads or becomes metastatic. The findings earned the cover of the June 2019 issue of The Journal of Investigative Dermatology. Megan Mahoney is pursuing a master’s degree in international higher education at Boston College’s Lynch School of Higher Education. On August 10, 2019, Jonathan Vehaun married Hannah Geil. He graduated with highest honors from Georgia Tech in computer engineering and is a software engineer with Revenue Analytics. Hannah, a biochemical engineer major also graduated with highest honors, and is a clinical associate at Abbott Laboratories. They live in Atlanta, Georgia.
u Sheppard Wilson was awarded the Thompson Trophy Cup, which is presented to that midshipman, male or female, who has done the most during the year to promote athletics at the Naval Academy. Wilson was elected by his peers to serve as the Captain of the Captains for 201819. Shepp is the first sprint football player to win the award since Richard Mies in 1967. Mies was also a wrestler, making Shepp the first sprint football-only player to win the award in its 127 years of existence.
2016 i After splitting kicking duties in 2017 and
redshirting last year, J.D. Dellinger became Purdue’s full-time starter at placekicker for the 2019 season, and is projected as the starter for the 2020 season. With 33 made field goals, Dellinger is currently fifth on the career list at Purdue for the most made field goals; and currently second in career field-goal percentage of kicks made. His 53-yard field goal this past season is tied for the third longest in school history. Dellinger has also made 91 of 92 extra points throughout his career. J.D. is the only placekicker in Purdue history with two last-minute, game-winning field goals. Christien Williams is one of 10 MIT students awarded a 2020 Fulbright Fellowship. He will soon move to a new time zone and spend a year in Paris conducting research for his master’s thesis. Once back in the U.S., he’ll work in New York as an associate product manager at Schmidt Futures. Find the full story at http://bit.ly/3fokKgA.
2017 Liza Furr, a junior with computer science and English majors and a Japanese minor, was inducted into the UNC-Chapel Hill chapter of Phi Beta Kappa. Jenny Gosney was recently named project lead for the NC State Chapter of Engineers Without Borders (similar to Doctors Without Borders for engineers), to lead their Guatemala initiative, which she also participated in last summer. Hamilton College’s Luca Katz was selected for the 2019 Academic All-District Football Team for NCAA Division III by the College Sports Information Directors of America. Katz is one of 25 athletes on the team in District 3 (New York). Student-athletes must have a cumulative grade point average of 3.30 or better, have at least sophomore academic eligibility, and play in 50 percent or more of their team’s games at the position listed on the nomination form. The
defensive lineman finished the season with 45 tackles including 5.5 for loss. Katz was credited with two sacks, an interception, and a fumble recovery. He majors in biology and carries a 3.74 grade point average. In May, he received the Frank C. and Marion D. Colridge Prize Scholarship at Class & Charter Day, awarded to a junior who possesses the outstanding qualities of leadership and character as evidenced by broad-based participation in extracurricular activities at Hamilton.
o Kenny Letts was named the recipient of The Hamilton College Edwin Barrett Prize at Class & Charter Day. The prize is awarded to a student who, at the end of the sophomore year, has made a significant contribution to the College’s theatre program. Kenny spent his summer as the lead intern and performance intern for the Broadway Dreams Foundation. Read more about the program at http://bit.ly/31qLDKm p Marco Pierce really appreciates his Country Day education. He is a political science and economics double major at the University of Miami, where he has juggled it all thanks to the foundation laid at Country Day. Marco received a competitive Bloomberg summer internship in NYC. He is pictured in Greece, where he traveled with family over Christmas.
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CLASS NOTES a We are deeply saddened by the loss of Sally
Sasz, who passed away July 6 while hiking in Utah. As a Morehead-Cain Scholar at UNC-Chapel Hill, Sally was a fixture in the UNC arts community. At the University, the art history and English major served as an Arts Ambassador for the UNC Arts Everywhere initiative, where she organized campus-wide events to cultivate the arts across campus. She also worked as an art editor and art board member at the undergraduate literary magazine Cellar Door. And, Sally shared her passion for music as a DJ for WXYC 89.3 FM. She planned to graduate with a minor in creative nonfiction writing to pursue her love of storytelling through memoirs and other media. The past two summers, Sally worked with the Turner Carroll Gallery in Santa Fe, New Mexico, where she used her passion to engage with artists inspired to change the world through their work. Gallery owner Tonya Turner Carroll wrote: “When human beings are lucky enough to encounter someone who stands out as a shining star, helping us see the excitement and freshness in every single moment, we must hold them in our hearts as a precious gift. Sally Sasz was that incredibly special gift of a person.” Read more about Sally here: https://bit.ly/sallysasz
2019 When Zoe Connor’s marvelous summer experience to Calgary was thwarted, the Morehead-Cain Foundation asked scholars to go home and help. Zoe is working at the Children’s Home Society of North Carolina with Wise Guys, a national male sexual responsibility, evidence-based curriculum, and she’s loving it. Zoe is contributing meaningfully to update content as Wise Guys goes online, and she’s helping create a new coed curriculum. She’s also going to be working to learn data analysis.
s The University of Utah volleyball team had a strong core of freshmen on the roster this year, and Zoe Weatherington was one of the faces making a difference on the court. Zoe proved her competitive ability for the Utes in her first season. At Country Day, she tabbed 1,320 kills, 99 blocks, and 875 digs in her high school career. She led her team to the 2018 State Championship, and played for the Carolina Rogue club team. Zoe was named All-State NCISAA four times, and was an Under Armour® All-American nominee.
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BUCSNOTES A ROUND-UP OF FUN FACTS EVERY BUC MIGHT LIKE TO KNOW.
43,100+ 115
The number of yard signs Upper School administrators individually delivered to members of the Class of 2020. Learn more about our graduates on page 6.
Number of books in our three divisional libraries. Learn more about the new Belk Learning Center on page 13.
1,702
Number of donors to the Forefront campaign. Learn how our campus is improving, starting on page 12.
16
95,191 Number of posts added by teachers and students to SeeSaw, the online remote learning tool for Lower School students.
The number of buildings on Cannon campus. We’ll have 18 with the opening of the Belk Upper School Learning Center and the Klein Family Natatorium and Performance Gymnasium.
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Nonprofit Org. US Postage
PAI D
Charlotte, NC Permit No. 984
1440 Carmel Road Charlotte, NC 28226-5096 charlottecountryday.org
arts at the
Forefront
