On Campus: Volume 1, 2020/2021

CAMPUSOn

ELECTION 2020 crane edition

At Crane, we strive to provide the highest level of hands-on learning, as there is no better way for children to learn than by direct experience. Experiential learning often requires a degree of playfulness, curiosity, and celebration, so when events such as the national election cycles through every four years, our community takes the initiative to make it relatable and fun for the students.

When I arrived at Crane more than twenty years ago, we didn’t have an official mascot. Most people didn’t know about our founder, William Crane, so they thought our mascot was a crane! While this species of bird is clearly impressive, the Crane Cranes felt too redundant, and was a bit disrespectful to Mr. Crane. So, we eventually became the Crane Coyotes,

which is befitting for our students and community because coyotes are local to our area and are highly intelligent, social, and resourceful.

In the summer of 2012, we decided it was time for Crane to add a physical coyote to the campus. A bronze coyote mascot that would be ever-present in the main courtyard in front of the theater. But, similar to adopting a pet, finding a suitable coyote statue was not an easy task. Some coyote statues were fierce and scary, others too cartoonish and goofy. We finally found the perfect one, and I remember the day our coyote arrived in his very own large crate. But, of course, it arrived without a name.

vi su al ar ts

*via the u.s. mail

lower school | upper school To honor the reality of our current situation and to celebrate the courage it takes to meet life’s challenges head on, we have chosen Brave New World as this year’s art theme. To kick it off, artists were asked to create an interesting ABSTRACT design using bold strokes and pattern, and to then print this design onto a postcard. Once complete, the postcards were mailed to Head of School, Joel Weiss. This engaging and community-building project will be displayed in Mr. Weiss’s office for the entire school year, and is a visual representation of all of our incredible Crane artists.

Crane has always stood for a few key values. We are a school that values experiential learning and fostering a sense of community. We aim to teach the traditional subject materials, such as algebra and grammar, but also to expose our students to as many creative influences as possible. We encourage students to problem solve and to speak out, to act thoughtfully and to question often. And, as an adult community of educators, we also strive to model these values.

The same skills that we hold in high esteem and aim to instill in our students have been the very skills that have carried us through this year. Since June, we have had to pivot several times. We began the year with remote learning, and our teachers spent part of the summer attending Google Classroom training and modifying materials for a digital delivery. We were then able to apply for a waiver and, within a short period of time, we welcomed the Lower School grades back to campus, with the Upper School not far behind a few weeks later. While adapting our campus to new safety protocols, we also simultaneously continued to teach our students who chose to remain online. We have had hundreds of calls and Zoom meetings to work through all of the logistics, including technology, infrastructure, and safety. As an unexpected addition to my vocabulary this year, “Zoom” has become synonymous with our daily lives.

COVID-19 has also been the impetus for creating positions and duties that Crane has never had. Our third grade teacher became the Director of Online Learning. Our new Director of Finance & Operations became an expert on safety protocols, masks, and desk shields. Our maintenance team learned about bacteria-killing air filters and now run around the campus like the Ghostbusters using a special fogger to sanitize play structures, picnic tables, and classrooms. A retired board member designed a beautiful and functional handwashing station. The list seems endless.

To make these adjustments, we sifted through scientific data, statistics, and often contradictory government reports,

developing new systems and protocols each step of the way. I would like to think that we have done a better job of adjusting to these challenges due to our ability to practice what we preach. We teach creative thinking and problem solving, and now we are modeling creative thinking and problem solving. We have met the challenges with comradery, perseverance, and flexibility – the very skills we seek to instill in our students.

Two additional traits we aim to model for our students are positivity and optimism. We teach our students coping mechanisms and how to enlist resources to identify solutions. I try my best to look at each obstacle as a creative opportunity, a chance to think outside of the box, to work with my colleagues and friends, to learn something new, and to do whatever it takes to keep Crane School operational. This year has offered new perspectives on coping mechanisms because it has been HARD and overwhelming for everyone. On a few occasions, I have needed to step outside and take a moment to breathe, to regroup, and to adjust my mindset.

As we enter this second quarter, I find myself feeling incredibly grateful for our entire community here at Crane. While I know that we have all struggled with the many changes and challenges, I am thankful to have our Crane community by my side on this journey. Elementary school is not just a means to an end; not just a path to high school. It is a fun, beautiful, and important period of life for most children. No matter where we are in this pandemic journey, there are wonderful surprises and discoveries alongside the difficulties.

I am proud of our little school, that we have been able to model hard work and positivity for our students. I am so thankful that we have students back on campus, and I am grateful to our staff for allowing us to provide families with both on-campus and online learning. We don’t know what the next phase will look like; but, whatever it may be, I look forward to continuing our journey together during this most unusual year.

Joel J. Weiss Head of School

Continued from cover

I’ve come to rely upon serendipity in my life on numerous occasions. The school year when our bronze mascot arrived just happened to be during a presidential election year, and it became a perfect opportunity to teach the students about the election process and resolve the need for a name. While the country was electing Barack Obama, the Crane campus was setting up our own polling booths, and the Crane coyote was officially christened with the name “Rover,” fittingly supported by a majority of the students.

The Crane coyote elections gave the students a playful space to learn about and experience the democratic process in a respectful and safe environment. In some ways, it is just a silly project, but there was so much energy and excitement on campus during the campaigning. I often heard students discussing the names, attempting to predict who would win and why. This became a real and true election and was the talk of the school. After being elected, we held an installment ceremony for Rover. We appropriately celebrated him and took pictures of students surrounding him and sitting on his back.

Almost immediately, one of the students who was a staunch supporter of one of the alternative names asked me, “Hey, Mr. Weiss, will we have another naming election in four years?” Again, serendipity rules, and, of course, I responded yes, as if I had that plan all along!

So, in 2016, we continued the same method, engaging our young participants in the election process. The incumbent, Rover, was narrowly re-elected over some other highly popular nominations, including Hamburger and Mr. Fluffy. Though others were appalled, I secretly liked Mr. Fluffy!

This year, like the national 2020 election process, the Crane system had to be modified. Rather than set up our usual physical polling booths, students submitted their name nominations via email. They then had the opportunity to vote online for their top five “nominees” to be placed on the official ballot. Student council held a live debate, which was streamed online to our remote learners and classrooms. It was impressive to hear their thoughtful arguments for the top names, which included Corona, Flint, Mr. C (short for Mr. Caretto who retired earlier this year), Rover Jr., and Shadow.

While Rover could not be placed on the ballot for a third term, Rover Jr. seemed a very popular choice and was clearly the early favorite. However, on Election Day, the votes were tallied, with Mr. C and Corona tied for the runner-up position with 47 votes each. But, taking the lead with 60 votes, Shadow became our new elected coyote, representing our students here at Crane for the next four years.

As student council member Linn Wallmark said in her speech during the debate, “Over the past couple of months the Crane students have experienced much. We need someone who can understand and follow our thoughts and ideas as Shadow would. Shadow means security and love. This mascot represents the upcoming generations who will shadow our love for Crane and our ability to adapt in times of crisis. Shadow is a name you don’t commonly hear, and that is just one element of what makes it so special. It has a very mysterious component to it and that is what makes it so intriguing.”

Make sure to give Shadow a pat on the back or rub his nose for good luck the next time you are back on campus. Cheers to the democratic process, cheers for the importance of playfulness, and, most of all, cheers to Shadow, our newly elected mascot here at Crane.

Joel J. Weiss Head of School

Steve Blass

Steve was born and raised in Laguna Beach, CA, where he attended Harbor Day, a K-8 school much like Crane. His next stop was St. Paul's School in New Hampshire, then remained on the East Coast to attend Harvard College, where he studied economics and history.

Steve is the co-founder and chief investment officer of Ashe Capital, an investment partnership that makes concentrated investments in publicly traded businesses. In addition, he teaches the principals of investing at UCLA and Columbia Business School. In 2019, Steve joined the inaugural jury for the Singleton CEO Prize, which seeks to honor living public company CEOs for exceptional and deserved success over a lifetime.

He and his wife, Emily, moved to Santa Barbara in 2018. Their twin daughters, Willow and Etta, are Crane second graders. While he is not spending time with his family, he enjoys reading nonfiction, listening to the Grateful Dead, and taking walks in the Douglas Preserve.

Bob Ingersoll

Growing up in the shadow of Philadelphia’s Independence Hall, Bob developed a lifelong interest in history. The tumultuous sixties exposed him to the civil rights movement and the controversial Vietnam conflict. His Quaker education at The William Penn Charter School opened his eyes to the importance of consensus in decision-making. He attended Virginia Wesleyan University and graduated with more questions than answers. In 1974, he packed his bags, jumped into an old Ford Econoline van with two college buddies and drove across the country, exploring every beach town from San Francisco to San Diego. His choice for a beautiful place to live was Santa Barbara. He attended UCSB Graduate School of Education and in 1978 was hired at Crane as a rookie fourth grade teacher. Both of his sons, Rivers and Dawson are Crane alumni.

Bob served as a Crane trustee in the mid-eighties while he worked as a business manager for a concrete construction company. During that time, he found that teaching was his passion and he returned to Crane in 1993, where he taught history and a variety of other classes in the Upper School until 2018.

Crane’s primary fundraiser for many years, the Concours d’Elegance car show, would not have been the same without Bob’s guidance and expertise. While not on campus, he was busy serving on the board of Knowlwood Tennis Club, managing rental properties, restoring old cars, and was our go-to Mr. Fixit. Now retired, Bob enjoys hiking, biking, and traveling to Bend, Oregon, and the East Coast to see family and friends.

Clay Murdy ʼ93

Clay is a Carpinteria native and Crane “lifer.” Upon graduation, Clay attended Bishop Diego High School, followed by Wake Forest University in WinstonSalem, NC where he received a degree in communication studies. While at Wake Forest, he was also a wide receiver, helping the team to win the NCAA 1999 Aloha Bowl.

Upon graduation from Wake Forest, Clay took a position with a financial brokerage firm in New York City. His stay in NYC was cut short after a few months due to the September 11 attack. Those events made him realize his desire to be closer to family and brought him back to the Santa Barbara community.

Clay continued his career in financial services as a Certified Financial Planner and investment advisor. He co-founded and operated Pivot Independent Financial for 10 years, which merged with West Coast Financial, another locally founded Santa Barbara firm, in 2016. He is now partner, chief compliance officer, and advisor to the company. Clay is guided by perspective and motivated to focus on what is meaningful in life. For him, this is his wife, Rebecca, and three children, Loma ’23, Levi ’25 and Luke.

Savannah Aijian Registered Pediatric Nurse

I’m so excited to join Crane as the new Health Administrator and School Nurse— and what a historical year to do so! I was born in Arkansas, but spent the last decade in Colorado. Recently, I relocated to Santa Barbara after getting married in July. In Colorado I worked as a pediatric nurse at Children’s Hospital and as a home health nurse for medically complex kids. I’ve always enjoyed the fun, energizing spirit that kids share with the world, and have been drawn to preserving that spirit even during tough and challenging times. Throughout my career I have encouraged health and safety through education, working with children in the U.S., Morocco, Nicaragua, and the foster care system. I’m eager to bring my knowledge and experience to our school community to navigate this new COVID-19 world. Outside of work you can find me walking my yorkie, Goose, or hosting game nights with my husband!

Lauren Amery Third Grade

I am so fortunate to be teaching at Crane; the encouragement of hands-on learning and creativity triggers excitement in the students to learn, and allows me to bring my passions into the classroom. As a Santa Barbara native, the opportunity to work in such a supportive, engaging environment in my hometown is a dream come true. I attended local public schools and was involved with the Visual Arts and Design Academy at Santa Barbara High. Afterwards I attended UC Berkeley where I studied history and public policy. I am so glad that I have found a profession where I can share my love of learning and curiosity with others. I returned to Santa Barbara to attend UC Santa Barbara where I received my master’s degree in education and teaching credential. I taught in the public schools until I joined Crane this past January teaching

Upper School English. When I am not in the classroom you can find me out on the ocean either swimming or racing sailboats.

Kristi Dichard Lower School Learning Specialist

I began my career as a K-6 special education teacher in Basking Ridge, New Jersey. After several years, I was convinced by a close friend that Santa Barbara was the place to be, so my husband and I moved across the country. Although our initial plan was to explore the West for a year, we fell in love with California and just couldn’t bring ourselves to return to the East Coast. Settling in Santa Barbara, I have spent the last 18 years as a teacher and administrator at Garden Street Academy. I grew to love private education and am extremely grateful to find a new home at Crane. I am overjoyed to be back working with students on a daily basis fostering their love of reading and learning.

Megan Donahue School Psychologist

I still remember how I felt the first time I visited Crane’s campus as a doctoral psychology student at UCSB. Walking through the campus, I was struck by the palpable warmth, vitality, and curiosity of what I now recognize as Crane’s culture. Growing up in wintry Chicago and working at an independent school in Manhattan, I’d never experienced such an expansive and open school environment. As the new School Psychologist, I look forward to building upon the work of my colleague from UCSB, Dr. Aaron Haddock, to develop a schoolbaseed mental wellness program grounded in best practices. Undoubtedly, outdoor student mindfulness activities—such as looking up at the sky through the branches of the redwood tree—are on my drawing board! In my free time, I enjoy exploring the many landscapes of Santa Barbara with my shaggy dog, Tallulah, spending time

(socially distanced) with friends/family, and attempting DIY projects including handpoured candle making and, in 2020-style, homemade aromatherapy hand sanitizer.

Andrea Elias

Assistant to the Head of School

I grew up on the East Coast near New York City and attended Fairfield University in Connecticut, where I majored in international business and Spanish. After graduating, I worked for healthcare related non-profits but also continued competing in Tang Soo Do, playing with the Fairfield University orchestra, and teaching English to refugees on a volunteer basis. I decided to take my love of teaching English to a new level and, in 2009, I completed a master’s degree in education from NYU in teaching English as a second language (TESOL) and Spanish.  I then accepted a position teaching second grade in the United Arab Emirates and later taught English at an international language school in Philadelphia followed by a university in Puebla, Mexico. Upon returning to the U.S., I joined the marketing/ communications department for a large hospital system in Ontario, California, and relocated to Carpinteria in 2018 with my husband and two children. I love hiking, the outdoors, chocolate chip cookies, playing violin, horseback riding, and spending time with friends and family.

Alexa Hughes

Upper School Math

I am so happy to have joined the Crane community!  After having completed my undergraduate degree at Cal Poly, I earned my teaching credential and, eventually, I attended Antioch University to complete a master’s degree in education. I have been teaching math to middle school students in Santa Barbara for 16 years. From the day of my first interview visit to Crane, I saw that everyone on campus was happy, felt valued, and took pride in their work. I was

immediately inspired and so thrilled to be offered the opportunity to join this great team of educators. In my years of teaching math, I have come to learn that middle school students are capable of learning math at surprisingly high levels. I approach teaching by treating my students like the young adults they are, and by becoming directly involved in their learning process.  Outside of teaching, my joy is found through spending time with my husband, Brad, and my two young daughters, Eloise and Adeline. As a family, we especially enjoy exploring local beaches and parks.

Izabela Santos Upper School Math

I was born and raised in Rio de Janeiro, Brazil and immigrated to the U.S. with my family when in the fourth grade. Since my English vocabulary was limited to Sesame Street characters and a few basic phrases, I clung to mathematics as a way to communicate my knowledge with my new teachers and classmates. This led to a deep appreciation of the language of numbers and arithmetic from an early age. As I developed as a student, I decided to study physics because I could use this language to explore the deeper aspects of nature. After finishing my master’s degree in physics, I earned a NSF K-12 STEM fellowship to teach science and math in Massachusetts middle and high schools. It was there that I discovered the fulfillment of sharing this language (as well as the discipline, structure, and logic) of mathematics with students. I am thrilled to be a part of Crane because of the school’s celebration of the joy of learning and commitment to every member of the community.

Mark Schmidt

Director of Finance & Operations

I am delighted to join the Staffulty at Crane. We have had a home in the area for several years and have enjoyed learning about the school and its values through friends whose children have benefitted from the Crane experience. My route to Crane has, however, been a bit more circuitous than most. After graduating from Williams College with a B.A. in English, I was determined to attend law school. A job offer from a financial

firm in New York City changed that plan. After a year of finance, the West Coast beckoned and I moved to San Francisco where I worked for a consulting firm. From there, I attended Harvard Business School and embarked on a thirty-year career in the investment business while living in Connecticut with my wife, Maria, and our two children, William and Peter. Once our children had left the nest, I began a second career as the Chief Financial Officer of Salisbury School, an all-boys boarding school located in northwestern Connecticut. I spent five years at Salisbury before making our home in Santa Barbara permanent and beginning my work at Crane.

TEACHING FELLOWS

Sara Gillis Teaching Fellow, Second Grade

My passion for experiential education began during college where I worked for the Colgate University Outdoor Education program. During this time, not only was I able to learn new skills like ice climbing and backpacking, I was also able to practice teaching and leadership in a backcountry setting. I solidified my love for experiential education during my time working at The Island School on Eleuthera, in the Bahamas. Living and teaching in this remote environment was challenging, but incredibly rewarding. I believe that the most impactful learning often happens from experiencing and working handson with the material. Crane’s focus on experiential education drew me in, and I am so glad that it did. While school looks a little different this year, I have enjoyed working with Karen Ohrn and Traci Cope figuring out how to integrate elements of experiential learning into second grade during this socially distanced time. I am so excited to be a member of the Crane community.

Olivia Jones Teaching Fellow, Third Grade

My journey into teaching was a slightly unconventional one. At Tufts, I studied film and media with the intention of pursuing a job in development. While studying film, I completed a handful of internships, but the one that I enjoyed most was at FableVision Studios, a small animation company that leveraged storytelling to create educational media for schools. I found my love for this internship was deeply rooted in my love of learning and education. Following this I completed a fellowship last year at Greenhill in Dallas, Texas, my alma mater for grades 5 - 12. There, I co-taught fourth grade language arts, social studies, math, and science, and I also fortuitously fell into the go-to substitute position for social-emotional learning classes. It was here I developed a signature in my teaching approach—holding empathy and sensitivity at the center of learning. I am a creative spirit, and when I am not at Crane you can find me baking, writing, painting, and listening to a wide range of music.

Matt Martino Teaching Fellow, Design & Engineering Center

Being an educator has always been my des tiny, even though I only just realized it a few years ago. Growing up volunteering as a tour guide and interpreter for the Cabrillo Marine Aquarium, I learned I had a passion for the sharing of valuable information and ideas from a young age. I love seeing that light bulb go off and that distinctive face people make when they are intrigued by something. I later became a tour guide and outreach ambassador for Cal Poly Pomona where I settled on education as my career path. Straight out of college, I worked for a non-profit called Middle Tree whose mission was to provide affordable, accessible education to all, a mission I still stand behind! I am honored and excited to be a part of the Crane family and am looking forward to making a positive impact within the community!

The Key to Success in the Age of COVID-19: Flexibility and Resilience

We have all learned this year that the one thing that remains constant is change! When COVID-19 made its entrance into our world last spring, Crane teachers quickly shifted into remote learning mode along with most teachers around the world.

With the likelihood of remote learning continuing this year, we realized that professional development in technology integration would greatly benefit our team.

Over the course of the summer, the entire teaching faculty completed the Google Certified Educator coursework. This was a challenging 13-unit course which covered all of the G Suite for Education apps and tools. Having this common knowledge laid a solid foundation for the professional development that followed.

I

provided onboarding instructions

Around the time that it became apparent that Crane would be starting the 2020/2021 year remotely, I was promoted to Director of On-Line Learning. My new role focused initially on supporting Staffulty as we prepared for remote instruction. After surveying teachers, I created and presented virtual workshops focused on our learning platforms as well as a number of workshops that teachers requested. The workshop titles included Seesaw, Google Classroom, Remote Instruction Design & Balance, Effective Screencasting, Explain Everything (a digital whiteboard app), Padlet (a collaborative digital posting board), and Flipgrid (a videosharing app). And, Erika Sellin, our Technical Theater Supervisor, led a workshop called Setting Up for Live Instruction. The platform workshops were differentiated and were limited to 20 people in each session in order to allow for questions, brainstorming, and interaction. Over the course of the two-week retreat, all fifteen workshops were well attended, which speaks to the dedication of Crane’s teaching faculty.

I created a website with links that include a range of topics and tools for teachers. The site includes resources on the following topics: Seesaw, Google Classroom, Flipped Classroom, Instruction, Tech Tools, Workshops (which included all of the slides and recordings from the retreat).

also

for Crane families. This was the first time in the history of the school that we began the year

remotely. There were many details that needed to be sorted out, tested, and communicated to students and families. When the first day arrived, I waited nervously to see if students were able to access their teachers. While we definitely experienced a few glitches, what I saw as I popped into different Google Meet sessions made me smile. I was enormously proud of our entire community. To see students dancing with their teachers, engaging with eagerness to solve math problems, and learning how to use our new platforms spoke to the power of resilience.

Once we received our waiver and selected a reentry date, the focus shifted once again to another model of learning—Crane’s Hybrid Model.

Each grade level has one remote coordinator who provides connection with the cohort by including the remote students in Morning Meetings and some of the core teachers’ mini-lessons via Google Meet. Our remote students not only have a designated teacher to work with them, they also have the opportunity to participate in meetings, see their friends, and maintain connection with the class.

As we approach the second quarter, we will certainly see more changes as families make decisions about whether to select oncampus or remote instruction.

Whether we teach remotely, on campus, or some combination of the two, Crane remains strong because of its dedicated faculty. It is the connection that our teachers have with their students and the strong sense of community at Crane that strengthens us in good times and challenging times like these.

Donna Brown Director of On-Line Learning

Crane has always been known for its feeling of community, so much so that many visitors to campus have commented that it feels, in their words, “palatable.” So how does one attempt to sustain that feeling when in-person events are cancelled, including the first day of school PFC meeting, the New Parent Cocktail Party, the All-School Picnic, and the Crane Country Fair, just to name a few.

Given that Crane is also known for its creativity and experiential learning, it became both a challenge and an opportunity to rethink, redesign, and reimagine events, just as the teachers have done within their classrooms.

• Head Room Parent Jeannette Root and PFC President Susan McMillan were instrumental in leading the classroom parents into the virtual world of class parties so that the students could welcome new students via Zoom before the start of the school year.

•Prior to remote learning starting on September 8, parents were asked to drive through campus and pick up the materials needed for their children to start classes. New parents were given the opportunity to choose a meal to take home for their dinner in order to attend a virtual new parent gathering that evening where they were welcomed and had the opportunity to meet senior administrators.

• The biweekly Crane Café of years past has taken to the virtual world with monthly Zoom meetings, giving parents the opportunity to

both submit questions to the administration, and the ability to meet one another through small breakout groups. And, to kick off the year, each family received a Virtual Crane Café bag with fresh coffee beans from Rincon Coffee and a recipe for one of Debbie Williams’s quick breads.

• PFC meetings are going strong and are held virtually once per month with amazing guest speakers:

September: Katherine Olson, “Pandemic Parenting Tips”

October: Monique Vogelsang, “Engaging Children in Conversation on Race & Racism”

November: Jonathan Scott, “Substance Abuse Changing during COVID-19”

• New monthly Virtual Visits are also taking place, which are optional family evening activities. Our events thus far have included:

October – storyteller Diane Ferlatte with take home makings for s’mores

November – The Wonderful World of Bugs presentation by MacKenzie Wade with take home edible insects

December – a holiday sing along with music teacher Konrad Kono with a take home holiday cookie decorating kit

As the year progresses, even more events will take on reimagined shapes and forms; stay tuned for an update!

Once Crane knew that we could apply for a return-to-campus waiver, we pivoted from setting our sights only on remote learning to how best to bring the students back to campus with health and safety being the top priority. During this early stage of planning, we knew that we had to have enough classroom space for smaller cohorts (which luckily we had thanks to the addition of the Oak Tree Quad in 2016) and all the experts were touting the benefits of being out-of-doors.

Thinking from an outsider’s perspective, our first thoughts involved new physical structures to rent or purchase for the campus, which included tents and canopies. Head of School Joel Weiss, Director of Finance and Operations Mark Schmidt, and I walked the beautiful 12-acre campus in mid-July. As we did so, we came to the wonderful realization that very few additional structures would be needed. With the exception of the health services tent for the school’s new pediatric nurse, only one additional large canopy was needed for the kindergarten students.

During those campus walks, the three of us found ourselves paying closer attention to what the natural landscape offered. For example, Crane has an incredible number of mature trees, which provide natural shade. And, upon closer examination, the acreage also had many underutilized nooks and crannies that inspired the 23 nature spaces that are now used for alternative learning spaces.

Invigorated with this discovery, we focused our energies on purchasing furniture that included tables, a variety of chairs, and sunshades. With a huge amount of help from the Crane maintenance department, the transformation began! Each space has a unique name that matches its location to make it easy to remember. In addition, Sabina Funk and Teaching Fellow Matt Martino volunteered the Design & Engineering Center’s laser engraver to create each of the signs based on the computer designs created by Development Officer Jamie Moore.

The discovery and development of these Nature Spaces has been just one of the silver linings from the pandemic, as I can easily see them being used in years to come.

Debbie Williams, Director of Development

“Nature breeds curiosity; it helps to grow explorers rather than robots. It reminds us that we are part of something bigger. It grounds us, calms us.”

Ben Palmer-Fry

ART

Joel Weiss — Head of School

Normally in both the Lower and Upper School art studios, the first art project of the year is designed to fit on the wall in the head’s office. This year that first art project was done at home, in the form of a postcard, and then mailed to Mr. Weiss (see Visual Arts page 2).

Gretel Huglin Ridge — Upper School

In the spirit of this year’s all-school art theme Brave New World, the Upper School is looking at indigenous artists from around the globe. We are learning how they have set the stage for creation on all fronts. Sixth graders are looking at Kente cloth, seventh graders are studying the many forms of tapa/ barkcloth, and the eighth grade students are making their own versions of Australian Aboriginal paintings.

SPANISH

Alexis Fischer — Seventh-Grade Colombia Unit Reimagined: Instead of an in-person guest speaker, Crane parent Alejandro Bonilla made a series of short videos for students to view about Colombia, his childhood home. Rather than cooking in the Crane kitchen together, supplies were made available for students to make a traditional Colombian drink, aguapanela, at home. In place of in-class presentations about a topic of choice, students created one-pagers at home and presented them online with a slideshow.

SPORTS

Suzanne Rossi — Lower School

Terri Willis — Upper School

Kids need to get physically moving now more than ever. School-age children should be engaging in at least 60 minutes of moderate to vigorously-intense physical activity each day according to the WHO. Given the constraints of school during this pandemic our physical education classes are focused on movement.

In the Upper School, we begin each PE class with a ten-minute run. We record how many laps each child ran and work toward a common goal for the class. We have been having fun with racket sports and Frisbees in an effort to develop coordination and game strategy.

MUSIC

Konrad Kono — Lower School

Rather than being inside, I am teaching music lessons outside in an enchanted shade grove. We are learning John Denver’s well-known song, “Country Roads.” The students love building fairy houses for their magical country roads, creating mountains, rivers, cabins, and trees inspired by the lyrics of the song—truly bringing them to life!

In the Lower School, students are focusing on three elements of movement. We begin with a quick warm-up that challenges aerobic endurance, followed by skill development, and each class closes with a mindful moment to complete the class.

SOCIAL STUDIES / HISTORY

Stephanie Bagish & Chandler Hartnett — Fourth Grade

In the past, students worked in teams to create elaborate Island of the Blue Dolphins boardgames. Now, students make their own individual games and share ideas with each other. They confer with one another about the location of certain events, as well as what types of flora and fauna to include in their game. Instead of having only three team members, they have their entire cohort to help gather information.

Carrie Althoff — Fifth Grade

Instead of a field trip to the Santa Barbara Museum of Natural History, we went on a virtual field trip to the National Museum of the American Indian in Washington, D.C.  We studied an exhibit that gave us new insights about how Native American culture has been portrayed throughout history and in the media. This brought new perspectives and engaging dialogue to our classroom.

Anne Fierberg — Upper School

In our study of Egypt, students will be designing Google Sites to display their understanding of different concepts. This embraces our hybrid-learning program by allowing students to collaborate on work from anywhere. The overall goal will be to create a Google Site that incorporates all the information from our Early Civilization unit.

SCIENCE

Christine Bouma — Lower School

How did fourth graders experience elastic energy while learning remotely? They tested rubber bands to compare the stored energy by flinging them across bedrooms. Students also compared the bounces of golf balls, ping pong balls, and rubber balls on kitchen floors and launched zany balloon rockets that soared through dining rooms.

Adam Yates — Upper School

Starting the year at home and away from the science lab required some flexibility with our experiments. Students took home chemicals and test tubes and turned their kitchens into lab spaces. We were able to test the nutrients in food, the productivity of enzymes in saliva, and the function of a semipermeable membrane from the comfort of our homes.

LIBRARY

Traci Cope — Librarian

Mr. Weiss and I always have a Fireside Chat with kindergarten parents, which we traditionally host during the evening in the fireplace room of the library. It is a parent-only event and has become a lovely tradition. This year we had our evening via Zoom which meant that we had lots of family members join us, which was quite fun! One family even had their fireplace going to provide the perfect background.

LOWER SCHOOL CORE CLASSES

Lee Lopez — Kindergarten

My students got a visit from the rock letter fairy! They went on a rock hunt in Crane's garden and found rocks with the letters p,o,h,and t painted on them. After kindergarteners each found all four letters, they lined them up identifying the sound for each letter, and then made the words pot, hot, top, and hop!

Megan Flannery & Courtney Fleming — First Grade

Typically, first grade marks the end of each themed unit of study with a celebratory event where parents are invited in for the morning. This year for our bird culmination, students researched a local Santa Barbara bird, wrote clues based on their research, and completed a beautiful painted bird. We practiced and recorded each student reading their “Who Am I?” piece and created a class video. Families viewed the keepsake at home and were encouraged to go out on a bird walk together with the first graders acting as guides to mark the end of the bird unit.

Lauren Amery & Olivia Jones — Third Grade

Traditionally, our first unit in social studies is focused on geography and making a map of the campus. This year we are measuring and mapping all the wonderful outdoor campus learning spaces focusing on both the physical features and the uses of the outdoor areas.

Karen Ohrn & Sara Gillis — Second Grade

Every year, we bake apple pie in the fall during our community unit. Part of the fun is making the apple pie together. In place of this collaborative baking experience, we decided to spice up our activity by adding a field trip to the Crane garden where we met with our campus tree expert, Joel Jamison. He spoke to the students about caring for the Crane apple trees, and then they each made individual mini-apple crumbles. We purchased pre-sliced and packaged apples and each child had their own set of baking ingredients. They minced their apples, added in spices and granola, and put their apple dessert in individual cupcake liners. Some things stayed the same the lovely aroma that filled our class and the delicious taste of baked apples and cinnamon delicious!

Peter Bonning ’94 and his wife, Kellie, welcomed daughter Valerie Dune Ciella Bonning-Wolfe on September 3 at the Santa Barbara Birth Center. Valerie joins older brother Clay (4) and dog Kaiju to round out the family.  Valerie is enjoying her first months of life under the shade of Coast Live Oaks on Cate Mesa. Early indicators predict that Valerie is strong willed, independent, and unapologetic. Keep an eye out for her in the ocean and on the trails around Santa Barbara.

Michelle Fuhrer ’96-Hanna gave birth to her third child, Madeleine, on January 10, 2020. She and her husband, Michael, have two other children, William (6) and Johnathan (3). She and her family live in San Francisco where her husband is a corporate attorney and she is a former pre-k teacher. She retired from teaching to stay home and raise her children, but considers returning to teaching once her children are older. Michelle and her husband enjoy raising their children in the city and love taking advantage of the many amazing activities that San Francisco has to offer. They enjoy outings to the California Academy of Sciences, Exploratorium, Bay Area Discovery Museum, and local parks. They also try to visit Michelle’s family in Santa Barbara as often as they can!

Hannah Harte ’96 recently left Los Angeles and moved back to Santa Barbara. Having never lived here as an adult, she is eager to rejoin the community with her husband, Erik, toddler, Waylon, and dog, Otto. Hannah is in private practice as a Licensed Marriage and Family Therapist, specializing in the child-parent relationship, maternal mental health, and parent coaching. Erik is a musician/songwriter/producer who just launched his new band, Left Field Messiah Hannah and her family are grateful to be in Santa Barbara and to be taking advantage of all the beaches, parks, and trails the area has to offer.

Oliver Fries ’03 and his wife, Sarah, met in Venice, California in 2013 and were married in October 2020. Rather than their original plans of a 200+ person wedding in Sun Valley, Idaho, they had a small intimate ceremony for 20 attendees on Miramar Beach. Sarah grew up in New Orleans and came to California to work for a clothing company, though recently left to work with Coldplay rebranding their merchandise and recreating their website. She is also pursuing an MBA at USC. Oliver has been diligent in buying, developing, and selling properties in Los Angeles as well as in Santa Barbara. He completed both his MBA and master’s in real estate development at USC in 2019. Oliver and Sarah are living a beach-influenced life on the Peninsula of Marina Del Rey.

Ellery Allebrand ’04 , and her husband, Adam, tied the knot on April 4, 2020 on the lawn of the house where she grew up on Toro Canyon Road. Her parents, Brier and Kent, and her brother, Cooper, were the only people in attendance, but lots of friends and family joined via Zoom. Hunter Turpin ’01 , Ellery’s cousin, was their officiate and stood safely six feet from the couple as they said their vows. The majority of Ellery’s bridal party were Crane alumni as well, including 2004 alumni Carley Werts Algorri, Julia Weis, Teddy Montesano Muller, and Maria Esparza , and Samantha Nielsen ’02 Ronngard served as her maid of honor. It’s safe to say Crane School was well represented at the event! Ellery and Adam live in Santa Barbara where Adam is a private chef and Ellery works for barre3 as a group fitness instructor and client experience manager. Their wedding was certainly not what they had originally planned, but it was beautiful nonetheless.

Carley Werts ’04 was living in Los Angeles pursuing her career in residential real estate in April 2015 when she met Evan Algorri, who had just moved home to Los Angeles after working as a chef in New York City for five years. Their first date was at Bar Amá in downtown Los Angeles where they bonded

over tacos and margaritas. The couple was engaged on December 25, 2019 on the front steps of Evan’s childhood home in Pasadena, California. Little did they know then that the events of 2020 would lead them right back to this same spot to exchange their vows in an intimate family ceremony on August 29, 2020. Crane alumni in attendance were Whitney Werts ’01 , who was Carley’s maid of honor, and Caroline Hummer ’01 , whose company, Fogcutter, catered the event. Carley and Evan have postponed their honeymoon but hope to visit Sardinia in 2021.

Austin Reiter ’06 and longtime Santa Barbara High School girlfriend Sean Linz got engaged in June 2019, and were married on July 1, 2020 at the Santa Barbara Courthouse. They decided to have an intimate ceremony and celebration of 30 people at Austin's family home in Montecito. They recently moved back to Santa Barbara in February 2020 after two years in New York City where Austin was working as a produce buyer for Fresh Direct. They are now preparing to make a move overseas to Lagos, Portugal where Austin will oversee international growing and operations for the family company.

Makayla Moore ’11 graduated from UCLA in 2019 with a degree in sociology. Since moving back to Santa Barbara, she has embarked in her dream career in real estate. Hanging her license at the local Village Properties in September, she landed a spot on the Grubb Campbell Team and is busy learning and training. Helping others through the process of finding or selling their home in an enjoyable and stress-free way is what drew her to real estate. When she’s not working she is most likely enjoying the beauty of home, surfing, yoga, and spending time with friends and family.

Cassidy Drury-Pullen ’13 had summer all planned prior to starting her senior year at Berkeley. She had been accepted for an internship with TripActions, a rising tech company, and was hopeful that the experience

might turn into something more after graduation. Instead, the pandemic cancelled the internship, and so she founded the beachwear line, Deep Blue Bikini Co., and learned about sewing, finance, marketing, developing a website, and sales. “Growing up in Santa Barbara, I basically lived at the beach, playing beach volleyball as much as I could as well as loving the ocean. This business gave me the opportunity to connect with a lot of my passions that had to take a backseat while being a student.”

Lily Pieramici ’16 , Santa Barbara High ’20, was accepted to Northwestern University. In May, she was planning on living on campus, but a week before moving was told that freshmen/sophomores were not allowed to do so. She quickly found an apartment and is living in Evanston with three girls. Although many students aren't in Evanston, she has been able to connect with classmates where they have created their own campus outside of school. “My favorite fall course is a seminar called Feminism and Political Feelings, which has been really interesting given the presidential election and current political climate.”

Zoe Silverberg ’16 , San Marcos ’20, was accepted to Tulane University to pursue Jewish Studies. She is living on campus and learning a lot in classes that are a mix of online, hybrid, and in-person where all the desks are social distanced. Her favorite classes are Ancient Jewish Civilization and Songwriting for Audience. She loves all the incredible restaurants in New Orleans.

Alessa Somer ’17 was the first student-athlete of the 2020/2021 school year to be honored by the Santa Barbara Athletic Round Table. She is the #1 singles tennis player at Dos Pueblos, as well as being a star in the classroom.

Kendall Kopeikin ’19 , a Santa Barbara High sophomore, used her extra pandemic time to start a community service project, Sending Smiles, which connects community members to local cancer patients through heartfelt handwritten letters. She is just launching her first letter drive. One goal is to remind people that community service doesn't have to mean a large donation or hours of time; it can be something like a handwritten note that can make a difference in someone's day! Crane students are helping Kendall create 100 letters for the Teddy Bear Cancer Foundation, 50 letters for the Breast Cancer Research Center, and approximately 25 letters in Spanish.

alumni

Crane Alumni Spotlight BOLDEN BRACE ʼ12

After his graduation and stellar Christian Athletic League basketball experience from Crane, Bolden played basketball for Santa Barbara High School. Following his 2016 graduation, he played Division I basketball for four years at Northeastern University in Boston. He was named to the CAA All-Tournament Team his senior season after leading NU to the title game, averaging 14.7 points and 6.7 rebounds per game. He finished eighth in the CAA this past season with 6.6 rebounds per game and led the Huskies with four double-doubles, starting in all 33 games.

Reflecting on his time at Northeastern, Bolden noted, “I'm so lucky to have had coach Coen at Northeastern for all four years. He was an amazing coach with an insane level of knowledge for the game and, most of all, he was caring and loving. The offensive and defensive schemes we had to learn for each and every game took about four hours of film and even more time preparing on the practice floor. I have to admit at the time I hated these "walkthrough" sessions, but I had to stay focused if I wanted to be able

to do the best I could to guard my matchup. We also had four assistant coaches who were always willing to help if we wanted to review film, get extra time in the gym, or even just talk about life. I really cherish those relationships and couldn't be happier for choosing Northeastern.”

Bolden just began his professional basketball career playing for the Den Helder Suns in the Netherlands. Bolden writes, "It is definitely difficult to be away from Santa Barbara, but I think this is going to be an experience that I will cherish forever. My teammates have also made my transition much easier as they are super welcoming and friendly. I have become pretty close with almost every guy and they are always looking for opportunities to get together and just hangout. They also usually speak English when I am around, which makes it better too.

“The coaching style in Den Helder is significantly different from Northeastern’s. This coach is a lot more vocal in practice, and definitely asserts his dominance whenever he feels it necessary. I would also say that there is a lot of contrast in terms of preparation and attention to detail. Practices are a lot more focused on shooting and a lot less focused on the opponents. I do like my coach, and he is very nice off the floor, but it is definitely a different vibe. The referees are also much different in Europe than in the U.S. Here they allow more physical play which I enjoy, and it translates well to my game.

“Each Wednesday we go to an elementary school for about four hours and give basketball clinics to four different age groups of kids. It's a lot of work, and a little bit uncomfortable for me because the majority of the younger kids don't speak English. I try to use a couple of words I have learned to see how they respond. I was also talking to one of my teammates about the possibility of sitting in on some of the younger kids' classes to learn additional vocabulary. I will say it's intriguing to me how there are so many Dutch words that are so similar to English, but then others that are so different.”

We wish Bolden the best of luck and can’t wait to hear more about his basketball adventures in the Netherlands!

In Memoriam :

Josephine Anne Porter ’44 Millett was one of the first female students to graduate from Crane. Her mother, Ester Janssens Porter, was the teacher of four male students in 1927 at The Country Day School on the Russell Ranch in Carpinteria. Needing a new sustainable location, Ester and the boys became the first teacher and students to join Crane Country Day School in 1928, which turned coed in 1936. Josephine joined Crane in 1938 in the third grade and graduated from eighth grade in 1944.

THIS is the time of year when we are particularly aware of our thankfulness and gratitude for the people we love and cherish the most. We have come together as a school and a community, to lift each other up and keep the spirit of learning alive, despite our challenges. The Crane community, due to its years of determination and dedication, continues to demonstrate agility, flexibility, and proactive participation.

Recently, Crane has utilized those very characteristics when dealing with our local natural disasters and now the pandemic. As you can see from the previous pages of this newsletter, Crane Country Day School has been a pillar of resiliency for the past 92 years.

We are fortunate to have only hard costs to recover in support of today’s safety guidelines and protocols. The school has purchased new iPads and laptops, headsets, microphones, plexiglass shields, signage, furniture for nature spaces, a full-time registered pediatric nurse, a health tent, masks, face shields, cleaning and sanitizing supplies, and built a five-sink hand-washing station —the list goes on and is a testament to the many thoughtful safety features the school has been able to implement to support student learning.

It goes without saying this year’s ANNUAL FUND is more important than ever to meet the needs of our current operating budget. If you have already given, THANK YOU! If you have yet to give, we appreciate a gift of any size. You can hover your phoneʼs camera over the QR code provided which will take you directly to Craneʼs donation portal.

We are truly grateful for your continued support of Crane through these unprecedented times, and to those who help guarantee the health and safety of our current and future members of our community.

With thankfulness, Jen

Abed Debbie Williams Development Committee Chair Director of Development

society

The Lejeune Legacy Society was established in 2005 to recognize and honor individuals who have expressed their intention to leave a legacy gift to Crane Country Day School. The namesake commemorates F. Arnold Lejeune, Crane’s first headmaster, whose passion for teaching kept him in the classroom until he was 75 years old.

Like Mr. Lejeune, members of The Lejeune Legacy Society share a passion for education and Crane’s future. Regardless of size, these gifts are a critically important component in providing for future generations of Crane students.

Might you be interested in joining? If so, please contact Debbie Williams at dwilliams@ craneschool.org or (805) 969-7732 x105.

crane planned giving – the lejeune legacy

Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow.

— Melody Beattie

Expanding Our Learning with New Opportunities

This has been an unprecedented year ; but, in spite of the urgency to respond to the ever-changing needs around COVID-19, Crane has been able to bring some new and exciting speakers and programs to further our learning and engagement in terms of diversity, equity, and inclusion (DEI).

Pollyanna Racial Literacy Curriculum

Crane is fortunate to have secured Monique Vogelsang, Diversity and Curriculum Specialist, to be the 2020/2021 Educator-inResidence. Her primary charge is to help guide and support our school as we enhance the existing curriculum by gradually introducing the Pollyanna curriculum to all Crane students. So far, Monique has provided several training sessions, including two workshops for Crane’s Staffulty, as well as a presentation for Crane parents entitled, “How to Engage Our Children in Conversations About Race and Racism.” She has quickly become one of the most sought after diversity presenters in the country, and Crane is truly fortunate to have her expertise and guidance.

Education, Connection, and Celebration at Crane

Crane parents and students alike have taken the lead to offer some exciting ways to connect and expand everyone’s learning and understanding around gender and sexuality. Upper School students have formed a peer-led group, which they have named Rainbow Recognition. Meeting weekly, this group is well attended by Upper School students and is a huge success thus far, thanks to enthusiastic student participation as well as guidance and support provided by Upper School Crane English teacher Elizabeth Teare. In addition, several Crane parents have started The Rainbow Connection, a Film and Literature series which seeks to expand dialogue around LGBTQ+ issues and parenting.

Diversity Strategic Planning Process

Crane is engaging in a DEI strategic planning process during the 2020/2021 school year. We strive to bring about equitable access, experiences, and outcomes for students of all identities and believe a strategic plan will provide a roadmap to make meaningful progress in the areas of diversity, equity, and inclusion. Crane is grateful to have the expertise and consultation of Stephanie Yeung, Director of Inclusion at Cate School, who is helping guide this process.

It is a testament to the shared commitment, values, and resilience of the Crane community that together, in the midst of these extraordinary times, we have been able to broaden our community engagement in our DEI work in such meaningful ways.

El Dia de los Muertos

Day of the Dead—is one of the favorite celebrations in our Spanish class each year. Honoring the lives of the loved ones who have passed away is at the core of this celebration. On November 1 and 2 the students would normally taste the delicious bread made for the occasion, and Lower School students would have decorated sugar skulls made by the Upper School students and teachers. This year, the third, fourth, and fifth graders designed an ofrenda/altar at home for their loved ones who passed away. This altar includes pictures of the deceased, flowers, particularly the one called cempasuchil, sugar skulls, candles, water, and the favorite food their loved ones

enjoyed. Since all students love el pan de muerto, many chose to bake it at home. The students were able to share with their families special memories about their loved ones, including pets who are no longer with them. Monica Calderon was especially touched by our new students who wholeheartedly embraced this celebration, which many had never heard of before!

Cronshaw Alumni Award

Inaugural Recipient Cronshaw Family Distinguished Alumni Award

Morgan Neville ’81 should have been presented this award on the evening of our 2020 Spring Benefit. However, the announcement of this honor appeared in a different format, a different day, and a different time. Nevertheless, congratulations!

Morgan is an award-winning documentary filmmaker. His acclaimed film, 20 Feet from Stardom, won him the Academy Award for Best Documentary Feature in 2014 as well as a Grammy Award for Best Music Film. However, it was Neville’s documentary, Won’t You Be My Neighbor?, chronicling the life of America’s beloved teacher, Mr. Fred Rogers, that deeply resonated with the Cronshaw brothers, because, as Paul stated, “We grew up with educators and the value of helping others and Morgan’s work, particularly on this documentary, illuminated those virtues.”

TO SUBMIT A NOMINATION

FOR NEXT YEAR’S AWARD, please visit: www.craneschool.org/nomination

Cronshaw Family Distinguished Alumni Award

Eligibility

A Crane alumnus or alumna who has accomplished something significant in the field of their endeavor to include career, interest, community leadership, or volunteer service.

Selection Process

The nomination form: www.craneschool.org/nomination

The deadline for nominations is March 2, 2021

History

Peter and Margery Cronshaw were a memorable teaching force during the 1950s and 1960s. They were both extraordinary teachers who exemplified Crane's belief in experiential and project-based education.

Purpose

In memory of Peter and Margery Cronshaw, this award acknowledges the distinguished efforts of a Crane alumnus or alumna.

The slate of alumni nominees will be considered by the descendants of Peter and Margery Cronshaw.

Presentation

The award will be presented by family members of Peter and Margery Cronshaw at the annual Spring Benefit in May of the same year.

Citation

A plaque will be presented to the recipient, which will remain at Crane in perpetuity. The recipient will also receive a keepsake from the school.

BOARD OF TRUSTEES

White Honorary Lifetime Trustee Scott C. Brittingham