Graland Today

FALL 2023

GRALAND Today

IN THIS ISSUE:

August-October 2017

Together We Thrive Josh Cobb

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Fall 2019

Welcome to Camp Roots: A Graland Community Partnership Molly Johnson

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To Be Seen & Known in Middle School 11 Chasing Curiosity: The Secret Sauce of Learning 15 Graland Alumni Living as Engaged Citizens and Thoughtful Leaders 18

GRALAND COUNTRY DAY SCHOOL

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“Over my time as an educator working with children in their most formative years, I have felt an increasing urgency to focus on that same simple objective: developing foundational character traits like kindness. This goal inspired me to consistently explore what attributes students must learn to not only be constructive members of society but to also have a fulfilling life of growth and purpose.”

– Josh Cobb See Article Page 4

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Graland Today is a monthly publication of Graland Country Day School Volume 11, Issue 1 Send correspondence to: Communications Manager Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org

At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.

Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community

Dear Graland Community, As we begin the new school year, I hope this message finds you fulfilled having enjoyed all that matters most to you and your loved ones. Graland Educators are primed and ready to welcome you back to campus for another positively transformative school year. This year, as is always the case, we will summit peaks and conquer valleys, while learning new things about this amazing world in which we live. One of the greatest gifts Graland strives to impart is a lifelong love of learning. Let us lead by example and enjoy the journey with our treasured children.

The role of the Board of Trustees is to set and focus on the mission, support the Head of School by providing high-level, longterm strategic oversight, and to provide fiduciary stewardship of all resources. In taking a long, hard look at how we can do our best to fulfill our role as Trustees, we decided to review our committee structure to ensure that it is fully aligned with our responsibility as Trustees. The best school boards find the right balance to avoid being too involved in daily operations, and too distant to maintain thoughtful awareness.

In the Graland spirit of holding on to what has worked well in the past, while at the same time evolving and innovating to stay agile and current, we created a task force to take a look at our committee structure. In the end, the Board Committee Structure Task Force recommended the following changes which were accepted and approved by the Board of Trustees last June: Committees Before Executive Committee Governance and Risk Committee Nominating Committee Finance Committee Development Committee Strategic Planning Committee Campus & Facilities Committee

The result of this initiative is a more focused committee framework which will allow us to fulfill our role as trustees to the best of our abilities. Task Forces will be created for a variety of objectives based on need for specific objectives with clear goals and timelines; Working Groups will be more permanent to focus on annually recurring activities. The chairs of those Task Forces and Working Groups will reach out to members of the parent community or independent, outside volunteers, based on the experience and expertise we deem necessary. In the next few months we will put in place a process by which individuals may indicate their interest in service.

We never stop learning and I look forward to continuing to work together as a community to ensure that Graland educators are empowered, families are engaged, students are inspired, and we have a flourishing culture of belonging as we strive to achieve our mission.

Every member of the Graland Community matters, as do all of those who came before us. Together we can climb any mountain.

Sincerely,

Ascende Omnem Montem Adam Farver President, Board of Trustees 2

Committees After Executive Committee Committee on Trustees Finance Committee Development Committee (Task Forces and Working Groups as needed)

Meet New Trustees & Other Campus Leaders

Board Member

Leah Ashley is the global vice president of growth marketing, planning, & analysis for Disney+.

She has focused her career on driving digital engagement and global transformation in the media and entertainment sector. A recipient of The Drum Award for Digital Advertising and International Performance Marketing Awards, Leah, along with her teams, have been recognized for cutting-edge digital leadership. She is also recognized for her leadership in the diversity and inclusion space and is a member of Disney’s DE&I Executive Council. Leah serves on Graland’s finance committee and is dedicated to supporting a number of youth education causes. She received her MBA and Bachelor of Arts from Harvard University and volunteers with Harvard College admissions. She and her husband, Ryan, have a son, Grayson (Grade 2). They enjoy hiking, biking, and spending time outdoors together in their spare time.

Susanna Shannon

Susanna Shannon is a director of Johnson Management, which provides advisory leadership for The Johnson Group, a collection of family-owned companies based in her home state of South Carolina. Prior board service includes the Medical University of South Carolina, Converse College, and the Vail Valley Foundation. Susanna previously chaired the Annual Fund for School in the Woods Montessori and has served on Graland’s development committee since 2021. Susanna holds a master’s degree in fundraising and philanthropy from New York University and a bachelor’s degree in art history from Washington and Lee University. Susanna lives in Denver with her husband Tim, daughter Adair (Grade 3), and son George (Grade 1). In her free time, Susanna enjoys skiing and hiking in the mountains, and volunteering at Church of the Ascension.

Leah Ashley

Board Member

Karin Bisogno -Von Glumer Graland Parent Association President & Ex-Officio Board Member

Chaun Powell School Culture Advisory Committee (SCAC) Chair & Ex-Officio Board Member

Karin Bisogno-Von Glumer became a Graland parent in 2017 and has not stopped finding new ways to get involved since. Originally from Valencia, Venezuela, Karin came to the United States to go to school in Omaha, Nebraska. After moving to Denver (before having children), Karin recalls meeting several wonderful families with kids who had “something special about them.” When she asked where the kids went to school, they answered, “Graland.” Fast forward to 2023, and she and her husband Paul are proud Graland parents of Korina (Grade 6) and Sebastian (Grade 4). When asked what she is looking forward to in her role as GPA president this year, Karin said, “I am excited to see and meet new faces at GPA meetings and to welcome parents to our events on campus. The GPA has been planning amazing events for the 2023-2024 school year that you don’t want to miss!” In her free time, you can find Karin cooking, getting together with friends, spending time by the ocean, and volunteering at her kids’ sports clubs.

Chaun Powell is the president of Elevate by Principal, a subsidiary of the Principal Financial Group.

With a master’s in business from the University of Denver and a bachelor’s in business from the University of Colorado, Chaun has participated in the SCAC for the past four years. In addition to his work with the SCAC, Chaun is also an executive sponsor for the Employees with Disabilities and Allies Employee Resource Group (ERG) at Premier, a Professional Women in Healthcare mentor, a community advisory board member for DPD’s Chief Thomas, a professor of entrepreneurship for the Latino Leadership Institute, and a board member for the Latino Entrepreneur Access Program. When asked how he hopes to help the Graland community thrive this year, Chaun said, “Our community and the SCAC are appropriately focused on our students above all else. When our students thrive, our families and our communities also thrive. This thriving can only occur when our students trust their environment and feel they are able to contribute in an authentic way absent of judgment as they develop the intellectual skills to form their own opinions. This development is the epicenter of a community where families are engaged, educators are empowered, and students are inspired. I view it as my obligation to nurture that environment through my work with Josh Cobb, Oscar Gonzalez, and my colleagues in the SCAC and to ensure that every student is provided the same opportunity to thrive by identifying biases, eliminating any potential obstacles, and cultivating a culture of belonging.” Along with his wife, Erin O’Shaughnessy ’96, Chaun is a proud Graland parent of Reagan (Grade 4), Connor (Grade 2), and Trevor and Clare (K).

Graland Today

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Together We Thrive

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By Josh Cobb, Head of School

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In David Brooks’s article, “Why Are Americans So Mean?”, he states, “The most important story about why Americans have become sad and alienated and rude, I believe, is also the simplest: We inhabit a society in which people are no longer trained in how to treat others with kindness and consideration.”

Over my time as an educator working with children in their most formative years, I have felt an increasing urgency to focus on that same simple objective: developing foundational character traits like kindness.

This goal inspired me to consistently explore what attributes students must learn to not only be constructive members of society but to also have a fulfilling life of growth and purpose. This inquiry, influenced by the collaborative work of the Character Task Force as well as many insightful writers like Brooks, ultimately led to the five traits outlined in the Character and Community Framework–curiosity, empathy, agency, adaptability, and responsibility.

Determining those five characteristics was simply the first step. Next came an even more challenging one–coming up with an intentional method to unite our entire community in the act of fostering them. Richard Weissbourd, who visited Graland last year for a Parent Education Network (PEN) event, provided insights on how to do just that. As I prepared to introduce him, I was captivated by his idea of reflective adult role modeling.

He emphasizes that if we want children to build strong character, we need to do more than just tell them about important principles. We need to show them how to live by those principles. In his book, “The Parents We Mean to Be,” Weissbourd asserts, “The problem is (not teaching values): it is actually living by values, such as fairness, caring, and responsibility, day to day.” The best way to ensure students live a life of strong character is to role model. Madeline Levine, one of the cofounders of Challenge Success, reinforces Weissbourd’s advice in her book “Ready or Not,” writing, “For the most part, values are caught not taught. We have to give our kids the opportunity to catch values

by observing us putting into action what values mean.” Levine then punctuates our pressing collective responsibility to younger generations, “There is no ‘resilience gene.’

The ability to make it through challenges and rapid change is taught by parents, educators, and the environment.” Both of these impactful authors affirm our efforts to focus our adult community on role-modeling character competencies and preparing children for both the opportunities and challenges of a rapidly evolving world.

In the aforementioned article, David Brooks outlines how to foster character traits by referencing Iris Murdoch’s “best modern approach to building character” from her work, “The Sovereignty of Good.”

He summarizes her insight that “a moral life is something that goes on continually– treating people considerately in the complex situations of daily existence.”

Brooks recounts that she advocates that we build stronger character “as we learn to see others deeply, as we learn to envelop others in the kind of patient, caring regard that makes them feel seen, heard, and understood.” When Richard Weissbourd discusses the difference between children parroting back what is right and doing what is right, he also stresses this type of care for others: “The issue isn’t moral literacy; it’s moral motivation. There is

one capacity that is at the heart of such motivation–appreciation, the capacity to know and value others, including those different in background and perspective.”

This type of curiosity and empathy is critical for us to achieve our mission to build strong character, follow our guiding principle to build community, and realize our strategic goal to cultivate a culture of belonging.

Madeline Levine, in “Ready or Not,” also emphasizes “the pressing need for moral clarity, as well as how to incorporate a more robust sense of community for us all.” Throughout her work, she explores this connection between character and community. “Values don’t live in a vacuum. They are behaviors: the way we interact with people face-to-face and the actions we take that we know will affect them. Values take on weight and meaning in the real world, in our community.” The “Together We Thrive” initiative this year honors this insight by asking each of us to live by the School’s guiding principles through specific behaviors and, in doing so, role model and foster the five essential attributes to thrive. Though Levine writes about slightly different attributes in her work, she still stresses, “We can teach these attributes by example, by repetition, and through conversation, adjusting our message as our child’s capacity for

understanding grows.” The Character and Community coasters we sent out earlier this fall to families hope to inspire those conversations about the behaviors that reflect the principles of our School.

The first line of the Character and Community Commitment we shared this fall demonstrates what I believe binds educators, parents, and caregivers together: “Our community thrives when we put children first.” By putting children first and truly asking ourselves, “What is best for kids?” we unite in the common purpose of fostering intellectual excellence and strong character so that our graduates become engaged citizens and thoughtful leaders. Richard Weissbourd captures this child-first unifying principle well, “In the strongest relationships, parents and teachers mentor each other and achieve something wonderful–a kind of pure focus, uncluttered by their own issues and agendas, on the needs and interests of a child.” As I consider the over two decades that I have been part of Graland and its nearly hundred-year history, I am confident that we can maintain that collective focus on the children and continue to reinforce our tradition of being a mission and principle-driven community by following specific norms of behavior that will bring us together. I strongly believe that “Together We Thrive.”

Graland Today

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Welcome to Camp Roots: A Graland Community Partnership

By Molly Johnson, Communications Manager

During any given point in the school year at Graland, one can walk down the hallways and feel the energy and excitement of young learners ready to take on a new day full of adventures and discoveries. While summertime at some schools could leave the grounds feeling quiet, at Graland, summer programs such as Camp Roots keep the vibrancy and magic alive all year long. In line with the school’s mission to cultivate compassion by caring for others in our community, Graland began hosting Camp Roots in 2021 to serve migrant students from a variety of metro public schools enrolled in the Metro Migrant Education Program.

Thanks to the dedication and support of several partners, including the Jewish Community Center (JCC), local public school teachers, coordinators from the Metro Migrant Education Program, and Graland faculty and staff, Camp Roots recently finished its second summer of programming at Graland.

The Partnership & History Behind Camp Roots

“The partnership between Graland, the Jewish Community Center, and the Metro Migrant Education Program is important because it fulfills the school’s mission and guiding principles. It makes me think about the quote from our founding headmistress Georgia Nelson, ‘To lead, to follow, and to share,’ because I really believe that we have so much to share beyond the Graland community.” - Carrie VonderHaar, Graland Master Teacher and Camp Roots Coordinator

Under the Colorado Department of Education, the Metro Migrant Education Program works to identify, recruit, and support migrant families in the Denver metro area and various metro public school districts to ensure that migratory children (from birth to age 21) are provided the services and opportunities they need to achieve their educational goals. To effectively accomplish this mission, the Metro Migrant Education Program relies on its

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partnerships with state and local agencies as well as schools (such as Graland) to provide the effective services and programming that migrant children need to succeed in elementary school, high school, and beyond. For the past two years, Graland, the Metro Migrant Education Program, and the JCC have worked together to host Camp Roots, a program designed for migrant students to receive one-on-one learning opportunities to prevent summer learning loss, prepare for the upcoming school year, and participate in enrichment and life skill activities, such as swimming.

The Camp Experience & Its Impact

A summer day at Camp Roots starts with children receiving transportation to Graland’s campus to alleviate stress for working families. Upon their arrival, campers are greeted by Camp Roots teachers and counselors, including Olympia FrasconeStefanski, a consultant with the Department of Education for Migrant Education and a Cherry Creek School District teacher with 22 years of experience. When discussing the Camp Roots experience with Mrs. Frascone-Stefanski, she will tell you it’s a carefully coordinated balance of academic enrichment and fun.

“During a typical day at Camp Roots, the kids arrive via bus from their homes and meet in Graland’s dining hall for breakfast.

We join the JCC’s Camp Shai for morning meetings, where our kids are able to build new friendships and relationships with the kids and counselors from the JCC. After morning meeting, we head to the classroom to do our academic portion of the day,” Mrs. Frascone-Stefanski said. To prepare for this portion of the camp, Ms. Frascone-Stefanski and other Camp Roots teachers work with the kids’ metro public school teachers to learn more about their interests, strengths, and potential areas of growth to make their programming as effective as possible. “The Camp

Roots teachers work with students in a variety of content areas,” Mrs. Frascone-Stefanski said. “We definitely focus on literacy and mathematics but do some work in social studies and science as well. This is important because it gives the kids the opportunity to stay engaged in academics during the summer.”

Guillermo Barriga, a coordinator from the Metro Migrant Education Program, agrees with Mrs. Frascone-Stefanski that the academic portion of Camp Roots is crucial not only to the Metro Migrant Education Program’s mission but to the students’ future success. “The kids participating in the Camp Roots program all come from different backgrounds. A lot of them are immigrants themselves, or their parents are immigrants. We have families in our program from Mexico, Venezuela, and Burma,” Mr. Barriga said. “Many of the families are more recent arrivals who are trying to navigate lots of challenges, including the education system in the U.S., which is why it is very important to offer them this opportunity. We know [in the Metro Migrant Education Program] that if our students are not engaging in academic pursuits in the summer, there’s a big chance they’re going to fall behind. This can cause our kids to drop out when they get to high school, which is why it’s very important for the kids, early on, to have something like Camp Roots to participate in during the summer that is academic in nature but also fun.”

As for the recreational piece of the program, every day at Camp Roots is filled with new experiences and fun in the sun. This would not be possible without the essential partnership of the JCC’s Camp Shai, which provides joy to campers through their daily programming and invitation to swim at the JCC aquatics center - a favorite activity among the Camp Roots kids! According to Juan Botello, Graland’s director of finance and operations, “The feedback from our participating Camp Roots families emphasizes the value of providing a complete experience that focuses both on academics and camp activities. This well-rounded program would not be possible without the JCC’s partnership.

Because the JCC has been conducting summer camps at Graland’s campus for over six years, they were a natural partner for us to offer joint programming to Camp Roots students.”

The Future

As for what the future holds for Camp Roots, many involved in the partnership will tell you it’s looking bright. “Something I want our community to know about the Camp Roots and Graland partnership is that even though the program started small with 10-12 kids at most, it has already grown to 20 kids and will take on more students in 2024. Going forward, I am excited for our school community members, including the board, teachers, students, and families, to learn more about Camp Roots, its positive impacts, and all that the Camp Roots community has done for us, too,” Gaby Jaquez Perez, controller in Graland’s business office and Camp Roots coordinator shared. Courtney Jacobson, the general manager of the JCC’s Camp Shai, added, “I think the partnership is special, and I’m really excited to see where it goes. I know we have a lot of happy kids that go home at the end of the day, some that may not have been able to come to camp or know about the JCC otherwise.

I hope in the years to come, we can continue to leave our mark on these kids in a really positive way that includes a great camp experience.” And finally, according to Mr. Botello, “this is just the beginning” for Camp Roots. “When it came time to pilot the Camp Roots program on campus, we knew we wanted to start small and see how far it could go,” Mr. Botello said. “In terms of what’s to come, we’ve been in conversations with national organizations who run similar programs across the country and are looking forward to learning, growing, transitioning, and taking advantage of additional partnerships for Camp Roots in the future.”

Keep an eye out for more information on Camp Roots and its growth in upcoming publications.

Graland Today

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BECOMING ENGAGED CITIZENS AND THOUGHTFUL LEADERS:

Artistic Communication in the

By Tara Neeley, Artistic Director

“What are the arts good for?” This decades-long debate offers no shortage of perspectives from philosophers to community stakeholders alike. Some might argue artistic value is found in the collective belonging, while others might cite increased intellectual capacity. Still yet is the ability to transcend our lived experience into an ethereal world of beauty. Although there are many reasons the arts are valuable to the human experience, for the Graland Visual and Performing Arts Department (VAPA), none is more important than the ability for artistic creativity to communicate ideas, thoughts, and feelings.

As arts educators, we do not expect every student to become a prodigy in our disciplines of music, theatre, and visual arts. Rather, increased artistic skill is the vehicle by which students are able to communicate increasingly complex stories of themselves and others.

It is through these artistic stories in all of our disciplines that perspectives are altered, empathy is fostered, identities are developed, and action is engaged – this is the value of the arts. Said another way, we can develop ourselves, our communities, and the world through the lens of artistic creativity. Surrounded by a high-tech, fast-paced, and complex society, the value of arts to provide this human connection,

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storytelling, and compassion cannot be quantified in capitalist terms. If this all sounds like a courageous, deeply authentic, and, at times, difficult task, that’s because it is through a delicate dance of process and product.

Producer and recording artist Charlie Peacock, when discussing deeper artistic values, once stated, “It’s not just about creativity, it’s about the person you’re becoming while you’re creating.” As arts educators, we would call this “the process.” Within our VAPA team, we endeavor to create safe arts spaces where students feel comfortable taking risks as they wrestle with their own values, beliefs, thoughts, and emotions through the process of “becoming” their own unique person. In part, this requires much reflection as a first step to understanding oneself. When we better understand ourselves, we can better understand others and their experiences. Oftentimes, too, we grow as persons throughout the artistic process, and we complete many iterations of the product before we are ready to share with others.

Another important part of the inner process is learning to collaborate and receive feedback. In performing arts, our students must learn how

to work with others and their ideas.

Sometimes, this means having to once again do self-reflection when their own artistic ideas are in conflict with others.

Students must navigate how to tell the story or communicate the idea with room for multiple artistic identities. Equally, receiving feedback on work, reconciling that with their own artistic voice, then adapting work is key to great selfdevelopment and artistic communication.

The artistic process is no small undertaking, but what about the product?

One can certainly explore artistic choices for communication, collaborating with other artists, and receiving feedback via the reproduction of other artists’ work.

Without a doubt, important artistic lessons are learned from studying the works of history’s greatest composers, playwrights, lyricists, painters, and sculptors. But if students were to only ever replicate Monet’s “Water Lilies,” play Beethoven’s “Für Elise,” or act in Shakespeare’s “Twelfth Night,” would they truly discover and develop themselves to the depths of which Peacock suggested?

Would they ever be forced to reckon with their own beliefs and values that promote artistic identity and independence?

And, would they

21st Century ever create new art that asks 21st-century audiences to see other perspectives and gain empathy?

The Graland VAPA department believes that if we are to fully develop our students’ artistic identities through which they are able to communicate their voice, stories, and feelings about themselves and others, then students must have many opportunities to produce their own works of art in addition to learning from the masters’ products.

The Visual Arts Team sets a beautiful example of learning skill and theory, then allowing students to create original work using their own ideas. This is widely accepted by most parents and educators as standard practice. It would be alarming if conversely, students were only copying masterpieces. Yet, somehow, this natural progression to original artistic production is not inherent in the performing arts world, where students most often perform others’ shows or music. Recognizing this disparity and holding true to what we value in the arts, the Graland VAPA Team has worked over the course of the last several years to intentionally build more student agency, choice, and product creation into our performing arts classes.

In our theatre classes, our youngest students through our eighth graders

experience writing their own plays, directing, stage crew, set design, and tech theatre. Our music classes have undergone changes to hold space for traditional and contemporary music while also providing more opportunities for music creation in both forms throughout the Lower School and Middle School divisions.

As music educators, it is important that what we teach is applicable and relevant to the ways students are experiencing music outside of school. Though we still employ traditional instruments, 1:1 Apple technology allows us to explore digital music production even with our Lower School students. Because band and choir are not the only ways to “be a musician,” we have reconstructed our fifth and sixthgrade music classes to offer expanded

Meet Graland’s New Artistic Director: Tara Neeley Graland educator Tara Neeley has been a pioneer in the school’s Visual and Performing Arts department since 2017. Recently named Graland’s new artistic director, Mrs. Neeley has been a key part of re-imaging the school’s music and arts curriculum to promote 21st-century practices and inspire students’ lifelong engagement.

With a master’s and bachelor’s degree in music education, Mrs. Neeley is currently pursuing her doctorate in interprofessional leadership from Kent State University. Her anticipated graduation is in the spring of 2026.

units that feature GarageBand tech, songwriting, world music, composition, percussion, dance, ukulele, and guitar.

Central to each of these units is opportunities for students to create their own music, much like they do in theatre and visual arts classes, so that they can communicate their own ideas and stories.

Students still have many opportunities to learn traditional band and orchestra instruments through our conservatory program, enrichments classes, and our seventh and eighth-grade elective classes.

Now, nearly a quarter into the 21st century, we should no longer be asking, “What the arts are good for?” but instead be asking, “How will students be better prepared for life in this century through the arts?” In an increasingly complex world that is flooded with information, we believe students, more than ever before, need to find their own voice and know how to connect with others through compassion, empathy, and perspective.

The arts provide the process and the original product by which students become more engaged citizens and thoughtful leaders, not of tomorrow, but of today. Now is the time for the world to hear their voices, their stories, and their perspectives.

Graland Today

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Admission News

Fast Facts About Our 2023-24 Enrollment

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Applications from

states

&

4

countries

517

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Middle School Preview Day

Experience what Middle School is like at Graland!

Follow a current student through their schedule of classes.

Make new friends, meet teachers, explore classes, and so much more! For students interested in Grade 5-8.

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that feed into Graland

9 bus routes serving Graland Families

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New families live in zip codes across the Denver area Schoolwide, our families represent different zip codes.

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Thursday, November 2, at 8:30 a.m.

Thursday, December 7, at 8:30 a.m.

Take an in-person tour of campus or watch a pre-recorded virtual tour!

ambassador families

18 preschools

Join us on campus to take a tour and hear directly from Graland students, parents, and Head of School, Josh Cobb.

In-Person or Virtual Campus Tours

from new students new families

registrations to admission events

Please help spread the word about Graland - tell your friends and family to check out the “Visit Us” page on the website for details about ...

In-Person Open Houses

Welcoming families new to Denver from Pennsylvania, Louisiana, Florida, California and Columbia

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Spread the Word!

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Connect With a Current Parent

The Graland Parent Admission Network is excited to connect with prospective families and talk about their experiences at Graland.

Current families are our best ambassadors! Thank you!

Contact admission@graland.org for more information.

Middle School News

To Be Seen & Known in Middle School

By Marti Champion, Head of Middle School

Sawubona. It’s an African Zulu greeting that means “I see you.”

But it goes much deeper than that.

For me, it speaks to the heart of inclusivity. “I see your personality.

I see your humanity. I see your dignity.” This is how I introduced myself to the Graland community seven years ago when I began my tenure as head of Middle School.

This is what I say to every eighthgrade student as they walk across the stage to collect the diplomas at graduation. Although this is how I choose to move through the world, I can tell you more about what this means to me at Graland.

Middle School is a transformative time in a young person’s life.

It marks the transition from childhood to adolescence, bringing with it a whirlwind of emotions, challenges, and self-discovery. In a word, it’s messy. As Middle School educators, we are aware of the unique position we hold in the lives of our students and their families. We play a pivotal role in how Middle School students are seen and see themselves.

The Graland program is distinctly set up with grade-specific teams so that we can get to know our students. Each grade in Middle School has a core group of faculty and advisors focused on that grade level. Each teacher knows every student in their respective grade, and many times, that relationship extends to connections they make in advisory, athletics, service learning, ICE ( Innovation, Creativity, and Exploration courses), school trips, or clubs. These grade-level teachers not only understand the needs of their particular age group, but they also have weekly collaboration time to discuss and focus on the collective and individual needs of the students in their grade. This collaboration extends to interdisciplinary themes in their classes with a sharp focus on the student’s social-emotional growth.

Graland Middle School’s approach and philosophy highlight the healthy respect faculty have for their students and their willingness to take a stand for their learning and growth. We do this by recognizing each student as an individual and getting to know them. This is not an easy task, but with our robust programming, we get to interact with students in a multitude of ways. From small advisory groups to school trips like La Foret, Mesa Verde, Washington D.C., and the American South, service learning, Upwords speeches, and Capstone, our strong relationships with middle schoolers support student agency and self-advocacy while encouraging positive risk-taking. With the guidance of trusted faculty and deans, we are confident that our eighth-grade graduates depart Graland equipped to be “engaged citizens and thoughtful leaders” who are empowered to take on more responsibilities as students when they enter high school.

Care, Connection, Balance, and Belonging are the building blocks upon which advisory is built. It marks the beginning of each day and is the space where faculty serve as guides to help students navigate not only academic challenges but also provide support and guidance in personal development. Beyond advisory, faculty members make personal connections with their students.

Over the course of a school year, our grade-level teams inspire and motivate students by recognizing their potential and encouraging them to try new ideas, iterate on old ones, and embrace failure as a learning opportunity.

Being seen by faculty means Graland Middle School students are not just another face in the crowd but individuals whose growth and well-being are genuinely cared for by their teachers. It’s a fundamental aspect of the Graland Middle School experience and has a profound impact on our students’ growth.

Graland Today

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Middle School News

Care, Connection, Balance, and Belonging: Staples of the Middle School Advisory Experience

By Kimm Lucas, Grade 5 English Teacher

Care, connection, balance, and belonging are all aspects of life that Middle School students seek. At a time when students experience significant emotional and social growth, advisory provides them a safe place and a brave space to discuss feelings, challenges, and successes. The advisor can become a trusted adult in a place where students spend more time than they do at home in a typical week.

Furthermore, students learn to develop or practice empathy, communication skills, self-awareness, advocating for themselves, study skills, and how to reach the optimal space of balance.

In the Graland Advisory Program, the mission states that “As a Middle School, we believe that having brave spaces for conversation, reflection, and partnership will help teachers and students build strong character and community.” Advisory is that landing pad to build a small community within the wider community at school, a place that is reliable and consistent, whether it’s the first day, the last day, or any day in between.

At a phase in life when middle schoolers are simultaneously experiencing an increased need for independence, guidance, and support, Graland’s advisory program is a place where students can find the care, connection, balance, and belonging that they are seeking.

Care: All advisors want a student to feel cared for like they have an ally in their court, someone who they can depend on for support. Advisors care for their small group of advisees beyond them just being another group of students. By spending time with this small group first thing every day, advisors inevitably come to know their advisees, their passions and activities outside of school, their challenging moments, what makes them laugh, and more. Through advisory greetings and shares, which start off the daily gatherings, to games and discussions, and even through journaling, advisories often become a mini-family. Advisors know when their advisees have an important soccer game, a school project that might be causing some worries, or if something funny 12

happened over the weekend, and they aim to care for them and support them in a variety of ways.

Connection: In the Graland advisory program, advisors strive to have all Middle School students feel like they are connected to at least one adult and a handful of students in their class. These groups stay consistent throughout the year, allowing students to form close-knit communities. These advisory connections, established first thing every day, facilitate a mutual experience for a small group of students and their advisor, and this common connection point lays the foundation for success in the school day and beyond. Whether it’s a trivia night on the Grade 5 trip to La Foret, a Grade 6 morning advisory game, a memorable meal shared on the Grade 7 Washington D.C. trip, or a Grade 8 grade-wide competition between each advisory, connections inevitably happen within these smaller micro-communities.

Balance: With so many demands placed on Middle School students in sports, clubs, extracurricular activities, secondary school applications, and just being a student, kids today can feel overwhelmed and unbalanced. Advisory is a place where students can learn study strategies, how to prioritize what is important to them, and how to speak up when facing an obstacle. In addition, advisory groups can address physical and mental health topics, helping students develop healthy habits and positive coping mechanisms to bring balance back to their world. Advisors strive to provide balance to students and their families throughout their entire Middle School experience, whether they are navigating the change from Lower School to Middle School in Grade 5 or preparing for their next chapter as eighth graders in high school and beyond.

Belonging: By having a small group where students can meet daily, share hopes and dreams, strategize how to make it through a week with multiple tests and projects, laugh together, eat together, and more, students are more likely to feel like they belong.

Additionally, Middle School Mingles, a new initiative in the advisory program, provides a space for students to gather for fun activities, games, and special treats related to a monthly theme to help students feel belonging, connectedness, and value.

We Asked, and Middle School Students Answered!

Q: How do you see the building blocks of Graland’s advisory program (care, connection, balance, and belonging) in your daily life at Graland?

A: “I feel belonging at Graland in clubs. They take time and effort to make what we do fun, even if someone doesn’t think they’d enjoy it!”

- Luisa M., Grade 5 A: “I feel a sense of connection and belonging when I’m laughing and having fun with my friends at lunch and at recess. The buddy program is another place where I feel care and connection - shoutout to my secondgrade buddy, Cole R.!” - Cooper B., Grade 6 A: “I feel a connection with my classmates during volleyball practice and games. Everyone is so kind and supportive, and I leave practice feeling that others care for me.” -Francesca N., Grade 7 A: “In seventh grade at Graland, I feel connected to the class and community when we have opportunities to bond with one another, like playing fun games in advisory such as ‘Eleven’ or ‘Couch,’ or collaborating to build an advisory poster to hang on the wall.” - Ryan P. - Grade 7 A: “I see the building blocks of Graland’s advisory program at Graland during recess when everyone is being included in all of the activities, including football, soccer, or even just talking with friends.” - Topher B., Grade 8

Q: How does Graland’s advisory program help you navigate the demands of Middle School?

A: “Advisory is a safe place where you don’t need to worry about stress. It is a place where you can hear ‘Good morning!’ not ‘Where’s your homework?!’ Advisory is a place where you can vent to your teacher or hang out with friends. Having a place where there is no pressure, no demands, and no judgment is important because it keeps students’ mental health and self-esteem well.” - Aubrey S., Grade 6 A: “I believe that advisory is a good addition to the day, and it helps us navigate Middle School extremely well because we have time in the morning to bond with our classmates, which I think is the most important aspect here at Graland.” - Andrew P., Grade 7 A: “Advisory helps me navigate Middle School by giving me a chance to create bonds with my peers and gives me classmates to turn to. Because of advisory, I have had the opportunity to engage with my peers much better throughout the entirety of Middle School. It’s a great place to receive tips and tricks for the day, week, or even throughout the year. It has given me the ability to engage with my classmates on a more personal level and get to know them much better.” - Fisher V., Grade 8 A: “Advisory helps navigate the demands of Middle School by being there for us and helping us succeed. Advisory helps us become more accountable, responsible, and helps us become more organized through our planners.”

- Desi B., Grade 8

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Lower School News

How Positive School Engagement Impacts Your Child

By Nan Remington, Head of Lower School

In the late 90s, there was a science fiction comedy film, “Multiplicity,” starring Michael Keaton, about a man who never has enough time for what he wants to do and is offered the opportunity to have himself cloned. As a parent, I thought this was a great idea! One parent can do the after-school pickup, one can organize and drive the Saturday sports carpool, the other can attend the Back-to-School Night, and another parent can make sure your child’s academic and social needs are being met.

We have busier schedules than ever before, and you may often ask yourself, how does one manage it all? The good news is you don’t have to.

By engaging with your child’s teacher and the greater Graland community, you have a partner that can impact your child’s educational experience and overall growth. Decades of research outline a clear need for a partnership with the school and home.

When families are engaged in school, their children are more likely to perform better academically, have improved behavior, and develop stronger social skills such as: Enhanced Communication: A solid home-school connection encourages effective communication. Parents who engage with the school regularly are better informed about their child’s progress, any areas of concern, and upcoming events.

Increased Confidence: Knowing that their parents are invested in their education boosts a child’s self-esteem and confidence. This confidence can empower them to take on new challenges and excel in various areas.

Strong Character Development: Recently, Graland launched its Character and Community Framework with character traits that are critical for students as they navigate the challenges and opportunities of our world. Parents who actively engage with the school can support these efforts by modeling the attributes of curiosity, empathy, adaptability, agency, responsibility, and aligned behaviors.

In addition, it’s important to remember that one of the most productive forms of engagement is the parent and educator relationship. Your child is learning how to connect the pieces between home and school. It is powerful for your child to know that you and your child’s teacher are in good contact and that there is good rapport. Graland teachers understand and appreciate the importance of keeping the lines of communication open.

Any interaction with your child’s teacher can feel intentional and 14

built on well-being if you think of the two of you as a team with the same goal: to help your child succeed and feel comfortable at school. If your child shares a concern or issue, sharing those feelings with the teachers is essential. Teachers can often provide a fuller picture of what has occurred and will have ideas for supporting your child.

Keep in mind, there are also other ways to engage and learn more about what is happening in school. Back-to-School Nights are a wonderful glimpse into the classroom, curriculum, and schedules your child experiences at school. Attending other school events, such as GPA meetings (which include opportunities to engage with educators through the Faces of Faculty segment), participating in service learning opportunities, listening to Parent Education Network (PEN) speakers, joining Josh Cobb’s book club, and learning about the curriculum through morning coffees where Graland administrators and teachers present curricular information are just a few avenues for parents engagement.

Suppose you are unable to attend in-person events on campus.

In that case, you can learn what is occurring throughout the day by viewing the teacher’s Instagram posts, reviewing the topics and content on the class pages, and reading the “Graland Online Newsletter,” sent to your email each Friday.

Positive engagement with your child’s elementary school is vital to their educational journey. Parents who actively participate in their child’s school life can help create a supportive and enriching learning environment, leading to academic success, improved behavior, and strong character development. By implementing these practical strategies and recognizing the significance of their involvement, parents can empower their children to thrive in Lower School and beyond. Remember, your active engagement sends a powerful message to your child: that their education is a shared priority and a journey you take together.

Chasing Curiosity:

The Secret Sauce of Learning

By Parthenia Williams, Associate Head of Lower School, and Kathy Riley, Lower School Counselor

Have you ever wondered if whales sleep? We hadn’t either, but once the question was posed and we saw how it piqued the interest of our Lower School students, we couldn’t resist searching for an answer. This type of curiosity invites engagement and makes learning more effective and enjoyable. According to cognitive scientist and researcher Elizabeth Bonawitz, “Curiosity acts as a kind of filter you put over the world to help the mind decide what information to attend to. She says. “It’s a physiological response that helps drive action and decision-making to support learning.” Young children are naturally curious, and at Graland, we try to provide an environment where they feel they can ask questions and have the necessary support to guide their explorations.

This year, Graland students will be exploring the character and community attributes of curiosity, empathy, adaptability, responsibility, and agency.

Students will be introduced to each attribute at Lower School assemblies with follow-up lessons and conversations occurring in classrooms and during buddy activities. In September, Lower School students were introduced to the attribute CURIOSITY. We’ve explored how asking questions and using active listening skills helps us to learn more about ourselves, our community, and the world.

The world of elementary classrooms is filled with curiosity and wonder. Recently, we had the opportunity to visit secondgrade classrooms. In Mrs. Justine Hall’s

class, the students were learning about the difference between a statement and a question. She created a lesson involving the students to post sticky notes with questions on wonder walls. The wonder walls hung all around the room with questions the students wanted to learn. There was a sense of exploration and excitement. They were curious. Mrs. Hall knew that to fire up and foster student’s curiosity she needed to encourage her students to ask questions, try to answer them, and seek information.

The students were having a blast. Mrs. Hall’s class provided space for authentic meaning and emergent experiences.

Second grader Charlie Y. wrote a question about rockets. “How do rockets fly? He has always wanted to learn more about how rockets work. The next step in the lesson was for him to use the digital Encyclopedia of Britannica to research his answer and then, with a different sticky note, put the answer to the inquiry under the question.

The wonder wall was bursting with information. When we were exploring their walls, we grew more curious each time we read a question. “Why do puppies have fur?” “Why do pandas love to eat bamboo, and who made the Great Wall of China?”

Mrs. Hall had opened a world for her students to pursue curiosity by helping them figure out what they want to know and then showing them how to systematically go about getting the answers to their investigations and explorations.

In another second-grade classroom, Ms. Jessica Williams’ class explored their classroom community. “What were they noticing about their classmates?”

“How could they be supportive of one another?” “Who was going to be their sixth-grade buddy?” “What were they like?”

Before seeing their buddies, they created a wonder wall. “What is their favorite food?”

“Do they have siblings?” “What do they love to do in school?” Second grader Kate P. was so excited to meet her sixth-grade buddy, Hazel. She learned so much about her. Kate was surprised that she is a twin, loves chocolate cake, and has a hamster who loves to eat Oreos. When seeing Hazel around campus, it makes her feel happy. She feels a connection with her and looks forward to the next meeting. Kate is curious about what Hazel is doing in sixth grade and said it was fun listening and asking her questions. She wonders, “What will I learn next?”

Our hope is that throughout a student’s journey at Graland, they will come to internalize these attributes and behaviors, curiosity, and active listening, which will lead them on a path to becoming engaged, lifelong learners. And if you’re wondering if whales sleep, go ask a Graland Lower School student!

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Alumni

Celebrating Trini Rodriguez ’89

By Molly Johnson, Communications Manager

When asked to think of three words that come to mind when he thinks of Graland, Trinidad (Trini) Rodriguez, Class of 1989, said “relationships, experiences, and growth.” Since his time at Graland, Mr. Rodriguez has dedicated his career as a changemaker to these same themes, making him the ideal recipient of the 2023 Nancy Nye Priest Alumni Award.

Each year, the Nancy Nye Priest Alumni Award honors alumni whose extraordinary contributions in their field are reflective of the exemplary qualities of the person, Graland Country Day School, and the global community in which we live.

When asked what receiving this award means to him, Mr. Rodriguez said, “It is a distinct honor to receive this award.

My relationship with Ms. Priest spanned nearly all of the seven years I attended Graland. What sticks out to this day is the way she empowered me to make my own contribution to our classes’ experiences. I think of the way she taught us about the native peoples of the Four Corners region, including their ancestry, history, traditions, and legacy. It started in the classroom with her own intricate models and stories and eventually continued with our trip to the Southwest. In addition to making learning fun, the reverence she had for our subject helped me build a sense of confidence in my own native heritage. To this day, I carry her legacy forward in my own work, which inspires me to want to do so much more.”

During his time at Graland, Mr. Rodriguez immersed himself in a wide variety of activities, including football, lacrosse, an intramural kickball league, the musical, student council, Latin courses, and more. When asked to share what stood out to him about his time at Graland, Mr. Rodriguez said, “The fact that learning was anchored in experience really left a lasting impression on me. This helped in how we learned, but also what we learned.

By putting us into experiences, such as catching insects in Cherry Creek with Jack McKenna or immersing ourselves in Taos’ history with Nancy Priest, our curriculum 16

grew to accommodate the interests of the entire class. It seems like this is an increasingly rare opportunity in today’s world, but all the more important.”

After graduating from Graland in 1989, Mr. Rodriguez went on to attend East High School (where he met his future wife) and eventually the University of Massachusetts Amherst. Throughout this time, Mr. Rodriguez continued to immerse himself in experiences that advanced his learning, such as traveling to Ecuador for a service project, visiting Mexico to witness international trade, and interning at Fannie Mae in Washington, D.C. Following this internship, Mr. Rodriguez returned home to Colorado to work for Governor Romer in his policy office, energy conservation office, and the Colorado Department of Natural Resources. With this experience under his belt, Mr. Rodriguez was inspired to take his career as an engaged citizen and thoughtful leader one step further. “I launched my career in public finance investment banking in 1999, a niche area

of financing public purpose infrastructure using bonds. This took the form of bond issuances to build classrooms, health facilities, community amenities such as libraries and recreation centers, roads and airports, and multifamily apartments throughout the U.S.,” Mr. Rodriguez said. “Throughout all of those years, I also volunteered as a leader in our city and region focused on housing affordability, city building, economic development, and equity and fiscal fairness and sustainability.

Some of my roles involved chairing the Downtown Denver Partnership, Denver Housing Authority, and Colorado Fiscal Institute and serving as a board member at several institutions, including the Rose Community Foundation and New America School. After 23 years in public finance, I took a sabbatical to focus on my leadership capabilities and explore a broad array of personal and entrepreneurial interests, including urban agriculture. In fall 2022, I decided to enter the Denver mayor’s race. Though I did not win, it was

an honor and privilege to work to serve our city in this way.”

Today, Mr. Rodriguez resides in Central Denver with his wife and daughter Catalina ’17. He remains active in the community by serving as a board member at Metropolitan State University of Denver Foundation and on the Colorado governor’s revenue estimating advisory committee. In addition, Mr. Rodriguez is in the early stages of starting a company “focused on creating opportunities to grow highly nutritious fruits and vegetables naturally throughout cities.” In a word, Mr. Rodriguez remains dedicated to helping the organizations he is involved in “thrive,” much like Graland in its work to live out the initiatives of the strategic plan.

When asked his opinion on what is needed for current families, students, and educators to continue to thrive at Graland, Mr. Rodriguez said, “I applaud that Graland is cultivating a culture of belonging as it pursues its ‘THRIVE’ vision. This came up in my own path at Graland. I also saw this in my daughter’s path there.

When all feel this sense of belonging, all benefit from a more profound set of experiences. In learning how to help others belong, we learn how to successfully navigate in what the strategic plan acknowledges is a rapidly and dramatically changing world. All of this will prepare students and Graland to make greater and more positive contributions to everything they work on. In the end, the results will be ever more rewarding just as Nancy Nye Priest and her legacy teaches so many of us.”

On Thursday, October 26, 2023, Mr. Rodriguez received the Nancy Nye Priest Alumni Award at the Fall Cocktail Party, surrounded by current members of the Graland community, alumni, family, and friends.

Congratulations!

Class of 2019 College Selections Sophia Aalami: University of St Andrews Piper Adams: Norwich University Gus Albright: Sewanee: The University of the South William Alvarez: Pratt Institute Carter Anderson: Georgetown University Claire Arney: Vanderbilt University Jack Bentfield: California Polytechnic State University, San Luis Obispo Millie Bjork: University of Michigan Jed Bloomberg: Let Us Know!

Cal Bresee: Southern Methodist University Addie Brown: Santa Clara University Caroline Brown: Elon University Millie Browner: University of Colorado Boulder Sadie Burke: Cornell University Sara Burke: University of Vermont Michael Chapman: University of California Santa Cruz Milin Choksi: Southern Methodist University Ella Cobb: College of Charleston Emerson-Ellis Coleman: Wake Forest University Cate Corry: Colorado School of Mines Lucy Coughlon: Indiana University Jade Crichlow: Occidental College Mei Mei Dellinger: Let Us Know!

Jonah Einisman: University of Michigan Hailey Emerson: Let Us Know!

Marco Firmender: University of Pennsylvania Anneliese Forschner: Kenyon College Charlotte Frampton: Davidson College Willie Frankfurt: Let Us Know!

Lauren Frankmore: Chapman University Will Freimuth: University of Colorado Boulder Ainslee Garcia: Yale University Naomi Gillis: Tufts University Addie Godfrey: University of British Columbia Ellie Goldstein: University of North Carolina at Chapel Hill Olivia Goodreau: University of California, Los Angeles Wilson Gowen: University of Virginia Robert Grawemeyer: Connecticut College Remy Guillot: Syracuse University Sadie Gurfinkel: American University Cece Hecklinger: University of Colorado Boulder Emma Hernandez: Louisiana State University Ruth Herrlinger: Let Us Know!

Grady Hooper: Let Us Know!

Coco Hunt: Stanford University Rob Jacoby: Oklahoma State University Max Jordan: Loyola Marymount University McCayden Karlin: University of Northern Colorado Karina Kastelic: Pepperdine University

Keira Kastelic: Northeastern University Kate Kechriotis: University of Oregon Gigi Kim: University of Loyola Chicago Matthew Kintzele: University of Oregon Toren Knepper: University of Colorado Boulder Spencer Kornfeld: Let Us Know!

Jimmy Manassee: University of Colorado Boulder Harris May: Wesleyan University Charlie McIlroy: University of Colorado Boulder Catherine Miranda: Loyola Marymount University Ellie Montes: Let Us Know!

Ian Napue: North Carolina Agricultural and Technology State University Boss Oberlin: Clemson University Sam Oberlin: Let Us Know!

Annie Pardun: University of Oregon Mia Park: Siena College Hudson Parks: Santa Clara University Reid Pease: University of Wisconsin Lorenzo Pia: Let Us Know!

Belen Pizarro: University of Colorado at Denver Rachelle Prasthofer: University of Alabama Gracie Ralph: Let Us Know!

Soleil Richards: Let Us Know!

Mia Richmeier: Let Us Know!

Owen Robert: Chapman University Harrison Roth: Miami University Elliot Rutherford: Tufts University Michael Ryan: University of North Dakota Anika Sankpal: University of Colorado Boulder Alice Scheffey: University of Texas at Austin Robert Schulein: Let Us Know!

Malia Schuler: Virginia Tech Andrew Smart: Northwestern University Emme Smith: Let Us Know!

Allie Stellor: University of Central Florida Lela Street: Let Us Know!

Joey Strieby: Loyola Marymount University.

Lucy Sutton: University of Michigan Mailin Thompson: Let Us Know!

Lila Tinsley: University of Denver J.C. Turner: University of Michigan Dash Twarogowski: Metropolitan State University of Denver Max Vidal: University of Virginia MacCoy Weil: Let Us Know!

Asher Weisberg: Indiana University Chet Wheeler: Let Us Know!

Jaelyn Williams: Let Us Know!

Charlotte Wimer: Let Us Know!

Help us fill in the blanks!

Share college information and/or other classnotes by emailing ascheitler@graland.org Graland Today

I 17

Alumni

Graland Alumni Living as Engaged Citizens and Thoughtful Leaders As we recognize Trini Rodriguez ’89 with the Nancy Nye Priest Alumni Award this fall (see previous page), Graland also wishes to acknowledge other alumni who are contributing to the public sphere, modeling what it means to be an engaged citizen and thoughtful leader.

Daniel Baer ’92 is a distinguished leader in international policy and diplomacy, currently serving as senior vice president for policy research and director of the Europe program at the Carnegie Endowment for Daniel Baer ’92 International Peace. He has held various influential roles, including U.S. ambassador to the Organization for Security and Cooperation in Europe under President Obama and executive director of the Colorado Department of Higher Education. With a background in academia and consulting, Daniel has made significant contributions to public service and thought leadership as a respected media commentator and writer, contributing to various publications and appearing on major news networks.

His dedication to educational opportunity, equity, workforce development, and diverse background in higher education, public service, government, and the private sector highlight his role as an engaged citizen and thoughtful leader.

Jeremiah Baronberg ’91 is a public policy and strategic communications consultant, currently serving as senior advisor Jeremiah at Blue Star Strategies, LLC, Baronberg ’91 an international public affairs and government relations firm headquartered in Washington, D.C. With a diverse background spanning international relations, corporate social responsibility, and business development, Jeremiah’s career has included service in the U.S. Congress and with non-governmental organizations such as the U.S. Global Leadership Coalition, WorldDenver, and the American Jewish Committee, where he serves as a national board member. Throughout his professional journey, Jeremiah has consistently demonstrated his commitment to civic engagement and public service as an engaged citizen and a thoughtful leader.

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Justice Melissa Hart ’84 was appointed to the Colorado Supreme Court by Governor John Hickenlooper in 2017. She is an active member of the Colorado legal Justice community, serving in various Melissa Hart ’84 roles and committees, including liaison to the Colorado Access to Justice Commission and involvement with the American Bar Association Section of Legal Education. Justice Hart is also an adjunct professor at the University of Colorado Law School and the University of Denver’s Sturm College of Law. She has an extensive educational background, including a law degree from Harvard Law School, where she served on the editorial boards of the Harvard Law Review and the Harvard Women’s Law Journal.

Additionally, Justice Hart clerked for prominent judges in the U.S. Court of Appeals and the United States Supreme Court before practicing law in Washington, D.C. Her dedication and passion for the community reflect her reputation as an engaged citizen and thoughtful leader.

Jennifer Ridder ’02 was recently appointed as Denver Mayor Mike Johnston’s chief of staff, through which she will help set the agenda for the city’s first new mayor in 12 years.

Jennifer Jenn has managed political Ridder ’02 campaigns from the gubernatorial to the presidential level. The American Association of Political Consultants named her to their nationwide “40 Under 40” list for her successful work in electoral campaigns. Jenn has managed teams of all sizes, from several dozen to several thousand — and has developed a leadership style that brings people together to tackle tough challenges. Her ability to navigate the complex world of politics and government while staying true to who she is has led her to be an engaged citizen and a thoughtful leader.

For 18 years, Jamie Torres ’92 has dedicated her career to human rights and promoting community partnership in the City and County of Denver. Her journey from deputy director to leading the Jamie Torres ’92 Denver Office of Immigrant & Refugee Affairs reflects a deep commitment to addressing the evolving needs of Denver residents.

In her roles, Jamie has tackled issues ranging from poverty and equity to food insecurity and immigrant integration. Now, as a re-elected Denver City Councilwoman for District 3, Jamie’s unwavering commitment to the community exemplifies what it means to be an engaged citizen and a thoughtful leader.

Chantal WeatherleyWhite ’82 Unfug has a public service career spanning experiences with three governors, three Denver mayors, and three rural county Chantal Commissioners. She now Weatherleyserves in the Department of White ’82 Unfug Local Affairs as director of the division of local government.

With a passion for serving Colorado and its rural communities, Chantal has shepherded billions of dollars in grants to community building, disaster recovery, and infrastructure efforts to ensure no Colorado community is left behind. Her leadership and perseverance truly make her an engaged citizen and thoughtful leader in the community.

Save the Date!

Alumni Reunion 21+ Event

Saturday, May 4, 2024, 5-8 p.m.

Graland Anschutz Commons 25th Reunion for the Class of 1999 50th Reunion for the Class of 1974 With a special presentation of the Ruth Gorhman Alumni Award to Jason Cooper ’84.

All alumni 21+ are invited. Invitation to follow in the spring.

Alexis Wilson ’96 Weightman is a senior manager of government affairs at Colorado Health Foundation with a unique blend of science and policy expertise. With Alexis Wilson ’96 a biology background, she Weightman honed her skills in Boston and Washington, D.C., leading program evaluations and policy research for many prestigious institutions such as the National Institutes of Health, National Science Foundation, National Science Board, and the White House Office of Science and Technology Policy. In 2008, She joined the Colorado Health Foundation, recognizing the potential to make a greater impact by translating research into actionable recommendations. Alexis’s passion for her work lies in navigating the complex world of policy in order to craft data-driven recommendations that advance health equity and allow Coloradans to live their healthiest lives. Her dedication to her work and community embodies the qualities of an engaged citizen and thoughtful leader.

Are you living Graland’s mission as an engaged citizen and thoughtful leader?

We’d love to hear from you!

Contact Anna Natassja Scheitler ’13 in the Alumni Office at ascheitler@graland.org or 303-398-3263.

Save the Date!

Alumni Back-to-School Night Thursday, February 8, 2024, 6-9 p.m.

Graland alumni are invited to return to campus for a fun evening event. Feel like a student again by participating in interactive workshops, engaging lectures, enjoying delicious food and drinks, and reconnecting with old friends!

Details to follow.

If you do not receive correspondence from Graland via email and/or mail, please contact Anna Natassja Scheitler ’13 in the Alumni Office at ascheitler@graland.org or 303-398-3263.

Graland Today

I 19

Our students and community THRIVE when you support the Annual Fund.

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Graland Today

I 21

Save the Dates:

2023-2024 Parent Education Network (PEN) Events Save the dates for an exciting lineup of PEN events throughout the school year!

To register, visit graland.org/PenEvents.

Ana Homayoun

Josh’s Book Club

Thursday, November 30 Reception 6 p.m. • Speaker 6:30 p.m.

Wednesday, January 24 • 6 p.m.

“A Whole New Mind” by Daniel Pink

Join us for an engaging evening with Ms. Homayoun, a popular speaker, academic advisor, and the author of four books, who will discuss the pitfalls of perfectionism, navigating overwhelm, and solutions to promote purposeful learning and encourage better executive functioning skills.

Her forthcoming title, “Erasing the Finish Line: The New Blueprint for Student Success Beyond Grades and College Admissions,” was released in August 2023 and is an invaluable resource for any Graland parent. To learn more about her work, please visit anahomayoun.com.

Dr. Aliza Pressman

In 2005, four years before the release of “Drive,” Daniel Pink published “A Whole New Mind.” Though this book was also a bestseller, it ultimately didn’t garner the same attention as “Drive,” except maybe in educator circles. Now, almost twenty years later, it returns to prominence as we consider the intellectual attributes students need to differentiate themselves from machines to thrive in a world dominated by technological advances. Please join Josh Cobb as he leads a discussion on those differentiating traits or, as Pink calls them, “senses” – design, story, symphony, empathy, play, and meaning.

Graland Alumni Panel Discussion Tuesday, April 16 Panel Discussion 6 p.m.

Monday, March 11 Reception 6 p.m. • Speaker 6:30 p.m.

Join us for a lively discussion with Dr. Aliza, the well-known host of the popular podcast “Raising Good Humans” and the co-founder and director of The Mount Sinai Parenting Center. She is a leading parenting expert who brings the latest child development research directly to parents, empowering them to parent with skill and confidence.

Dr. Aliza’s first book, “The Parenting That Matters: Your Essential Guide to Raising Good Humans,” will be published in January 2024. For more info, visit draliza.com.

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The 2023-24 PEN series will conclude with a panel discussion featuring distinguished Graland alumni moderated by Josh Cobb. This thought-provoking event will focus on excellence vs. perfection, what authentic success looks like for every child, and how we can help our children achieve it.

More details to come!

Graland Spirit Store: Shop In Person or Online 24/7 The Graland Store is the place to buy Graland gear for the entire family! Come and see the fully stocked store in person on Tuesdays from 8:15-8:45 a.m. and 3:00-3:30 p.m. The shelves are packed full of merchandise, cozy sweatshirts, and long-sleeve tees to help keep you warm as the seasons change. If you can’t be there on Tuesdays, you can shop online 24/7 at graland.org/store.

All proceeds from the store go towards funding community engagement opportunities such as speakers, events, and programming, so shop online and GO GRALAND by supporting the school you love!

Birch Street Bash Saturday, November 4, 2023 7-10 p.m. in the Corkins Center Register: graland.org/BSB The Graland Parent Association will be hosting the annual Birch Street Bash on Saturday, November 4! The Bash is an adult-only gathering meant to connect parents and celebrate our incredible educators. This not to be missed event will feature cocktails, hors d’oeuvres, and prize giveaways throughout the evening. For more information, please visit graland.org/BSB.

graland.org/store

Holiday Happenings with the GPA Graland Cares

Monday, November 6 to Friday, November 17 The Graland Cares Campaign is the perfect way to get in the spirit for the 2023 holiday season! You and your children can feel the joy of giving as you fill a gift bag with requested items and handwritten notes for a senior housed by Volunteers of America (VOA). The bags will be collected at carline from Monday, November 6 through Friday, November 17, and will be distributed to the senior residents in December.

Thank you for supporting seniors in our community this holiday season!

Friday, December 1

Educator Holiday Cookie Party

The VOA Snowflake Party is a Graland tradition in which Graland families throw a festive party for seniors living in a downtown VOA facility. During this event, volunteers help to organize and set up a holiday party and guide students in serving dinner and performing in a talent show. The gift bags that are collected through the Graland Cares Campaign are also distributed at the party. This is a wonderful way to give back to the community as a family during the holiday season.

Each December, Graland families show their appreciation for employees by bringing in trays of cookies for the annual faculty & staff holiday party. Cookies can be homemade, store-bought, nut-free, gluten-free, or vegan. All are delicious and appreciated! Please bring your holiday treats to morning carline on Friday, December 8. Thank you!

VOA Snowlake Party

Friday, December 8

Graland Today

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NON-PROFIT ORG. US POSTAGE PAID DENVER, CO PERMIT NO. 2006

Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org

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Community Calendar

Link your King Soopers card

November

2 Admission Open House 4 Birch Street Bash 6-17 Graland Cares Campaign 18-26 Thanksgiving Break 30 PEN Speaker: Evening with Ana Homayoun

December http:/ /bit.ly/gralandrewards The Graland Parent Association (GPA)

earns cash back for every qualified Select “Graland/FY208” purchase you make through our Community Rewards program with King Soopers. Joining this program costs you absolutely nothing, but the rewards support activities for our school Sign up at community - that is priceless! kingsoopers.com

1 VOA Snowflake Party 7 Admission Open House 15 Middle School Preview Day 22 Winter Wishes

Winter Break December 23-January 8

Stay Connected and GoGraland!

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Join us on

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Update your contact information. graland.org/stayconnected

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Visit campus for a community event.

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