Graland Today

FALL 2019

GRALAND

IN THIS ISSUE:

August-October 2017

Curiosity: A Catalyst for Intellectual Character

Making Magic Through Faculty Collaborations

By Josh Cobb, Head of School

By Gail Sonnesyn, Associate Head of School

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Today

Fall 2019

Social-Emotional Learning 7 New Service Program 9 Alumni 16 Graland Parent Association 18

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GRALAND COUNTRY DAY SCHOOL

“

The intention behind a writing workshop is not really to improve any individual writing assignment, but rather, to improve the writer as a whole.

The teacher’s job, then, is to encourage students to lead more writerly lives.

- Cole Hamilton and Mary Helen Sheehan See article page 15

”

Graland Today is a monthly publication of Graland Country Day School Volume 7, Issue 1 Send correspondence to: Associate Director of Communications 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

Welcome to the 2019-20 School Year

By Bernie Dvorak, President, Board of Trustees

On behalf of my fellow trustees, I would like to extend a warm welcome to all our parents, caregivers, faculty, administration and most importantly, students.

I would also like to welcome our many new families to the Graland community. The campus is in great shape after a busy summer of sprucing it up, but the kids are ultimately what make campus come alive with all their unbridled energy and enthusiasm.

The Graland Board of Trustees added six new members this year to complement the 14 returning trustees. We look forward to working alongside Josh Cobb and his team as we perform our duty as fiduciaries, advance the strategic plan, and continue our work in the generative space.

Last year the board approved and Graland launched the Inspire Campaign, a $12 million endowment dedicated to funding a faculty compensation structure that rewards teachers for their contributions in the classroom, as well as their impact in advancing Graland’s program. These funds allowed Graland to raise faculty salaries to a competitive local and national level, as well as recognizing exceptional teaching. We raised $9.3 million last year toward our ultimate goal. Thank you to all that have contributed to date for helping secure Graland’s most prized asset, its teachers. If you haven’t yet had an opportunity to contribute, there is still time!

Last spring I attended Graland’s eighth grade graduation where we saw 70 students graduate and advance to high school. I was moved by their stories and couldn’t help but think how much a Graland education contributed to the camaraderie, intellectual excellence, strong character and wellness of every student in that room. Those graduates were a testament to how true Graland stays to it mission of preparing engaged citizens and thoughtful leaders.

Recently, my daughter returned from the fifth grade class trip to La Foret. This team building over three days had an immediate and profound impact on her self-confidence and outlook not only towards school, but overall. This is just another reinforcement of how cherished a Graland education is.

Graland enters the 2019-20 academic year in a strong position from an enrollment, facilities and financial perspective and our continuing focus is on our classrooms and community. I look forward to another excellent year.

See you around campus. Ascende Omnem Montem

Ascende Omnem Montem Bernie Dvorak Board President 2

Meet the New Trustees Amy Corrigan has a masters in Interior Design from the Corcoran School of the Arts and Design and owns her own firm, Amy Corrigan Interiors, specializing in both residential and commercial projects. Aside from her work, she has spent numerous hours as a Graland volunteer in the classroom and with the development office (annual fund committee, chair of the annual fund, development committee, co-chair of the Inspire Campaign). With her husband Peter, Amy has three children at Graland and one at home: Byers (4), Cici (3), Laney (K) and Minnie.

Yvette Frampton earned a master’s degree in film directing from New York University’s Tisch School of the Arts. She is an awardwinning documentary filmmaker who has taught college-level film theory, writing, editing and production. Her undergraduate degree from Davidson College is in English. Yvette has served as VP of Fundraising for the Graland Parent Association, has co-chaired events such as the Graland Gallop and the Birch Street Bash, and has served as a member of the School Climate Advisory Committee (SCAC). Prior to joining the Board, Yvette served on the Strategic Planning Committee and the Character Task Force. Yvette and her husband, Chris, have three children: Charlotte ’19, Maggie (7) and Harry (3).

Alison Gillis is an attorney who specializes in health care law and assists health care providers and other clients with regulatory compliance. Alison earned her law degree and a master’s in health services administration at the University of Michigan. Prior to joining the Board, she served on the governance committee.

Her other Graland volunteer experience includes the School Climate Advisory Committee and various roles with the Graland Parent Association. Alison has two children at Graland: Emery (6) and Sam (4). With her husband, Paul, she is also helping raise Levi ’18 and Naomi ‘19.

With a master’s degree in psychology from New York University, Kate Gulick is a former teacher who recently served as president of the Graland Parent Association. She has also volunteered with the admission department, teacher evaluation task force and School Climate Advisory Committee. Kate and her husband Ryan have two daughters at Graland: Maclaren (8) and Everett (5). As a trustee, Kate brings a love of education and deep knowledge of the Graland community through her years of volunteer service.

With a law degree from the University of Texas School of Law, Shalini Sharma brings more than 20 years of experience to her job as the assistant general counsel and chief privacy officer for Broadridge Financial Solutions, Inc. She has recently been involved with the School Climate Advisory Committee and served as co-chair. She also regularly volunteers on campus. She and her husband Pablo Fernandez have two children: Anika ’18 and Akash (4). Shalini is excited to serve as a Graland trustee, where she can support students to achieve their goals and foster an inclusive Graland community.

Jeff Susman ‘91 is a Graland alumnus who has a master’s in business administration from the University of Michigan. With a background in finance and equities, he recently joined JP Morgan Private Bank after more than a decade with Cambiar Investors. Jeff and his wife Ginger have two children attending Graland: Carter (4) and Sloane (2).

A member of the finance committee at Graland since 2016, Jeff is excited to join the board and volunteer alongside many of his former classmates.

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Curiosity: A Catalyst for Intellectual Character

By Josh Cobb, Head of School

Two decades ago, Ron Ritchhart from Project Zero at the Harvard Graduate School of Education, visited Graland to explore the question, “What is intellectual character? Why it matters, and how to get it?” He was specifically interested in the classroom of John Threlkeld, a Graland math teacher who taught students not only how to do math effectively but how to think effectively. Ritchhart’s study of John Threlkeld, as well as his exploration of several other teachers, resulted in the book, Intellectual Character, which was the required faculty reading my first-year teaching at Graland.

Aside from my respect for John Threlkeld, who was a significant mentor to me, my own interest in the convergence of intellect and character had me return to this book almost twenty years later, looking for answers to the questions: What is intelligence?

What is character? How do they work together to prepare students to thrive in the world?

Motivated by a similar guiding question, “What does intelligence look like in action?”, Ritchhart delves into the dispositions that he believes make up not just a static measure of intelligence but the dynamic traits of intellectual character.

By defining intelligence as more than “a state of possession,” he arrives at a list of three broad thinking skills: creative thinking (including open-minded and curious), reflective thinking (metacognitive), and critical thinking (seeking truth and understanding, strategic, and skeptical). He then explains how teachers can create an environment suited to help students 4

cultivate these dispositions. John Threlkeld’s classroom was one such environment.

After only several visits, Ritchhart noticed an essential element in John’s craft: he honored his students’ thinking, often by saying something as simple as, “Great question.” By showing a genuine interest in the cognitive workings of his students, he elevated the sophistication of their classroom interactions. As Ritchhart described, “When students regularly see their questions and confusions honored in this way and treated as important opportunities to learn and explore, students are more inclined to engage in thinking deeply about the material and are less afraid to show their curiosity and confusion.” John capitalized on this “shared sense of discovery, excitement, and enjoyment in the act of thinking” to cultivate intellectual character.

He also inspired other teachers to do the same. This excerpt from the 2006 Ninth Grade Platform demonstrates how he influenced all of us ninth grade teachers to commit to the catalytic power of questioning: In geometry, for example, the question that resounds throughout the year is, “Why?” In visual and performing arts, it is, “What if?” Whether the student or the teacher asks the question, each question begs for some form of answer. Whether that answer is a thesis statement, a scientific hypothesis, or a mathematical argument, students must present and defend their analysis. In the arts, when a student is handed a block of clay, that clay begs the question, “What can you make of me?” The resulting sculpture is an answer, representing their creativity. In the examples above, the important element is that the student’s answer is not predetermined. The answer belongs to the student, not to the teacher. The thinking is the student’s thinking.

The description guiding ninth-grade teaching back then is very

similar to how educators approach teaching and learning at Graland today. Though it refers to work with older students, the general principles relate to education at any level. All Graland teachers strive to stimulate the curiosity, deepen the understanding, and strengthen the intellectual character of their students.

Over the past decade, another impressive educator, Tony Wagner, has helped further our thinking about this topic, specifically reflecting Ritchhart’s view that a set of multidimensional attributes define intelligence. In his book, Creating Innovators, Wagner shares the traits of a successful innovator, which are quite similar to Ritchhart’s characteristics of a successful thinker: • curiosity, which is a habit of asking good questions and a desire to understand more deeply • collaboration, which begins with listening and learning from others who have perspectives and expertise that are different from your own

• associative or integrative thinking • a bias toward action and experimentation Wagner’s work inspired us to develop these traits in Graland students through designing and constructing a space dedicated to discovery, the Corkins Center, and implementing a curriculum devoted to developing the Graland Innovation Skills— empathy, creative and critical thinking, grit, experimentation and collaboration.

These initiatives extended the endeavors of past Graland educators, all devoted to the cultivation of curiosity.

Curiosity propels intellectual growth.

So much of what we do as educators begins with a question or a problem that leads to more questions and provides a catalyst for deeper inquiry. That is what defined John Threlkeld’s teaching and the educational approach of Graland faculty members, past and present. From the early grades onward, our teachers dedicate themselves to developing a love of learning that will grow and sustain their students’

Join Us! Tony W ag at Gral ner and We

dnesda y, Nov. 6 6:30-8p .m. graland .org/PE NTW19

intellect and character. Curiosity leads to the thinking skills needed to succeed as a student and a citizen; it opens us to a diversity of perspectives and fuels our need to understand and learn from others; and finally, it maintains a resolve that perseveres through problem-solving.

Without curiosity, intellectual character is unsustained, intellectual excellence unattained.

“All Graland teachers strive to stimulate the curiosity, deepen the understanding, and strengthen the intellectual character of their students.”

- Josh Cobb

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Lower School News

How to Have a Successful Parent-Teacher Conference

By Parthenia Williams, Associate Head of Lower School

As Helen Keller said, “Alone we can do so little; together we can do so much.” This quote resonates with me when I think of parent-teacher conferences from my 35+ years as an educator and my role as a parent. Face to face communication with your child’s teacher greatly helps you, as parents, to plan for the academic and social development of your child. At the same time, teachers get to learn more about their students’ overall personality, dislikes, strengths and challenges, how they deal with homework, and if they are sharing thoughts about the day.

For the past six weeks, your child has been busy learning new expectations, practicing new routines, making new relationships, and being introduced to new academic concepts. In October, Graland parents have the wonderful opportunity to sit down with their child’s teacher and see examples of their child’s school

work and academic achievement as well as hear the teacher’s observations of how the child is participating in class and building relationships. Here are some tips to make the most of this time.

Before the Conference

Talk with your child ahead of time and ask how they are feeling about school. Ask clarifying questions. Prepare a few questions for the teacher about any areas of concern regarding your child’s growth, development and learning style.

At the Conference

Share about your child’s life at home. Ask how you can support your child in areas that are challenging. Ask if your child is curious about learning and willing to take risks when not sure of the outcome.

Celebrate the challenges, set goals, and treasure this time to build this relationship with your child’s teacher. Teachers know that parents are the best resources for a child to succeed in school, and effective and intentional parent-teacher conferences are one of the greatest ways to build this partnership.

Mark your Calendar:

Parent-Teacher Conferences - October 17 & 18 6

Developing the Whole Child: Social-Emotional Learning

By Nan Remington, Head of Lower School

During the first month of school, was your child involved in any of the following activities?

• Starting the day with a check-in • Working with partners and groups • Learning new vocabulary to verbalize emotions • Allowing for talk time in classrooms • Playing games to build community • Buddying up with a younger or older class If the answer is yes, your child has been learning and using social-emotional skills.

The Case for SEL

Educators have long known that students who can make eye contact, read facial expressions, and interpret their classmate’s tone of voice were often successful in school. Researchers have been studying social-emotional learning (SEL) since the 1970s, and in 1995, psychologist Daniel Goleman, PhD., argued that emotional intelligence can be taught in schools and should be taught with purpose and intent.

What are social-emotional skills, and why are they needed?

According to Maurice Elias, a psychology professor at Rutgers University, SEL is a process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors. Studies also indicate students with high social-emotional characteristics are often more likely to graduate and are more employable.

Graland uses a variety of programs and curricula, such as Responsive ClassroomTM, to help students develop socialemotional skills and communicate effectively with their peers.

Lower School classes start the day with a Morning Meeting where students greet each other by name. Students create community guidelines such as “Respect each other,” and “Take care of yourself,” instead of a long list of dos and don’ts. These broad rules foster ethical thinking, and students learn to apply general behavior expectations to different situations.

How to Reinforce and Foster SEL at Home

Of course, learning and practicing social-emotional skills continues after the school day ends. Families can use everyday interactions to help their children to become aware of their interactions with peers. Here are some strategies parents can use at home to foster and reinforce SEL.

1. Talk with children about their emotions and the emotions you experience. What does it feel like to be frustrated or worried? Model using “I” statements and explain how you worked through times that were difficult and stayed calm when you were angry.

2. What are the “trigger situations” in your family? Is it during homework when several children want one-on-one time? Or right before bedtime, and children are struggling to brush teeth and get into pajamas? As a family, discuss how this causes stress in the family and brainstorm ways to solve the problem.

3. Let your children see you apologize to others. Most children see their parents argue, but not what happens after the argument is over. Model the next steps in front of your children, apologizing and working through the issue.

4. Encourage helping others and sharing. Talk about their role in helping others. Graland offers ways for families to provide service through outreach opportunities, such as the VOA Snowflake Party or helping at a food bank. Check the Graland calendar for these opportunities.

As with any important life skill, using effective social and emotional behavior takes time and practice. Even adults do not get it “right” every time. By working together, parents and the school community can guide students into becoming kind friends, engaged citizens, and thoughtful leaders.

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Middle School News

Who Will You Harbor?

Inside This Year’s Middle School Community Read

By Marti Champion, Head of Middle School

What story will middle school students tell about this year of learning? While I believe this is a question we, as educators, ask ourselves every year, this fall was the first time in my career it had been so explicitly addressed when the Middle School community read and discussed Jacqueline Woodson’s novel, Harbor Me. I had the privilege of hearing Woodson, the 2018-19 National Ambassador for Young People’s Literature, speak at Hallett Elementary. When I was granted the opportunity to ask a question, I posed, “What do you want students to get from this novel?” The author answered that she wants young people to meet people who reflect them while also giving them insight into others’ experiences; she wants young people to unlock their own stories; and more than anything, she wants to unlock language and literature for young people.

I was struck how her response so closely reflected many of Graland’s Guiding Principles. Honoring Individuality,

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Promoting Independence, Cultivating Compassion and Building Community are not only represented in her answer, they also appear as themes in Harbor Me. In the spirit of Building Community and creating a safe space for students to share their stories, the school year began on day one with an atypical schedule. Students were paired with someone from another grade level to participate in “empathy interviews,” to celebrate each others’ memories, and to discuss the central themes presented in the novel. These pairs

also created small pieces of art to bring their partner’s story to life; all of the artwork is currently displayed in the Middle School Commons (the big steps) and in the stairwell to my office.

Creating a story that reflects each year is inherent in the cyclical nature of the school calendar; as we move through the year, there will be many opportunities for us to revisit this novel and the theme of mirrors and windows: Which of the characters reflected you, and which of the characters gave you insight into another way of experiencing the world?

I believe there is always a story to tell at the conclusion of each year. Although the grade level and subject matter may not change, the cast and supporting characters do. Already, the stories have begun to take shape, and I am looking forward to the experiences that will carry us through to June when one story will end in order to make way for the beginning of another.

Students Inspire New Service Program for Grade 5

By Christi James, Service Learning Coordinator

At 71 miles long, the High Line Canal is one of the longest continuous urban trails in the country. It twists through woodlands, prairies, rolling foothills, and neighborhoods and is preserved, protected, and enhanced by the High Line Canal Conservancy in partnership with the public. This year, Grade 5 is piloting a program with the Conservancy and will serve as youth ambassadors for the canal, connecting communities and nature from the foothills to the plains.

The program was inspired by last year’s Grades 5/6 Service Council. An enthusiastic and ambitious group of eight partnered with the High Line Canal Conservancy in their effort to protect the environment. After volunteering on the canal -- collecting data about usage, trash and wildlife -- council members gave an informative presentation to the Highline Canal Conservancy to share their findings.

Celia McCarty, then a fifth grader, noted that students selected a partnership with the Conservancy because they wanted opportunities to work handson in the community, and she thanked the staff for making that experience possible. The staff at the Conservancy was so impressed with their work, that they gladly agreed to expand the program for the entire fifth grade this year.

This new service learning program kicks off at Waterton Canyon, the starting point of the High Line Canal. Fifth graders will explore where the canal starts, learn about its history (it is over 100 years old!), and begin their year-long stewardship of this diverse greenbelt and habitat corridor. The canal is divided into zones, each with a unique environment: urban refuge, prairie retreat, wooded village, rolling foothills, and wild canyon.

Once a month, students will head out in four different directions along the canal to volunteer as the “eyes and ears� of the Conservancy. They will take notes on wildlife, trail usage, and trash. Students will also conduct a Bioblitz, a tech-supported survey of each section of the canal. Using the iNaturalist app,

students will photograph and help identify plants and animals along the trail. Whether they are pulling invasive plants near Delaney Farm, noting how bikers, walkers and horses share the trail, or logging digital data, the students will provide valuable assistance in conserving and maintaining this urban treasure.

Back at Graland, students will connect their service to their academic classes. In science they may explore the canal construction and problem solve ways to prevent water seepage.

English classes will read Thunder Tree by Robert Pyle, an adventure about how Denver children who got caught in a storm when they were exploring the High Line Canal. The P.E. department and avid bikers on the faculty and staff may connect their passion for sport and the outdoors to this service project. And what better place than outdoors to inspire art and poetry?

We are excited to launch our new partnership with the High Line Conservancy, explore the canal, and connect our Grade 5 community to this historic urban refuge!

Students selected a partnership with the Conservancy because they wanted opportunities to work hands-on in the community Graland Today

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Development News

Inspire

Community Demonstra

INVESTING IN FACULTY IMPACTING STUDENTS

Launched last year, the Inspire Campaign is a $12 million endowment campaign dedicated to funding an innovative faculty compensation structure that rewards teachers for their contributions in the classroom, as well as their impact in advancing Graland’s program. As we continue toward our funding goal, here is a bit more about the significance of this endowment.

Making Progress

To date, we have experienced resounding success, having raised over $9.3 million toward our $12 million campaign goal. Graland faculty members have been overwhelmed by the community’s support, feeling grateful, truly valued, and even more “inspired” to continue to grow themselves in their profession.

Did You Know?

More than 200 individuals and families have already contributed to the Inspire Campaign - thank you!

Visit graland.org/inspire for more information and to view the campaign donor list.

Early Impact

Thanks to early support, the new compensation system for faculty has been implemented in the 2019-20 school year. Josh Cobb and senior administrators were thrilled to have greater flexibility in recognizing teachers’ impact on student learning and advancing the school’s program.

Essential Funds for the Future

While parts of the new compensation model are being funded by tuition and operational efficiencies, the $12 million Inspire endowment is essential to maintain the long-term viability of the structure. Inspire ensures that Graland has the funds to commit to the continual growth of our faculty, separate from other operational considerations or necessities.

Did You Know?

“I am amazed and grateful for Graland’s effort and belief in each faculty member and what we do.”

-Graland Teacher 10

You can make your gift in honor or in memory of a family member or teacher who significantly impacted your life. Simply indicate that by checking the box under “Tribute Gift” on the online form.

Graland will be happy to inform your honoree or their next of kin of your kind gesture.

to make a gift visit graland.org/donate

ates its Belief in Graland’s Teachers “Thank you for Graland’s commitment to us as teachers and for always being supportive. I am incredibly lucky to be a part of this wonderful school!”

Donor Challenge:

Double your gift for the Inspire Campaign One donor has offered a $100,000 pledge to motivate Graland families to give to the Inspire Campaign. All gifts up to $5,000 will be matched dollar for dollar.

This generous donor hopes to see further support and broader participation in the campaign. Your gift today will go farther as a result of this matching challenge!

There are additional opportunities for individuals and families to establish personal, named endowed funds through leadership gifts to the Inspire Campaign.

Montem Society Luncheon

Visit graland.org/gratitude to read the 2018-19 Gratitude Report highlighting all donors, volunteers and the impact of your gifts to Graland last year!

Kristin Eklund ‘88 Weber kweber@graland.org 303-398-3263

Paren for th ts, look e ann fund to lau ual nch on ca m p u s Nove mber 1!

GRALAND

ANNUAL FUND

The annual fund remains Graland’s top fundraising priority, this and every year. Thank you to the 1,245 donors who supported last year’s annual fund.

See below for a sample of how the Graland Annual Fund benefits every child, every teacher, every program, every day.

Area of Greatest Need: Gifts were applied to support critical areas of the schools operating budget.

Financial Aid: Gifts supported 1 in 5 students receiving a total of $2.1M in financial aid awards Facilities and Campus Safety: Gifts were applied to fund a full-time security guard.

Innovation and Technology: Gifts supported 20 Apple TVs and 10 LCD televisions for Graland classrooms Professional Development: 100% of faculty participated in Professional Development, including attending the Learning & the Brain Conference and High Tech High.

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Area of Greatest Need*

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Gratitude Report

Jessica Goski jgoski@graland.org 303-336-3705

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We’re hosting a special luncheon on Thursday, Nov. 7, to show appreciation for all members of the Montem Society who have named Graland as a beneficiary of a bequest or planned gift.

Invitation to follow.

For more information about the Inspire Campaign visit graland.org/inspire or contact the Development Office

The Gr ala nd An nu al Fu n

Save the Date:

-Graland Teacher

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Making Magic Through Faculty Collaborations

By Gail Sonnesyn, Associate Head of School

Experience at Graland tells me that when teachers collaborate together, their motivation climbs as they put cooperative ideas into motion. Development of the Grade 8 Capstone Project and recent Summer Grant efforts are perfect examples of faculty reimagining curricula and taking student learning to greater heights. In both cases, teachers demonstrated the same four pillars of intellectual excellence we strive for in students: motivation, expertise, thinking skills and attitudes. These elements are further echoed throughout Graland’s updated compensation system where collaboration, leadership and innovation are highly valued.

Capstone Project: Grade 8

Over the past two years, the Grade 8 team worked diligently to develop the Capstone Project, making it meaningful and with the potential for lasting impact. While collaborating during the planning process, the team asked themselves essential questions: “How can we give students more choice and agency?”

“How can we create a unit that motivates students to go above and beyond the constructs of the basic plan?”

“How can we connect subject-area expertise throughout the unit to make it more meaningful for students?”

The results of their work are impressive. Building the culminating unit around the United Nations’ Sustainable Development Goals gives a solid framework to the unit. It also provides students with the opportunity to dig deep into a topic that can motivate them far beyond their eighth grade year.

Such motivation transfers to teachers as well, as they expressed excitement about connecting the grade’s service learning focus to four overarching goals: quality education, poverty, sustainable cities and communities, and the environment.

Grade 8 history teacher, Jane Maslanka, noted, “Our team has always had such a flexible, organic ‘yes, and’ approach to collaboration; seeing this project grow as each person has added their own input and experience has been a remarkable experience.” As Ms. Maslanka implies, the strength of the unit is the result of multiple voices and perspectives coming together and 12

seizing the chance to develop an interdisciplinary project.

Thought leader Tony Wagner would be proud. In his book, Most Likely to Succeed, Wagner notes, “With well-designed pedagogy, we can empower kids with critical skills and help them turn passions into decisive life advantages. The role of education is no longer to teach content, but to help our children learn—in a world that rewards the innovative and punishes the formulaic.”

DC Trip: Grade 7

Collaborative and innovative outcomes are also created when faculty participate in our Summer Grants Program. For example, five members of the Grade 7 team came together over the summer to research better ways to scaffold curriculum related to the class trip to Washington, DC, where students experience American government and history. The team’s Summer Grant idea was sparked by their visit to High Tech High’s Project-based Learning Camp, an opportunity supported by Graland’s professional development program.

Emma Simmons, Grade 7 history teacher, shared, “Our team realized that by adding several field trips to downtown Denver, we could create a more integrated, year-long experience for students.

Our unit now supports increased student agency, curiosity, creativity and critical thinking skills developed along the way. At High Tech High, we learned about the importance of having a project launch to build excitement, and now we have one.”

Teachers Impacting Students — and Peers

Graland values innovative, collaborative teacher leaders. Tom Kelly, the general manager at IDEO, values those attributes as well. He states, “The ultimate freedom for creative groups is the freedom to experiment with new ideas. Some skeptics insist that innovation is expensive. In the long run, innovation is cheap.

Mediocrity is expensive—and autonomy can be the antidote.”

Faculty can influence far more than student lives. They can motivate one another to greater heights of curriculum development. That’s where the magic first happens, long before students are impacted. With creative incentives, such as the Summer Grants Program and the new compensation system in place, faculty motivation stays high as their efforts are recognized and rewarded.

Admission News

Especially for New Families: Make Yourself at Home Joining the Graland community is an exciting chance to meet people, experience fun activities and explore a variety of opportunities to get involved.

If you are new to Graland, we hope you’ll consider coming to a New Families Affinity Group gathering and introducing yourself! The group is led by a team of experienced parents at Graland who are excited to get to know you and to answer your questions – whether related to Graland or even the greater Denver community. They can’t wait to help you feel right at home!

Let Us Know!

To receive event invitations and news from the New Families Affinity Group, send an email to Gralandnewfamsaffinity@gmail.com or reach out to one of the group leaders:

Fast Facts about our 2019-20 Enrollment

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Families new to Denver from across the country New York: 1 Illinois: 2 Oklahoma: 2 Ohio: 1 California: 1 North Carolina: 1 Texas: 1

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New parents from around the world

Megan Meyers, mom to Simon (2) Karin Bisogno-Von Glumer, mom to Korina (2) and Sebastian (K) Jeni Planeggar, mom to Charley (4) and Finley (K)

Spread the Word!

Graland is now welcoming families to campus who are interested in the 2020-21 school year.

Please help spread the word about these Open House events.

Mornings: 8:30-10 a.m.

Thursday, Oct 24 Wednesday, Dec. 11 Evening: 6:30-7:30 p.m.

Thursday, Nov. 14 Current families are our best ambassadors!

Thank you!

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Peru: 1 Germany: 1 Norway: 1 Mexico: 5 Brazil: 2 Austria: 1 Columbia: 1

Languages Spanish German Mandarin Portugese Persian

100 New Students 66 New Families 236 Families Toured 40 Ambassador families

9 Bus routes serving Graland families

21 Preschools that feed into Graland kindergarten 28 # Zip codes represented (whole school): 48 # Zip codes represented (new families):

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Leaving On A Jet Plane Diary of A Summer Sabbatical

By Kimm Lucas, Grade 5 English

Departure: “I’m leavin’ on a jet plane” ... so go the famed lyrics by acclaimed singer John Denver. As I sat on an enormous metal bird bound for Europe, I leaned back in my seat and began to wonder what the next ten days would hold for me.

My purpose in venturing abroad was to learn and explore with a collection of teachers from around the US as we traveled with Bookbag Tours, a company which aims to give teachers “... opportunities to visit classrooms around the world to connect with their global colleagues and thrive through new ideas and a global perspective.” Thanks to a summer grant from Graland, ahead of me was a packed itinerary including a three-day school visit, exploration around London, a day trip to Paris, and various side trips. So much to see and learn!

Day 1: Landing in London bleary eyed and tired, I navigated from the airport to our hotel with two other teachers and five suitcases. Four trains, a walk, and a taxi ride later, we made it to our home away from home. The orientation was a blur as we met the other teachers, learned about our school assignments, and devoured a classic British afternoon tea. I spent the remainder of the day exploring the city with our fearless group leader, Taina (pronounced like hyena). We waved to the Queen at Buckingham Palace, took touristy pictures I a red phone booth, walked miles to stay awake, and more. I’ve learned to persevere even when I was exhausted to make the most of every minute of this experience.

Days 3-5 I began working in South London at All Saints Primary School. Set in a green oasis, this is a diverse and welcoming learning community where teachers were friendly and students were intrigued with my American accent. I felt at home right away. In a fourth grade classroom, I quickly connected with students, learning of the soccer teams they dreamed of joining, the books they loved to read, the world they lived in, and laughing with them as we formed a bond. I taught a writing lesson, sharing about life in Colorado, and led students in 14

making ABC books about their school. I’ve learned kids are curious, resilient, and delightful in classrooms around the world.

Days 6-7 I pounded the pavement for two days in London, visiting The Tate Modern, Shakespeare’s Globe Theater, St. Paul’s Cathedral, the Notting Hill area, Kensington Palace, Covent Garden, the Borough Street Market, and more. This city is buzzing with excitement and I loved it. I’ve learned I can independently navigate the city subway, walk more miles with enthusiasm and confidence, and consume more cups of tea than I ever thought possible.

Day 8 We checked out the City of Light, Paris, and it was a journey! Beginning at 4:30 a.m. and ending after midnight, the train trip was filled with chatter from all the excited teachers. I was nervous about the language barrier as my high school French was rather rusty, but that didn’t stop me from choosing this day trip. The Eiffel Tower was an unbelievable maze of metal, towering high above the swarming tourists. I was worried about my vertigo getting the best of me, but on this journey of a lifetime, nothing was going to stop me! I’ve learned not to let my fears stop me from exploring and to embrace experiences even when I am nervous.

Day 10 My favorite day trip was boarding a bus and exploring my old grad school stomping grounds in Oxford, especially when we stopped at a pub where CS Lewis would spend time with his writing friends. How cool is that?! We also said hello to Shakespeare’s spirit in Stratford-Upon-Avon, cruised around beautiful Warwick Castle, and spent time talking about our experiences as our time in London was coming to an end. I’ve learned it’s important to slow down and soak in the details.

Through this international experience, I had time to make connections with American teachers, form a bond with teachers and students in a London school which will inevitably inform my own classroom practices, and collected stories to share with my students, colleagues, and family. Thank you, Graland, for this lifeimpacting experience.

Turning Empty Notebooks into Inspired Writing

By Cole Hamilton and Mary Helen Sheehan, Grade 3 Teachers

As you walk into Riverside Church on the Teachers College, Columbia University campus for the Lucy Calkins Writing Institute, it’s impossible to mistake this for just any other professional development.

There’s a distinct buzz in the air as over 1,200 teachers file into the pews to begin a full week of their summer vacation working. There’s nothing furtive about the beginning of Lucy Calkin’s keynote speech either. She begins the week by delivering the most serious charge to every teacher of writing: “Your expectations are the ceiling.

The ceiling for you, and for them.” Those kinds of platitudes aren’t uncommon in education circles, but this one was unique in that it lives within the DNA of the writing workshop as a practice.

The intention behind a writing workshop is not really to improve any individual writing assignment, but rather, to improve the writer as a whole. The teacher’s job, then, is to encourage students to lead more writerly lives. Inside the classroom that means a few things. First and foremost, it means that every day students need significant, uninterrupted time to work on their writing. The critical thinking,

problem solving, and language skills that make up the foundation of any piece of writing are core skills for every student, and so it is essential that we carve out just as much time in our schedules for explicit writing instruction as we do math and reading. The second piece of teaching within a writing workshop involves accepting uncertainty and being adaptable. Why would 18 different writers, with different stories, backgrounds, and goals, all be working on the same skill at the same time? Running a workshop with integrity means meeting individual writers where they’re at as writers, even if that means meeting every student in a different place on any given day.

Teaching writing then should rarely be about the conventions and forms that we of an earlier generation had drilled into our skulls for years. Creating hamburger paragraphs and sandwiching quotes is among the smallest minutiae that students deal with when they put pen to page.

Instead, teaching writing should explode off the paper and into our students’ lives.

Lives where they catch the funny nuances of language when they read books or speak with others. Lives where they notice and remember the intricacies of small moments, like the way light shimmered through the

trees when they first ditched their training wheels or the low droning sound of the siren when an ambulance came for their broken arm minutes later. Lives where students feel empowered to tell their stories and beliefs to others, because they believe in the gravity of their own words.

It was thrilling to spend a week this summer surrounded by such incredible educators who were excited about student writing, but it is equally inspiring to return to Graland’s campus met by the same enthusiasm from our colleagues. This year throughout the lower school, teachers are engaging with the writing workshop in new and exciting ways to try and answer the call that we heard back in June: that we teach the writer not the writing, and that every student believe they have something valuable to say. As students returned to class this fall, they were met with the sometimes daunting challenge of empty notebooks and mountains of blank paper.

We can’t wait to see how they’ll fill it.

Graland Today

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Class of 2015

College Selections Hallie Abrams Alex Alijani Max Andrus Shahan Asif Pierce Aymond Zoe Aymond Lily Rose Bahrabadi Ellie Bain Austin Barish Anna Belfance Ethan Bennett Sophie Berger

Gap year University of Southern California Cal Poly State University Let us know! 303-398-3263 College of Charleston Let us know! 303-398-3263 Boston College University of St Andrews (Scotland) Georgetown University Ohio State University University of Miami, Florida AMDA - College & Conservatory of the Performing Arts Lilly Brilz University of Virginia Elyse Bryant Southern Methodist University Wilhelmina Cahir Let us know! 303-398-3263 Caroline Casey Hamilton College Callum Clague Let us know! 303-398-3263 Carter Coatsworth Connecticut College Joe Cohen University of Colorado - Boulder Joseph Coors Southern Methodist University Cecily Coors University of Colorado - Boulder William Coors Stanford University Isabel Daniel Texas Christian University Emily Dawson University of Richmond Jackson Dean University of Colorado - Boulder Roman DeLeon Let us know! 303-398-3263 Johan Dellgren Pomona College Michael Dodge Let us know! 303-398-3263 William Dodge University of Colorado - Boulder Bradley Donaldson Miami University of Ohio Hayden Door University of Colorado - Boulder Catie Enriquez Let us know! 303-398-3263 Grace Faircloth Cornell University Ben Filerman University of Oklahoma Hannah Finke Emory University Lily Fox University of Miami, Florida Grace Fries University of Southern California Maxine Fuselier George Washington University Tommy Gallagher Northeastern University David Geldzahler University of Pennslyvania Caroline Gillespie Tulane University Coby Gold Cushing Academy Andrew Goldblatt University of Chicago Alyvia Gonzales Miami University of Ohio Oliver Greenwald Duke University Creek Hall Let us know! 303-398-3263 Avery Hamilton Southern Methodist University Josh Hankin Oregon State University Bryce Harvey University of Oregon Lizzy Howard University of Vermont Averie Hughes Santa Clara University Madeleine Hunt Denison University

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Izzy Hurley Yasmin Ingah Abigail Jack Emily Jack Rhys Jansen Sadie Jenkins Cailey Karshmer Abi Kelley Ellie Kennicott Jackson Klutznick Eliza Kornfeld Janai LaCour Mitch LaRocque Olivia Lieberman Lily Loftus Harkins Lord Aciano Maez Fiona Martin Alex Mayer Jordyn Medina Matthew Mehra Noah Mintz Will Morland Will Morris Emma Morrissey Jack Mullen Tej Munshi Jeremy Naiman Sam Nassif Ella Newcomb Ariana Pia Isabel Prieto Jace Reid Devin Reiman Jimmy Ringsby Eric Rumsfeld Jamil Safieddine Morgyn Salter Anna Sanchez Peter Sauer Lena Schneck Andy Sevilla Andrei Shpilenok Hannah Siegel Will Smart Charlie Smith Lucy Sobel Bella Sperling Will Swaney Henry Weisman Emma Williams Aiden Woodard

Colby College Let us know! 303-398-3263 Let us know! 303-398-3263 Let us know! 303-398-3263 Loyola University - Chicago College of Charleston University of Washington Southern Methodist University Lewis and Clark College University of Washington Scripps College Let us know! 303-398-3263 Let us know! 303-398-3263 University of Colorado - Boulder University of Notre Dame University of Colorado Let us know! 303-398-3263 University of Southern California Colgate University Let us know! 303-398-3263 Let us know! 303-398-3263 Drexel University University of Michigan University of South Carolina Chapman University Let us know! 303-398-3263 Let us know! 303-398-3263 Colorado State University Chapman University Oberlin College University of Colorado - Denver Let us know! 303-398-3263 Let us know! 303-398-3263 Let us know! 303-398-3263 Cornell University Wesleyan University Brewster Academy University of Colorado - Boulder University of Denver Carnegie-Mellon University Hamilton College Vanderbilt University Let us know! 303-398-3263 University of Chicago Northwestern University University of Colorado - Boulder Miami University of Ohio Let us know! 303-398-3263 University of Vermont Let us know! 303-398-3263 University of Wisconsin - Madison Case Western Reserve University

The Violin and Graland

By Kristin Eklund ’88 Weber, Alumni Relations

Musician Jeff Hughes ‘99 has come a long way since he first picked up a tiny violin at age 3. Today he is an accomplished artist who combines classical violin, soul, funk, rock, jazz and hip-hop to create a unique and original sound.

According to his website, maestrohughes.com, he seeks to expand the versatility of the violin and diversify its audience. By bridging the gap between classical and modern music, he showcases a classical instrument in a different light. “In this way,” he says, “I’m keeping the music alive and hopefully expanding musical horizons for my audience.”

Recently, Jeff returned to Graland to talk about his career path and share how he began his musical journey. The room became electric, pun intended, when Jeff picked up his instrument and played Led Zeppelin’s Stairway to Heaven on an electric violin!

“Before I was born, my Mom wanted me to play the violin when she heard my three-year-old cousin play,” he says. After being introduced to the instrument as a toddler, he continued his classical training, earning a scholarship to the University of Denver’s Lamont School of Music.

“Music is a form of self-expression,” he shares. “The violin is a very expressive tool for me. It makes me feel really good. It is a wonderful feeling to be able to express myself in positive ways so that others can enjoy it too. I love to perform.”

Reflecting on his career path, Jeff says, “The violin and Graland, those are really the two best things that happened to me as a kid.”

At the Fall Cocktail Party, Jeff will share wonderful stories of his family’s connection to Mrs. Priest and his experiences as a new eighth grade student at Graland. Please join us on November 8 as we celebrate Jeff and enjoy a sample of his musical talent!

Alumni Fall Cocktail Party Friday, Nov. 8, 2019 • 6-9 p.m.

Hunt Learning Commons Honoring Jeffrey Hughes ’99 with the Nancy Nye Priest Alumni Award. The purpose of this award is to honor alumni whose extraordinary contributions in their chosen field of endeavor are reflective of the exemplary qualities of the person, Graland Country Day School, and the global community in which we live.

Guests must be 21 years of age or older to attend.

graland.org/AlumniParty

Save the Date!

Alumni Events 2019-20 Young Alumni Party

Thursday, Dec. 19, 2019 • 5-7pm Gates Lab

Alumni from the classes of 2019-2012 are invited.

Parents of alumni are also invited to come back and reconnect with each other!

Graland in the Making

Wednesday, Mar. 18, 2020 • 11:30am–1:00pm Graland Campus

Luncheon for alumni of the classes 1927-1977 Join us to celebrate the first 50 years of the Graland and share your Graland stories!

Alumni Reunion

Saturday May 16, 2020 • 5-8pm Hunt Learning Commons

Reunion years class years ending in 0’s and 5’s 25th reunion for the class of 1995 50th reunion for the class of 1970 21+ please attend Graland Today

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GRALAND PARENT ASSOCIATION

PARENT EDUCATION EVENTS Tony Wagner Co-hosted by Graland Country Day School, Denver Academy and Kent Denver School Author of Most Likely to Succeed, The Global Achievement Gap and Creating Innovators

NOT TO B MISSE E D!

Wednesday, Nov. 6, 2019 • 6:30-8 p.m. • Fries Family Theater Author Tony Wagner is a globally recognized voice in education who has spent over a decade exploring which skills our children will need to thrive in today’s economy. He argues that the school system engineered a century ago produces a workforce for a world that no longer exists but that a new vision of American education, one that puts wonder, creativity, and initiative at the very heart of the learning process, prepares students for today’s world. graland.org/PENTW19

Innovation Night (Adults Only)

Student Wellness Panel

Guided by Graland’s innovation team, experience the handson, collaborative learning students are engaging in daily. We’ll discuss Graland’s ideology and curricula around innovation and participate in an interactive activity while enjoying adult refreshments in the Gates Lab. Hosted by Graland’s Innovation Team. graland.org/INN19

As you ring in the new year and reflect on resolutions for 2020, join a panel of wellness experts who will share their insights about how parents can support student wellness in areas such as technology, executive functioning and stress management. This panel will focus on the needs of students in fourth grade and beyond, but parents from all levels are welcome to attend. graland.org/PENPANEL20

Tuesday, October 15, 2019 6-7:30 p.m. • Gates Innovation Lab

Tuesday, January 14, 2020 6:30-8 p.m. • Fries Family Theater

Holiday Happenings with the GPA “Graland Cares” for Seniors in our Community: Nov. 11-22 The Graland Cares Campaign is a great opportunity to involve your children in the joy of giving! The gifts will be distributed to senior residents housed with Volunteers of America (VOA) at the Snowflake Holiday Party on Dec. 6.

VOA Snowflake Party: Dec. 6 • 4:30-6:30 p.m.

Please join us in throwing a festive holiday party for seniors living at a downtown VOA facility. Families will help organize and set up the party and guide students in serving dinner, performing in a talent show and making art projects. They also distribute the gift bags collected during the Graland Cares campaign.

Ready, Set, Bake (or Buy): Cookie Party for Faculty/Staff Dec. 13 The annual holiday party for employees of Graland is a fun time for colleagues to interact over dinner, drinks and cookies! Every year, parents supply a delightful cookie buffet for this event that never fails to “wow” the faculty and staff! Bring your treats to carline on Friday, Dec. 13 for distribution at the party that afternoon. Gluten- and nut-free items are appreciated. Thank you!

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Festival of Light and Holiday Sing-Along: Dec. 20 • 8:30-9:30 a.m.

A favorite Graland tradition, we’ll kick off winter break with the Festival of Light and sing-along with our entire Graland community. Parents, grandparents, siblings, alumni ... all are welcome to celebrate the holiday season with songs from a variety of cultures and beliefs.

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

Earn Rewards for Graland!

Community Calendar

Link your King Soopers card

October

11 Donuts with Dads & Special Friends 17-18 Parent-Student-Teacher Conferences 21-22 Fall Break

November

http:/ /bit.ly/gralandrewards Did you know King Soopers will give 5% of your purchases back to Graland when you use your rewards card?

Select “Graland/FY208” First, sign in to kingsoopers.com and click on the Community Rewards tab. Search and select Graland or enter code FY208.

That’s it! Every time you use your Soopers card, the dollars add up to great rewards for Graland. Happy shopping!

http://bit.ly/gralandrewards

1 Professional Development (no school for students) 6 Author Tony Wagner 25-29 Thanksgiving Break

December

10 Colorado Gives Day 20 Festival of Light and Holiday SingAlong 31 Last Day to Give in 2019

Winter Break December 23-January 6

Stay Connected and GoGraland!

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Join us on

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Update your contact information. graland.org/stayconnected

3

Visit campus for a community event.

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