Graland Today

Bring your children of all ages to work side-by-side with you on innovation skills as you solve design problems, Tinker Time-style! Whether you succeed or fail, you win when you learn from experience. Gates coaches will be on hand to guide you, but the solutions are all yours. Don’t miss the chance to tinker in the Corkins Center with your kids! Refreshments and snacks will be served.

This Innovation Night is open to all Graland families, extended family members, neighbors, and friends. If you already attended a Tinker Time event earlier this year, we invite you to come again for new challenges! We’re excited to share the Gates Innovation Lab experience with the Denver community. Register at graland.org/InnovationNight

Joining the Journey to Thrive: How We Can All Engage as Educators

By Josh Cobb, Head of School

The power of the new strategic plan lies in its synergy between three elements of the Graland community–educators, students, and families, a collaborative partnership that led to the founding of Graland. Almost a hundred years later, I find this dynamic relationship even more important as our children grow up in a world impacted by divisiveness, uncertainty, and depression, all exacerbated by social media. Now more than ever, the adults who interact with children face-to-face, day in and day out, need to unite as

educators. As I stated in my opening remarks this year, we are all educators–administrators, teachers, parents, and guardians. We all have a responsibility to educate children, so they develop the traits to thrive.

Last year, the character task force finalized a framework that aligned five of our guiding principles with five attributes–curiosity, empathy, adaptability, agency, and responsibility. This summer, I read “The Attributes: 25 Hidden Drivers of Optimal Performance” by Rich Diviney, which deepened my understanding of how certain characteristics help an individual flourish in life. As Diviney explains, “Attributes are wired into our internal circuitry, always running in the background, dictating how we behave and react and perform.” He is then quick to clarify that “while attributes are part of everyone’s circuitry, they’re not immutable.” We all, adults and children, have the opportunity to bolster character traits so that our behavior changes over time. The character framework gives us a method to explore the behaviors associated with those attributes, make them more habitual, and model them for our children.

The first attribute that the character task force emphasized is curiosity. Since curiosity is central to our mission of both achieving intellectual excellence and building strong character, it is primary. In “The Attributes,” Diviney relates curiosity to openmindedness, which he defines as “the ability and willingness to set aside our opinions, judgments, and preconceptions so that we can consider problems and environments from fresh, often unorthodox perspectives.” To devote ourselves to demonstrating openness, we need to devote ourselves to asking questions and listening actively. In the fall of 2020, at a PEN event on civil

Read through this issue for articles that focus on how Engaged Families are an integral part of Graland’s Strategic Plan, and how we all work together to THRIVE.

The Graland Strategic Plan Framework

A Framework to

Character and

Responsibility

Community Honor Individuality

explicitly communicated.” Due to the subtle and complex nature of emotions, we have to work to become empathetic, and some may argue that true empathy is impossible, but this does not mean we can quit trying to understand someone’s experience as fully as possible through inquiry and openness.

Adaptability

Curiosity

The openness that comes from empathy also relates to the third attribute, “adaptability,” a trait that fortifies us in the face of change and uncertainty. If you can see an issue from many diverse perspectives, you are more adaptable. If you are more adaptable, you are more resilient because, as legendary coach John Wooden stated, “Adaptability is being able to adjust to any situation, at any given time.” Recently, parents and children gathered in our Innovation Lab to identify problems and solve them through inventions. Through this inventive work, it gave educators, parents, and students the opportunity to struggle with a problem and collaborate through both failures and successes. Ideally, instead of a blanket statement about their child’s intelligence—“You are so smart”—parents and teachers followed “Mindset” author Carol Dweck’s advice and commented on how they specifically showed grit. By avoiding general praise or judgment and discussing specific behaviors, adults help kids avoid a fixed mindset and embrace a growth mindset, which fosters adaptability and then perseverance.

discourse, Bill Fulton from Civic Canopy introduced the “Four Types of Listening.” The third type of listening, “Dialogue,” relies on curiosity and questioning. In this quadrant, “Listening = Inquiring.” The inquiry within this type of listening propels the conversation into the fourth type, called “Creativity,” in which listening lets new understanding emerge. Active listening is a behavior that promotes curiosity.

In Fulton’s listening framework, another attribute from the character task force manifests within the “Dialogue” quadrant: empathy. Taking an empathetic approach leads to an openness to others, their diverse viewpoints, and experiences. Diviney defines empathy as “the ability to fully and genuinely imagine another person’s emotional state, even without those emotions being

Ultimately, the more adaptable a student feels, the more confident they feel. In tough situations, they will see, even seize, the opportunity, not the obstacle. That confidence relates to the fourth attribute: agency. In a world that is growing more uncertain, it is easy to feel like we are only at the whims of fate. Though it is true that we do not control everything, it is important to take ownership of what we do control and feel a sense of self-efficacy. Diviney describes self-efficacy as “a combination of confidence, initiative, and optimism [...]. Not only does it allow us to stretch boundaries, explore our potential, and take risks, but it also enables us to successfully charge through unanticipated challenges, even when the outcome is highly uncertain.” To promote agency and self-efficacy, it is important for adults to promote independence and allow

Build Strong Character

and

Community

Cultivate Compassion

Promote

Independence Instill Integrity

Celebrate Perseverance Empathy

Agency

Build

Curiosity

We all have a part to play in thriving, and the character framework that builds out from our guiding principles becomes a roadmap to that destination.

-Josh Cobb, Head of School

“ ”

Empathy

children to discover their confidence, initiative, and optimism on their own.

Agency comes with owning your part in any situation; it comes with responsibility, the final attribute. Though Diviney doesn’t speak directly to responsibility, he does explore accountability and defines it as “Taking responsibility for, and ownership of, your decisions, actions, and consequences thereof.” Through Responsive Classroom methodology, our educators stress social and emotional competencies, including responsibility (as well as self-control, cooperation, empathy, and assertiveness) through well-designed teaching practices and expect students to follow the Graland Guidelines of safety, honesty, responsibility, and respect and take accountability for how their actions impact others. As adults, we can also look to model respect and civility. Through that modeling, we can help cultivate those same behaviors in our children as they become engaged citizens and thoughtful leaders in their classrooms, their school, and their communities.

By focusing on the behaviors that arise from these five attributes, we not only help our children build strong character, we also sustain a thriving community. The word “Thrive” in the middle of the strategic framework does indicate thriving students, but it also signifies a thriving community of children and adults. We all have a part to play in that thriving, and the character framework that builds out from our guiding principles becomes a roadmap to that destination. Thank you for engaging in the role of educator by focusing on the behaviors detailed above and joining me on the journey to thrive.

Continue reading on how the Character Framwork comes to life in Lower School (pages 8-10) and Middle School (pages 12-14).

Responsibility

THRIVE

Adaptability

Agency

The Building Blocks for Belonging

By: Oscar Gonzalez, Director of Equity and Inclusivity

Graland recently partnered with Challenge Success, a research-based organization affiliated with the Stanford University Graduate School of Education.

Challenge Success partners with middle schools, high schools, and families to embrace a broad definition of success and to implement research-based strategies that promote student well-being and engagement with learning.

The organization offers a wide variety of programs with workshops and training, and during our January Professional Development Day, educators participated

in Challenge Success’s workshop, “The Building Blocks for Belonging.” This workshop encouraged educators to continue activating our strategic goal of Cultivating a Culture of Belonging and, as a result, implement this framework and work on the following building blocks, which are “Interpersonal Relationships, Agency, and Support for those Marginalized.”

Interpersonal Relationships

Challenge Success’s first “Building Block for Belonging” is interpersonal relationships. Given the educator-tostudent ratios, we’re able to foster strong student-teacher relationships. We strive to know students both as learners and

people. We want students to show up as their true authentic selves and to leave Graland as the best versions of themselves, so getting to know students beyond their academic profiles is essential. Our wholechild approach allows students to shine in different arenas and to get to know many educators on campus. In a recent Challenge Success survey, 84% of Middle School students shared that they have an adult they can go to if they have a personal problem, and 88% have a peer they can go to. Both scores were higher than the national averages, and we want to raise these scores even more.

The framework also calls for collaborative, small-group learning. Given our favorable school’s smaller class sizes, students have ample opportunity to partner and collaborate in small groups. They have more opportunities to share and explain their own perspectives, belief systems, and ideas while learning how to back up their claims with evidence. At the same time, they hear from their peers and get to engage in civil discourse and cross-cultural communication. They learn to collaborate across lines of difference, and through this process, they observe and learn strategies used by others. Using the theme of “my story, your story, our story” allows students to have a stronger sense of self and others, all while figuring out what it means to

be a member of a thriving community.

“The Building Blocks for Belonging” emphasizes that empathy is required to build and maintain strong interpersonal relationships. When students are affirmed in their identities and are curious about getting to know their peers, they can push themselves and each other to grow by hearing and considering divergent thinking. Empathy is key, especially in tough situations, and when students lean into discomfort both academically and socially, they ultimately create stronger bonds and relationships.

To do this at home, Challenge Success recommends that parents and caregivers create daily time for connection with children to model relationships effectively and, in turn, to lessen any uncertainty children may have.

Agency

The next “Building Block for Belonging” is agency. At Graland, we have always focused on student agency. From our youngest students participating in free choice time to eighth graders focusing on an area of interest for their capstone project, students have the freedom to explore their passions. Student voice leads to decision-making, which ultimately leads to a more engaging and dynamic learning environment. We encourage students to remain curious and ask questions to shape their educational experience and meet their needs and passions. Students are able to take the reins when there is more buy-in, so creating relevance to their lives makes the “why” of what we do explicit. The more we teach useful skills with real-world applications, the more students can apply them inside and outside the classroom.

In addition, as part of the partnership with Challenge Success, there is a task force made up of educators, parents/ caregivers, and students. The students are equal members, and their voice has been integral in identifying pilot programs that will benefit all community members. Given the students’ keen insights and experience, the task force is working to implement a more robust Middle School test and assignment calendar. Students have taken charge of creating a change that will benefit them and leave a legacy in the future.

If you are looking for ways

to promote child-led agency at home, Challenge Success suggests that parents and caregivers create rules along with their children and, just as importantly, establish consequences together. This can help children feel autonomy and a sense of control and responsibility in their home and learning environments.

in their identities, build relationships, and cultivate leadership.

Another practice at Graland is the buddy program. Younger students hear from older students or alumni directly. For instance, through our Student Support Team (SST), Middle School students with learning differences share their experiences navigating school and discuss the resources and support they use in order to thrive. This builds confidence and reduces stigma, as it allows students to have open dialogues and learn that they are not alone. In turn, younger students can reframe obstacles and learn that we all struggle with similar shared experiences and that these struggles are not exclusive to one individual or to one’s identity.

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and Stroman, 2021

Support for Those

Marginalized

The final “Building Block for Belonging” is support for those marginalized. Different communities have different members who are marginalized, so first, it is important to identify who has been historically or continues to be marginalized or excluded in a given community. We can all think of a time we felt included or excluded and how that felt. The more we can actively include all members of our community, the more we can enhance belonging.

At Graland, affinity groups are one way we provide support for underrepresented communities. Affinity groups, as defined by the National Association of Independent Schools (NAIS), are “a bringing together of people who have something important in common (race, gender, profession or special interest, etc.).” Our goal is to cultivate community, identify issues, and generate discussions through group environments in which Graland members share experiences, learn from one another, and strengthen their community ties. Through these groups, students and adults are affirmed

Through our curricula and academic programming, we aim to have windows, mirrors, and sliding glass doors. Mirrors allow students to see themselves represented in positive, joyous, and affirming ways in books and media; windows create opportunities to learn about others’ lived experiences; sliding glass doors let students interact with new parts of the world and collaborate with others.

At home, parents and caregivers can think about their book collections, the media they consume, and the outings they take to create opportunities for windows, mirrors, and sliding glass doors. These varied experiences foster a growth mindset and enhance the possibilities of change rather than maintaining fixed identities.

As a school, we want parents and caregivers to have strong interpersonal relationships, to have agency, and to feel supported, as well. By putting kids first, our collective goals are aligned. My hope is that, as the adults who model so much for children, we can uncover our shared experiences and create spaces where all voices are heard so that we continue to lift one another up and ensure everyone is seen, heard, and respected.

Belonging is “an individual’s experience of feeling that they are, or are likely to be, accepted and respected as a valued contributor in a specific environment.”

Healey

HOW WE CULTIVATE Strong Character & Community IN LOWER SCHOOL

By Nan Remington, Head of Lower School

Families and schools have faced several challenges in the last few years. Students might be grappling to understand the events in our country and worldwide while feeling the pandemic’s effects. As educators, these events come into our classroom through our students, who ask questions and look for clarity and understanding. For students to look at these events through the lens of critical thinking, compassion, and empathy, they need to be taught and practice these skills at school and at home.

While academics are essential to the school day, Lower School teachers understand and see the need to help students cultivate skills that allow them to act with high character and compassion. Associate Professor of Philosophy, Charles Starkey,

studies emotion theory and moral psychology. He says that our values determine character traits but that emotions also play a huge role. In short, kids need emotional intelligence and to notice and be influenced by positive character traits in others. You may be thinking that this all sounds too ambitious, especially for our younger students. However, our Lower School teachers will tell you that their students model the traits in Graland’s character framework throughout the school day. Our teachers know that small, consistent opportunities to use and practice these skills in day-to-day life result in students beginning to form a compass on how to live a life filled with agency, resilience, individuality, curiosity, responsibility, empathy, and more.

Promote Independence / Agency

By Justine Hall, Grade 2 Teacher

Promoting independence and agency in the classroom is like giving a student the key to a magic door. A door that opens up a world of possibilities for them to feel confident, capable, creative, and curious.

When students have independence within the classroom environment, it helps to develop a sense of agency. This begins when teachers set up their classrooms. When materials and resources are clearly labeled and accessible for students, it promotes resourcefulness and offers choices. Additional opportunities for students to express independence and agency can be seen through classroom activities in Grade 2 daily.

As an educator, I have found that students develop self-awareness and self-motivation when they have independence in their learning. This can be seen

during secondgrade writing lessons when students are challenged to use a rubric to assess their writing and reflect on their current skills to generate future goals. In addition, in each second-grade classroom, anchor charts adorn the walls. These are a reference from which students can select ideas or strategies for story writing or solving various math problems. Students are encouraged to use these charts to develop independence and problem-solving skills rather than relying solely on their teacher for support.

As you can see, there are opportunities for students to march through that magic door in every lesson. It is so exciting as a teacher to watch them go!

Cultivate Compassion / Empathy

By Julie O’Connor, Grade 3 Teacher

As I watched a third-grade boy come my way at recess, I could tell he was in significant pain. He had just fallen onto the cement while playing a game with his friends, and his hands did not catch his fall. He was scared about what this injury might mean. As I quickly walked him to the nurse, third graders from every direction showed sincere concern, and once I returned to recess, children were checking in on how he was feeling and if they could do anything to help. This boy’s friends didn’t want to carry on with the game but instead were concerned for him. I watched compassion and empathy in action as third graders felt each other’s burden. And, though this was a heartbreaking

situation, there was such beauty in the kindness displayed.

Graland third graders regularly experience what compassion and empathy look like and how it feels to not only give it but to receive it. During the school day, this is displayed in different ways. I see how our students draw upon patience, humility, and forgiveness (third graders are so quick to forgive) to have empathy for their community. The models our children have at home and school are key contributors to instilling compassion in them. In turn, I see our students’ tender hearts readily give empathy to themselves and those around them.

Honor Individuality / Curiosity

By Liza Baker, Kindergarten Teacher

In Kindergarten, we know that we are an introductory year for most families to who we are as a school. Our goal is to provide a student-centered, caring, and supportive space and establish a solid foundation of trust for the many years ahead at Graland. Honoring individuality and curiosity are cornerstones of the kindergarten year. From the moment a child walks into our classrooms, we begin building connections and trust. We show interest in who they are and are curious to get to know them as individuals. When students feel seen, heard, and loved, they thrive in our space. We attend to this daily by learning about their passions and asking questions. We greet each student, listen to their stories, and also share our own. We celebrate our differences and similarities in our “Self and Others” and “Family” units of study. We foster individuality through choice in play and academics.

We aim to see each child for the unique and special talents they bring to our community of learners rather than fitting them into a preconceived mold.

In addition to understanding our kindergartners socially and emotionally, we also work to know them as students. We facilitate discussions, whether in Morning Meetings or learning time, that give students a voice. We foster a safe community that allows us to celebrate successes and work through mistakes. We honor and support each student along their personal journey of understanding our curriculum and adapting it to fit their needs. We do this through individualized and small-group instruction. Thanks to small class sizes and two full-time teachers, we are able to teach directly to the specific needs of each student while also moving them along as a whole. While we have kindergarten benchmarks to meet, we weigh student progress into our definition of success.

How We Cultivate Strong Character & Community in Lower School

Instill Integrity / Responsibility

By Lisa Schreiner, Grade 1 Teacher

We instill integrity and responsibility in our first graders by modeling expected behaviors, holding students accountable for their choices, and encouraging them to have empathy for others. Helping students build a strong sense of identity is the foundation of integrity. We begin the school year with a review of the Graland Guidelines. Students listen to a number of picture books on the topics of honesty, safety, respect, and responsibility. Students participate in class discussions, act out various scenarios, and write their own Graland Guideline books. These guidelines serve as a roadmap, whether redirecting behaviors or highlighting positive choices.

First graders begin to notice the impact made by the positive actions of others and enjoy sharing their observations at the end of the school day.

As we continue to read picture books throughout the year, we focus on building empathy. We discuss the feelings of the characters and encourage students to make their own personal connections to the text. Students use empathy as they participate in various activities that help them discover the difference between the concepts of equality and fairness. They also get the opportunity to use these skills to meet the challenges presented in the Gates Innovation Lab. First graders who think about the feelings of others are more likely to stand up for what is right, take responsibility for their actions, and make positive choices in difficult situations.

Celebrate Perseverance / Resilience

By Courtney Menk, Grade 4 Teacher

Fourth graders celebrate perseverance and resilience throughout the school year. Writing a story or essay is a lengthy, time-consuming process in fourth grade. Students spend weeks planning, drafting, revising, and editing their pieces. The revision stage is a big emphasis in fourth grade. Students revise on their own as well as with peers and teachers in the quest to develop the best final product. Once the final copy is printed, it is time to celebrate all of this hard work! Classes gather together for “Publishing Parties,” where stories are shared, and treats are enjoyed. Each student is truly proud of their writing and the perseverance and resilience that it took to create it.

In math class, perseverance and resilience show up in a variety of ways. Every day in math class, students are given multiple chances to tackle similar types of problems allowing them to learn from their mistakes and make adjustments to their strategies and techniques. Through our classroom discussions, students talk about mistakes and help each other discover new ideas and methods. It is great to see the smiles on everyone’s faces as they leave the classroom with a better understanding of the day’s topic than when they walked in the door.

Partnering With Parents to Cultivate Empathy in Our Students

By Kathy Riley, Lower School Counselor

Recently I was in the library with a group of prospective students. One child was on the verge of tears as he looked longingly at the door waiting for his parents’ return. The educator in charge was encouraging all students to come to the rug to listen to a delightful book. Another little boy noticed how this sad fellow student was reluctant to join the group, hanging back on the outside of the circle. The boy turned ever so slightly to face the sad student and enthusiastically waved him over, encouraging the boy to sit with him to listen to the story. This was a small gesture but one that positively welcomed the sad boy and left an impact on the whole group. I couldn’t help but think, “I hope this student comes to Graland.” I’m lucky enough to witness small, empathic acts like this all the time and feel they’re the glue that holds our thriving community together.

I believe partnering with parents to cultivate empathy in our students is one of the most important things we do as educators at Graland. Parents often ask what they can do to foster empathy in their children. For such questions, I often turn to Making Caring Common, a project from the Harvard Graduate School of Education whose focus is “Raising kids who care about others and the greater good.” They say, “Children learn empathy from watching us and from experiencing our empathy for them. When we empathize with our children, they develop trusting, secure attachments with us. Those attachments are key to their wanting to adopt our values and to model our behavior, and therefore to building their empathy for others.”

Empathizing with our children takes many forms, such as taking a genuine interest in their lives while valuing and respecting their individual personalities. I’ll never forget the father who embraced baking when his daughter became obsessed with “The Great British Baking Show.” Often, I’d arrive at my office to be greeted with delicious goodies they’d baked over the weekend with a note of appreciation for my work at school. That dad wanted to know more about his daughter’s interests, connect with her, and, bonus, they showered me with yummy treats!

Children also learn empathy by watching whom grownups

notice and appreciate. They’ll notice if we treat a service person as if they’re invisible, and on the flip side, they’ll notice if we welcome a new community member or express concern for someone experiencing a challenge. Some of the most bittersweet moments I’ve experienced at Graland have been when community members have been sick. As cards have been written and meal trains planned, students have shared in the act of caring for others and felt the warmth it has brought both them and the person being cared for. Prioritizing such acts demonstrate the value placed on caring for others.

One of my favorite conversations with fourth-grade students always starts with me asking, ”Are we more alike than we are different or more different than we are alike?” As they defend their position, it’s fascinating to see students grapple with this question. They inevitably get to the fact that it’s human nature to have empathy for family members, close friends, and people who are like them in some ways. But, it can be harder to have empathy for people outside of their circle. As parents and educators, it’s important that we model appreciation for people that are different from us, and because someone is different from us does not mean they are dangerous. We help guide children in their understanding and care for many kinds of people, some of whom may be facing challenges very different from their own. We encourage children to consider the feelings of those who may be vulnerable and how they would feel in similar circumstances. It’s always heartening when children then feel empowered to take action. Whether finding ways to help families in Ukraine or a lonely classmate, kids have amazing ideas about how they can be of service to others.

As Making Caring Common states, “Empathy is at the heart of what it means to be human. It’s a foundation for acting ethically, for good relationships of many kinds, for loving well, and for professional success.” A solid parent-educator partnership in which we’re modeling compassion and engaging in rich conversations steeped in respectful perspective-taking is paramount in cultivating empathetic students. I’m lucky enough to witness the byproduct of this collaboration daily, and let me tell you; it’s heartwarming.

HOW WE CULTIVATE Strong Character & Community IN MIDDLE SCHOOL

By Marti Champion, Head of Middle School

Despite the fact that the majority of the school day is spent in classes such as math, English, science, and history, the true purpose of education is to help students realize their full potential as human beings. At Graland, we work towards this goal by introducing our students to the character framework, which shows students how to balance taking pride in who they are as individuals while also being valuable members of a community. School is about teaching students how to be human but also how to interact with other human beings. School activities and learning experiences are often the places by which these lessons are sprinkled. As educators, we are well aware of the skills, standards, and metrics we aspire to meet in our respective disciplines during any given school year. We also have access to data

that reveals whether or not we’ve met our target. But when it comes to being an engaged citizen and thoughtful leader, where do those metrics exist? The answer lies beyond the four walls of the classroom. At Graland, we engage with the larger community, and we are often lucky to walk alongside our students in these moments. When weaving elements of what it means to be a contributing member of our community into our 45-minute classes, we look to moments when our students support a teammate or even help a neighbor to measure our success. Continue reading below to learn about moments of triumph in character through the eyes of Middle School educators.

Promote Independence / Agency

By Mallory Gordon, Dina Horsch, Alexis Michalos, and Lauren O’Neill, Middle School Learning Specialists

At Graland, agency refers to a student’s ability to develop their own thoughts and questions and take initiative in their learning. We aim to support students in becoming self-reliant by building self-awareness and self-advocacy and encouraging them to become champions of their own learning. As members of the Student Support Team, agency is one of the most crucial skills to teach our students

as they are often some of the most vulnerable learners. At the beginning of the school year, students in our classes embark on a self-actualization journey through the lens of their support plan. Students create an All About Me presentation based on their individual strengths, needs, interests, and learning preferences. As learning specialists, we support students in preparing for and presenting their slides to all of their teachers. This provides the opportunity for students to advocate for their needs across classes throughout the school year.

In addition to providing direct instruction, we help students build independence and agency by leading conversations about their individual accommodations and teaching them to advocate for the implementation in their classrooms. Through the demystification of accommodations, we are helping to foster more confident, independent self-advocates who are better prepared for their time after Graland.

Celebrate Perseverance / Resilience

By Tara Kochevar, Assistant Athletic Director

In athletics, we often speak about perseverance, resilience, and grit. Perseverance is a quality that doesn’t just appear for most students. Much like a growth mindset, perseverance and resilience require learning from mistakes, reflecting on opportunities, and adapting to new circumstances. To become resilient, we must accept responsibility for attempting a task repeatedly without guaranteeing success. This idea can be challenging for our student-athletes because resilience is born from discomfort. As physical educators and coaches, we help students develop character through physical pursuits in concert with mental acuity. We strive to create an environment where students feel empowered to take risks, lean into discomfort, and develop the grit that it takes to be successful on the sports field and beyond. The beneficial consequences of sport, such as joy, camaraderie, effort, and cooperation, are always accompanied by experiences of disappointment, frustration, and division. For every positive outcome within the sports landscape, there

exists the exact opposite; and because winning is inherently scarce, athletics are fraught with adverse and potentially disappointing outcomes. In these moments, competitive or challenging situations provide opportunities for the development of resiliency at an accelerated pace. To understand perseverance and resilience in sports is to accept and learn from these more challenging experiences. Our work in the PE and athletic departments centers around exploring how we can build relationships, develop empathy, and create a sense of community so that as students face increasingly challenging situations, they feel equipped to handle them with adaptability.

Practicing perseverance and reflecting on resiliency helps our students understand that striving for a goal inherently gives accomplishment greater value. As a community, this notion is especially important because a resilient mindset can be highly contagious. Resilient students will find more empathy, agency, curiosity, and responsibility in their experiences at Graland and beyond.

Honor Individuality / Curiosity

By Jen Chen, Grade 8 Science Teacher

During the two days before Thanksgiving break, I scurried throughout the Middle School hallways and in and out of my classroom, supervising eighth-grade science students as they completed the slingshot lab. I spotted captivated fifth, sixth, and seventh graders watching my students burn a circular string with a lighter to release a rubber band and fling various metal blocks across the hallway to demonstrate Newton’s three Laws of Motion. The younger students were taking videos, asking the eighth graders questions, and begging their teachers to let them watch a few more trials. Simulating a slingshot and using a lighter - how

could a middle schooler NOT be excited about this lab? My goal for Grade 8 science is to ignite curiosity and provide time and space for students to explore individual questions as they conduct experiments. Hands-on experiences are essential for students to develop a passion for science and make connections to their everyday lives.

When I walked back into my classroom near the end of the last class on Friday, I noticed a lab group had propped up their slingshot with materials they found in the room. They wondered whether the distance of the block would change if it were catapulted as a projectile. It continues to energize me every year to witness the unique questions that arise and the “ah-ha” moments achieved as students enthusiastically investigate and discover, each in their own way.

How We Cultivate Strong Character & Community in Middle School

Cultivate Compassion / Empathy

By Tara Lavizzo, Middle School Counselor & Betsy Metcalfe, Health & Wellness Teacher

“Words have a magical power. They can either bring the greatest happiness or the deepest despair.”–Sigmund Freud

There is a critical need to foster empathy and compassion in students in today’s world. Students need to see each other, listen to one another, and understand another person’s perspective as they journey toward adulthood. Building and enhancing empathy skill work is embedded into the advisory program, service learning programs, the Gates Invention and Innovation program, and Middle School classroom instruction throughout the year.

Specifically in Grade 7 wellness, using the Learning for Justices’ “Speak Up at School” anti-bias framework, students thoughtfully identified words said by fellow students that might be categorized as a microaggression, stereotype, bias, or simply hurtful. As they leaned into discomfort, led with curiosity, actively listened, reflected on their words, and claimed their own “no joke zone,” students were able to explore the power of words and the tremendous impact they have on individuals.

Filled with raw emotions at times,

students clearly articulated the language used by peers that they identified as not just simply bothersome but also insulting and damaging, particularly around individual identifiers. Listening with an open heart and mind gave students the opportunity to connect and understand each other’s feelings.

Finally, recognizing that being called out for using words that hurt can be uncomfortable and difficult, students reflected on how best to respond: acknowledge, apologize, and make a commitment to doing better next time. By encouraging students to acknowledge their feelings and make a commitment to acting more compassionately, they establish compassion and empathy as cornerstones of their character and help them contribute to a strong community wherever they go.

Instill Integrity / Responsibility

By David Hill, Grade 7 Math Teacher

Our seventh-grade students are learning some amazing lessons in integrity, responsibility, and character as they volunteer with local non-profit, A Little Help. With the assistance of this organization, each Grade 7 advisory is matched with an older adult in the community to visit, learn from, and support. For many of our students, this involves completing chores (raking, cleaning, shoveling), asking questions, and building a bond.

By forming meaningful relationships with elderly community members, Graland students are given the opportunity to act with integrity and continue to grow into responsible members of their community. This responsibility can take many forms, including staying humble, identifying commonalities across generations, and offering help where it is needed.

Through these efforts, it is our hope that students recognize a sense of responsibility in caring for and honoring important members of our broader society and finding purpose in community engagement and commitment.

Partnering

Picture this… for the past five years, you have been walking your child into school, likely holding their hand and maybe their backpack, and always getting a hug and kiss goodbye. By the time your kiddo is in fourth grade, they might be telling you to simply drop them off in the carpool line. Your first reaction might be, “This is different. I’m not sure about this. Why don’t you want me to walk in with you?” Then, after a while, you might get used to it and be able to head off on your morning a few minutes earlier. While it might feel hard to let go at first, the Grade 5 MESH team will tell you that kids are ready for more autonomy in Middle School. We remind parents that if they find themselves with a glue gun in one hand and scissors in the other, ready to take over the class project their child is struggling through, the parent is too invested in the work. Likewise, if a parent finds themselves eagerly awaiting the rubric results on an English paragraph or the score of a math test, they probably could take a step back and let their child absorb and then share the results.

Middle School is a time of transition for both parents and students. Whether it’s changing classrooms between classes, having more homework, remembering to charge the iPad nightly, or saying goodbye at the gate rather than the classroom, there are a lot of changes.

In addition, there will likely be regular discussions about what clothing to wear, a newfound interest and “need” for their own tech, such as a mobile

with Educators in the Transition From Lower School to Middle School

By Kimm Lucas, Grade 5 English Teacher

phone, and more group hangouts rather than playdates. Some children embrace these changes head-on, while others might struggle at different points with the teenage elements they now face more regularly. These “steps” are all real, challenging, and part of growing up as a middle schooler and a Middle School parent.

Let’s be real and admit it’s hard to let go and let kids thrive on their own. Whether it’s the first time your child looks you in the eyes and says, “I got this. You can stay at the gate today. I want to walk in by myself,” or the reality of kids heading off to their next steps in life, these changes can make even those early sleepless nights with an infant seem easy. In this article, you will find ten simple but effective ways to partner with Graland educators as your child transitions from Lower School to Middle School. I hope they will encourage you to be a cheerleader in your child’s growth mindset and that these efforts will lead to greater self-awareness, connectedness, a growing sense of independence, and resilience.

The shift from Lower School to Middle School is often a time of joy, sometimes a period of frustration, but a stage of growth for not only students but families as well. Remember, Middle School is an exciting time, but sometimes looking back longingly at playground recesses and having one classroom as a home base is common. Graland educators and families often know what is best for students, and partnering with educators and others in the school community can help to make this change smoother.

Mrs.

Lucas’

Top 10 Tips for Helping Your Child Transition to Middle School:

1. Foster independence in your child and hype up their first overnight trip to La Foret. Hug them goodbye and wave enthusiastically as the buses depart from Cranmer Park.

2. Build a routine of reading or listening to a novel with your child. Whether this is a read-aloud or family book club, this is a wonderful way to stay connected. They might say they’re too old to be read to, but they’re not too old to read along!

3. Support your learner in preparing for a history quiz by making flashcards. Celebrate their perseverance in studying. A mixture of tech, and oldfashioned hand-written note cards often make for a successful study session in Middle School.

4. Label the kitchen in Spanish or French to grow your child’s vocabulary and improve your world language knowledge before the next family vacation. Be curious and learn the language together!

5. Consider supplying food for an advisory breakfast and show how acts of kindness show empathy for others.

6. Sign the whole family up for a service learning opportunity sponsored by the Graland Parent Association (GPA) to further cultivate your child’s sense of compassion. Weekend events like this promote stronger relationships between families and the school community.

7. Encourage participation in new activities such as Gates Invention and Innovation program, the musical, a creative writing club, or a Math Olympiad. Honor your child’s individuality by letting them choose what to participate in rather than deciding for them.

8. Allow your child to have more agency. Encourage them to advocate for themselves by talking to a teacher about an assignment or a planned absence from school. Follow up with an email or phone call to the teacher to make a parent inquiry, but let your child begin to establish their own voice.

9. Allow your middle schooler to be responsible for their backpack, iPad, and other learning materials. If they forget something at home one day, let them figure out how to make it through a day of learning without the essentials and develop independence in being prepared for school.

10. Let your child experience failure, whether missing the mark on a class project or not getting their dream role in the musical. Our kids become more resilient when they learn that failure is a part of life and will only strengthen them.

Opportunities for Graland Family Engagement: An ABC Guide

From the time a new family sets foot on campus to the day their child graduates and joins the alumni community, Graland makes it a priority to host a variety of ways, both large and small, for parents and caregivers to feel connected and involved at school. Continue reading below to see which activities you have or currently participate in and to find new ones to try in the upcoming year!

Ais for Admission Parent Ambassadors

Time spent with the Admission Office doesn’t have to end when your child is officially admitted to Graland. Current parents work alongside the Admission Team at Open Houses and other events to answer questions from prospective families about the community, family involvement, day-to-day life at Graland, and more.

Bis for Book Clubs

Between the annual Head of School Book Club, educator-led reads, and grandparent get-togethers, there is always an opportunity for book lovers to unite.

Cis for Carnival

At the end of every school year, Graland kicks off the summer with its very own carnival right on campus! Endless cotton candy, entertaining games, and the opportunity to dunk your favorite educator are what make this event a family favorite.

Dis for Diversity, Equity, and Inclusivity (DEI)

Families are invited to support Graland’s DEI work by attending events such as Community Day speakers, the Martin Luther King Day March and Parade, School Climate Advisory Committee general meetings, and more. Parents and caregivers can also join any of the school’s affinity groups, where parents connect, share experiences, learn from one another, and strengthen community ties.

Eis for Eagle Invitational Golf Tournament

The Eagle Invitational Golf Tournament is an annual GPA fundraising event filled with great golf, camaraderie, food, and prizes. Student golfers also partake in the fun after school during the Junior Eagle Invitational.

His for Halloween Parade

A Graland tradition, parents are invited to campus on the morning of October 31 to watch their child, other students, and educators parade around Preisser Field in their Halloween costumes.

Iis for Innovation Night

During Innovation Night, parents are invited to experience Tinker Time, practice Graland’s innovation skills (empathy, creative thinking, critical thinking, grit/perseverance, experimentation, and collaboration), and enjoy family time in the Gates Innovation Lab.

Jis for Join Graland Parent Association (GPA) Fun!

Fis for the First Day of School

Each year on the first day of school, families are invited to campus to celebrate the start of the year. Parents and students capture the moment by taking photos with the school mascot before heading to the back-to-school coffee and Head of School opening remarks.

Gis for Grandparents & Special Friends Day

Every spring, Graland hosts a celebration to recognize the important role that grandparents play in their grandchildren’s lives. But the involvement doesn’t stop there! Throughout the year, the school hosts additional grandparentsonly events, such as museum visits, campus tours, and book clubs, to offer engagement opportunities for the whole family.

All year long, the GPA works in partnership with the school to foster community, promote volunteerism, and raise funds. Throughout the year, parents are encouraged to get involved however their schedule allows by attending meetings, planning or attending events, and/or applying for leadership roles.

Kis for Krispy Kreme™ Donut Day

Parents and special friends are invited to campus to enjoy a delicious donut with their child before school during this highly attended event.

Lis for Library Helpers

In this volunteer position, parents assist Graland’s librarians with daily tasks such as putting away books and pulling materials for teachers. Parents also get to witness students discover a love for reading during their time in the library.

Mis for Movie Night

Movie Night at Graland is a fun, family-friendly outdoor event that takes place on campus the week before school starts. Families are invited to bring a picnic to Center Field to enjoy before the movie begins. Don’t forget to save room for popcorn!

Nis for New Family Events

Whether a child comes to Graland as a kindergartner, Middle School student, or any grade in between, the school offers several gatherings for new families to get to know Graland. Starting in the spring, all incoming families are paired with an ambassador family. Over the summer, the school hosts barbecues and kickball games, and assists in organizing playdates to help new students meet friends right from the start.

Ois for Odyssey of the Mind (OotM)

Odyssey of the Mind is an international competition that encourages students to work together to solve problems creatively as a team. Since 2014, Graland has had over 56 teams, with numerous groups advancing to the World Finals. Parents are always needed to act as facilitators, coaches, and judges. You don’t need to be an expert or a teacher to coach. You only need to have a passion for seeing kids grow and learn.

Qis for Questions for PEN Speakers

Each year, Graland’s Parent Education Network (PEN) coordinates visits from various thought leaders to share their research and knowledge on child development. During these presentations, parents can learn from experts about topics such as socialemotional wellness, ask questions directly, and seek helpful tips.

Rfor Reunion

Each year, Graland looks forward to welcoming back former students for the Annual Alumni Reunion. During this event, past students can reconnect with former teachers, reminisce with classmates, and explore how the school has grown and changed since they attended.

Vis for Volunteering

Whether by greeting students every morning during carline, serving as a room parent, or helping at the annual Art Show & Ice Cream

Social, Graland invites every parent to spend time on campus and discover the joy of giving back; however, their schedule will allow.

Wis for Winter Wishes

Each December, the Graland community gathers for an allschool sing-along known as Winter Wishes. During this event, students, parents, employees, and special friends enjoy warm beverages, sing festive songs, and enjoy time together before Winter Break.

Sis for Sports

Graland offers a multitude of seasonal sports that allow each student to find their passion and collaborate meaningfully with a team. Families get to know each other better during the season as they cheer for their children on the sidelines.

Tis for Traditions

Graland traditions such as the Kindergarten Rodeo and Middle School Gates Invention and Innovation Expo connect today’s students with those who have preceded them. They also give every member of our community opportunities to have fun, build connections, and embrace experiences.

Xis for Xenial Environment

At Graland, every student, family, and employee is responsible for promoting a xenial school environment that allows everyone in our community to feel welcomed, valued, and supported on a daily basis.

Yis for Yes to New Experiences

At Graland, we offer many opportunities for both students and parents to say “yes” to new experiences. We hope you will jump into whatever opportunities your schedule allows, in the name of embracing experiences, a Graland guiding principle.

Pis for Performances at Graland

Graland’s music and drama program allow children to share their talent, gain self-awareness, and work together. Throughout the year, families are invited to attend their child’s concerts, musicals, and drama performances on campus.

Uis for Unforgettable Memories

Whether it’s through time spent volunteering, chaperoning a field trip, or attending an event, parent involvement is not only welcome and appreciated but an essential part of making unforgettable memories with your Graland student that will last a lifetime.

Zis for Zipping Through the Gallop Finish Line

Every member of the school (including the Graland Eagle!) is invited to the annual Graland Gallop, a 5k run/ walk/wheelchair race hosted by the Graland Parent Association. This event combines being active outside and having a good time to build community and make connections off campus.

Graland’s Early Years: A Lead Up to the 2027 Centennial

By: Jim Arneill ’66, School Archives Committee

Graland has a long and distinguished history. Before settling in as a “country day school” at its present site in the fall of 1928, the school began at three locations near downtown Denver. The earliest years are worth knowing about and appreciating as they tell the story of how a group of determined parents worked with the founding teachers to make Graland a reality.

In early Denver, the Wolcott School for Girls was a highly regarded educational institution. Located at 14th and Marion Street, Anna Louise Wolcott founded the school “to serve the children of Denver society.” Although considered a girls’ school, it accepted boys in the early grades. Some of the former students included Mamie Doud (future wife of President Eisenhower), Helen Brown (Molly Brown’s daughter), and Clara Cody (Buffalo Bill Cody’s granddaughter).

In 1924, the Wolcott School closed, leaving a void for many families and creating opportunities for its educators to find new positions. Three of the teachers who left the school in 1922 due to some disagreements with the school’s founder decided to establish their own school. In 1922, Mary Kent Wallace, Mary Louise Rathvon, and Mary Austin Bogue founded the Kent School for Girls, which recently

celebrated its 100th Anniversary. The school’s name was chosen using the middle name of Mary Kent Wallace.

One of the other former Wolcott teachers was Grace Laird, who had served as their head of kindergarten.

She and Virginia Braswell, a younger, energetic teacher who loved animals, decided to open an experimental two-room preschool and kindergarten in the fall of 1924. Their rented space was part of the Green Lantern Apartments at 3424 East Colfax Avenue between Cook

and Madison near the Bluebird Theater (the building was torn down, and now a modern Chinese restaurant operates there).

A class of eleven students, mostly girls, enjoyed a kindergarten year together at this first site. Through the ground-level storefront window, cars could be seen driving down Colfax, and the activities, centered around a short-legged table, were aided by this light.

The following year, these students moved on as first graders, along with a dozen new kindergartners, to a new location, a house at 773 Franklin Street (the two-story house has been renovated and looks very different from the early photos).

“Green Latern” building, the original location of a kindergarten classroom ran by Miss Grace Laird and Miss Virginia Braswell in 1924. Photo Courtesy of Dr. Tom Noel 1976.

The Franklin Street School where kindergartners and first graders attended school in 1925.

Above: Sailing boats in the wading pool on the east side of the original building on campus, where the Georgia Nelson building currently stands.

After another successful year in 1925 at the Franklin Street School, more space was needed, and so a third move was made in the fall of 1926 to a larger, three-story old Denver home at 1012 Pennsylvania Street (this large home has also been torn down and replaced by a large apartment complex).

During the spring of 1927, the organizers found that, in addition to their financial concerns, administering and teaching were too challenging for them to continue. They called a meeting with the parents to inform them.

The parents were determined to keep the school open and asked the teachers to continue “while they organized a board of directors, found an administrator, and assumed the financial responsibility of maintaining the school.”

It was at this point in time that Graland School was officially created through a “Certificate of Incorporation” on July 23, 1927. One of the early parents, Henry W. Toll, a state senator and lawyer who was active in opposing the Ku Klux Klan in Colorado during this era, drafted the document and filed it with the Secretary of State.

In the following months, many important tasks were accomplished. A Board of Directors was formed, Georgia Nelson was selected as Headmistress, the land for the new school was secured from Mrs. Verner Reed, the building’s architect J.J. Benedict was hired, and the finances were also taken care of through extensive fundraising.

The name “Graland” also seems to have evolved at this time, using the first three letters of Grace’s name and “land” from

1924 vs. 1927 vs. 1928: What’s the Difference?

While 1924 was the year Grace Laird and Virginia Braswell founded the experimental school, 1927 was the year Graland school was officially created through a “Certificate of Incorporation.” 1928 was another milestone year when the school officially opened its doors at 30 Birch Street, later changed to 55 Clermont Street.

Virginia’s aunt, Miss or Mrs. Land, who had helped the school financially.

Georgia Nelson agreed to teach at the Pennsylvania Street house for a year while the new school on Birch Street was built. An exciting groundbreaking ceremony took place on May 17, 1928.

In the fall of 1928, Graland School opened at 30 Birch Street with ninetyfour students in kindergarten through fifth grade. The school became so popular that two new wings with four additional classrooms were added to the original building the following summer.

Besides the rationale for celebrating Graland’s 100th Year Anniversary in 1927 with its official incorporation and all the important steps taken right after the fateful meeting, the school has acknowledged 1927 as the founding date in other ways.

In 1977, longtime teacher and early

archivist Mrs. Ruth Gorham wrote the first book about its history: “Graland Country Day School - The First 50 Years, 1927-77.”

Then, in 2002, for its 75th Anniversary, local author and historian Rosemary Fetter wrote “Climb Every Mountain - The Story of Graland Country Day School.”

As 2027 approaches, there will be many opportunities to honor Graland’s 100 years of excellence. Memories abound in the school archives, as well as in the two main school history books that are available to view on the school website, and in the stories passed down between generations. We are fortunate to be able to reflect on the past and look forward to a bright future.

To read more about Graland’s history and to access digital versions of the books referenced in this artcle visit graland.org/historybooks.

The Certificate of Incorporation, written by Henry Toll, Sr. was filed for Graland School with the Colorado Secretary of State on July 23, 1927.

Left: Miss Virginia Braswell, Miss Grace Laird and students take part in the groundbreaking for the new school.

Below: A steam shovel was used to break ground on May 17, 1928.

Pages from 1927 school booklet.

Honoring Dr. Sarah Burgamy ’93

By Molly Johnson, Communications Manager

On October 27, 2022, clinical psychologist Dr. Sarah Burgamy ’93 returned to Graland to receive one of the school’s highest alumni honors, The Nancy Nye Priest Alumni Award. Many who knew Mrs. Priest ‘39 (Graland alumna and former educator of 43 years) remember her for her leadership, selflessness, service, courage, creativity, and dedication to the school and the community. Those who have had the pleasure of knowing and working with Dr. Burgamy would agree that she embodies these same qualities as Mrs. Priest.

As the founder of PhoenixRISE, a private practice in Denver, Colorado, Dr. Burgamy is dedicated to offering impactful mental health and counseling services for children, adolescents, and adults in the community. Her clinic is known for its work in identity development, sexual minority competency, as well as transgender and gender-diverse identities. After attending Dartmouth College and the Graduate School of Professional Psychology at the University of Denver, Dr. Burgamy went on to serve as the chair of the Committee on Sexual Orientation and Gender Diversity for the American Psychological Association (APA), as the president of the Colorado Psychological Association (CPA), and as the diversity division chair of the CPA. Currently, she is a member of the board of directors for Urban Peak, a non-profit organization in Colorado serving youth experiencing homelessness, a board of trustee member at Stanley British Primary School, where she attended grade school before coming to Graland, and serves on the Advisory Committee for the Leadership Institute for Women in Psychology at APA.

When asked what receiving this award means to her, Dr. Burgamy said, “I am beyond humbled and blown away to be given the Nancy Nye Priest Award. I, like so many of us, adored Mrs. Priest. In my job as a psychologist, I don’t think it’s an accident that I work with folks that have differences or challenges that are not always dominant in society. I think Mrs. Priest was one of the people who introduced me early on to the celebration of diversity because she lived it so thoroughly, authentically, and unobtrusively.”

As she reflected on her years at Graland, Dr. Burgamy shared that it was a gift to never feel like a number. Instead, she felt like a whole person that was continuously celebrated and encouraged. “When I was thinking about my time at Graland, I was really struck by how I was able to come into this school and be my full self even during times that were difficult for me. When looking

through my report card comments from different teachers, I noticed that I was really celebrated in a way that I don’t think everybody feels everywhere they go in life, much less at school. I think that is something that makes Graland very special.”

In line with Graland’s newly launched strategic plan, Dr. Burgamy also spoke on the importance of providing a culture of belonging in schools and communities. “A culture of belonging is essential to thrive,” Dr. Burgamy said. “One thing I wish children heard more of is ‘You are enough, just as you are. You don’t have to earn worth. You have worth just because you’re here, and it’s not contingent on anything.’”

In addition to all of the meaningful services Dr. Burgamy has been able to provide throughout her career, she believes there is still more work to be done. “My goal is to put myself out of business,” she said. “Meaning that everyone is so well that I am not needed. But I am also absolutely dead set on helping people understand the evolution of other people’s journeys so they can be more welcoming of uncertainty. And by being more welcoming, I mean bringing themselves back from rejection because every time someone says no just because they’re uncomfortable, it doesn’t actually change anything. It just represses somebody’s truth. The struggle is real, and we need places to talk about it. We need to give everyone a little more grace. A little more room. And a little more truth.”

To watch Dr. Burgamy’s speech and a recap of the alumni event, including a Q&A with Head of School Josh Cobb, visit graland.org/SarahBurgamy.

RICHARD WEISSBOURD

Senior Lecturer, Harvard Graduate School of Education and the Kennedy School of Government

Tuesday, February 28, 2023 6-7 p.m. Zoom Presentation

The Parent Education Network (PEN) is thrilled to welcome Dr. Richard Weissbourd, best selling author, senior lecturer and faculty director of Making Caring Common, a project at the Harvard Graduate School of Education. His work focuses on moral development, the nature of hope, vulnerability and resilience in childhood, parenting and effective schools and services for children. This discussion will focus on how we as parents and educators can help our children balance meaningful achievement and ethical engagement in their educational efforts, and what parents and educators can do to mitigate the mounting pressure that young people face in today’s achievement-driven culture.

Register: graland.org/PENRW23

LISA DAMOUR

Child Psychologist, BestSelling Author, and New York Times Columnist

Thursday, April 27, 2023 6 p.m. Reception 7 p.m. Presentation Fries Theater

Lisa Damour is back, and this time with a new book: “The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.” Join Lisa, in person, on Thursday, April 27, to learn how to help your children open up and effectively manage their feelings. Lisa will also provide concrete strategies to support your children through arguments, risk-taking, emerging romantic lives, friendships, social media, and more.

About the Speaker: Dr. Lisa Damour, a recognized thought leader by the American Psychological Association, is a best-selling author, monthly New York Times columnist, and a regular contributor to CBS News. She blends years of experience with the latest research developments to provide sound, practical guidance to children and adolescents as well as their parents, teachers, and advocates. Dr. Damour also co-hosts the popular podcast “Ask Lisa: The Psychology of Parenting.”

Register: graland.org/PENLD23

Spring 2023 Book Fair & Used Book Drive

March 6-10 (Used Book Drive) • March 15 (In-Person Book Fair)

The Tattered Cover is returning to Graland for an in-person Book Fair from 3-7:30 p.m. on Wednesday, March 15! So mark your calendars and look for more information about how your purchases can help fund GPA initiatives and events throughout the school year!

The GPA will also be collecting used books March 6-10 for Reach Out and Read Colorado, a nonprofit that partners with healthcare providers across the state to encourage families with young children to read aloud together. Books can be dropped off during morning carline or in the Corkins Center and Georgia Nelson Building. Thank you!

The Graland Parent Association is a wonderful organization tasked with building community, promoting volunteerism, supporting the Graland mission, and raising funds to benefit the school community. Each year, dozens of committed parents/ guardians step up to lead, plan, and achieve these goals, and now is the time to begin looking at next year’s volunteer leaders. Visit graland.org/GPALeadership to self-nominate or to nominate another person for a leadership role, or graland.org/GPAVolunteer to join a committee.

Graland Country Day School

55 Clermont Street Denver, CO 80220 303.399.0390 graland.org

Community Day Family Dinner

Thursday, February 2, 2023 6-7:30 p.m. / Fieldhouse / Free Admission

As members of the Graland community, we all have different stories and backgrounds that we bring to the table. After Community Day on Thursday, February 2, we invite you to come celebrate and share these stories over a casual meal at Graland in the Fieldhouse. This will be a chance for our community, including students, families, and educators, to come together and connect.

Graland will provide the main course, and dessert will be “potluck” style.

visit graland.org/communitydinner for more information.

Community Calendar

February 2 Community Day 20 School Closed - Presidents’ Day 21 Professional Development for Educators - No School for Students 22 Family Innovation Night 28 PEN Virtual Event: Dr. Richard Weissbourd March 6-10 Used Book Drive 9 Gates Innovation Expo 15 In-Person Book Fair 16-17 Student-Led Conferences: LS & MS, No Classes 25 Spring Break Starts April 3 Professional Development for Educators - No School for Students 4 Classes Resume