TODAY
APRIL-JUNE 2016
Supporting Growth and Potential By Elky Dorman, Chair of the Student Support Team
The purpose of Graland’s Student Support Team is to ensure every student has the resources and instruction to achieve his or her intellectual goals. While a Student Support Team (SST) has existed at Graland for a number of years, today the support is more specialized than ever. Learning differences affect a person’s ability to receive, store, process, retrieve or communicate information. In recent years, the number of students experiencing learning differences has steadily increased; some reports say up to 20 percent of American schoolchildren are affected. Graland has responded by continued on page 12
Is There a Rulebook for Leadership? By Josh Cobb, Head of Middle School
Last Veterans’ Day, three veterans visited my eighth grade leadership seminar to share details about their military experiences. During the discussion, they quickly disproved the misperception that the rigid hierarchy of the military simplifies leadership. The “drill sergeant” model does not encompass the complicated nature of leading military initiatives in the 21st century. In fact, military leaders need to be able to make sound and timely decisions when the path to success is not formulaic. There is no strict rulebook for effective leadership.
Understanding the Nature of Leadership This year, we instigated a new eighth-grade-only elective period on C day afternoons. I volunteered to teach a leadership class during that time. The purpose of the class was simply to answer the broad question: “What does it mean to lead?” This question provoked a variety of responses because leadership takes many forms. For this class, I did not want to limit the possible answers by completing the sentence, “Leadership is…” Through a process of inquiry and reflection, I wanted the students
▶ Inside this Issue:
continued on page 6
Musician Shares Talent Page 4
Wyatt Terry Student Filmmakers 9 Changes Lives Alumna Profile 11 Page 7 Junior Eagle 13
GOGRALAND
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“That’s the thing about Graland, it made me want to always keep learning.” -Sheila O’Connor Sevier, Class of 1952 see story page 11
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. Ascende Omnem Montem 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
Graland Today is a monthly publication of Graland Country Day School Volume 4, Issue 4 Send correspondence to: Associate Director of Communications Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org
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Thank You! Thank you for supporting the ASCEND Campaign and our commitment to professional development. Your generosity makes a big impact on our educators and, in turn, students.
Andrean Andrus, Art “Graland supports the faculty in so many ways; it not only benefits me personally, it also surrounds me with colleagues who know they can do their best and have their work recognized and rewarded. With professional development and a generous budget that allows quality materials, we can feel we’re part of a community of the very best educators.”
Kimm Lucas, English “As both a parent and an educator at Graland, my children and I benefit from receiving a top-notch education and having an incredible work place where teachers are encouraged and challenged to provide that education.”
Jessica Dufresne, Grade 2 “Our faculty discussions about inclusivity and diversity have heightened my awareness and I love learning from other faculty through their experiences and opinions.”
Justin Miera, Music “I visited several locations in New York to see how other organizations are using film, music, animation, visual art and drama to create new forms of art. Upon returning to Graland we designed classes to develop film language and skills, built a green-screen digital media suite and enhanced our studio music classes.”
Mitch Masters, History “The guest speakers have been second to none. We have world-class experts who visit our school on a regular basis, sending me a clear message that we are a world-class school.”
Penny Rice, Grade 3 “My training with Academic Choice from Responsive Classroom has had an impact in creating a fun learning environment in different subject areas by strengthening the cognitive growth that occurs during the process of choosing.”
The ASCEND campaign supports professional development, the new Corkins Center, financial assistance and the annual fund. Turn to page 5 for another look at how professional development leads to student success. To learn more, go to graland.org/ASCEND.
SPRING HIGHLIGHTS AT GRALAND
PRESCHOOL:
Moving Up Ceremony June 7
GRADE 3:
Tour of the Governor’s Mansion and State Capitol
Biography Tea May 18
Knighting starting on May 31
Music Concert April 14
Rodeo April 29
GRADE 2:
GRADE 5:
GRADE 1:
KINDERGARTEN:
April 29
GRADE 4:
Sam Loewi Unified Neighborhood Games
May 6
GRADE 7:
GRADE 6:
DC trip starting on May 2
Southwest trip starting on April 24 ALL SCHOOL:
GRADE 8:
Graduation June 8
Spring Art Show and Ice Cream Social
April 8
Grandparents and Special Friends Day
April 15
Graland Carnival June 3 Graland Today
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Lower School News
Musician and Teacher “Miss P” Shares Her Talent with Graland Students
A background in opera doesn’t exactly lend itself to working with preschoolers, unless you are multi-talented musician and singer Kali Paguirigan. Kali, also known as “Miss P,” is the Lower School’s music and movement teacher, plus a whole lot more. “Music has always been a focus in my life,” she says. “When I was three, I told my parents I wanted to be a gospel singer.” Kali now works with that same age group, encouraging a love for music and the innate movement that a rhythm and beat inspires. Joining Graland in 2015, Kali has a bachelor’s degree in vocal performance/opera from the prestigious Eastman School of Music in Rochester, New York. She also has a master’s degree in fine art from California Institute of the Arts where she studied world music. Before coming to Denver, Kali spent several years teaching rhythm, movement, music and dramatic play to ages 3-13 at a school in New York. She plays several instruments including piano, violin, viola, guitar, ukulele and harmonium, and has toured all over Europe as part of an orchestra.
Little Music Lovers Kali’s lessons with our youngest students involve a fair amount of storytelling through song, some of which she makes up as she goes along. The lyrics usually lend themselves to corresponding movements: hop like a bunny, fly like an airplane, gallop like a horse. She’ll even address behavioral or social issues, on the spot, by singing a song about using good manners or being a good friend. “What I love about teaching music is watching kids who struggle academically gain confidence in creative expression,” she reflects. “The little ones are the most fun because they are completely uninhibited. They sing loudly and move their whole bodies to the music.” It’s not just play time, though. Music instruction with movement has been shown to stimulate brain activity in young children. “Music can teach executive functioning skills, math and language acquisition in a really fun way. It’s also a way to learn about the world, other cultures and other languages,” Kali says. By the end of kindergarten, students should be able to feel tempo, identify beat, clap along to music, engage with a strong 4
sense of melody, understand dynamics and rhythm, exercise self-control around other performers and demonstrate pitch matching. Mostly, though, Kali wants them to develop a joy and love for music.
Rocking it in Middle School A skilled pianist since age 5, Kali also contributed this year to the Grades 5/6 musical, Charlie and the Chocolate Factory. She was the music director, played piano throughout the performance and wrote an original song, Take This, Charlie, which was sung by Millie Bjork and Ruby Leuthold. “During the performance, I wanted the piano music to integrate seamlessly into the show,” she says. “I learned a lot about choosing the right music for transitions, sound effects and how to change the mood on stage with music.” A confident singer who always had a “big voice,” Kali also helps out with Middle School choir. “Kali has been an incredible addition to our choir programs,” says Josh Gaffga, music teacher. “Her experience in vocal pedagogy and vocal performance, as well as her wicked skills on the piano, have strengthened the skill-development and performance preparation in both Grades 6 and 8 ensembles. Graland is fortunate to have an artist of her caliber working with our students.” Although a talented instrumentalist, Kali says that working with the choir takes her back to her first love, singing. “I love being reminded that these adolescents were once uninhibited 4-year-olds,” she says. “I feel really lucky to use my skills to inspire kids to love music like I do.” This summer, Kali will continue teaching preschoolers at a Graland camp called, “Welcome to the Jungle.” She’ll combine music, movement and animal fun plus arts and crafts for a week of “merriment” and creativity. Kali is also married to a musician -- professional jazz trumpet player and Metro State music teacher Shane Endsley. They met at Eastman and most recently performed together at Graland’s Coffeehouse in January. The couple has two children.
Reaching Young Readers By Liza Baker, Kindergarten Teacher
Some years ago, I became a steadfast believer that a multisensory approach to teaching phonics is best for reaching all types of learners regardless of reading level. After adopting the Orton-Gillingham (OG) method of teaching reading, I saw amazing improvements in my young readers and have been regularly incorporating OG practices into my classroom ever since. Recently, Graland graciously sent lead kindergarten teachers to a five-day training in Orton-Gillingham methodology so that we may have a uniform foundation and structure when introducing phonics. This was my second training in OG and I was thrilled at the opportunity to refresh my knowledge and to also see what new research was brought to the method. It has been beneficial to our team because we now all have the same language and our students are receiving the same phonics training regardless of their teacher.
What is OG? The OG method incorporates a kinesthetic (tactile), auditory and visual experience. By accessing these modalities, it creates multiple pathways in a child’s brain to convert information into long-term memory. Numerous studies have found the OG instructional approach to be successful for struggling readers. Originally developed in the 1930s for dyslexic students, this approach has been proven to benefit all learners due to its multi-sensory, structured, sequential and cumulative manner of instruction.
How is OG Used? At this point, you may be wondering what OG actually looks like in the classroom on a daily basis. When
introducing a sound we often will include a tactile experience. This may be a student correctly making the letter in sand, while saying the letter name and sound. This experience allows students to feel the letter, see the letter and hear the name and sound of the letter, hitting the three modes of learning. Orton-Gillingham has truly enhanced my daily teaching practices while giving me a set of effective tools to meet a wide range of learning styles. For our kindergarten team, OG has provided a sequence and structure to align our daily phonics instruction. For our students, OG offers a multi-sensory experience to truly connect with and apply phonics into their reading development. LIZA BAKER joined Graland in 2012 and has more than a decade of experience teaching after a career in the business world. Her children, Ella and Avery, are young readers themselves and students at Graland.
Graland Today
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Middle School News
continued from page 1
Is There a Rulebook for Leadership?
to envision what leadership could be, in all its complexity. Early in the class, we examined a well-known case study called, “The Prisoner’s Dilemma,” and further explored issues of trust and betrayal by playing “The X Y game.” Students quickly learned that choosing X was the safest play and also kept you from being betrayed by others. Playing Y was the hopeful play, relied on others to gain points, and made you vulnerable to betrayal. Most of the students eventually chose the X position. On the surface, playing X seemed like the intelligent move for individuals and pairs. However, when I asked them to look at the outcomes from a different perspective (yes, I changed the rules), they understood that though they may have protected themselves by always playing X, it was a detriment to the whole, as the group never had a chance to get a positive score. The lesson here is that a myopic, self-centered focus on winning (or not losing) in fact jeopardizes the entire group. Though cooperation may come with risks, it also comes with huge benefits.
Navigating Complex Scenarios Later in the class, we looked at Kohlberg’s Stages of Moral Development, specifically through “The Heinz’s Dilemma” case study. Kohlberg believed that the most advanced ethical perspective transcends the laws of society, the rulebook, so to speak. The truly evolved individual considers not only the legality of a situation but also the morality. Specifically, he or she is able to see an issue from numerous perspectives and thoughtfully makes an ethical decision even if that action counteracts the laws of society. Though most students were appropriately “conventional” in their thinking and relied on the laws of society (thankfully), they also learned how to approach scenarios that were not as clear cut by looking deeply into the consequences for each person involved. As a leader, it is important to fully investigate a situation before making a decision. To emphasize this behavior, we played, “Rule of the Game.” In this activity, one student volunteers to leave the room while the other students come up with a rule that will govern their answers to the volunteer’s questions. An 6
example of a rule: we all answer as if we were the person on our right. When the volunteer returns to the classroom, she asks questions and try to determine the rule. Through this game, students learn the importance of observing and questioning. To understand the full context before making a decision, a leader must slow down, ask questions, and analyze information. If they are able to thoughtfully and purposefully go through that process, much like a scientific investigation, they will more often make the best decision, even in a situation where the ground rules are unclear.
Preparing Great Leaders At Graland, our mission, in part, is “to prepare our students to be engaged citizens and thoughtful leaders.” My seminar has specifically explored what a “thoughtful leader” truly is. Over and over again, we have come back to two elements: an ethical perspective based on empathy and an ability to solve problems critically and creatively. Since my class only meets once a rotation for 45 minutes, fortunately we address these elements of leadership across the curriculum from a rousing Socratic seminar in English to a purposeful conversation in advisory. We also give students many opportunities to hone their leadership skills in Student Council, Service Council, Peer Leaders, Connections (Graland’s Student Diversity Group), and others. Though there is not a formulaic rule book for leaders, there are principles to lead by. On Veterans’ Day, we learned the leadership principles of West Point Academy, including “Know Yourself” and “Know Your Soldiers,” again emphasizing the importance of introspection, observation, and empathy. Through the end of this year, the students and I will develop our own principles to help us lead in a world without a rulebook. JOSH COBB joined Graland in 2002 as a seasoned educator with 20 years experience teaching history, English and drama. Now head of the Middle School, he once traveled extensively through the Himalayas, spending two years studying Buddhism and teaching English to Buddhist monks.
Transforming Lives Through Education Heroes come in all shapes and sizes, and eighth grader Wyatt Terry is proof. Wyatt is changing lives through education as a sponsor of the Seeds of South Sudan (SOSS) program, a local effort to educate and empower the youngest casualties of a prolonged civil war in South Sudan. “My uncle originally sponsored some of the ‘Lost Boys of Sudan,’” explains Wyatt, referring to more than 20,000 boys displaced and/or orphaned during the Second Sudanese Civil War that ended in 2005. “He helped bring them to America and paid for their college educations.” A decade later, South Sudan is still a country in crisis. Violence, hunger and fear have become normal in this area of Africa where more than 2 million people have been displaced from their homes. Sitting at a luncheon for SOSS in 2014, Wyatt was “mesmerized” by the situation. “When I heard about what it’s like to live in a refugee camp and how the kids have no chance at an education,” he says, “it inspired me to do something to help kids have a better life.” Children are among the most tragic victims of South Sudan’s situation. Many are orphaned, and without aid they suffer from disease, malnourishment and exploitation. As the sponsor to 13-year-old Dut Atem Chol, Wyatt has
committed to helping at least one boy change his future: he is raising enough money to see Dut pursue college and a career. In 2014, Wyatt solicited pledges from friends and family to ride his bike from Englewood to Morrison. In one day, accompanied by his father Seth Terry, he rode a grueling 43-mile course. This year, he is training to ride from Echo Lake to the top of Mount Evans and so far, he has collected $3,600 to not only send Dut to school, but to help pay for other kids to go as well. It takes $1,200 per year ($1,500 per year at the high school level) to pay for a child’s education. Last year, Wyatt put his public speaking skills to work at the SOSS luncheon, where he was the one inspiring others as the organization’s youngest sponsor. He is also getting involved in social networking initiatives to bring more awareness to the suffering in South Sudan and to promote the ways people can get involved. “Wyatt is a remarkable young man who is so well grounded and takes in stride his truly exceptional work for Seeds of South Sudan,” says Sue Counterman,
the organization’s sponsorship coordinator. “That he understands the need and opened his heart with a significant financial commitment is really amazing. He continues to be a very impactful youth ambassador for us.” Although it’s difficult to correspond one-to-one, Wyatt receives regular report cards showing Dut’s progress at school. Wyatt knows Dut is grateful for the support and education he has started toward his goal of becoming a doctor. “Graland’s service learning program got me out of my bubble and showed me the world is not a perfect place,” Wyatt shares. “It’s a privilege to get a fantastic education at Graland, and I want to do more for others whose lives are much more challenging.”
Eighth grader Wyatt Terry is a youth ambassador and sponsor at Seeds of South Sudan.
Graland Today
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Middle School News
Inventors Applauded, Awarded The 16th annual Gates Invention Expo is a wrap, and we were more than impressed with the quality of inventions this year! Here are the results as determined by six independent Gates judges. Congratulations to our 2016 winners!
5/6 Division First Place: Luke Boris and Eph Esson with Bobber Boys Second Place: Millie Bjork and Lauren Frankmore with Snap Click Play* Third Place (tie): Sophie Aalami and Olivia Goodreau with Tick Kit; Eleanor Goldstein, Keira Kastelic and Karina Kastelic with Glitter Cream Sunscreen
7/8 Division First Place: Matthew Nekritz with The No-Bag Second Place: James Cobb and Alex Kechriotis with The Shnap 2.0* Third Place (tie): Alec Romo-Nichols with The Urino; Sophie Goldberg with BREATHAlanche * These inventors were also awarded patent nods to pursue US patents on their inventions.
the head of school and faculty
at Graland Country Day School proudly announces the of
class 2016 graduation Wednesday, June
8, 2016
10:00 am
Graland Fieldhouse graland country day school 55 clermont street denver, colorado
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Video Project Gives Filmmakers Authentic Experience If you saw the ASCEND video created by students in the Grade 7 documentary film class, you already know they did an amazing job capturing the excitement on campus this year. What you might not know is that hours of work went into creating the 2.5 minute film. Here’s a behind-the-scenes look at the process and student learning that took place from October to January of the 2015-16 school year.
OCTOBER 2015
NOVEMBER & DECEMBER 2015
JANUARY 2016
Teacher Dan O’Neill gave his blessing for members of the communications and development teams to present the class with a real-world assignment: create a video from the student perspective that shows what kids think about the incredible changes happening at Graland. “I loved giving them this opportunity for hands-on, experiential learning,” said Dan. “They are such consumers of media, now they have the chance to be the creators of content.” With the objectives laid out and full creative license, six boys stepped forward to put their talents and skills to work for Graland. “I’m excited to come back to Graland in 10 years,” co-director Weston Wolkov said. “I’ll see the building and know I was part of the video that made it happen. It’s going to be hard and a lot of work, but also fun to work with my friends and make something we can be proud of.” Later in October, in a pitch to their “clients,” the filmmakers shared initial thoughts for the footage, music, interviews and film techniques they hoped to include. After getting feedback on their ideas, the crew was off to design storyboards and learn to use the school’s filmmaking equipment, including the drone camera. “I think this will be a great experience,” shared co-director Patrick Frankel. “The challenge will be to make it long enough but not too long, and to keep the audience’s interest to the end.”
Filmmakers devoted class time to the video throughout the fall. They filmed students from all parts of campus and interviewed Ronni McCaffrey, Head of School. “We mostly worked with the natural light,” said Nick Mayer, cameraman. “You can tell we messed up in some parts but we found out how important it is to have the light source in front of the person instead of behind. “Before this project, I didn’t know much about how to operate a video camera except to turn it on and off. Now I know how to enhance the lighting using different settings.” His partner, cameraman Sean Mahoney, added: “We also studied different angles for filming by watching movie trailers. We learned how to focus on a certain point and fit the subject into the frame.” As the vision for the video came together, the team continued to hone its skills, spending hours at the editing bay in the Digital Media Studio to match footage to voiceover and to shave the running time. “The students have some great ideas for keeping the action moving,” said Karyn Huberman, director of marketing and communications. “I can’t wait to see how they use the drone footage and to hear what other students have to say about the ASCEND campaign.”
With the video 95 percent complete, students sat down in the Digital Media Studio to screen the cut with Graland staff. The reactions were universally positive. “I was impressed by the level of professionalism that they took in their approach to the video,” said Amy Silver, visual communications coordinator. “They were able to take the project from initial ideas to a very high-quality end product.” At the January screening, students learned that the development office had selected their ASCEND video to use as part of a community-wide Valentine’s Day message. “It’s exciting to share student work with our community,” said Kristin Weber, associate director of development. “We felt this was a very authentic presentation and the filmmakers’ hard work really showed.” Editor Jeb Brown says, “When I found out that parents and students would see the video, I was excited and wanted to do well. I’m really proud of everything about it.” Although Valentine’s Day is behind us, the video is not yet ready for the archives. Middle schoolers will view it at a student film festival in May and Mr. O’Neill plans to use the footage as a teaching tool for next year’s documentary filmmaking students.
“Storyboarding was the biggest challenge. Everyone had a lot of ideas, and at first we had trouble working as a team. But through the whole process we got to know each other better and started to work together really well.” ~ Christopher Song, drone pilot
Special thanks to Ben Hawley, Grade 7, for lending his voice-over talent to the video. Graland Today
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Donors Get Behind ASCEND Campaign By Kristin Eklund ‘88 Weber, Associate Director of Development
by daughter Kelsey three years later. Both girls attended through graduation and now the Fullers are re-engaged with Graland as grandparents. Kim Fuller ‘86 Jacoby and her husband Chris have two children at Graland, Ginna (Grade 3) and Rob (Grade 5). As Graland grandparents, Bob and Ginny have continued their generous support with a donation to the ASCEND New to Graland campaign. “The gift of knowledge, self-confidence, and Gabe Koroluk and Amy Zupon were brand excitement for learning has influenced our new Graland parents (their son Nathan was girls throughout their formal educations enrolled for 2015-16 kindergarten), when and into their careers,” Ginny, a former they walked into the ASCEND kick-off teacher says. “The early years, especially, event a year ago. Hearing about the are so important in creating the school’s vision and plan announcing foundation for learning.” the campaign to inspire excellence, they The new building will provide more were motivated by the potential impact space for children to explore in the of this significant goal and the impressive learning commons, science classes and support that the school had to achieve it. Gates Invention Lab. There will also be Once the school year started and dedicated space for student support services, Nathan happily settled into Liza Baker’s AS OF MARCH 2016 an area that Ginny is particularly pleased to class, the family made its first gift to Graland see included in the plans. in support of ASCEND. “Every student has challenges and needs to be “We couldn’t be happier with Graland,” Gabe supported and supplemented,” she believes. “Graland says, “and we’re excited for the Corkins Center. The progress on the building is amazing -- it seems to be moving faster instilled a strong education and a commitment to lifelong learning in both our girls and we love that our grandchildren are than some of the home renovations in our neighborhood.” part of this important tradition now.” They chose to make their gift by selling appreciated stock, an option that allowed them to maximize their contribution with tax advantages. Gabe and Amy are confident their investment in How to Give by Year End Graland is a good one. Thank you to every donor who has supported the ASCEND “We expect that Nathan will be at Graland for quite a while, campaign since our kick-off in 2015. Because of your generosity, and we want to do our part to help ensure that the school Graland is heading with strength and enthusiasm toward our has the resources it needs to continue to be a top educational strategic and final goal of $24 million! We are not finished yet institution,” Gabe explains. “We strongly believe Graland’s -- ASCEND needs everyone’s support. Every gift counts, every leadership will be good stewards of our investment.” gift matters, every gift makes a difference! Be part of this year’s list of donors by making your gift before the end of Graland’s Graland Grandparents fiscal year, June 30. Go online to the Graland website and select Ginny and Bob Fuller were new parents to Graland in 1975 when the giving tab or call Kristin Weber in the development office their eldest daughter Kim started in pre-kindergarten, followed (303-399-8370). One of the best parts about working in development is hearing all the reasons why people choose to invest their resources in a particular cause. Here are just two stories of how the ASCEND campaign has motivated and inspired our community.
S HELP UHE T REACH ! IT SUMM
87% TO GOAL
You’re Invited! GRANDPARENTS & SPECIAL FRIENDS DAY FRIDAY, APRIL 15, 2016
RSVP ONLINE AT GRALAND.ORG/GRANDPARENTSDAY 10
Alumni News
Alumna, Denver Matriarch Keeps Learning Alumna Sheila O’Connor ‘52 Sevier has strong roots in Denver -- her great grandfather founded Mullen High School and her uncle, Denver architect James Sudler, was one of Graland’s first students in the 1920s. Now a mother of 10 with 10 grandchildren, Sheila has many very clear and wonderful memories of her years at Graland, which she attended from kindergarten to sixth grade. “I can still remember where I sat in each classroom, how the hallways looked, and my classmates,” she says. “I had such marvelous teachers -- Chet Preisser, Mrs. Ruth Gorham and Mrs. Barbara Kobler Nunn,” to name a few. There was Bicycle Day, when she and her brother Tim Sophie Alijani and Olivia Sevier O’Connor ‘49 rode to school, and Pioneer Day when they celebrated heights to stay in the competition. No Colorado history. She took naps by the one ever got hurt, she says. fish pond and watched students ride a With her playground years behind her, donkey around the playground. Sheila is now connected to Graland in “We learned to knit, crochet and cross a new way thanks to her granddaughter, stitch in third grade, and I still have Olivia Sevier, and the fourth grade service some of those projects,” she says. “The project with special needs buddies. Olivia, Second World War was going on, and 7, is a high-functioning Down syndrome life was much simpler. We didn’t have a student at Park Hill Elementary. lot of gadgets.” “I raised eight boys and two girls, and But they did have pocket knives. Sheila life was crazy,” Sheila says, “but none recalls a recess game called, “Mumbley of my kids ever had the challenges that Peg,” during which children threw knives Olivia has. It has been a real learning into the ground from increasingly taller experience for me.”
Through the special buddy program, Olivia is matched to a Graland fourth grader for activities that occur throughout the year, like bowling and art projects. Buddies share unique bonds that cultivate compassion and promote acceptance of others. The program will culminate in the Sam Loewi Unified Neighborhood Games, a Special Olympics-style event on Friday, May 6, at Graland. “Olivia is very fun and she is always smiling,” says her buddy, Sophie Alijani, Grade 4. “I admire her kindness and her persistence because she has overcome a lot.” These days, Sheila not only heads her large clan, she also serves on numerous boards connected to her family such as Kent Denver, the JK Mullen Foundation and Little Sisters of the Poor retirement home. She works part-time at the family business, an insurance agency she helped start in 1960. One of her favorite past-times is volunteering at the Museum of Nature and Science, where she works in the temporary exhibits. Each new exhibit means 6-8 hours of training for the volunteers. “That’s the thing about Graland, it made me want to always keep learning,” she says.
You are Invited
FRIDAY, JUNE 3 ♦ 3:10- 5:30 P.M.
All ages are welcome to join in the fun of the Graland Carnival. Bring your kids and be a kid again.
SATURDAY, JUNE 4 ♦ 5-8 P.M.
Join us for a casual alumni gathering celebrating all alumni. 21 and older
SUNDAY, JUNE 5, 10-11:30 A.M.
New this year: Kicks and Coffee for all alumni, their families, and retired and Master Teachers. Coffee and continental breakfast for everyone with a kickball game for all high school and college alumni. Register online at graland.org/reunion
ALUMNI REUNION
MILESTONE YEARS FOR THE CLASSES OF: 1966, 1971, 1976, 1981, 1986, 1991, 1996, 2001, 2006 Graland Today
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continued from page 1
Supporting Bright Kids
developing the SST into a highly-qualified team of professionals with expertise in managing and overcoming learning differences as well as supporting all students’ social, emotional and academic progress.
Literacy Leaders Beginning in Lower School, reading specialists focus on developing the foundational literacy skills that affect all other areas of instruction. This early intervention has proven effective as reading specialists work one-on-one and in small groups with students using leading research and methodologies like Orton Gillingham (see related article, page 5). Reading specialists Jacqueline Purdy-Davis and Kristin Newman take beginning readers and teach them specific skills that support their progress in reading, writing and spelling. “A lot of very bright kids have learning differences,” says Jacqueline. “We find their strengths and build on them so they can meet benchmarks goals in their education.” At the start of each school year, every student’s literacy skills are assessed and students are rated on the RTI (Response to Intervention) scale: Parents, teachers and specialists work collaboratively to establish a protocol for
Tier 3
classroom instruction and intensive SST support
Tier 2
classroom instruction and intervention, SST support
Tier 1
classroom instruction
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children at tiers 2 and 3, implementing strategic intervention that aligns with classroom curricula. In some cases, reading specialists refer students to speech or occupational therapy. The approach is to build a positive relationship that allows students to make academic progress in a fun and encouraging way. Jacqueline says, “These are the kids with grit. They have to work harder and they often perform better as older students and adults because they understand determination.”
Middle School Strategists Equipped with extensive knowledge of how students learn, the SST in the Middle School uses techniques and strategies to level the playing field for those with learning differences. Flexibility in scheduling allows for opportunities throughout the day when the SST can meet
often find a handful of students in her office before school for a little extra instruction. She supports students who are managing learning differences, those needing extra challenge and the student who just needs a little help to understand a new mathematical concept. At times, our role includes counseling students about breaking a project into manageable steps or advising a student who wants to request a retake to better demonstrate his or her learning. Learning specialists also teach a Foundations of Learning class for Grades 6-8 students who are exempt from World Language and a Foundations of Algebra class for eighth graders who need an additional year of fundamental algebra before high school.
Counseling Across Campus with students. Kelly Gaudet, Phil Hickey, Nanette Newman and Leah Noyes join me as the learning specialists for Grades 5-8. Another service of the SST is working with teachers to implement strategies to differentiate for all students and to accommodate varied learning styles in the classroom. A learning specialist might offer tips to scaffold an assignment or to make a test accessible to an auditory learner. They use the universal (or inclusive) design approach to provide students with equal opportunities to learn. “In the Middle School, we focus on ‘pushing in’ instead of ‘pulling out,’” shares Leah. “Many times we will step into a classroom to co-teach or to work with a small group in the back of the room.” Math specialist Nanette Newman will
The SST includes two school counselors who assess and support the socialemotional needs of all students. The Lower School benefits from the expertise of Kathy Riley, who works with teachers to identify and address emerging issues with individuals or entire classes. She visits classrooms to discuss age-appropriate subjects like how to be a good friend,
assertive versus aggressive behavior, calming and coping techniques and other strategies to succeed socially. Kathy also works to help all students develop key executive functioning skills that affect impulse control, memory, time management and other traits. In the Middle School, Ben DeVoss also supports all students, not just the ones who are struggling academically. Ben says, “My door is always open. I help students with short-term and long-term goals related to their social, emotional and academic success. I make myself as accessible as possible so that the tone is set if they need to come see me for any reason - problems at home, with friends or in classroom.” Ben makes it a point to teach a 5/6 club (Garage Band), go on grade-level trips and chaperone social events to ensure he knows each student’s name.
Looking Ahead As campus facilities are reallocated following the opening of the Corkins Center, new SST areas will offer our team much needed collaborative workspaces in close proximity to those we serve. Professional development is also a huge part of working in student support. This field is always changing with new research about how children learn and new techniques to identify and manage learning differences. Each of our team members works to give all students a chance to reach their maximum potential within our challenging program. ELKY DORMAN has a bachelor of science degree in special education and is certified in emotional handicaps, varying exceptionalities and history for grades 6-12. She once taught middle and upper level American History, World History, Government and Spanish to students with diagnosed learning differences.
Students: Join Golfer Luke Boris at Junior Eagle Invitational When sixth grader Luke Boris began learning the game of golf from his dad, he admits, “I didn’t like it at first, but now I do. It’s competitive, but it’s fun and relaxing.” In addition to being an enjoyable activity that brings friends together, Luke agrees that golf can teach life lessons, much like Graland’s guiding principles. “Pursue Excellence,” is a prime example. For Luke, this principle is not confined to the classroom; it carries over to the golf course. “Every time I play golf, I try to become better and learn more about the sport,” he says. He also practices good sportsmanship when he’s out on the green. “It’s nice to have the competition,” he says. “And, I don’t have hard feelings when someone else wins. I high-five them and say ‘good job.’” Luke’s come a long way since his first swing of the club at the young age of 6, and now he is looking forward to this Eph Esson and Luke Boris year’s Junior Eagle Invitational in May. The tournament is for Graland students who are experienced players, know the general game of golf, can carry their own clubs and keep proper score, and are independent enough to navigate the par 3 course on their own with a playing partner (a fellow Graland student). “The prizes make it fun, and it’s great to hang out with my friends,” Luke says, adding that he hopes more Graland golfers will join this year. Prizes are awarded to the first, second and third place players, as well as contests such as “closest to the pin” for boys and girls. Cost is $35 per player. New to the tournament this year will be a celebration immediately following play at Park Burger (211 S. Holly). A special “meal deal” is available for players for $15 and can be purchased online with registration. All families are invited to join the celebration and 50 percent of proceeds will benefit the GPA. Additional information and online registration can be found at graland.org/golf or by visiting the Resource Board and clicking on Eagle Invitational.
JUNIOR EAGLE INVITATIONAL Thursday, May 12, 3:30-6:30 p.m. The 9-hole, par 3 golf tournament is open to all Graland students. Graland Today
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Meet Liz Arnold, Incoming GPA President Don’t let Liz Arnold’s soft southern drawl fool you - she’s no pushover. Her sweet accent belies her strength as a Graland parent volunteer with nearly 12 years of experience, making her highly qualified to step in next year as president of the Graland Parent Association (GPA). The mother of two girls, alumna Lila ’14 and sixth grader Anna Scott, Liz got involved at school on day one. “In the early days, I helped the teacher in the classroom,” she says. “I went on to lead admission tours, provide support to the development office during the annual fund campaign, and serve on numerous GPA committees. I’ve chaired the Parent Education Network (PEN) and the Graland Gallop, and this year, as vice president of fundraising, I’ve overseen all of the GPA’s events that bring in money to benefit the GPA.” Liz’s passion about Graland is palpable. She says she appreciates the exemplary education her children have received and feels what they have learned is “relevant to how we live and where we’re headed.”
Graland Carnival
In addition, she has found a home as a member of the Graland community. “It is not a homogenous group,” Liz says. “Graland’s parents, faculty and staff form an interesting group of individuals with varying interests, career choices and accomplishments. And the school’s leaders are open and approachable. They listen.” The relationships she has created with the faculty and school leadership over the years have provided her with a greater appreciation of what happens behind the scenes. Liz is excited about her new leadership role during a transformational year ahead. “Being a part of the school when the beautiful new Corkins Center opens, and getting to witness the rollout of the program changes it brings, will be an honor and a privilege. I look forward to being a cheerleader during the transition and rallying the parent community.” When she’s not working as presidentelect and vice president for fundraising for the GPA, Liz is a yoga instructor. She is also an active member of the board at her church and a volunteer for Central City Opera.
Friday, June 3, 3:10-5:30 p.m. Preisser Field and Graland Fieldhouse Watch for online registration later this spring. The Graland Store will be open!
GRALAND STORE SPRING SCHEDULE New merchandise arrives throughout the year. Be sure to check it out and grab all your Graland gear!
April 15
during Grandparents and Special Friends Day 8-9 a.m. and 11 a.m.-noon
April 29
2:30-3:30 p.m.
May 6 2:30-3:30 p.m.
May 20 2:30-3:30 p.m.
June 3
during Carnival 3:10-5:30 p.m.
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Parent Volunteers Rock at Graland Before spring break, the Graland Parent Association (GPA) solicited nominations for its Council leadership positions. After carefully considering the nominees, the GPA’s Nominating Committee will put forth a slate for 2016-17, and Graland parents will have the opportunity to approve it. In addition to the GPA Council, there are a myriad of other ways to get involved as a parent volunteer. Whether you’re looking for a job to do year-round, a one-time shot or anything in between, there is a place for you. Here are just a few ideas: Graland Store: The store promotes school spirit by selling a wide variety of Graland logo merchandise, and parents are the engine that keep it running. Volunteers sell items during store hours and maintain the inventory. Parent Education Network (PEN): This group organizes learning opportunities
for the Graland community in a variety of formats and timeframes. Topics presented include the academic, social/ emotional and health/wellness areas of child development. PEN also hosts speakers and book club throughout the year. Volunteers help with event coordination and marketing. Digital Media Committee: This committee of volunteer photographers assists the Graland communications office at selected Graland and GPA events and ensures that all photographs are properly uploaded to a centralized online database. Graland Gallop: This legendary all-school Graland family tradition helps mark the beginning of the school year. Held at Washington Park, the fundraising and community-building event requires volunteers for event planning, marketing and event day activities.
Book Fair: The annual Book Fair takes place in March on the Graland campus to benefit the GPA. Volunteers are needed to help with event planning, marketing and event organization throughout the week of the Book Fair. Room/Advisory Parent: Lower School Room Parents and Middle School Advisory Parents work under the guidance of their assigned teachers to assist with classroom activities and build community throughout the school year. In addition to this sampling of opportunities, there are many more. For a full list and to sign up online to volunteer for this year or next, log into the Resources page of the Graland website and click on the GPA icon. Look Ahead: On the first day of school, August 30, visit the GPA booth for more volunteer opportunities!
Marijuana: A Real Discussion Thursday, April 28, 6:30-8 p.m., Fries Family Theater One of the greatest investments we can make is in our children’s future. We work to support them socially, emotionally, and academically to ensure they grow up strong and safe. However, some important subjects are difficult to discuss. With the ever-changing laws, greater accessibility and conflicting reported research, how do we teach our children about marijuana safety? How do their actions directly impact us? How have things really changed? The Graland Parent Association’s Parent Education Network (PEN) invites you to a fact-based discussion on
marijuana including new laws regulating edibles and how you can recognize signs of consumption. Our goal is to provide you with the most current information to help you to have the difficult conversation with your family when the time comes. After presentations from child and family therapist Dr. Sheryl Ziegler and Assistant District Attorney Kelly Rosenberg, there will be an opportunity to ask questions about safety, changing laws and real life consequences Parents are invited to bring their Middle School or older children. The presentation is free; however, you are asked to register online.
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
Eagle Invitational Golf Tournament Friday, May 13, 8:30 a.m. shotgun start CommonGround Golf Course, Lowry
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Community Calendar
April 8
May 13
Spring Art Show & Ice Cream Social
Eagle Invitational Golf Tournament
April 15
June 3
Grandparents and Special Friends Day
Graland Carnival
Junior Eagle Invitational
April 28
Alumni Reunion
Thursday, May 12, 3:30-6:30 p.m. CommonGround Golf Course, Lowry
May 12
There are a few sponsorship opportunities still available, but you have to hurry. The deadline is April 15. For more information, visit the Eagle Invitational online at graland.org/golf, or contact Rachel Brown or Tricia Youssi.
Marijuana Discussion (PEN)
9 Hole, Par 3 Golf Tournament for Graland Students. Information and registration at graland.org/golf.
Junior Eagle Golf Tournament Celebration at Park Burger
June 4 June 8 Class of 2016 Graduation For more events by grade level, see page 3.
STAY CONNECTED AND GOGRALAND!
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Join us on
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Update your contact information. graland.org/stayconnected
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Visit campus for a community event.
Please recycle this publication or view it online at graland.org in the news section.