TODAY
FEBRUARY–APRIL 2015
GO FURTHER:
Facilities Use Expanded
HOVERING OVER THE FREE RANGE
By Juan Botello, Director of Finance and Operations
By Nan Remington, Head of Lower School
As a committed member of the greater Denver community, Graland’s campus
daughter play in a park unsupervised. Lenore Skenazy, a mother in New York, allowed her young son to ride the subway alone and sparked a global outcry that put her in the center of a media storm. Have we taken the idea of protecting our children to an unhealthy level of overprotecting them?
is becoming a well-known partner to select organizations serving youth or education causes. From the Fieldhouse to the Fries Family Juan Botello, Director of Theater, Finance and Operations Graland supports Denver nonprofits that offer an enriched experience to local kids.
Better Ball Basketball players with Colorado Miners have practiced plays and game skills in Graland’s Hamilton Gymnasium for the past three years. The organization uses its competitive continued on page 2
You have read the stories. In South Carolina a mother was jailed for letting her 9-year-old
To Hover or Not to Hover Helicopter parents is a term first used in 1969 to describe parents who hover closely over their children and rush to prevent any harm or failure. In Scandinavia, they call it “curling parenthood” because those parents sweep away all obstacles facing their children. In an age when cell phones enable parents to be in constant contact with their children, the instances of helicopter behavior have skyrocketed. While helicopter parents have good intentions, parenting styles are now experiencing a pendulum swing away from an Nan Remington, Head overbearing, over-scheduling approach to a more independent of Lower School style of raising children. The “free range” parenting movement is based on the notion “that we can give our children the same kind of freedom we
▶ Inside this Issue:
continued on page 3
Engaged Scientists Page 4
Baseball Lessons Page 8
Food Trends 10 Winter Safety 11 Parent News 13
GOGRALAND
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Go Further: Facilities Use Expanded
“Music is a powerful part of a child’s education experience and a terrific vehicle for relating cross-curricular concepts.” –Justin Miera, Music Teacher (see story page 5)
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
basketball program to inspire at-risk youth to “be a good player, be a better person.” Coach Randy Perkins says that using the Graland facility motivates players to work harder -- at the sport and at life. “When new kids first walk into the gym and we stand at center court, there’s a look in their eyes I can’t describe,” he shares. “Graland allows me to demonstrate that each one of them has value. I constantly teach that they can change their circumstances if they work hard and stay out of trouble. They have a choice.”
Tunes and Tones Graland connections helped one local choral group secure the use of our performing arts space for rehearsals. Vocal groups with Rocky Mountain Children’s Choir take over the Hamilton Reiman Building each Monday under the guidance of Graland teacher Josh Gaffga, who serves as co-conductor. Some of our students, including Alex Alijani, Annie Mandava and Olivia Cohen, are members of the choir and several Graland alumni perform in the organization’s top boys choir, the Mountain Aires. The group’s goal is to give children the opportunity to experience musical excellence in a multicultural environment.
Meaningful Meetings For more than 200 participants of a special, free camp program, Graland stepped in when their reunion was in need of a venue. Roundup River Ranch serves children (and their families) who are battling serious illnesses and provides unforgettable opportunities to discover joy, friendships, and confidence at camp. At the reunion in the Fieldhouse, families participated in traditional camp activities like crafts, sports and music. “Many of these kids need 24-hour care, and it means so much for someone to emphasize what they can do, instead of what they can’t do,” says President, CEO and former Graland parent Ruth B. Johnson, JD. “Connecting with kids after camp is very important to reinforce the value they get from their camp experience – it fosters the same sense of community, achievement, and self-confidence. We are so grateful to Graland for hosting the reunion – the location was the perfect. The kids and families were amazed by your generosity.” Youth and education are two causes that we believe in supporting, a
Graland Today is a monthly publication of Graland Country Day School Volume 4, Issue 3 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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practice that is in line with our mission. It’s our pleasure to open our campus to these and other designated organizations, whose members are always so respectful of our property. In fact, Colorado Miners players volunteer alongside Graland eighth graders to help the facilities team after the Graland Carnival. The nominal fee we collect from these nonprofits covers the cost of set up and cleanup and is much more affordable than comparable facilities, allowing these hardworking organizations to use their dollars to better serve children in our community. Learn more about these youth organizations: coloradominers.org • rmchildrenschoir.org • roundupriverranch.org
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Hovering over the Free Range
had [as kids] without going nuts with worry,” says Skenazy, author of Free-Range Kids. “Slow parenting” is another option that encourages a less competitive, more mellow approach to parenting; children are allowed plenty of time and space to explore the world on their own terms. Many parents interpret “free range” to mean completely hands off, and some experts think there is a real upside to stepping back and letting kids do more on their own. But is it really a choice between encasing your child in bubble wrap or giving him a subway pass and a cell phone with instructions to come home before dark?
To Thine Own Child be True There has never been a one-size-fits-all approach to raising kids. Considering factors like developmental issues, maturity and the child’s psychological and emotional makeup, the key is to ensure the activities children engage in independently are appropriate to their ages and skill levels. When you are thinking about expanding your child’s “freerange” opportunities, consider the following: • Does my child have the disposition to handle the activity? • Can he or she follow rules? • Does my child know what to do in case there is a problem? • Does my child know from whom it is safe to ask for help and how to do so?
Let Boldness be your Friend At Graland, we recognize the importance of having “free-range” experiences both on and off campus. You see kindergartners walking hand-in-hand across campus to pick up snacks and fourth graders raising the flag every morning. The day and overnight trips are carefully designed to support the curriculum and allow for the gradual increase of independence. These types of experiences provide opportunities to solve problems, work collaboratively and build self-esteem because students participate in these activities without much help from the adults. Do snacks get dropped on the walk back to the kindergarten room? Are bumps and bruises earned on the third grade Chief Mountain hike? Can wallets become lost on the Civil Rights trip in eighth grade? Of course, but students who manage these “crises” learn important life skills and how to handle problems using their own intelligence and resourcefulness. Parents should also look for opportunities to encourage gradual release. Start small to give children risk-taking experiences in a more controlled environment, such as a bike ride around the block. Or try taking children into a store to buy something without help. Yes, childhood has changed over the years, but the need for children to take risks, fail, succeed and explore on their own has not changed. One day your children just might thank you for preparing them to be independent, confident adults. Graland Today
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Lower School News
NEW LESSONS TAKE SCIENCE SKILLS FURTHER By Science Teachers Michelle Benge and Elizabeth Leddy
Thinking, questioning and collaborating are three ways to learn,
and Lower School science students are getting all three with the innovative science curriculum first implemented last school year. Our goal is to teach students the skills to think like scientists and approach problem solving with both systematic thinking and creativity. We frame our teaching around four vital skills: asking insightful questions, innovative problem solving, collaboration, and effective communication.
Question Thoughtfully When visiting the vegetable garden, kindergartners asked about the types of plants they observed. This prompted discussion of their experiences with growing plants in their own gardens. Through questioning, observation and experience we create an environment that encourages students to engage in a more focused exploration of their world. Lower School students are naturally inquisitive and they ask many questions about the world around them. To set up a lesson in the classroom, we allow time for questions and challenge the students to develop and share their own thoughts and ideas. These questions lead to learning opportunities for increased engagement in the classroom and a deeper learning about the world: “Why do bees like flowers?”
Solve Problems through Innovation Second graders helped solve a problem for a fictional character in the Dominican Republic by engineering a hand pollinator. In pairs, they used the Engineering Design Process to test materials, design a plan, create a prototype and brainstorm ideas to improve the design. Throughout the process, students learned that ideas don’t always work the first time, and finding ways to improve their design made it more effective. This process helps students slow down and think about different ways to solve the problem. Engineering projects are ideal for integrating problem solving opportunities into the Lower School science classroom. Problem solving gives students more ownership over the learning and allows for real-life application of concepts: “Our first design was a popsicle stick and a pom pom, but it did not work. Then we tried a popsicle stick with a wire and a pipe cleaner and it worked.”
Collaborate Effectively In fourth grade science, we discuss what it looks like to be 4
a respectful member of a group (ie. everyone’s ideas should be heard). As they work together on projects, they learn that collaborating their ideas with others produces a different end result than if they were working independently. Those who become frustrated with this process learn how to share these concerns with the group in order to truly work collaboratively on a team. At the end of the energy project, students shared reflections about working with a group. One student said, “It was interesting working with a group because it was testing your skills of how to cooperate and how to work together.” Collaboration is an essential skill as students learn how to respectfully communicate, share ideas and materials, and compromise. To collaborate means the end product reflects the entire group’s ideas: “At first it was a little tricky trying to decide what type of energy we wanted to research, but we worked together to figure it out. It was fun and educational.”
Communicate Confidently In third grade, students practice their communication skills during their Natural Disaster unit. Students learn how to formulate a good question, how to listen effectively and what skills are needed to conduct a successful interview. First they practice interviewing each other, then apply this learned skill by interviewing a member of their community who has been in a natural disaster. Their findings are shared with their classmates through an oral presentation. To become effective communicators, students learn to articulate their thoughts and ideas using both oral and written communication skills in a variety of forms. They learn to listen and engage in meaningful conversation: “I learned that interviewing is kind of hard, because I have never done it before. It puzzled me the order to ask questions. I liked learning how to do the interview and hearing what happened to my nanny when she was in a blizzard.” With our new skills-based approach, we are encouraging
students to do more thinking, questioning, collaborating and communicating to achieve a deeper understanding of scientific concepts. Students equipped with these skills feel more confident tackling future educational challenges and possess important skills for their future careers.
MUSIC AND ELEMENTARY AGE CHILDREN By Justin Miera, Music Teacher
Last year we invited the head of music
education from Metropolitan State University, Carla Aguilar, to help us evaluate our Lower School music program. One concise take-away from that yearlong process was to ensure that our students sing, dance and play. This seemingly simple three-word shorthand is actually quite complex and demands careful planning. Justin Miera, Music Teacher
Go Sing
It is one thing to study a subject from an analytical perspective (to talk about ideas), but it is quite different to apply the concepts in a relevant context -- to sing. Imagine studying vocabulary words but never applying them correctly in everyday conversation. Even more than some other subjects, music is a “doing” activity. For example, the Grade 1 children recently learned about the minor scale by singing an ascending line, and then applying it to the xylophone on a spooky Halloween song.
Go Dance Dance is a differentiated way to exercise new ideas. Children learn through movement, which enhances skills like memory and coordination. In music, movement complements and
ingrains concepts like tempo and melody. In class, we let kindergartners move like slow turtles and fast cheetahs to match the changing tempo played on tambourines.
Go Play When children play they are experimenting on a variety of physical, emotional and intellectual levels. Our Lower School students have many opportunities to improvise and compose, to try out different variables like sounds, pitches, rhythms, dynamics and lyrics to find out which are the most enjoyable and appropriate. Grade 2 children have great fun making up their own Pizza, Pizza Daddy-O lyrics in time and on a set melody. These three basic ideas (sing, dance and play) are threads pulled through other subjects. Grade 3 studies Native American history and the Ute Bear Dance. Grade 4 students learn both choral techniques and the physics of brass instruments in preparation for choosing band or choir in Middle School. All grades use the word “ensemble” as the focus for working as a team to make music. Music is a powerful part of a child’s education experience and a terrific vehicle for relating cross-curricular concepts. Music develops interpersonal skills, and creates a foundation of abilities for more advanced music performance in Middle School. That is the ultimate goal: to sing, dance and play together with all our friends.
UPCOMING CONCERTS Feb. 3: Grade 3 Feb. 11: Kindergarten Mar. 3: Grade 2 Mar. 19: Grade 4 Apr. 16: Grade 1 All concerts are held in the Fries Family Theater at both 8:20 a.m. and 2:20 p.m. to accommodate a variety of schedules. Please choose one performance to attend.
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Middle School News
LESSONS FROM PANCAKE ROCK The Unwritten Curriculum of the Southwest Trip Expanded By Josh Cobb, Head of Middle School
A year and a half ago, I was lucky enough to join the current
SYDNEY TURNER ‘14 “The memories of Pancake Rock are not made by the rock, but by us. We played hide and seek, did tai chi, and just climbed around the rocks. We made new discoveries that we shared with one another. Together we learned to trust others who we might have just brushed aside in the past. Together we grew as people and as a class.”
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eighth graders on their sixth grade trip to the Southwest. Though I could recount many experiences from that trip, there is one ritual that stands out to me. Each day, as sixth grade students returned from a day full of activities, such as solohiking at Mesa Verde National Park or searching through a “live” archaeological dig, they didn’t want to go back to their tents to rest, they didn’t ask for food, and they didn’t even beg for an electronic device. They wanted to go to Pancake Rock. Just about 100 yards above the campsite, up a faint trail marked with cairns, is a location known by generations of Graland students as Pancake Rock. The origin of this moniker is a rock formation that looks like a thick pancake on a stand. Students are able to climb up this outcropping and look over the valley. It is an ideal spot for journaling, for bouldering or for simply hanging out with friends. As I watched students around Pancake Rock, I was both fascinated (and a bit worried) by their behavior. Though there were parameters, such as students had to stay within the sight of the adult supervising, students were free to find their own adventures. They scrambled down the sandstone rock into the gully below and then began to navigate their way up the other side before traversing the opposite cliff and looping their way back to where they started. Along the way, they discovered physical tests: trying to lower themselves down the sloping cliff wall before jumping to the ground below or challenging each other to see who can ascend a particular climbing route. Others who were not as interested in the physical feats found rock perches or juniper tree copses to sit with friends and talk. A few stayed near me, but most ventured as far as possible while maintaining a line of sight. They all, whether in their social groups or their physical contests, sought as much independence as possible.
HALLIE ABRAMS, GRADE 8 “This trip was one that I will never forget. It truly helped me to solve problems. It showed that even though you might be scared, take your time and be determined.”
Recently, as I read through both Last Child in the Woods by Richard Louv and Free-Range Kids by Lenore Skenazy, Pancake Rock came to symbolize much more than just fifteen minutes of fun. First, Louv laments, “Our society is teaching young people to avoid direct experience in nature.” He argues that there are consequences, physical, intellectual and spiritual, for this avoidance and advocates finding ways for children to interact freely within the natural world. As he argues, “Children need nature for the healthy development of their senses, and therefore for learning and creativity.” In his mind, allowing students unstructured time in nature may be the most important part of any school curriculum. Skenazy, who will visit Graland in March, also advocates for more independence for our children. In one of the chapters of her book, “Lock Them Out: Make Them Play or Else,” she states, “We spend a lot of time trying to fill our kids with valuable lessons, especially in the classroom, but we forget all the valuable lessons they can learn on their own, at the playground [or] out in nature.” Whether this autonomous learning takes place in nature or on a subway is not important for her. She simply wants us to push past our fear to allow children to become more self-reliant and ultimately safer. Though the time students spend up by Pancake Rock may only be a fraction of the time they spend on other curricular and experiential elements of the Southwest Trip, it is emblematic of the growth students experience during their sixth grade year. For students to mature, they do need to venture forth on their own, take on challenges, and learn from the experience. After the sixth graders return from the Southwest trip, they review their journal entries, reflect on the memorable moments and write a speech they would give to future Graland students about to embark on the journey. They usually envision themselves as quite impressive
JEREMY NAIMAN, GRADE 8 “One of my favorite memories of the Southwest trip was going to Pancake Rock. I still remember the feeling of trying to climb rocks and sometimes falling and climbing again and again.”
graduates with much wisdom to share. If we want them to realize those dreams, we need to help them discover the self-sufficiency of many “Pancake Rocks” whether they are deep in the Southwest or even inside the classroom.
GATES
INVENTION EXPO THURSDAY, MARCH 5, 1-3:30 P.M. GRALAND FIELDHOUSE SEE THE HARD WORK OF OUR CREATIVE GATES INVENTORS AT THE ANNUAL EXPO!
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BASEBALL IS LIFE By Coach Chris Hecht
Growing up in Nebraska, my friends and I played baseball
every summer after making our own diamond with whatever landmarks we could find (a tree was first base; a squished pop can was second base; a hat was third base, etc.). Like many sports, baseball provided me with opportunities to make new friends and learn new skills. The more I played, the more I realized there are life lessons that came out of my baseball experiences including those I didn’t realize until later in life, but in retrospect, were even more valuable.
Lesson #1: Know the Game Baseball is one of few games where the defense starts with the ball. Players must know the scenario (how many outs, runners on base, etc.), and what to do if the ball is hit to them before it is even pitched. Being able to predict and anticipate the play allows a player to map out a plan of action, rather than react to the situation as it unfolds. The key to success in reaching any goal is preparation and focus. “Keep your eye on the ball,” and “Keep your head in the game,” apply just as well to life outside the sports stadium.
Lesson #2: Know your Position Each team member has a job to do and he must execute with precision in order to make the play. Infielders need good hands to field balls, strong arms to throw to a small target several feet away, quick reflexes and savvy responses to the actions of a base runner. Outfielders also need good hands, and the speed to chase down a long fly ball then quickly throw it long distances to a target the size of a small trash can. Pitchers must hit the strike zone (a space 17 inches wide by 24 inches high) while
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moving the ball in-and-out and up-and-down with varying speeds to keep the batter off guard. Catchers signal for the pitch, throw out runners trying to steal bases, and tag out runners at home. We all have important roles to play in our jobs and relationships. Be the best at those that you can be.
Lesson #3: Keep Going to Bat Batting is a very complicated skill. Alone, the batter steps into the batter’s box as all eyes are on him. Having the mindset of a batter means being okay with failing, as a good batter only makes a successful hit 30 percent of the time. The courage to step back into the box time after time with a great risk of failing shows resolve and a won’t-quit attitude. Life will always present you with challenges. Keep facing them with grit and determination, no matter how many times you strike out. It’s more wrong to not swing.
Lesson #4: Keep your Priorities in Check Perhaps the most important life lesson I learned from baseball came much later in life. While I played a lot of ball with my friends, it was the time I spent with my dad that meant the most. I can’t count the number of hours Dad played catch with me, taught me how to hit, and helped me understand the game -- and he did this after long hours at his job as an engineer and sales representative. He always had time for me no matter how busy he was with work and it was clear that family came first. Today, we still work together on projects and our relationship is just as strong now as it was back then. Through his example, I learned to focus on the most important things in life. Thanks for everything, Dad.
Coach Hecht, age 6
WHEREFORE ART THOU, GRADE REPRESENTATIVES? By Kristin Weber, Associate Director of Development
Do you think volunteering to contact fellow parents and
encourage participation in the Annual Fund is an unappealing task? Think again! We’ll let our parent volunteers speak to just how enjoyable and meaningful being a grade rep can be for parents. “I chose to volunteer for the Annual Fund because I wanted to understand, first hand, why such an effort was necessary,” says Bob Young, dad of Zander (Grade 1). “Why did Graland need more of my family’s resources? I continue to volunteer because the process answered my question tenfold. I enjoy taking part in raising the funds needed to maintain the excellence I observe each time I step onto campus, check a book out with my son, call Diane at the front desk, get a call from the school nurse, rely on aftercare, attend a class function, attend a PEN event, observe an art class, eat lunch with my son, or simply need some advice from my son’s teacher. It is easy to give that extra bit of support to an organization that uses their resources thoughtfully and in ways that directly benefit our children. This is a message that I enjoy sharing with my fellow Graland parents.” “Having been a grade rep and now co-chair of the Annual Fund, my eyes have been opened to the importance of closing the gap between expenses and tuition,” says Courtney Dorn ‘91 Hughes, Graland alumna and mom of Caroline (Grade 3) and Kate (Grade 2). “Because I believe wholeheartedly in the school, and its mission, it is an honor to help raise the funds which so directly impact our children’s extraordinary experience at this extraordinary school.”
Discretion is the Better Part of Valor Great news: Grade reps don’t discuss dollar amounts or “close the deal.” They share a message of participation and educate fellow parents about the Annual Fund and the role it plays in the overall budget. Representatives from each grade level make calls or send emails to engage in conversations about the value of the Annual Fund and the importance of parent support. “I enjoy making calls as a grade rep because it’s fun to learn from other parents what their children are getting out of school and it’s important to Graland’s overall financial strength,” says Steve Bain ’77, dad of Ellie (Grade 8) and Nick ’12.
Shall I Compare Thee to a Summer’s Day? Though all our grade level volunteers deserve a sonnet, suffice to say we are grateful to this year’s group for their commitment to reaching our goal of 100 percent parent participation. While our big push was in the month of October, there is still time to give throughout the 2014-15 school year in support of this year’s Annual Fund. Currently, 71 percent of our parent body has participated - thank you!
To Be or Not To Be? If you want “to be” a grade rep, please contact Kristin Weber via email (kweber@graland.org) or at 303-398-3623. We rely on a great group of volunteers to support a community of giving. “I feel that every parent should do this because you learn so much about the value of the Annual Fund and how it supports the school budget,” says Ashley Johnson ’88 Rust, Graland alumna and mom of Waylon (Grade 5) and Marco (Grade 3). Graland Today
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FOOD TREND: HOMEGROWN AND HOMEMADE By Chef Jennifer McDermott, Executive Chef
More and more Americans are planting edible gardens in urban
areas and now is the perfect time to plant seeds for a summer harvest. Kids are more likely to eat fresh vegetables if they help grow them or help prepare dinner from the garden. Get started today and try heirloom varieties of tomatoes and rainbow cauliflower that you can enjoy all summer. Another popular food trend is the hipster DIY food movement. Who says you can’t grow your own cucumbers and pickle them too? I challenge you to make your own ketchup just once and I doubt you will be able to eat the bland, high fructose corn syrup version stocked at your local grocery store. Go online for recipes and how-tos. Friday is family movie night in our house, and my kids love popcorn. As a chef I know there is a better version than the microwave variety. I use my stock pot with a lid to pop up tasty
We now offer 1% chocolate milk every Wednesday during lunch. Each carton has 110 calories, 13 grams of carbs, 12 grams of sugar, no trans fats, 8 grams of protein and only naturally occurring lactose as the sugar.
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popcorn with bulk corn kernels, olive oil, a touch of butter (yes, real butter), sea salt and cracked pepper. I make extra for a healthy weekend snack when we are running errands. It’s possible to enjoy healthier, better tasting food with a little extra attention to the ingredients you use in your home. Homegrown and homemade are always best.
Recipe: Sweet & Salty Butternut Squash French Fries You will need one large butternut squash, olive oil, sea salt, and fresh cracked pepper. Wash the vegetable and trim the top and bottom. Using a vegetable peeler, peel the skin from the flesh. Cut the squash in half lengthwise and scoop out the seeds. Cut into French fry size sticks. Toss with olive oil, salt and pepper. Roast on a sheet pan at 425 degrees for approximately 35-45 minutes until sticks are tender inside and slightly brown on the edges. Enjoy!
UPCOMING SPECIAL MENUS MARDI GRAS: Tuesday, February 17 ST. PATRICK’S DAY: Tuesday, March 17 PASSOVER IN APRIL: We will offer matzo as a snack and in the dining room upon request, along with a hot fish entrée for those who observe Lent or Passover.
HITTING THE SLOPES? BE SAFE UP THERE By Megan Schmid, RN
Snow sports like skiing and snowboarding are a huge part of
Colorado culture. Many people find themselves on the slopes every weekend in the colder months and would probably go everyday if it weren’t for other obligations. Skiing and snowboarding provide a great workout; whether you are advanced or just beginning, there is a place for everyone on the mountain. As with any sport there are steps you can take to be as safe as possible while enjoying these activities.
Heads Up Number one when participating in snow sports is to wear a helmet no matter your skill level. Increasingly, students are being diagnosed with concussions, which is largely due to better knowledge about concussions and what truly defines this head injury. Every concussion puts a person at risk for another, and another. Children learn by example and if they see the most important adults in their lives taking this precaution they are more inclined to do so themselves. Always remember to put a helmet on your child and yourself.
Slather Up When you’re out in the snow, don’t forget sun safety. Skin cancer is the most common form of cancer in the United States. The high country’s altitude puts you closer to the sun’s damaging ultraviolet (UV) rays and these rays also reflect off the snow so you are exposed to the same rays twice. Twice the exposure means you are at greater risk to develop some form of skin cancer. For the best protection, remember the 30-30-2 rule: Apply a minimum of 30 SPF sunscreen 30 minutes prior to hitting the slopes and reapply every two hours. Apply lip balm
with a minimum of 15 SPF and wear eye protection like goggles or sunglasses. Some goggles and sunglasses protect your eyes from 99 percent of UV rays.
Warm Up Dressing in layers is also always a good idea when you are outdoors in colder weather. Temperatures can rise and fall quickly in the mountains and your body temperature will change depending on your activity level. Wearing layers ensures Megan Schmid, RN you can dress down or up no matter what the weather is doing during that particular hour of that particular day!
Drink Up Finally, it’s extremely important to stay hydrated when you are on the mountain. Colorado has a dry climate which means we have to naturally increase our water intake. The cold weather can fool you into thinking that you do not need to drink as much water, but skiing and snowboarding are active sports that can easily leave your body dehydrated. Be sure to remind your child to drink plenty of water before, during, and after their day of fun. This will not only help prevent dehydration but will also help prevent altitude sickness headaches that people are susceptible to at a higher altitude. Keeping these tips in mind for a safe and fun trip to the
mountains. I hope you all enjoy the ski season this year!
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2015 EAGLE INVITATIONAL
GOLF TOURNAMENT FRIDAY, MAY 15, 8:30 A.M. SHOTGUN START COMMONGROUND GOLF COURSE IN LOWRY
Dust off those golf clubs and take a swing or two -- it’s time to register for the Eagle Invitational! We’re back at CommonGround this year, so get your foursome together and go online today to register for a fun day on the links. Want to lend your support as a tournament sponsor? Visit the Eagle Invitational online, download the brochure, or contact Kim Montgomery or Anne Boris. EAGLE COFFEE FROM 8:30-10 A.M. Non-golfers unite for a fun morning of coffee and conversation! Watch for online registration coming this spring!
NEW
!
JUNIOR
EAGLE INVITATIONAL
THURSDAY, MAY 14, 3:30-6 P.M. COMMONGROUND GOLF COURSE, LOWRY $30 PER PLAYER INCLUDES » Entry fee for the 9-hole, par 3 tournament » Food and drinks » A goodie bag » Range time
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Graland Middle School students, join us for a junior tournament and take a shot at great prizes -- not to mention bragging rights! Players must be experienced in the game of golf and able to carry their own clubs, keep proper score and navigate the course with their partner. Prizes will be awarded to the top three finishers plus winners of contests such as “closest to the pin” for boys and girls. The minimum number of players in the tournament is 18 and the maximum is 36. Watch for online registration, which will be available this spring!
PARENT BRINGS PASSION FOR LEARNING TO GRALAND A Love for Literacy Enthusiastic. Passionate. Engaged. These few words A few years ago, Holly also served as a parent representative can hardly begin to describe Holly Farmer’s approach to on the committee to identify a new literacy curriculum for the volunteering at Graland. In her sixth year at Graland with Lower School. “I was able to see the teachers in action behind Avery (Grade 5) and Daniel (Grade 3) Holly has added her the scenes,” she says. “The quality of our teachers is amazing, special touch to working in the library, chaperoning field trips and participating in the process allowed me to appreciate how and now leading the Graland Parent Association’s Parent Graland empowers its faculty to make Education Network (PEN). decisions in implementing change when “In the beginning, if there was an opportunity to it’s necessary. It was an incredible volunteer at school and be with my kids,” she says, “I experience.” was on it. Being a Graland volunteer has also been a Another literacy program great social experience for me. I feel I am part of a To learn more Holly supports is the Newbery meaningful group and contribute to an important about GPA volunteer Club. She worked closely cause. I’ve made some wonderful friends.” with third grade teacher Julie opportunities, download Passionate about Parent Education Stretz, who developed and the committee Inspired by Head of School Ronni McCaffrey’s implemented the program, book discussions with parents, Holly joined PEN to encourage students not descriptions and sign to offer more learning opportunities for parents. “I only to read more but to learn thought it was wonderful that Ronni was interested up online. to interpret themes in what in sparking conversation about a variety of topics,” they are reading and experience Holly says. “I had an idea for a speaker on learning and different genres. “I love seeing their the brain, so I worked with Liz Arnold, PEN committee excitement as they discover connections chair at the time, and we brought it to life! I’m passionate in the literature, keys to the message the about PEN.” author is trying to convey, and at such young ages,” says Holly. This year, Holly has been up to her elbows in planning “When you’re involved, you get to play a part in shaping more great PEN events. In March, PEN will bring the author, the experiences of our community. Graland has all kinds of humorist and new “World’s Worst Mom” reality show guru opportunities for parents to strengthen relationships and get Lenore Skenazy to Graland to discuss the anti-helicopter insight into the education our children are receiving. There’s movement she inspired. In April, Ronni’s book club will a volunteer opportunity for all parents – whether they want to discuss Finding Your Element by Ken Robinson. work one time for a couple of hours or find something to do every week.”
Graland Today
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UPCOMING GPA EVENTS EVENTS IN FEBRUARY February 6: Graland Store Open, 2:30-3:30 p.m., Playground February 19: GPA General Meeting, 8:15-9:30 a.m., Caulkins Boardroom February 27: Go Green with Graland - Use your feet or share a seat! February 27: Lower School Sock Hop, 4:30-6 p.m., Fieldhouse
PUT ON YOUR SOCKS AND GET READY TO HOP! FRIDAY, FEBRUARY 27, 4:30-6 P.M., FIELDHOUSE Lower School students only, accompanying adults and younger siblings
Featuring: Same Great DJ Spinning Rocking Tunes
EVENTS IN MARCH
Hula Hoop Contest
March 6: Graland Store Open, 2:30-3:30 p.m., Playground
Face Painting
March 9: PEN presents Lenore Skenazy, 7-8:30 p.m., Anschutz Commons
Dinner (please bring cash; all food and beverage items $1 each)
March 12-13: Spring Book Fair March 20: Go Green with Graland - Use your feet or share a seat! March 26: GPA General Meeting, 8:15-9:30 a.m., Caulkins Boardroom
EVENTS IN APRIL April 10: Opening of Spring Art Show and Ice Cream Social, 3:104:30 p.m. April 16: PEN Book Club Discussion with Ronni, Finding Your Element, 6:30-8:30 p.m., Ronni’s home April 17: Graland Store Open, 8 a.m. to noon April 17: Grandparents and Special Friends Day, 8 a.m. to noon April 23: GPA General Meeting, 8:15-9:30 a.m., Caulkins Boardroom April 24: Go Green with Graland Use your feet or share a seat!
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Photo Booth
Art Station (for the younger crowd) Buy cool Sock Hop gear, like poodle skirts and groovy shades. Sock Hop tickets and gear go on sale online in mid-February.
Birch Street Bash: Thanks for the Memories The committee for this year’s Birch Street Bash knocked itself out to plan an outstanding event celebrating the parents, teachers and staff who embody Graland’s vibrant community. Special thanks to chair Holiday Goodreau and her committee: Kathryn Albright, Kimberly Coughlon, Leslie Vidal and Tricia Youssi.
RESCHEDULED
AUTHOR, HUMORIST AND ANTI-HELICOPTER PARENT LENORE SKENAZY MONDAY, MARCH 9 7-8:30 P.M. ANSCHUTZ COMMONS In 2008, Lenore Skenazy’s then 9-year-old son begged her to let him take the subway and bus by himself. So she did. She left him at Bloomingdale’s in Manhattan on a Sunday armed with a subway map, a Metro card, a $20 bill and several quarters. A column about her actions set off a firestorm that became the impetus for her to write the book and blog, Free-Range Kids, which launched the anti-helicopter parenting movement. The event at Graland is free; however, you are asked to register online. This event is sponsored by GPA’s Parent Education Network (PEN).
PEN BOOK CLUB DISCUSSION WITH RONNI THURSDAY, APRIL 16 6:30-8:30 P.M. HOME OF RONNI MCCAFFREY The book Finding Your Element is the follow-up to Sir Ken Robinson’s TED talk video and book, The Element. Robinson prescribes the “element” as “a new concept of selffulfillment through the convergence of natural talents and personal passions,” and Finding Your Element provides a guide for readers to discover theirs. The author speaks extensively about creativity and how to find one’s passions. Books will be on sale at Diane Street’s desk this spring. Join Ronni for her discussion – whether you’ve read the book in advance or not.
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NEW
SPRING BOOK FAIR
THURSDAY, MARCH 12 & FRIDAY, MARCH 13
PERUSE THE SHELVES OF GRALAND’S NEWEST BOOK FAIR ON CAMPUS DURING PARENT/STUDENT/TEACHER CONFERENCES. WATCH GRALAND ONLINE FOR DETAILS!
SPRING ART SHOW AND ICE CREAM SOCIAL FRIDAY, APRIL 10, 3:15-4:30 P.M. You know spring is in the air when it’s time for this annual special event. Take in the visual expressions of Graland students while savoring a delicious ice cream treat!
GRANDPARENTS & SPECIAL FRIENDS DAY
JOIN STUDENTS AS WE CELEBRATE THESE SPECIAL PEOPLE!
FRIDAY, APRIL 17 9 A.M. TO 12 P.M. 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
GRALAND ALUM SENDS FILMS AROUND THE WORLD Released just last month, Selma (selmamovie.com) is the award-winning film set in 1965 Alabama during the historic civil rights struggle. Rated PG-13, the movie is now being watched across the globe thanks to Graland alumnus Ian Rice ‘03, a digital servicing coordinator at Paramount Pictures in Hollywood. Ian’s job is to deliver the film digitally to international clients, like hotels in China and Latin America. He makes sure each territory has an appropriate cut of the film to avoid offending worldwide audiences, a job that requires strong technical skills, knowledge of various file types, expertise in viewing formats, and the ability to work within the global community. For those considering a career in movie making, Ian says: “Many jobs require a college degree, and colleges specialize in different types of film production [mainstream, artistic, etc.]. College is where you not only learn technical skills but also build connections that you’ll need to get your first job. Don’t be discouraged if you start in a job that is not creative, because it is a stepping stone into other opportunities.” Ian graduated from Chapman University with a degree in film production, an emphasis on directing and a minor in advertising. After college, he created an award winning web series while breaking into the film industry as a production assistant.
STAY CONNECTED AND GOGRALAND!
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Join us on
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COMMUNITY CALENDAR
February 16
President’s Day Holiday
February 17
Professional Development Day (no school for students)
March 5
Gates Invention Expo, 1-3:30 p.m.
March 12-13
Parent, Student, Teacher Conferences
March 31-April 6 Spring Break
April 10
Spring Art Show and Ice Cream Social
April 17
Grandparents and Special Friends Day (see page 9)
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.