August-October 2017
By Oscar Gonzalez, Director of Equity and Inclusivity
Growing up as a first-generation citizen, I had two parents who always expressed the importance of education. When they immigrated from Mexico, my mother and father came to the United States in search of a better life. Through their hard work, they taught me to persevere and told me that an education would provide a path to success. Along with that, they taught me to honor everyone’s humanity and to bring others up with me. Since an early age, I’ve learned that your light doesn’t have to dim for mine to shine, and vice versa – we can shine together. I attended Denver Public Schools until eighth grade, and through my parents’ support, good fortune and teachers who believed in me, I received full scholarships to Kent Denver School and Northwestern University. Most of continued on page 10
Today
Understanding the Whole Elephant
Inclusivity and the Intellectual Journey By Josh Cobb, Head of School
This article on inclusivity is part of a series Josh is writing on his strategic focus for 2017-18: inclusivity, innovation and inspiration. Watch for part 2 in the next Graland Today. In India, there is a famous parable of six blind men and an elephant. In the story, each man is asked to describe this “thing,” the elephant. They all go up, touch one element of the elephant, and decide they know what it is. “It is a pot!” (the head), “A fan!” (the ear), “A snake!” (the trunk), “A tree trunk!” (the leg), “A wall!” (the body), “A rope!” (the tail). In the many variations of this story, these contradictory descriptions usually end in discord (and sometimes violence) as the blind men argue that their interpretations continued on page 8
IN THIS ISSUE:
A Journey to Common Ground
November 2017-January 2018
Development Page 12 SEED Page 13 Parent News Page 14 Archives Page 3
Picture Books Page 5
Cover Photo: Eighth graders expressed their experiences on the Civil Rights Trip through art, allowing them to process what they learned in unique and creative ways.
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It is important for students to feel safe taking risks with their learning and to have a space where they feel appreciated. - Kristin Newman, see page 4
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Graland Today is a monthly publication of Graland Country Day School Volume 6, Issue 2 Send correspondence to: Associate Director of Communications Graland Country Day School 55 Clermont Street Denver, CO 80220 communications@graland.org graland.org
At Graland Country Day School it is our mission to: Achieve intellectual excellence, build strong character, enrich learning through the arts and athletics, and prepare our students to be engaged citizens and thoughtful leaders.
Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community
Ascende Omnem Montem
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Our Diversity and Inclusivity Philosophy and Policy A key part of our mission and philosophy at Graland Country Day School is to prepare students to be engaged citizens and thoughtful leaders. We believe this includes teaching empathy, understanding and appreciation for all the differing backgrounds and viewpoints that individuals offer. Graland’s commitment to diversity and inclusivity seeks to support our entire community of adults and students, as well as foster students of strong character. At Graland, our diverse community is one that embraces and celebrates the rich and unique qualities of each individual, characteristics that may include differences of race, ethnicity, gender, sexual orientation, socioeconomic status, age, ability, and religion. Graland’s commitment to diversity and inclusivity grows out of the School’s longstanding commitment to intellectual excellence. We value critical thinking, cultural awareness and language proficiency as essential components of an education that prepares students for the global society in which they live. Our goals include embedding multicultural education in the curriculum, teaching students to treat other people with kindness and understanding, helping students identify and dispel stereotypes, developing a respect for diverse experiences and perspectives and enhancing students’ appreciation of the richness of our society. Our students’ leadership skills will be determined to a great extent by how easily and comfortably they are able to work closely and collaborate with individuals from diverse backgrounds and experiences. To that end, we help our students understand, learn from and connect to the broader community through our programs, our commitment to a diverse and inclusive environment on campus and a variety of enriching service-related projects. We believe that through involvement with a broader community, our students learn to become responsible, thoughtful contributors to society. Graland Country Day School is committed to diversity and inclusivity within our community, and will strive to uphold: • the right to obtain an education in an environment that is respectful of differences; • the right to curricula, educational and instructional materials that are inclusive of diverse perspectives; • active recruitment and maintenance of a diverse student body, faculty, staff, and administrators. May 10, 1994 Revised – May 5, 2014
Archival Adventures
Queries, Quandaries and Quests “Once upon a time, teachers and parents conspired together. They fantasized that children might want to go to school.” -Rosemary
Fetter, Climb Every Mountain: The Story of Graland School
“Anyone could have done it, but the whisper came to these.” -Ruth Gorham,
Graland Country Day School: The First Fifty Years
Rosemary Fetter and Ruth Gorham’s thoughts on Graland’s earliest days have inspired, if not guided me, as I have striven to honor the Herculean efforts of Ruth, Betty Clarke, and Renee Rockford; these women began the process of gathering and organizing boxes of materials – from photos to tapes; from newspaper clippings to school publications from the 1930s. Without their prescience, my job would not exist; without Mrs. Gorham who delighted in regaling me with Graland stories, I might be less obsessive about the importance of the school’s history. These days, I live in their shadows and hear not only their whispers, but the voices of the founding mothers and fathers who realized the importance of dreams and supported Grace Laird, Virginia Braswell, and Georgia Nelson. In the last year, I have answered many questions about my position as an archivist. Just in case anyone might be wondering, here are my answers. “What is an archivist?” According to the Society of American Archivists (SAA), an archivist is “responsible for appraising, acquiring, arranging, describing, preserving, and providing access to records of enduring
By Phil Hickey, Archivist
value.” As I analyze the impact of such a definition, I would classify myself as a fledgling archivist and rabid student of the school’s history. “What does an archivist do?” The task assigned to me is to organize the collection, to decide what is germane to the history of the school, and to begin the process of digitizing part of the collection. “Do you enjoy your job?” Deciding what we should digitize has engaged me, and while schlepping boxes to my office, I have reveled in learning even more about the history of the school; I remain in awe of the Georgia Nelson era. Also, finding examples of students’ projects or old brochures or the wooden yearbooks (created by Miss Nelson) or programs from Mr. Riley’s Gilbert and Sullivan operettas have thrilled me. Also, there have been times when I while away an afternoon reliving, for example, all the graduation programs. “What is the most interesting part of your job?” Even though I delight in the on-going process of deciding what should be digitized, sharing the school history with colleagues, alumni, and Graland friends on Facebook and the Graland website seizes my attention more than the solitary, quiet part of my day. Needless to say, writing anecdotes about my life that pertain to the entries makes me smile. Of course, the archival displays energize me,
for they provide a visual of the past that in some ways, forgive the cliche, speaks louder than words. “Where are the archives?” Boxes and files are currently housed in the basement storage area in the Georgia Nelson Building and a small sample is on display in the Corkins Center. Thanks to a generous donation, the digitizing project will continue. I want alumni to relive their days as Graland students when they see pictures of their former teachers and their classmates, to laugh at their ninth-grade musical, and to shed a tear or two at the memory of great traditions: fifth grade knighting, the kindergarten rodeo, and the sixth grade Estes Park trip. And my favorite, “Did you study to be an archivist?” I plan to enroll in an online course sponsored by SAA. This guy must continue his education. Often, students talk about their education at Graland as if it were a piece of paradise. Each step we take as we bring the school history to the students, parents, and teachers associated with Graland will pay homage to the whispers and the voices I hear every day. This may sound crazy, but I believe that Ruth Gorham and Betty Clarke are smiling. With more than 40 years of history at Graland, Master Teacher Phil Hickey was recently awarded the Ruth Gorham Alumni Award for his dedication and service. Before becoming Graland’s archivist, he taught English and Latin to scores of middle schoolers. Follow facebook. com/Graland.alums for more Graland history snippets from Phil.
To donate in support of the archiving project or in honor of Phil Hickey, please visit graland.org/givenow. Graland Today
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Lower School News
New Learning Space Meets Student Needs By Kristin Newman, Reading Specialist
Success Story: Greg Kintzele ‘17 “We are very grateful that Graland has academic support for students with learning differences. Our son was diagnosed with dyslexia early and Graland embraced us and went into action to support him throughout lower and middle school. The learning specialists provided Greg with the tools and skills to be successful and independent. They also encouraged him to be his own advocate and to never be ashamed about his dyslexia. Graland set up our son with a strong academic foundation and the learning specialists strengthened it. Now a freshman in high school, Greg has the confidence and tools to meet any challenge that he will face.” - Greg Sr. and Lisen Kintzele
Last spring, the Lower School reading specialists were asked to dream big and answer the question, “What would an ideal space for students in the support program look and feel like?” When considering what was essential to student success, it was apparent that we needed a central location where teachers are highly visible and students feel comfortable. A warm and inviting place that not only serves students with learning differences, but a place for “When I was in lower school, I knew my dyslexia made me teachers to collaborate and learn from each other was also at the different from the other kids. I also knew I was as smart as top of the list. It is important for students to feel safe taking risks them but school seemed harder. The learning specialists gave with their learning and to have a space where they feel appreciated. me the extra help I needed and they helped me stay in line When a student requires extra support, the overall feel of a space can with my classmates. They also taught me study skills. I met either enhance these feelings of being different or embrace them. We other students with dyslexia so I knew that I wasn’t alone. In wanted our new space to be inspiring. middle school, I became a mentor to younger students in the The hours that were spent dreaming have come to fruition this SST buddy program. I was able to share my story and show year. Thanks to funding from the ASCEND campaign, our Student them that I can be successful at Graland so they can too.” Support Team is now located in a beautiful new suite with four - Greg Kintzele Jr. ‘17 stunning offices, plenty of natural light and a welcoming common area for students and parents to gather. Here you’ll find our two Lower School reading specialists, our new math instructional coach, and the Lower School speech and language pathologist. Each office is practical in design and decorated in a way that meets student’s “I am incredibly fortunate to work at a needs. Not only does the new suite provide place where students are always put a wonderful learning environment for students, but it also provides easy access for first and differences are celebrated. Our teachers. Now, the Lower School specialists new space is a testament to Graland’s can easily collaborate, share materials, and mission and I am proud to be a part of work closely with classroom teachers. It’s a this commitment.” win for all! The change has been remarkable and is ~ Kristin Newman truly a testament to Graland’s commitment to the needs of students and their willingness to make big changes in order to ensure student success. We are also thankful to Ronni McCaffrey, who was instrumental in honoring differences and creating a space that supports all learners. The new Student Support Team suite is located in the Georgia Nelson building just behind the main lobby and is a place where everyone is welcome and visitors are highly encouraged. Next time you find yourself waiting by the Lower School office, please stop in and visit. It will bring a smile to your face and you will be reminded of the incredible place that Graland is. Kristin Newman is a former classroom teacher who enjoys working with students to help them overcome learning challenges. She has a bachelor’s degree in psychology and a master’s degree in reading. 4
The Power of Picture Books By Kai Johnson, Grade 4 Teacher
Picture books make up many of our earliest and fondest memories. They inspire us with lyrical, simple lines and stretch our creative imagination with collage and color in combinations we never fathomed. Picture books transport and teach. When tragic or difficult moments disrupt our lives, we often turn to picture books to offer solace and a path forward. As a reader, I relish sharing books with my 2 year-old nephew and as a teacher I search the Graland library to find new classics to use in the classroom. Last school year, Lower School teachers on the Literacy Professional Learning Community identified some of their favorites that we knew deserved not just a space on our bookshelves, but a place in our curriculum – books to be read and enjoyed, but also discussed in detail and reflected on through writing or drawing. Additionally, teachers made selections with a careful eye towards diversity and inclusivity. As we continually re-examine and reflect on the materials we bring into our reading lessons, a lens on inclusion is essential. There are numerous considerations: gender, ability, race, age, sexual identity, socioeconomic status, nationality and so on. We realize that implicit messages hidden in our book selections matter as much as the explicit messages and themes.
Teachers are increasingly aware to offer both “windows and mirrors” in our book choices. In a New York Times opinion article, Newbery-winning author Kwame Alexander explained this concept: “When we segregate literature, we focus only on mirrors. Certainly, seeing yourself in books is necessary and crucial to the development of identity, but not allowing those same books to serve as windows into the lives of others will most certainly limit imagination and possibility.” This year, my fourth graders worked to briefly summarize and introduce the books listed below to the wider Graland community. The work was inspiring. Students recognized, with little prompting or direction, the value of these stories. A few books tackle mindset and friendship; others cover more complex topics. For instance, a biography about George Moses Horton, the 19th century poet whose passion, ingenuity and determination to read and write lead to a life of letters despite his enslavement. As teachers turn to these powerful stories in the coming months, students will go beyond reading the words and analyzing the pictures on each page; they’ll discover more about their own lives and the world in which we live. Ultimately, that is the transformative power of even the most deceptively short and simple picture books. In 2017, Kai was named English department chair. He believes strongly that books provide an essential opportunity for students to see mirrors of themselves and windows into the lives of others; through discussion and inquiry his students examine issues in literature, history and current events.
Available Books Include: Poet: The Remarkable Story of George Moses Horton - Don Tate; Chopsticks - Amy Krouse Rosenthal and Scott Magoon; Planting the Trees of Kenya: The Story of Wangari Maathai - Claire Nivola; Show Way - Jacqueline Woodson and Hudson Talbott; Balloons over Broadway: The True Story of the Puppeteer of Macy’s Parade - Melissa Sweet; The Boy Who Harnessed the Wind - William Kamkwamba, Bryan Mealer and Elizabeth Zunon
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Middle School News
I See You By Marti Champion, Head of Middle School
Sawubona. It’s an African Zulu greeting that means “I see you.” But it goes much deeper than that. For me, it speaks to the heart of inclusivity. “I see your personality. I see your humanity. I see your dignity.” As I continue to work with my colleagues at Graland, my hope is that everyone is seen within the Graland community. Graland is a school that pays attention to the whole child, and I felt a sense of joy from the moment I stepped onto campus for my interview. This space belonged to all, and they were at ease and at home. Albeit a long day for me, it was a delight to be in a space that simply felt right. At Graland As an institution, we are working hard to “see” our students, families, faculty, and staff as a part of the whole. Without each, we wouldn’t be the school we are. As educators, we spend a great deal of time with your children, and our focus on the whole child allows us to see students taking healthy risks in and out of traditional classroom settings. Whether it’s standing in front of one’s classmates to share a message, working one’s way through a high or low-ropes course, being on stage, or working with a partner in the Gates Invention and Innovation Lab, we see our students and encourage them to see each other. With the addition of a more robust Student Support Team (SST), we are educators who see our students as individuals with unique learning styles. A Denver native, Marti joined Graland as our head of Middle School in 2017. She has a master’s degree in curriculum and pedagogy and a bachelor’s degree in English and African American studies with a minor in music. Marti is dedicated to creating a safe space where students are challenged academically and supported in their social-emotional growth.
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In the Middle School
Graland Families
As Educators
Middle school students start their school day in advisory. Because it breaks the larger group into smaller communities, advisory is a safe space that is an integral part of a Graland education. Our advisors follow a curriculum that is in line with Graland’s Guiding Principles and allows for a common language that is essential for growth. Middle Schoolers are also given choice within their school day. Music, sports, and clubs are areas where students can pursue their interests and passions and be seen. By creating pathways that give students exposure to a myriad of activities, students have the opportunity to explore and try new things. Our club offerings, from knitting to kickball to debate to garage band to fantasy football to service learning, respect the developmental growth of our students, giving them a necessary break from the academic day to explore and play. Simply put, we are creating a space for dialogue and true human interaction where all students can be seen and heard in and out of the classroom.
We see our families and the diversity each one brings to our community. All families are invited to participate in affinity groups where parents share experiences, learn from each other and strengthen our community. Please take a moment to review the extensive list of affinity groups available to you; I encourage you to get involved on this level if there is a group that sparks your interest. If you have an idea for a new affinity group, reach out to Oscar Gonzalez, Director of Equity and Inclusivity, for more information.
We see our faculty who work to model the same growth mindset we hope to instill in each child. In addition to the professional development that has always existed, faculty and staff are supported in their personal and professional growth which all have an impact on the school community. Last year, many faculty and staff members participated in the yearlong Differentiation and Diversity and Equity Cohorts, and work continues with new participants in the Diversity and Equity Cohort this year. Faculty and staff also participate in professional development days that are scheduled throughout the school year. Generous funding from Graland gives faculty and staff members an opportunity to participate in additional opportunities such as NAIS’ People of Color Conference, Learning and the Brain conferences, and SEED (Seeking Educational Equity and Diversity), among others. Diversity is about the numbers, whereas inclusivity is about making those numbers count. As one of the newest members to Graland’s administrative team, I am committed to seeing and hearing the voices of all who make up our wonderful community.
Affinity Groups at Graland Parents of Students of Color International Families New Families to Graland Dads’ Basketball League Parents of Students with Learning Differences Parents of Middle School Boys Mindfulness Modern Families Family and Faculty of Students with Sensory Challenges Parents of an Only Child
Graland Today
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continued from page 1
Understanding the Whole Elephant: Inclusivity and the Intellectual Journey
are correct – “Of course it is a rope. How could it be anything else?” In contrast, in one of the versions, the men do share their different perspectives and come closer to understanding what an elephant is. I share this parable as an attempt to affirm the importance of inclusivity in any intellectual pursuit. If we are “blind” to the ideas of others and see the world solely through our perception, we will never come close to understanding reality in its totality. The intellectual pursuit of truth necessitates us opening to the opinions and experiences of others, ideally those who are different from us and are experiencing a different part of the elephant. This approach of genuine curiosity will ideally lead to empathy and a greater understanding of others and of the world. In Thomas Friedman’s recent book, Thank You for Being Late, he discusses this same topic on a global scale: “Indeed as the world becomes more interdependent and complex, it becomes more vital than ever to widen your aperture and to synthesize more perspectives.” Specifically, he explores what Lin Wells, professor at the National Defense University, calls “being radically inclusive,” which “involves bringing into your analysis as many relevant people, processes, disciplines, organizations, and technologies as possible – factors that are often kept separate or excluded altogether.” To solve the problems of today, both Wells and Friedman argue that we can’t desperately hold onto one narrow explanation of the way things work. We must integrate diverse perspectives to solve global challenges.
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At Graland, our challenge is clear: we need to devote ourselves to welcoming all, and in doing so, we will not only enhance the sense of belonging within our community, we will also benefit both intellectually and ethically. For example, Graland students take on the task of inclusivity on a daily basis whether in morning meeting or advisory. They begin with a greeting, an acknowledgment of other students and their teacher as fellow human beings. In greeting one another, they value each other and their ideas. Hopefully, this mutual respect goes throughout the day, whether they are discussing friendship, math or literature. Since learning is inherently collaborative, we have to rely on others to help us grow. Though we could always improve the diversity of our community, I hope that we appreciate and value the diversity that we do have – the diversity of backgrounds, of learning styles, of perspectives. To avoid believing that only one part of the elephant is truth, we should work hard to embrace the beginner’s mind again and respectfully and openly engage with the world. It is this approach that will lead us to true excellence, a convergence of expansive intellect and strong character. A former classroom teacher and middle school administrator, Josh was promoted to Head of School in 2017. He has a master of education degree in private school leadership from Columbia University’s Klingenstein Center and partners with the Board of Trustees to implement Graland’s mission, vision and strategic plan.
Alumni News
Graland Service Learning Program Inspires Lasting Commitment In many ways, Alie Goldblatt ‘13 is a typical teenager, but what sets her apart is her passion for sharing kindness, acceptance and inclusivity through the Special Olympics Unified sports program. Introduced to Special Olympics as a fourth grader at Graland, Alie was hooked on working with the special needs community. Since Grade 7, she has played competitive soccer as a Unified Partner, sharing the field with other athletes with and without intellectual disabilities. “At Graland I got great exposure to Unified sports,” she shares. “I knew that I wanted to continue working with buddies because I could see that I was making a difference.” Unified Partners (individuals without intellectual disabilities) like Alie train and compete alongside Special Olympics athletes. Throughout her years at Kent Denver, Alie played with the Colorado Rapids Special Olympics Unified Team and has kept in touch with and played with the same group of kids for six years. “It’s great being involved with such a global organization that is inclusive of all abilities,” she says. This past summer, Alie traveled with a Special Olympics Colorado athlete to Chicago and played as a Unified Partner in the Special Olympics Unified Sports All-Star Soccer Match, East v. West, an event that coincided with Major League Soccer’s All Star Week. She speaks with great pride as she shows pictures of her teammates on and off the field. “Everyone is out there to play a great game and to have fun. Win or lose, it’s about the experience more than the result,” Alie shares. Currently, Alie takes her passion to another level as a youth representative on the Colorado Special Olympics Board of Directors. She is also working on a project to promote inclusivity in her own community: Unified Adventures combines hiking and adventuring in Colorado to promote a healthy lifestyle for those with intellectual disabilities. This year, she was invited to present Unified Adventures at the 2017 Global Youth Leadership Summit hosted by the Special Olympics in Graz, Austria. She traveled with a partner athlete and shared the project with youth leaders from around the world. Their project was one of five selected from the US and they were joined by 42 other individuals from around the world who share the same vision of creating a Unified Generation. “People come away with a better understanding or even a changed perspective on what individuals with intellectual disabilities can accomplish,” she explains. “They become more aware and more accepting, which helps to break down negative stereotypes.” Now a high school graduate, Alie is enjoying a gap year before studying biology and neuroscience at the University of Chicago. She is also working as a student assistant at the University of Colorado Anschutz Medical Campus in the Rocky Mountain Alzheimer’s Disease Center and Crnic Institute for Down Syndrome research lab under Dr. Huntington Potter. “Alie often reflects on how important Graland was in the development of her world view and on her goal to establish a more unified and accepting generation,” says her mother, Sarah Goldblatt.
Alumni Cocktail Party 21+ Thursday, Nov. 9, 6-9 p.m. Complimentary
Hunt Family Learning Commons in the Corkins Center Nancy Nye Priest Alumni Award presentation honoring David McMurtry ‘94, food and adult libations for alumni and parents of alumni 21+ graland.org/alumni
Young Alumni Party, Classes of 2010-17 Thursday, Dec. 21, 5-7 p.m. Complimentary
The Gates Invention and Innovation Lab in the Corkins Center Casual food, fun and games
Mark the Date! Alumni Reunion May 18-20 Class of 1968 50th celebration Class of 1993 25th celebration Signature alumni party (21+) with Ruth Gorham Alumni Award presentation Alumni family picnic All alumni families, master teachers, former teachers and classes of 2010-17
Contact Kristin Eklund ‘88 Weber kweber@graland.org 303-398-3623 Graland Today
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Focus on Inclusivity continued from page 1
A Journey to Common Ground
my peers from middle school topped out at high school graduation. I quickly realized the inequities in education and often wondered why I received these advantages and not my peers who were just as worthy and capable. My passion for education stemmed from these experiences, and my work in diversity, equity and inclusivity began. Beyond access to resources such as a high-quality education, an inclusive environment is necessary to success. Inclusivity creates a sense of belonging and ensures all voices are valued and heard. At Graland, we want all members of the community to feel like they can thrive and shine. Tied to our Guiding Principle, Honor Individuality, we want to embrace and welcome all students, faculty, staff and families. As I implement the School’s diversity, equity, inclusivity and multicultural efforts, I’m using the 2017-22 Strategic Plan pillars of Program, Faculty, Community and Resources to guide my work. I’m asking questions such as who is present in our community and who is not? Are all voices heard and honored? Do community members have what they need to succeed? In order to embrace and welcome all members of the community, I am evaluating all facets of our program and culture to ensure we create a diverse school and maintain an inclusive environment where we can all prosper. Graland’s mission, guiding principles and Diversity and Inclusivity Philosophy and Policy lend themselves to fostering an inclusive community. During my hiring process, I was very impressed with all the deliberate work that has been done already. It was very clear that equity and inclusivity are priorities and that Graland has been intentional about building on an already strong foundation while ensuring we also reach the next summit. The Graland Parent Association’s Equity and Inclusivity Committee ensures all GPA-sponsored events are as inclusive as possible while the School Climate Advisory Committee to the Head of School will provide recommendations to hold Graland accountable. There are also a multitude of professional development opportunities for faculty, and the student experience is always at the front of mind. When everyone can prosper and shine, then human-to-human connections come more easily. According to the Howard Thurman Center for Common Ground, Dr. Howard Thurman of Boston University believed that common ground can be achieved through personal self-exploration and building community, and that “…meaningful and creative shared experiences between people can be more compelling than all of the faiths, fears, concepts and ideologies that separate them. And, if these experiences can be multiplied and sustained over a sufficient duration of time, then any barrier that separates one person from another can be undermined and eliminated.” Traditionally, “commons” have been a physical location open to everyone for interpersonal communication. Simply put, Graland can be the common ground for meaningful interactions and connections to occur. As an academic institution, we can and should provide a venue for civil discourse where members can cultivate compassion and build community. None of us have gotten to where we are alone, so we must seek to learn from one another. Inclusivity is big, important work, and it requires ownership from all. Oscar joined Graland in 2017 and works to create a sense of belonging so that everyone feels welcome and included. He also educates our community about issues surrounding social justice, equity and inclusion. The first in his family to graduate from college, Oscar has a degree from Northwestern University.
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Examples of Inclusivity Work at Graland Administration • Director of Equity and Inclusivity • Strategic Plan and Mission • NAIS Assessment of Inclusivity and Multiculturalism Survey • Diversity and Inclusivity Philosophy and Policy Professional Development for Faculty/Staff • Diversity and Equity Cohort • Seeking Educational Equity and Diversity Program (SEED) • NAIS Diversity Leadership Institute • NAIS People of Color Conference • Gender Spectrum Conference • Future of Diversity Symposium Student-Focused Work • Student Support Team (SST) • Student Support Team Buddy Program • Connections Student Group • STAMP Conference • Grade 8 Civil Rights Trip • Student Affinity Groups Parent and Community Groups • School Climate Advisory Committee (SCAC) • GPA Equity and Inclusivity Committee • Parent Affinity Groups • CIRCLE Conference
Growing the SEED of Inclusivity By Jane Maslanka, Grade 8 History Teacher
This summer, I had the incredible gift of attending SEED Leadership Week, just outside of Boston, for seven full days of intense and deeply rich training. Participants came from every region of the United States and included both public and private school teachers, social workers, and medical professionals interested in the work of equity and diversity. In small groups and large seminars, we held conversations that gave us the space to express and hear ideas and experiences from people quite different from us. I also met the challenge of planning an effective SEED seminar and presenting it to the crowd on the last day of our training. As we carry our training home to share in local seminars, the SEED program provides leaders with ongoing support and tools that so we can give voice to the diverse members of our own organizations. It teaches us how to hear one another with empathy and openmindedness and to support each other through growth that can sometimes be uncomfortable. But what would inspire a person to dive into a personal and professional commitment like SEED? I can only tell you how I got there. It began in 2012, when a dear friend came out to me as lesbian, and I was astonished. While I considered myself an ally to the LGBTQ+ community, I had somehow been blind to the painful, frightening, and lonely process this beautiful woman had been living right in front of me. She had risked every relationship that mattered to her – defying culture, religion, and family to become her fullest self. She had blossomed into something stronger and more whole, but I had missed the honor of supporting her through that process because I just hadn’t seen it happening. I had never questioned or even wondered about her sexual preference for a simple reason: straightness was “normal” to me, so I projected it onto my friend. This unintentional blindness is the very definition of privilege. It was straight privilege I faced in this
SEED (Seeking Educational Equity and Diversity): A peer-led professional development program that creates conversational communities to drive personal, organizational, and societal change toward greater equity and diversity. Graland’s SEED group is led by Jane Maslanka and Dan O’Neill as several faculty and staff meet monthly for personal and professional growth. moment, but I quickly understood what it implied about many types of privilege I inhabit: white, educational, and socioeconomic. I knew without a doubt that I had much to learn, but I had no idea how to go about learning it. Like implicit bias, privilege is inherent and automatic, driving perception and behavior in good people like me in ways I wouldn’t want, but can’t always identify. I knew I didn’t want privilege to skew my view of the people around me. But I also knew I couldn’t remove it without help any more than I could remove a tumor from myself. On the advice of my smartest colleague, I joined SEED. In the five years since then, SEED has offered me much more than its official description belies. SEED gives voice to the experiences of so many people, and it teaches us how to hear each other with empathy and openmindedness. SEED empowers us to hold
crucial conversations and, especially when continued from year to year, it is profoundly transformational. It peels back those layers of privilege like the layers of an onion, and it sometimes seems like they may never keep coming. But it gives us hope for a kinder world, tools to build that world, and joyful circles of friendship within our communities. The work of SEED begins in its monthly local seminars, but it unfolds day and night as insights and revelations keep emerging. SEED isn’t easy work, and it can be uncomfortable, but it leads to incredible changes in its members and our communities. Jane Maslanka was raised to appreciate the power of good story and went on to earn her bachelor’s degree in English education and then a master’s in literature. She is driven by two passions: academic excellence and social justice. At home in her 1880s cabin, she works on a never-ending list of DIY restoration projects.
“Like implicit bias, privilege is inherent and automatic, driving perception and behavior in good people like me in ways I wouldn’t want, but can’t always identify.” ~ Jane Maslanka Graland Today
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Development News
“My gratitude to Graland is for the wonderful teachers who seem to honor each child’s uniqueness. Sophia’s teachers have all been superb!” - Pat, Grandmother of a third grader “Every teacher because if you don’t have a teacher then you don’t know what to do and then you can just sit somewhere and be bored and not know what to do.” - Luca, first grade “It is a joy to work with such a diverse group of students. I welcome the array of strengths and challenges each brings to the table. I am grateful for my Graland colleagues who collaborate with me daily to ensure each student’s success as a learner.” - Elky Dorman, Middle School Learning Specialist “Graland and my mother created a community of caring, giving, educational stimulation and challenge that provided me with lifelong learning and dedication to offering the same thing to the child of a single parent. Everything I am today is a result of that partnership. Graland has always been one of the best experiences I have had.” - Andrea Sodano ‘65 “I am grateful for my teachers at Graland who let us do re-takes if we need them.” - Bryce, sixth grade “I’m so grateful to have to opportunity to send my children to Graland to grow and learn at a place that meant so much to me as a child. As an alumna and now a current parent, I feel incredibly lucky that our family is part of a school that fosters everlasting friendships, hands on educational opportunities, and strong character development. Knowing that my children are in a caring and supportive community means the world to me.” - Vanessa Humes ‘97, Alumna and Current Parent
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GIVING HOW-TO:
The Annual Fund
As we move toward our annual fund participation goal, all members of our community are invited to make a gift that benefits every child, every teacher, every program, every day. Give by December 31 to take advantage of possible tax benefits in the 2017 year; 100 percent of gifts to the Annual Fund are taxdeductible. Thank you! • Cash or Check
Ways to Give:
Gratitude for Graland
• Credit Card • S tock: Donors receive full fair market value of the gift and avoid capital gains taxes • Matching Gifts - could your company double your gift? Visit www.graland.org/matchinggifts to learn more.
New this year! •
Direct Debit: To make your gift go further for Graland, use direct debit gifts instead of credit cards due to the lower transaction fees.
•
Monthly Installment Giving: Extend your impact by making a gift monthly from now through June 30, 2018.
GIVING HOW-TO:
IRA Charitable Rollover
You can make a difference to Graland through a gift from your Individual Retirement Account (IRA) at any point during the year. A charitable gift from your IRA may be more tax effective than giving directly, may count as part, or all, of your required minimum distribution. Keep in mind: •
Donors must be 70½ years of age on the date of the gift.
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Each IRA owner may contribute up to $100,000.
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Funds must be transferred directly from the IRA to Graland.
•
This provision is now permanent, so you can make a gift at any time.
Call your IRA custodian or financial advisor for details about your situation today. Visit www.graland.org/IRArollover for more information.
“Diversity and inclusivity are important to this community. Every student needs to feel their worth here. Everyone has something to add.” - Todd O’Malley, Maintenance Technician and Master Teacher
Q&A with the Director of Development
Question: Does my gift to Graland support the School’s
inclusivity efforts? Jessica Goski: Absolutely! One of our strategic goals is to foster a welcoming school community and we are dedicated to promoting trust, respect, well-being and inclusivity.
Here are some ways your dollars go to work in support of this goal. •
We give more than $2 million in financial aid to Graland families.
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We provide a number of professional development opportunities for faculty, including equity and inclusivity conferences and training.
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We offer “all-in” tuition, which means there is no extra cost for trips, lunch, snacks, athletic uniforms or school supplies.
Annual Report 2016-17 As a member of our school community, you are invited to review Graland’s Annual Report from the 2016-17 academic year. This was a monumental time of both beginnings and endings: we opened the Corkins Center and said goodbye to Ronni McCaffrey, Head of School, upon her retirement from education. Please view this report online, download a PDF, or request a hard copy. Annualreport.graland.org / jvolpe@graland.org / 303-399-8370
“I like that you get to play and do fun stuff at school. We get to play on the playground and it is really fun. I like our books in our library because they are fun to look at. I like my teachers because they are really nice.” - Anne Lee Pre-K “Kirsten and I will always be grateful to Graland for providing our children a great foundation. The faculty and staff challenged them to think for themselves, to stand up for what they believe in and to be creative. Graland taught them that if you work hard you will be rewarded.” - Alumnus, Parent of Alumni and Former Trustee Bruce ‘72 and Kirsten Rifkin “I am not only grateful for Graland’s commitment to inclusivity but am extremely proud to be part of a community that views it as an integral element that has been woven throughout the school’s new strategic plan.” - Michelle Eidson, Current Parent and Board of Trustee member “My two children have two different learning styles. Both were given the tools they needed to succeed. Both were challenged and Graland listened and found the right avenues for each. There are many treasures among the Graland faculty but Elky Dorman is the gift that prepared my son to embark on the next chapter of his education. We will be forever grateful and appreciative.” - Kathy Neustadt, Parent of Alumni “The real-life learning that our children have gained through both day and overnight trips at Graland is incredible. From the 4th Grade Bike Hike, to Mesa Verde in 6th grade and the recent 8th grade trip to the South, we are grateful for Graland’s belief in experiential education.” - Kris and Laura Whalen, Current Parents
Graland Today
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WITH SPECIAL THANKS TO OUR SPONSORS, WE HAD WAN INCREDIBLE TIME AT THE GRALAND GALLOP IN SEPTEMBER!
THE LORD FAMILY THE TERRY FAMILY
THE COLEMAN FAMILY
LGC ARCHITECT
MONTY
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CLOTHING
FINE HOME DESIGN | INTERIORS
coloradomonty.com
THE MONTGOMERY FAMILY
The annual Graland Gallop, hosted by the Graland Parent Association, is a 5K run/walk/wheelchair race and 1K run/walk that celebrates the new school year, providing fun for the whole family and entire school community at Washington Park. Go online for race results! graland.org/gallop
Golf Tournament
Thanks to Colorado State Bank & Trust and all our golf tournament sponsors, we had a fantastic day on the greens in October. Mark your calendar for the 2018 event on Friday, May 18, at CommonGround Golf Course! graland.org/golf
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Birch Street Bash
More than 350 parents, faculty, staff, grandparents and alumni enjoyed an evening of wonderful food, delicious drinks and cool music as they mingled in the Hunt Family Learning Commons. Special thanks to our sponsors, Little Pub Company and Haute Touch Cuisine, as well as our co-chairs Amy Corrigan, Andi Freyer and Annie Jordan for a fantastic event. See you next year at the Birch Street Bash!
Graland Cares: Support a Senior this Holiday Season
Don’t Miss These Upcoming Events Parent Education Network Events
Nov. 6-17 and Dec. 1
Are you looking for a kid-friendly way to give back to the community this holiday season? You’re encouraged to consider the Graland Cares campaign, a community service project to assist elderly and in-need individuals at the Volunteers of America (VOA) Sunset Park housing facility.
graland.org/PEN
Nov. 8: Dr. Marvin Berkowitz on Character Education Jan. 18: Dr. Regina Lewis on Fostering Inclusive Schools
It’s as easy as 1-2-3 to participate, say Graland Cares co-chairs Kimberly Siegel and Susan Brophy:
Graland Night at Zoo Lights
1. Sign up online when the campaign opens on Nov. 6. 2. Go shopping with your kids! Pick up a small gift bag and fill it with inexpensive items like lotion, gloves, socks, tea bags, snacks, stamps, etc. Include a handwritten note, family photo or holiday card if you like! Remember to choose items that are unisex. 3. Drop off the bag to Graland by Nov. 17. That’s it! Then, on December 1, parent volunteers Melissa Farver and Melissa Hatzidakis take over and coordinate a holiday party for the VOA residents. This annual Snowflake Party brings plenty of holiday cheer as Graland families and faculty serve dinner, provide entertainment and make art projects. They also distribute the gift bags collected during the Graland Cares campaign. The Snowflake Party is another great way for families and faculty to volunteer together in the community, says Kim Jacoby. She has made the Graland Cares campaign and the Snowflake Party a family tradition since they joined the Graland community seven years ago. Her children, Rob (Grade 7) and Ginna (Grade 5) enjoy singing and playing the piano for the seniors and serving Friday, Dec. 1, plates of food to them. “It’s not hard and it doesn’t take a lot 4:30-6:30 p.m. of time,” Kim Jacoby says. “But it is so Sunset Park impactful to provide companionship to these seniors and to put smiles on their faces during the holidays.”
VOA Snowflake Holiday Party
Let Your Holiday Shopping Give Back to Graland The Graland Parent Association encourages you to shop smart this holiday season! Through the Ordinary Purchases, Extraordinary Rewards program, Graland can get money back every time you shop at King Soopers, Safeway, Amazon and Whole Foods. ORDINARY pu rchases It costs nothing but makes a big difference to Graland! Contact Kristin Freitag for all EXTRAORDINAR rewards Y the details.
Tuesday, Dec. 5, 5:30-8:30 p.m. at the Denver Zoo Watch for details in Graland Online!
Graland Parent Association Meetings Join President Kim Montgomery in the Caulkins Boardroom, 8:15-9:15 a.m., to learn more about the activities and opportunities with the GPA: Friday, Nov. 3 Friday, Dec. 1 Thursday, Jan. 11 Friday, Feb. 2
Or ... how about shopping at the Graland Store for your Graland Eagle? Stocking stuffers, cozy winter wear, and other gift items are stocked and ready to make holiday shopping simple and easy.
Open every Thursday 2:30 - 3:30 p.m. Hamilton Reiman Building Contact Jill Alfond for more shopping info. 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
FESTIVAL OF LIGHT AND HOLIDAY SING-ALONG Friday, Dec. 22, 8:30-9:30 a.m. Hamilton Gymnasium The Graland community is invited to join students, faculty and staff as we welcome the holiday season in song! Children are encouraged to wear festive attire for this joyous time of singing and celebration. We look forward to kicking off winter break with you and your family!
CELEBRATION OF CULTURES FAMILY DINNER Thursday, Jan. 25 Seatings at 5 p.m. and 6:15 p.m. Anschutz Commons Let’s celebrate our diverse community, make new friends, and enjoy delicious food and meaningful conversation. It’s our annual family potluck dinner showcasing cuisine from around the world. Watch for details on how to sign up online.
Community Calendar November 6-17 8 9 15 20-24
Graland Cares Campaign, see page 15 PEN: Dr. Marvin Berkowitz, see page 15 Alumni Cocktail Party, see page 11 Admission Open House - tell a friend! Thanksgiving Break
December
1 VOA Holiday Party, see page 15 5 Graland Zoo Lights, see page 15 21 Young Alumni Party, see page 11 22 Festival of Light and Holiday Sing-Along 25 Winter Break begins
January
9 15 18 25
Classes Resume School Holiday, Martin Luther King Jr. Day PEN: Dr. Regina Lewis, see page 15 Celebration of Cultures Family Dinner
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.