TODAY
NOVEMBER 2016 - JANUARY 2017
Playing by the Rules
A Catalyst for the Corkins Center
By Brenda Stockdale, Dean of Grades 7/8
By Josh Cobb, Associate Head of School
As a student approaches a teacher in the hallway, she reaches for the hem of her skirt and firmly tugs it, hoping it’ll reach the top of her kneecaps. In the Middle School Commons, four students huddle around a laptop. Sensing their dean in the vicinity, one of them deftly minimizes the game on the screen. Reaching for a jump ball at recess, a cell phone flies out of a student’s pocket. He scrambles to snatch it before anyone notices. Breaking school rules is common – and expected – in middle school. This is a time of great change for adolescents, who are transitioning from childhood to adulthood. Since they were toddlers, they’ve followed rules in every arena of their lives but suddenly, they begin to question, challenge and even break rules that were once the foundation of their wellordered lives. Dr. Larry Nucci and Dr. Elliot Turiel, two professors at University of California Berkeley’s Graduate School of Education, have done continued on page 13
In the fall of 2013, I heard Dr. Yong Zhao, the author of World Class Learners: Educating Creative and Entrepreneurial Students, speak at the European Council of International Schools in Amsterdam. I was there with Marty Twarogowski, director of innovative learning, presenting a workshop on launching Graland’s 1:1 iPad program, and Zhao was there as the keynote speaker. His speech detailed how the current educational system was failing our kids and not providing them with the skills they need to be global entrepreneurs and innovators.
Design Inspiration
Two specific images from his presentation stood out to me. One was a graph showing the inverse relationship between countries with high PISA math scores and countries with a high entrepreneurial capacity. The United States, for example, had mediocre math scores but excelled in terms of inventions patented and produced. The other simple image showed how the education system was initially designed to take all of an individual’s creativity, diversity and curiosity and squeeze those elements, like a sausage continued on page 8
Inside this Issue:
In Memory Page 2
Bike Hike Page 5
Civil Rights 6 Alumni 10 GPA 14
GOGRALAND
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We can all make a difference and we all should make a difference. I feel like I can change the world. We are all just ordinary people until we do something extraordinary. – Grade 8 Student, see story page 6
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
In Memory of Frederic C. Hamilton Earlier this fall, Graland sadly announced the death of lifetime trustee Frederic C. Hamilton, 89, who passed away on September 30, 2016, after a brief illness. Fred first joined the board in 1970 when two of his children, Crawford ’75 and Thomas ’77, were students at Graland. With his wife Jane, Fred also had a daughter Christy, a son named Fred, Jr., and 10 grandchildren. As a lifetime board member, Fred led or served on every committee many times over and generously supported countless initiatives on behalf of Graland. Notably, Fred chaired Graland’s first capital campaign in 1991, an $8.5 million effort that initiated a process of campus renewal which continues to this day. He also established the Frederic C. Hamilton Endowment Fund, and later, in collaboration with other school benefactors, The Fund for Excellence to ensure that Graland would have the resources to attract and retain the very best and the brightest faculty and staff. In 1993, Fred led the Board of Trustees in establishing the Graland Country Day School Foundation to manage and administer Graland’s endowment funds, thus securing the School’s long-term financial sustainability. “Fred’s leadership, energy and philanthropy will be sorely missed by Graland and our wider community,” commented Board President John Gowen. “His passion for our students and faculty will continue to be an inspiration to us all. We will surely miss his sound judgment, wise counsel and sense of humor.”
GRALAND’S GUIDING PRINCIPLES Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community
Graland Today is a monthly publication of Graland Country Day School Volume 5, Issue 2 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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Graland Lifetime Trustee Frederic C. Hamilton 1927-2016 Photo credit: Fred Larkin
Leadership Institute Moves the Compass By Gail Sonnesyn, Director of Curriculum and Instruction
This past August, Graland held a Leadership Institute on campus where I was joined by team leaders, department chairs and other Graland administrators. Our goal was to further develop the confidence and efficacy of our faculty leaders, provide them with time to discuss leadership challenges and supply them with strategic tools to support them in their roles. We were asked to consider and identify with a particular leadership style. The hard part was picking one category, knowing we hold elements of each leadership style dear to our hearts. Nevertheless, we had to choose, sparking insightful conversations around why we chose one type over another.
“Being able to collaborate with members of all different grade levels and departments at Graland was invaluable. Through discussion and self-reflection, I gained a better understanding of my own leadership styles. This provided the opportunity to reflect on my past years as a team leader, and plan for adjustments in my leadership to promote communication and collaboration among my team.” – Jess Williams, Grade 4 Team Leader The categories modeled a compass - west, east, north and south. North embodied leaders who plunge right into new ideas. South exemplified leaders who take everyone’s feelings into consideration before acting, while east represented leaders who look at the big picture of possibilities before acting. West was the category for leaders who pay attention to detail and want to know the who, what, when, where and why before acting. Jake Dresden, team leader for Grade 8 and chair of the history department,
noted, “I certainly appreciated the chance to analyze my own leadership style. I’m in the south camp with Di Nestel - those who focus on building healthy relationships with colleagues in order to build consensus and meaningfully enact change. The institute gave me a chance to be very self-reflective and that doesn’t always happen with our frantic lifestyles.”
It was not only interesting to pinpoint our own leadership styles, but to also note how our colleagues categorized themselves. This compass point activity was just one of many exercises we engaged in during the two-day institute facilitated by Sammye Wheeler-Clouse, a PEBC (Public Education Business Coalition) trainer. Gone are the days of the solitary leader making decisions in isolation, so along with leadership style preferences, shared leadership was an overarching theme during the institute. Collaborative leadership models ensure a variety of perspectives are considered, resulting in more well-thought-out decisions. They also leverage the talents of faculty members and encourage a more sustainable system that is effective at keeping programs moving forward, even in times of change. At the heart of it all is strong relational trust, a core value of most educators. When relational trust is present, social capital is built and strategic thinking
happens more fluidly. Faculty come together as solid teams and work toward common goals. Multiple perspectives are considered as people feel comfortable sharing ideas as well as questions and concerns. This open dialogue generally results in solid decision making, with buyin from the group. Students benefit too. Researchers Anthony Bryk and Barbara Schneider noted in their Educational Leadership article titled “Trust in Schools: A Core Resource for School Reform,” that schools with high relational trust are more likely to demonstrate marked improvements in student learning. Graland asks a lot of our teacher leaders and values the relationships built within grade levels and departments. The Leadership Institute is one example of the school supporting our leaders as a cohort and giving them tools to employ as they navigate curricular conversations, facilitate decision making on the ground and build solid working groups. Team leaders in particular appreciated the opportunity to share ideas about setting intentional meeting agendas, establishing meeting norms and engaging team members through shared roles. Department chairs benefited too. English chair Allison Birdsong shared, “I was able to seriously consider setting practical and purposeful goals for the department and to think about what we need to do to achieve these goals.” Adding the Leadership Institute to our professional development calendar supports Graland’s strategic initiative of creating a dynamic learning community composed of highly effective educators, administrators and staff. GALE SONNESYN earned a master’s degree in curriculum and instruction from the University of Colorado and joined the Graland faculty in 2004 as a Lower School teacher. She recently served as assistant head of Lower School before working full-time in her current role. Gail’s twin daughters, Sara and Megan Hill, graduated from Graland in 2012 and are now freshmen in college.
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Lower School News
Assessing Speech and Language Challenges Graland has a new member of the Student Support Team: Crilly Kearney. Crilly is a speech and language therapist working primarily with Lower School students to assess and treat communication and learning difficulties. “Speech and language pathology is a broad field that encompasses articulation, expressive language, comprehension, auditory processing, and swallowing disorders” Crilly explains. Early detection and treatment of these challenges is critical to a student’s academic and social success. Four years ago, Crilly was on a path to becoming a mental health professional when she spent three months at Graland interning with Middle School counselor Ben DeVoss. “I worked with [reading specialist] Jacqueline Purdy-Davis because children with learning differences often struggle to communicate, and they sometimes end up in the counselor’s office,” she says. It was Jacqueline who inspired Crilly’s change in careers. “I found out that I really enjoy working with kids after seeing what Jacqueline does to help them become better learners,” she says. “I come from a family of educators, so working with students comes naturally to me. I like helping them gain
Ways to Help With Language Challenges Listen and respond to your child Talk, read, and play with your child Communicate with your child in the language that you are most comfortable using Know that it’s good to teach your child to speak a second language Talk about what you are doing and what your child is doing Use a lot of different words with your child Use longer sentences as your child gets older Have your child play with other children Source: asha.org
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confidence and helping families figure out the best path for their children.” Crilly has a master’s degree in speech and language pathology and a master’s in forensic psychology. Her background includes work as a therapist for children at risk of abuse and neglect. Before coming to Graland, she gained field experience offering speech and language therapy at a public K-5 school in Florida. During September and October, Crilly conducted hearing screenings and evaluated articulation and language skills. She will continue to assess students before making recommendations to parents based on the correlation between communication challenges and academic achievement. Throughout the year, Crilly will work closely with learning specialists and the Lower School counselor in developing collaborative plans for student success. Crilly’s background includes substance abuse counseling at a maximum security prison and work to resolve swallowing issues with elderly residents of a skilled nursing facility. For more information about the field of speech and language pathology, visit asha.org.
Bike Hike: Exercising Minds and Muscles By Courtney Menk, Grade 4 Teacher
For many years now, the Bike Hike field trip has been a highlight of the fourth grade school year. This all-day trip takes students on a 13-mile bike ride through some of the most historic and important places in Denver. Riding along the Cherry Creek trail, students travel to Confluence Park and learn about how this area played a vital role in the founding of Denver. They then travel to the historic 9th Street Park on the Auraria campus to enjoy lunch and to discover what life as a middle-class family was like in the late 1800s. A final stop at Creekside Park allows time for refreshments and one last activity to celebrate the successful day. Prior to the trip, classroom teachers collaborate with art and science teachers to develop meaningful activities that will bring classroom learning to a real world setting. The rushing water of the South Platte River and the hustle and bustle of city workers allow the students to see energy in action. The downtown skyline and majestic mountains give the students the chance to draw from new perspectives. Team building activities help the students work on communicating effectively, problem solving and thinking creatively. For me as a teacher, the highlights of the day are the little moments provided by each unique class. As the ride began, I loved listening to boys as they tried to identify every car they saw on the road. Throughout the day, I watched as new friendships formed and students worked together to overcome obstacles. On the ride back, I enjoyed hearing the echo of student voices whenever we rode under a big bridge. Finally, I loved watching their exhausted bodies try to load their bikes back into their parents’ cars. This trip provides so many memories that we cherish and use throughout the rest of the school year.
The Hardest Part By Maggie Frampton, Fourth Grader
My class went on a field trip called the Bike Hike. The Bike Hike is when your whole class bikes from The Four Mile House to REI and back. When we started biking after lunch, I already could tell it was harder. Earlier I could hear the beautiful water in the creek. Now I could only hear my heart beating really fast. I looked in front of me. All I could see were spiked wheels and dust from the bikers in front of me. There were huge, deep hills that went back up even higher. I could feel my breath hitting hard onto my tongue, and the sweat was dripping down my face like water out of a sink. It started getting easier and more fun. Then it got harder again. I could feel my sweaty hands and taste it in my mouth. My legs and ankles were sore. One last hill! I MADE IT TO THE LAST STOP! It was amazing. I could see a cooler with popsicles in it! I sprinted to the popsicles. It tasted like a fruity heaven. I heard everyone telling the jokes from their popsicle sticks. I will never forget this field trip. Graland Today
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Middle School News
Civil Rights Trip: Glimpses of Impact Eighth graders and chaperones are still “unpacking” emotionally from the civil rights trip to the American south, a time to reflect deeply on our country’s history of racial prejudice and social injustice. Chaperones spent considerable time helping students process their thoughts and reactions, understanding that the personal impact is significant. Here are some featured excerpts and milestones from the trip blog provided by English teacher Jane Maslanka, supplemented by reflective thoughts from our eighth graders.
ATLANTA We walked to the quiet sanctuary of Ebenezer Baptist Church’s original site–the place where Dr. King grew up. Listening to a recording of King’s preaching in that historic space, we were struck by how contemporary and relevant much of it seemed. At the National Center for Civil and Human Rights, a stunning museum with some truly powerful exhibits, students were impacted by a lunch counter exhibit that simulates the abuse experienced by the freedom riders.
“A great example of someone who took the high road during the civil rights movement was Ruby Bridges. I can’t imagine being a six year old child being asked to desegregate an elementary school while adults hurled threats at you. She was extremely strong.” – Grade 8 Student
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SELMA Every year, our students love the Selma, Alabama, visit because of Joanne Bland--a survivor of Bloody Sunday who is passionate about sharing her story with a new generation. Joanne makes events real that, up until Selma, have been theoretical for most of our kids. Together, we walked across the Edmund Pettus Bridge, each lost in thought about its unforgettable role in the movement.
“It was interesting to me that as we walked over the bridge, I noticed that everybody was being very quiet. Our teachers didn’t ask us to be quiet, we just were. I think all of us could feel what happened on the bridge and we realized that this point in time was much bigger than us.” – Grade 8 Student
BIRMINGHAM We arrived at 16th Street Baptist Church, the site of an infamous bombing that killed four little girls in 1963. A church member spoke to our students about the incident and the history of both the church and the movement. Students stood on the ground where the bomb exploded and viewed a gallery of photos. From there, we crossed to Kelly Ingram Park, a place where the children of Birmingham would gather for protest marches, and where they were beaten, attacked by dogs, and brutalized with water cannons. The park now serves as a memorial to the children involved in the movement and is filled with sculptures that evoke both the terror and courage of those times.
“My empathy and ability to stand up to things that are wrong have been strengthened during this trip. Now I have stronger opinions and am not pushed around as easily.” – Grade 8 Student
MEMPHIS Perhaps the most moving experience of the trip is the National Civil Rights Museum built on the site of Dr. King’s assassination. We studied a harrowing exhibit about the slave trade and saw films and exhibits that took us through the Civil War, Emancipation, Reconstruction, Jim Crow and the civil rights movement. The museum experience culminated in an exhibit that shows Dr. King’s assassination from a more intimate point of view--the preserved hotel rooms where he and his staff were staying at the time of his murder, with views of the balcony from the inside out. Both students and faculty were moved by this deeply personal, and painful, exhibit. We ended the day by finding quiet corners to reflect on all we’ve seen and to journal about how it might have changed us.
“We can all make a difference and we all should make a difference. I feel like I can change the world. We are all just ordinary people until we do something extraordinary.” – Grade 8 Student
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A Catalyst for the Corkins Center
maker, into employable skills. He argued that education should do the opposite. It should celebrate difference, innovation and discovery and enhance those traits and talents in its pupils as they gained the entrepreneurial skills necessary to thrive in a global economy. Zhao’s provocative insights on education became my inspiration over the last three years as I worked with a talented team of educators and architects on the design of the Corkins Center, a building that became, to me, a symbol of lifelong curiosity and creativity. In World Class Learners, Zhao declares, “Creators cannot be planned, predetermined, or standardized. They must be allowed the freedom and encouraged to wonder and wander, to explore, and to experiment.” This edict echoed in my mind as we designed the Corkins Center into a realm of discovery where students are free to follow their interests and feed their curiosity. The Hunt Family Learning Commons, with its walls lined with books, contains collaborative and contemplative areas that will support a student-centered approach by providing different learning spaces for different types of learners. In Blueprint for Tomorrow, Prakash Nair reviews David Thornburg’s four primordial learning metaphors: 1. 2. 3. 4.
Campfire (learning from an expert) Watering hole (learning from peers) Cave (learning from introspection) Life (learning by doing)
The Corkins Center contains all of these elements, each of which serves the objective of fostering intellectual exploration.
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Learn By Doing Though Zhao would agree with the idea of multiple areas for a variety of learners, he would probably privilege learning by doing over the other three. And the Corkins Center does as well. On the bottom level, the Lower School science classrooms and the Gates Innovation Lab provide areas for students to experiment, tinker and invent. Technology for creativity abounds: 3D printers, a laser cutter, digital media equipment and a traditional woodshop. All of these tools, as well as the Gates Invention and Innovation Program itself, will foster what Zhao describes as product-oriented learning, which “asks the learner to consider problems as opportunities for actions. It inspires them to create solutions, which then motivates them to acquire knowledge, skills, and resources necessary for creating the solutions.” During this process, students will revise their ideas, inventions and prototypes until they demonstrate a mastery of design. Ideally, in the future, these efforts will be displayed throughout the building and beyond as students continue to capture a spirit of innovation and entrepreneurship through striving for Gates recognition, competing in robotics competitions, and seeking Odyssey of the Mind victories.
Thinking Globally
Finally, the last component of Zhao’s ideal educational vision involves creating a global campus. Though there are not specific spaces in Corkins for this effort, the adaptability of the different classrooms and conference rooms, specifically on the mezzanine level, promise to provide the type of learning environment that
would allow students to Skype with experts or peers from around the world. Many years ago the technology integration expert Alan November challenged us to create these types of learning experiences and now the need for global connections is even greater. Though we will probably have to go beyond our campus and consider the possibility of international trips, Corkins has the potential to be the building where we maintain those connections via digital means. Even in the midst of all this technology, we must not forget that books, the heart and soul of any library, also provide an expanded view of the world. Recently, I received Dr. Seuss’s book, On Beyond Zebra, as a gift. In it, the narrator tells a young boy who has mastered the alphabet:
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In the places I go there are things that I see That I never could spell if I stopped with the Z. I’m telling you this cause you’re one of my friends My alphabet starts where your alphabet ends!
His message is simple: we can’t stop our discovery at the bounds of what is known and predetermined. We need to look beyond. Dr. Yong Zhao would agree, and hopefully, the Corkins Center will always be a reminder and an aspiration to expand our thinking past conventional boundaries. Throughout Graland’s 90-year history, it has instilled this spirit of discovery. Now, as the school approaches the century mark, we must devote ourselves to that same pursuit and enhance the diverse talents of our students, their curiosity and creativity, so that they enter the world poised to tackle problems and design beautiful solutions.
Wednesday, Jan. 11, 6-8 p.m., Fries Family Theater Mark your calendar and plan to join fellow Graland parents in viewing this documentary film. Screenagers explores family struggles over social media, video games, academics and internet addiction. The film presents poignant and relatable stories along with surprising insights from experts specializing in children, like yours, who are growing up as digital natives. Don’t miss the chance to see how physician, parent and filmmaker Delaney Ruston delves into the impact of technology on today’s youth.
Doors to Innovation Officially Opened with Fanfare This year’s Birch Street Bash was a special event as we “opened the doors to innovation” and celebrated the new Corkins Center. Parents, faculty, staff, alumni and grandparents explored the new spaces with anticipation and toasted the accomplishments of the past year. Special thanks to the committee led by co-chairs Amy Corrigan, Andi Freyer and Annie Jordan. Thanks also to Arta Tequila, the Berzins family, the Bissette family, Colt & Gray, the Little Pub Company, the Mayer family and Tracksuit Wedding.
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Alumni News
Alumni Award Winner: Luke Beatty ‘86 By Mimi McMann, Associate Director of Communications
Luke Beatty ‘86 was not always full of big ideas. A selfdescribed underachiever who “wasn’t academically inclined” during his years at Graland, Luke was content to let big brother Dixon ‘83 have the spotlight. Teachers recall that Luke was “social,” “well-liked” and even “distracted.” “I remember one parent conference when my mother was so befuddled by my mediocre performance in Mr. Hickey’s English class that she just opened his classroom door and set down a pint of Häagen-Dazs vanilla ice cream and walked away with a grin,” he laughs. Neither his mom nor Mr. Hickey nor Luke himself imagined that one day he would receive a prestigious alumni award named for Nancy Nye ‘39 Priest, a beloved teacher who retired in 1995 after 43 years at Graland. The award recognizes Luke’s extraordinary professional accomplishments and immense leadership qualities. Today, Luke is immersed in his second successful career, married and the father of two Graland students. His bio describes him as an “accomplished senior digital media executive with deep experience running early stage, venture funded startups as well as some of the largest, publicly traded global media and technology operations.”
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I always thought of Luke Beatty as a ‘student in transition,’ someone who once did not discern the importance of achievement and might have been a bit distracted. However, such musings vanish as I smile and collect my thoughts of the person Luke has become. This award is our Oscar to the boy who could. He has achieved -- he might say, at last! – Phil Hickey, Master Teacher
But his story really starts in pre-first grade at Graland Country Day School. Luke remembers his Lower School teachers, Mrs. Sullivan, Mrs. McCuen, Mrs. Resnick, Mrs. Oscarson and Mrs. Taylor, women who taught him how to be a good person and inspired him to pursue a career in education. He also speaks fondly of Mrs. Priest. “It means a lot that this award is named for her,” he says thoughtfully. “I was someone who benefited from her experiential approach to learning. I liked my Southwest trip [where we studied native pottery] so much that in high school I spent a spring break doing pottery at Acoma Pueblo in New Mexico and in college I minored in art, specifically ceramics. Her style of teaching through hands-on projects really had an impression on me and enabled me to be successful at something. It wasn’t all about filling notebooks and test scores.” When Luke began engaging in his own learning, he put his Graland education to good use. At Connecticut College, 10
he double majored in education and anthropology and earned a teaching certificate. He landed at New Hampton, a prep school in New Hampshire, where he served as the assistant dean, taught history and economics, and coached lacrosse. After four years, Luke returned to school for a master’s degree in education administration from Harvard University. There, he became acutely interested in the digital media wave that was beginning to take shape in Silicon Valley. The year was 1998, and Luke says, “I was blown away by the power of search engines and how these incredible online tools gave me untethered access to information from all over the world.” Although he stayed in the education field for a year after Harvard, his passion for information technology took over. He left education and started over at the bottom, working for a local digital media startup as an intern before eventually starting his own company, which he later sold to Yahoo. Now he is on the front edge of innovation at AOL/Verizon as the telecom giant’s president of media brands. He also makes time to inspire, coach and encourage big dreamers, meeting daily with entrepreneurs who seek his advice and the wisdom of his experience. He volunteers on the board at Charity Navigator where his niche is helping nonprofits find funding and support. Luke also stays closely connected to many of his classmates from Graland. “Thank goodness my parents decided to send me to Graland,” he says. “Even if Graland had the worst computers, worst fields and worst buildings, people would still send their kids here because of the teachers. I’m very grateful for all that my teachers gave me, and I don’t take any of it for granted. Now my wife Susan and I try to pass this appreciation of the faculty on to our own kids.”
Movie Makers: Graland Alums Team Up on Indie Film Several Graland alumni are putting collaborative skills to work on a film scripted by Adam Chanzit ’96 and directed by his classmate Alex Harvey ‘96. Walden: Life in the Woods is an independent film shot in Colorado that brings together five talented individuals connected through Graland. “Adam and I met exactly two weeks before he started kindergarten which was the same year I repeated kindergarten,” Alex explains. “I can honestly say that nothing creative would have happened in my life if I hadn’t met the people in that class.” The two boys were instant friends and practically inseparable. “There were a lot of collaborations leading up to this one,” Adam says. “We had a detective agency in first grade and through the years there were several bizarre Halloween costumes like the time we were two of the three Musketeers.” Graland was a “creative wilderness” for the Class of 1996, Alex says, adding that many of his classmates grew up to be exceptional artists. “We were always in trouble,” he laughs, “but that was because Graland set the tone for a curiosity that we’ve lived with our whole lives.” Adam adds, “We were encouraged to find our passions and to become the strangest and most interesting people we could be.” All this lead the men to connect with Laura Goldhamer ‘99, a classmate’s younger sister who’s made a name for herself as a folk songwriter, guitarist and stop-motion animator. “I was so impressed with Laura’s work on many levels musically, visually, as an activist and community organizer,” Alex says. “I knew there was a dynamic story that could be told using her aesthetics.”
Save the Date!
Graland Young Alumni Party For the classes of 2009-2016 Thursday, December 15, 5-7 p.m. In the new Corkins Center at Graland Mingle and find out about colleges and degree programs from fellow alums. Show your pride and wear your college or high school gear. Food, fun activities and refreshments at no cost!
Walden: Life in the Woods is a feature length narrative film that showcases actors T.J. Miller ’96 and Erik Hellman ‘96. According to the film’s website, the story is based on Henry David Thoreau’s classic book, Walden, and confronts man’s addiction to comfort and panic: “The movie spreads Thoreau’s prismatic curiosity about nature and human nature over every corner of our lives today.” The project has been six years in the making. Filming is complete and the footage is now in the post-production stage. The goal is to screen the movie at festivals in the spring and release it in theaters by the end of 2017, 200 years after Thoreau was born. Funded in part by arts philanthropists and investors, Walden: Life in the Woods is sponsored by The Denver Film Society and was awarded an incentive package of $210,000 from the Colorado Economic Development Commission.
Director Alex Harvey ‘96
Photo credit: Ehren Joseph Studio
Alumni Class Notes Bookmark graland.org/alumni/ classnotes to get the latest news from your classmates and other Graland friends. Be sure to add your own updates and achievements! Engagements and marriages Births and adoptions Professional accomplishments Educational accomplishments Family news Class notes should be written in the third person and should reference the name of the alumnus/ alumna in the first sentence. Be sure to include class year and maiden name, if applicable.
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Development News
Graland Grandparents Value Family, Education Anyone observing Davis and Karyn Schiele can easily tell they dote on their only grandchild, seventh grader Micah Kress. While family is an important part of their lives, they also value learning and education. As dedicated volunteers at Graland, they can bring both these interests together. Growing up in families that highly valued education, the Schieles deeply believe that children understand the importance of learning when the adults they look up to are engaged in the school community to whatever extent they can be. And that’s why, from Micah’s kindergarten year, the Schieles have made Graland their second home. Hours spent volunteering in the library meant Karyn had a peek into Micah’s day. When Micah was in fifth grade, she joined Graland math teacher Annie Lassiter as a volunteer in the knitting club. At jazz band concerts, their favorite trumpeter has his own fan row. And the annual Grandparents and Special Friends Day is a cherished time to connect with old friends and to interact with Micah in the classroom. Davis and Karyn work as a team with Micah’s mother, stepfather and extended family to make sure he feels supported in every activity. “I always appreciate how Graland creates an environment focused on the total child, not just the academics,” Davis shares. After watching Micah go through kindergarten, he says, “I wanted to come to Graland and be a kindergartner and start all over. Graland offers so many different resources and opportunities that were not available when I was young. Being a part of this environment makes me appreciate, on a very personal level, the many benefits of a Graland education.” Karyn adds, “The support of the Graland community is very strong and has allowed Micah to grow academically and socially. He just soaks everything in and Graland has also fostered his self-confidence.”
Married 47 years, Davis met Karyn while both attended a small liberal arts college in Illinois. She was born and raised in Chicago; he spent part of his childhood in New Orleans, Denver and Kansas City. They found their way to Denver together in 1970 after graduating from MacMurray College and spending a year in Cleveland. Both enrolled at the University of Denver, where Davis’ mother and brother were alumni. He pursued a doctorate in child clinical psychology and she studied for a master’s degree in the same subject. Raising two children in Denver, the Schieles had many friends in the Graland community and they were also connected to the future Head of School, Ronni McCaffrey. Finally, Micah’s maternal grandfather is former Graland music teacher Mr. Herb Kress, whose daughter is Micah’s mother. Now retired from their primary careers, both Davis and Karyn have new occupations. Davis teaches math to at-risk middle school students and Karyn is a fiber artist.
HELP FURTHER GRALAND’S MISSION WITH THE IRA CHARITABLE ROLLOVER Did you know…If you are 70½ or older, you can avoid taxes on transfers of up to $100,000 from your IRA. Contact the development office at 303-398-3623 for more information.
GIVE BY DECEMBER 31 FOR THE 2016 TAX YEAR
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Playing by the Rules
extensive research on children’s moral development. They observe that adolescents’ behavior “often falls in a moral gap between the fidelity to the rules they showed as young kids and the more complex moral reasoning they develop in their later teens.” Nucci and Turiel argue that youths’ perceptions of rules fall into two categories: morality and social conventions. Middle schoolers can understand and abide by rules that hurt another person (no hitting, for example), however, conventions like no blurting out in class seem to be less concrete and therefore easier to bend. According to Wendy Mogel (author of The Blessing of a B Minus), “When teens break the rules, it is often because they aren’t satisfied with a merely rote knowledge of our ethical system.” So, naturally adolescents question authority and try to determine what rules are worth breaking. As kids grow into independent adults, it makes sense that they live by a trial-and-error ethos until they figure out what works and what doesn’t. In schools, it’s our job to provide structure and boundaries for our students. Dr. Christine Carter (author of Raising Happiness and The Sweet Spot) says, “Setting limits makes kids feel secure,” which means establishing and
enforcing clear expectations in the school environment. Under Student Conduct in the Graland handbook, it states, “character is as important as academic achievement.” We believe it’s critical that students accept responsibility for their actions and ideas, learn to be considerate of others, and develop self-discipline to create a harmonious and productive learning environment for all. The “nonnegotiables” are usually easy to defend when arguing the merits of school rules with a middle school student. Issues like physical and emotional safety, accepting people’s differences, and making ethical choices seem reasonable and obvious to most. However, when it comes to expectations like what they may wear, or if they’re allowed to go to their locker during class to retrieve forgotten materials, many students find these rules arbitrary. After all, they might argue, “Being comfortable and having the proper materials are important for learning. And isn’t that why I’m here?” Most students can abide by the Graland Guidelines on a daily basis. Safety, respect, responsibility and honesty live and breathe in the Middle School through role-modeling by adults and students alike. At the beginning of each
school year, students devise a social contract outlining the guidelines and rules they set for themselves. Advisory activities, UpWords speeches, guest speakers and the wellness curriculum are other ways messages about how to treat others are reinforced. School rules are a way of creating a safe, optimal learning environment. In an ideal world, students would understand the rationale for the rules outlined in the handbook. However, if we adults consider their stage of social, emotional and moral development, we can expect that they’ll push the limits from time to time. Our main objectives are for students to know right from wrong and leave our middle school equipped with a strong sense of self. In her book Untangled, Dr. Lisa Damour says, “…teens want to know where the lines are and that they’ll be called out of bounds if they cross them.” Playing by the rules, or more importantly, understanding boundaries, is a critical part of our middle schoolers’ journey toward independence. BRENDA STOCKDALE has more than 30 years experience in middle school education, making her one of our resident experts on the cognitive, social and emotional growth of young adolescents. Brenda holds a master of arts degree in liberal studies from Wesleyan University and a bachelor’s degree in international relations from Carleton College. She was a Graland parent before joining the School’s staff in 2004.
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Graland Parent Association
Another Fantastic Gallop The weather was perfect as students, parents, younger children, older siblings, faculty, staff and friends took their marks in Washington Park for this year’s Graland Gallop. Thank you to the entire community for its enthusiastic participation and to the following event chairs, and their committee members, without whose hard work the event could not have happened:
Knepper, Laura Lohr, Emily McGee, Elana Schwartzreich, Abby Summers, Samantha Thompson, Amy Turner and Kara Vinton. Please support the local businesses, who sponsored this year’s Gallop, and take time to thank them and the families who made it such a wonderful event:
Yvette Frampton and Aimee Coleman Co-Chairs and Fundraising
Silver Sponsors The Arnold Family ‘14 ‘18 Colorado State Bank and Trust Slifer Smith and Frampton Real Estate Western Orthopaedics
Kellie Jenkins Registration Tonya Frank In-Kind Fundraising, Food & Beverage Coordinator and Grade 8 Volunteers Organizer Erin Neren Graphic Design Maureen Kechriotis T-Shirts Dan Barklund and Ronni McCaffrey Emcees Josh Cobb Awards Presentation Grade 8 Volunteers Water Stop, Cheerleaders, Pace Setters and 5K Turnaround
The Gallop would not have been the success it was without these additional invaluable volunteers: Kalliope Balafas, Tatyana Chashnik, Blake Fisk, Kristen Fox, Ann Hicks, Kim Jacoby, Alisa
Gold Sponsor The Lord Family
Bronze Sponsors Apex Dermatology Bishop Brogden Associates Canopy Advisory Group The Coleman Family Eberle Orthodontics The Fuselier Family Great Play Hollyhocks The Iris Building Group Lowry Speech & Occupational Therapy Parisi Simons Pediatric Dentistry Sitter Marathoner Children’s Dentistry of Cherry Creek Fresh Monster Safe Splash Swim School In addition to our amazing sponsors above, thank you to the following for in-kind donations: A Line Boutique, El Dorado, Hail Merry, Larabar, Larkburger, Slifer Smith and Frampton/Vail, Slifer, Smith and Frampton/Denver, Swoozies and Whole Foods.
Come to a GPA General Meeting General meetings are when all Graland parents can get connected to their peers and learn about GPA activities.
Nov. 11: 8:15-9 a.m., Caulkins Boardroom Dec. 9: 8:15-9 a.m., Caulkins Boardroom Jan. 13: 8:15-9 a.m., Caulkins Boardroom
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Volunteer in the Denver Community Graland parents support Metro Caring, a hunger prevention organization, and Volunteers of America. Please consider bringing the family and helping out at these upcoming events. Sign up online through the GPA button on the graland.org Resource Board.
Nov. 21: Metro Caring, 12-3:30 p.m. Dec. 2: VOA Holiday Party, 4:30-6:30 p.m. Jan. 2: Metro Caring, 12-3:30 p.m.
Ordinary Purchases, Extraordinary Rewards The Graland Parent Association has two very simple ways for you to give back when you shop for things you’re already buying. It’s like free money to support GPA activities and events. Please think of us when you do your holiday shopping! Contact: Laura L’Herault.
King Soopers Grocery Card
Pick up a reloadable grocery card for King Soopers at the Graland Store and earn money for the GPA each time you purchase groceries, prescriptions, coffee, even gas. Simply give the card to your cashier before your purchases are scanned and use your credit card to add money to your grocery card. Then, use the card to pay for your purchases. You’ll earn rewards for your credit card plus earn 5% for the GPA.
HOLIDAY HAPPENINGS ‘Tis the Season for “Graland Cares” Runs Nov. 7-18 Graland Cares is our chance to make a difference in the community during the holidays and brighten the day of an older adult in need. Watch Graland Online to find out how to sign up online and then start filling a gift bag with 6-8 small items. Return the gift to the Georgia Nelson Building by Nov. 18, or just hand it off during carline on Nov. 17 or 18. Thank you in advance for your generosity toward the senior residents of the VOA’s Sunset Park Apartments. Contact: Josie Burke.
Snowflake Holiday Party Friday, Dec. 2, 4:30-6:30 p.m., VOA Senior Residence
AmazonSmile Each year, the Graland Parent Association brings joy to Sign up for AmazonSmile, and the GPA will earn seniors living at a downtown Volunteers of America back 0.5% of your eligible purchases. It’s exactly (VOA) facility with the Snowflake holiday party. the same as Amazon – the same products, We distribute the gift bags collected during Holiday process and service. All you have to do is the Graland Cares campaign and provide shop via smile.amazon.com and request activities, entertainment and treats. Watch Shopping? Visit the the rewards go to Graland. Graland Online for details about how your Graland Store! family can get involved in this special Grocery cards available; open annual tradition. Contact: Melissa Farver 24/7 online at graland.org/store or Melissa Hatzidakis. Friday, Nov. 11 2:30-3:30 p.m. Thursday, Dec. 1 2:30-3:30 p.m
Festival of Light and Holiday Sing-Along
Friday, Dec. 16, 8:30-9:30 a.m., Fieldhouse Please join students, faculty and staff as we welcome the holiday season in song! Students should wear their holiday finest or “Sunday best” for this festive celebration.
Cookies Sweeten the Season for Faculty and Staff
Friday, Dec. 2, during carline The GPA invites parents to bake (or buy) cookies to let the faculty and staff know how sweet you think they are. The goodies will be distributed at their annual holiday party. Store-bought...great! Homemade...even better! They also welcome a few gluten-free options. Note: There is always an abundance of chocolate chip cookies, so we urge you to think beyond the chip!
Graland Night at Zoo Lights Save the date: Tuesday, December 6; details to come. 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
Educating Innovators: Yong Zhao to Speak at Graland Nov. 9, 6:30-8 p.m., Fries Family Theater Book signing 8-8:30 p.m, Corkins Center
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Community Calendar
November 7-18
December 16
Graland Cares Campaign (See page 15)
Festival of Light and Holiday Sing Along (See page 15)
November 18
The doors to innovation have opened and the Corkins Center is buzzing – it’s a timely opportunity to welcome education expert Yong Zhao to share his knowledge and insights on globalization, creativity and educational technology. Zhao provides guidance to nurture This event is not independent thinkers, those who will create to be missed! the jobs of the future that look nothing like those of today. For a look at his extensive qualifications and achievements, go to zhaolearning.com. The event is co-sponsored by the Graland Parent Association’s Parent Education Network (PEN), Stanley British Primary and Kent Denver. There is no cost to attend; however please register online at graland.org/yongzhao.
Thanksgiving Break Starts at Noon
December 16
November 28
January 3
Classes Resume
December 2 Snowflake Party with Volunteers of (See page 15)
December 6 Graland Night at Zoo Lights
STAY CONNECTED AND GOGRALAND!
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Join us on
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Update your contact information. graland.org/stayconnected
Winter Break Starts at Noon Classes Resume
January 11 Movie and Discussion of Screenagers (See page 9)
January 16 School Holiday Martin Luther King Day
January 26 Celebration of Cultures Dinner
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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.