WINTER 2022
GRALAND Today
IN THIS ISSUE:
August-October 2017
To Live Your Passion by Josh Cobb
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Fall 2019
Shining Brightly, Blazing Boldly: Reflections on Passion in the Music Classroom by Tara Neeley
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How a Passion for Writing Begins in Lower School 4
Eagle Fund Change Makers 8 Graland Loves Grandparents 12 How Graland Alumni Live Their Passions 13
GRALAND COUNTRY DAY SCHOOL
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Passion is about discovering what drives you from the inside out and makes you persevere when challenged. When given the opportunity to be nurtured, passion blossoms into purpose.
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- Tara Neeley, Music Teacher See article page 7
Graland Today is a publication of Graland Country Day School Volume 9, Issue 2 Send correspondence to: Graland Communication Department 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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To Live Yo E
arlier this year, I visited a kindergarten class to take on the coveted role of “Mystery Reader.” When I entered, the students were in the midst of choice time. One student was writing a birthday note for her brother. At the same table, another was quietly drawing. Near the door, a group of kindergarteners was building a Jenga-style tower of blocks, as tall as the tallest student. One more boy was on the ground surrounded by plastic gears that he had connected into a spinning machine. Since choice time is a daily occurrence, I’m sure this range of activities was not unusual. Still, for me, this scene was far from mundane; it was emblematic of our mission at Graland, a school founded on whole child principles. Throughout my recent research of the school archives, I have found many references to this seminal philosophy. In 1943, the school educational policy declared, “the school life is a rounded one and includes a wealth of interests, activities, and outlets for creative ability.” This approach continued through the twentieth century as demonstrated by the school purpose statements from 1965, “it is our aim to guide our children to use their talents to the fullest possible extent,” and from 1972, “It is this school’s purpose to provide its students an environment broad in offering.” Throughout the school’s history, its guiding documents demonstrate the conviction that every child is an artist, an athlete, and much, much more. When I first started to give tours for Graland, many years ago, I would tell prospective families, Graland helps students become lifelong learners, lifelong artists, and lifelong athletes. Then, as time went on, I added lifelong inventors, problem-solvers, and leaders. If my children are any indication, it is true. My son was introduced to electronic music here at Graland, and now producing music is his most all-consuming interest. My daughter first played competitive field hockey here in sixth grade, and now she hopes to play in college. The seeds of passion that are planted at Graland blossom throughout our alumni’s lives. Following in that tradition, we currently strive to expose students to diverse opportunities as they move through their specials in the Lower School—science, tinker time, library, visual arts, music, performing arts, Spanish, and physical education. Then, in the Middle School, they continue to deepen their exploration of these disciplines and demonstrate their interest in events like the Gates Expo, an athletic contest, or a band and choir concert. In
ur Passion
By Josh Cobb, Head of School
November, we were able to bring back live theater after a two-year hiatus when Grade 5 presented How I Became A Pirate. Watching those fifth graders give their all on the stage through singing, acting, and dancing reaffirmed my commitment to student demonstrations of skill and talent. To perform, whether through arts, athletics, or innovation, is essential to the Graland learning experience. Each of these experiences set the foundation for students to share and to live their passions, whether as a personal or professional pursuit. Our mission specifically states that the learning here at Graland is enriched by this choice of activities from the arts to athletics. I believe that introducing that range to students has been essential to our past and present and may prove more important to our future. In October, Ross Weiner came to speak to us about purpose and shared that students straddle two worlds, the standardized world of the past and the personalized world of the future. One of the definitions of standardization was “picking from limited options,” and the final criteria of personalization was “finding ‘fit’ among limitless options.” If we are going to set up our students to thrive in an ever more personalized world, they will need to learn how to navigate all of the opportunities and begin their journey to a “fit,” a life aligned with their passion. Of course, many won’t discover their destiny in elementary school, but ideally, that discovery won’t feel quite as overwhelming as they enter their adult lives because they have
had the chance to try out many possible “fits” here at Graland. Later on in life, they will be able to reflect, connect the dots, and follow that life thread back to that Lower School science class or that Middle School visual arts elective. That is the gift we give. As I think back to those kindergarteners, I wonder what world they will live in, how many jobs from today will still exist, how many new jobs will have been invented, and how they will find their place in that world. The educational thought leader Tony Wagner is also consumed by this question. In his book, Creating Innovators, he describes the life of Kirk Phelps, one of the inventors of the iPhone, and stresses how he moved through many interests until they ultimately evolved into his life’s vocation. He moved from passion to purpose. By allowing children to explore so many possible passions here at Graland, we will help them develop the awareness to find their ultimate motivation in life, that pursuit that fills them with meaning. Georgia Nelson wrote in her letter to be read at the 75th anniversary, “Some people say each life is like a blank canvas, ready to be transformed into a work of art.” I envision the lives of those kindergarteners with their gears, blocks, and crayons becoming that The seeds of work of art, fulfilled by both passion and passion that purpose.
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are planted at Graland blossom throughout our alumni’s lives.
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Graland Today
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Lower School News
How a Passion for Writing Begins in Lower School By Nan Remington, Head of Lower School
Graland’s Lower School teachers are passionate about teaching all subjects, but helping students learn how to express themselves through writing holds a special place in their hearts. They feel that helping students adequately articulate their thoughts is not only an important academic skill but essential in cultivating empathy, learning to have perspective, and developing critical thinking skills. Through the writing process, students acquire a form of communication that allows them to share thoughts and ideas with the world in a meaningful way. Writing is a process with distinct phases that need to be explicitly taught. Donald Murray, a Pulitzer prize-winning writer and college journalism professor, is often quoted as saying, “Writing might be magical, but it’s not magic. It’s a
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process, a rational series of decisions and steps that every writer makes and takes, no matter what the length, the deadline, even the genre.” So how do early writers learn and progress through the writing process? The answer is to make them more conscious of what successful adult writers do—draft ideas, revise, edit, and publish. Using these steps, children become more passionate about writing, allowing them to write with increased confidence and details about themselves and their observations.
As soon as a student holds a writing tool, the writing process begins. At first, children may simply draw large circular strokes and random marks. However, throughout their kindergarten year, students start to progress by grouping letters together
(with or without spaces) and labeling pictures with a matching beginning sound. This growth ultimately leads to phonetic spelling with first and last letter representation, allowing the young writers to construct full-on sentences with punctuation.
dialogue to convey an actual event, an introduction, and a conclusion in each piece.
Often in first and second grade, students write several sentences or pages with drawings based on “small moments” or personal experiences that have special meaning in their lives. The writing is readable, and students use spaces between words and add punctuation. In the upper elementary grades, students should write clearly around a theme or opinion, use more complex sentences and use a variety of sentences to express ideas clearly. In addition, the writing should have specific details, descriptions, and
Parents can help to develop writing skills by encouraging writing in all forms, such as journaling, thank you notes, and helping make grocery or to-do lists. Reading or writing poetry also encourages children to play with language through rhyming and similes. If your child has a favorite song, ask them to write down the lyrics. Have your child observe you writing down your thoughts and ideas or say, “I am going to write about our trip to the mountains!” These experiences will help children to know the value of writing and the role it plays in our lives.
Example: “Knock” went the door. “WHAT!” yelled Anne Marie. It was 4:00 in the morning! Grumbling, she went to open the door, a bit cracked with age. But, when she did, she saw an amazing thing. “Ellen! You’re back!” Ellen cried, “Slow down, I missed you too!” hugging Anne Marie, “will you be at school today?” Anne Marie replied, “it’s Saturday.” Anne Marie’s face quickly turned red, “Oh, my bad!”
Inspiring Lower School Students Through Writer’s Workshop By Tera Malyszko, Grade 1 Teacher
From the very beginning of my teaching career and time at Graland, Writer’s Workshop has always been one of my favorite times in the classroom. As I looked to grow in my own writing instruction, I researched the Teachers College Reading and Writing Project at Columbia University in NYC. Colleagues of mine who had previously attended described this program as transformative in their writing instruction, and I felt inspired and excited to move forward with this program. In the summer of 2020, I attended a week-long virtual institute with thousands of other educators who were also passionate about teaching writing. I came away inspired, rejuvenated, and excited to implement Writer’s Workshop in my classroom. My rollout of the program did require some adjustments due to COVID protocols, but the overall implementation definitely met my expectations as I could see firsthand the direct benefit of the training. Students were engaged in the writing process and excited to be writing about topics they had chosen and cared about. My colleagues and I in the Lower School continue to support each other as we grow through the implementation of
the Units of Study curriculum. We have been diving deeper into how students develop different writing skills throughout their Lower School careers. This deep dive has helped us better understand next steps in the learning continuum and guides us in differentiating for each individual student. We are also working on teaching students to be more reflective by assessing their own writing and setting goals. And through all of this, we make it a point to celebrate the growth, the process, and the hard work of each author! Graland Today
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Lower School News
Writers Among Us By Parthenia Williams, Associate Head of Lower School
Every afternoon after recess, Graland Grade 3 students hurry back from the playground to write. For 50 uninterrupted minutes, they immerse themselves into a Writer’s Workshop and become the writers they believe they are. During the summer of 2019, Ms. Mary Helen Sheehan and Mr. Cole Hamilton attended Lucy Calkin’s Writing Institute at Teachers College, Columbia University. Since this experience, they have modeled how to create a classroom that honors writing like it is gold. Their students are writing fast and furiously, filling their journals with little details of their lives. Third graders have been given a voice, encouraged to discover and refine their own personal writing style, and challenged to compose stories that matter. I value the times I get to sneak into classrooms and be a part of the learning. A particular moment that comes to mind is when I had the opportunity to observe a persuasive writing lesson in Ms. Sheehan’s classroom. When I arrived, her Grade 3 authors were sitting on the floor cradling their writing materials while Ms. Sheehan modeled how to use categories to support their topic. She talked throughout the demonstration so the students could feel as if they were doing it with her. “Off you go,” she instructed. “You have your plan.” These young writers got right to work. One student used scissors to cut and group supporting sentences about why female and male athletes should get equal pay before gluing the sentences under different categories. Another third grader was writing about why students should have more time for art. Ms. Sheehan was circling the room to confer one-on-one with students, listening to what their writers had to say while differentiating their feedback. Partners were sharing with one another and getting constructive feedback. The room was buzzing as writers quickly strung words together to create sentences, paragraphs, 6
and finally, a first draft. Professional development opportunities like the Lucy Calkin’s Writing Institute have a profound impact that reverberates throughout the school. During Lower School division meetings, Ms. Sheehan and Mr. Hamilton have shared what they learned from teaching Writer’s Workshop with colleagues. They have opened doors for their peers to see the Writer’s Workshop in process. Some teachers are already teaching the writing process and want to learn some new ideas. Others want to start teaching this method in their classrooms or get other professional guidance. Writer’s Workshop has also made a clear difference in the third graders’ perception of themselves as writers and in the quality of their writing. Ms. Sheehan and Mr. Hamilton agree that students are more willing to revise because they understand the value of reworking a piece. Each time they revised, they recognized how their writing improved. Another benefit is that students
independently assess their own work and set goals. They have the ability to plan and are in control of their writing. It’s not only the students who have been challenged to grow, however. “It is hard to teach writing if you do not do it yourself. We are authentically modeling,” Mr. Hamilton reflected. “It is more purposeful for students when they see us doing it too. We need to be in the spirit of what the students are doing so we can understand their struggles. Writing can be hard.” In Grade 3, the lesson on persuasive writing typically ends after students write and present persuasive essays to faculty and staff members on the topic of their choice. One year, students took on the task of convincing Mrs. Remington and me to allow a Pajama Day at school. When Pajama Day was granted, one student reflected, “We persevered. We presented our evidence the best we could to convince you to do something. It was not easy. It was hard.” Through this activity, the third graders learned that through their writing, action could happen, and words have an impact—a lesson all in itself.
Shining Brightly, Blazing Boldly: Reflections on Passion in the Music Classroom By Tara Neely, Music Teacher
“There’s a life that I am meant to lead A life like nothing I have known I can feel it and it’s far from here I’ve got to find it on my own Even now I feel it’s heat upon my skin. A life of passion that pulls me from within,”
The above words are sung by Jo March’s character in the musical Little Women. As a music educator, song lyrics often cohabitate my cognitive space, running concurrently with other thoughts, ideas, or conversations. When I think of passion then, I am brought back to these lyrics because they perfectly encapsulate the essence of what it means to be passionate. Passion is about discovering what drives you from the inside out and makes you persevere when challenged. When given the opportunity to be nurtured, passion blossoms into purpose. Over the last two years, I have been privileged and honored to be the Borgen Faculty Fellow, which allowed me to deeply explore my professional passions and in turn, cemented my sense of purpose as a music educator. During my fellowship, I worked to earn my master’s in music education at the University of Northern Colorado. While my initial plan in the program was to focus mainly on arts integration, what I discovered was so much richer than this narrow perspective of subject matter integration. Having been immersed in research, I found myself fascinated by pedagogical philosophy and curricular trends in music education. One article after another, my passion began to take shape around the ideas of identity and comprehensive music education in the 21st century, with arts integration as just one fantastic piece of that puzzle. For too long, music education has been focused on presentational performance as the goal for all students. Not only does this prevent students from knowing the
many ways to experience and make music, it also limits students’ understanding of how music (and the sister arts) can help build the many parts of their identity. The work of music philosopher Randall Allsup particularly stuck with me when he wrote that the most important experience is for students to make musical decisions that matter. Yes, some students may indeed fall in love with performing, but ALL students need to experience music as an outlet to explore their own passions–in other musical roles, in other subjects, as a leader, and in societal issues as a form of civil discourse. In this sense, students gain another perspective of their world, but through the lens of music. When students explore their own passions and gain a global perspective, they are also socially and emotionally developing and building character, as well as progressing in key areas and skills of 21st century learning frameworks. Once a siloed perspective, arts integration then naturally becomes deeply woven into the tapestry of the whole academic program. I took a deeper dive into my passion of curriculum reform for comprehensive music education when I explored songwriting and visual art through my thesis. By the end of my thesis and my master’s program, another piece was added to my own identity puzzle. My passions have grown into my purpose: to help students build their identity and explore their own passions through musical decisions that matter in a reframed curriculum for 21st century learners. Graland’s learners may be young, but I hope that all students who enter my classroom go on to shine as brightly as the sun wherever their passions take them, as Jo March’s character goes on to sing, “Here I go, And there’s no turning back My great adventure has begun I may be small, But I’ve got giant plans To shine as brightly as the sun I will blaze until I find my time and place.”
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Middle School News
Eagle Fund Change Makers: By Marti Champion, Head of Middle School
Educators are constantly looking for ways to introduce the “real world” to their students. Oftentimes, it looks like breaking down the four walls of the classroom and going out into the world. After last year’s work with World Leadership School, I took their sentiment around purposedriven learning and created the Eagle Fund: Change Makers class with support from the original Eagle Fund. The Eagle Fund was founded by eleven Graland alums in 2002: hence the name “Eagle Fund.” They based their organization around the common goal of creating a non-profit early in their careers to give back to the Colorado community. As they have advanced their professional endeavors, they have remained united around the fund’s ability to make a difference in the lives of young Coloradans and have given to over 15 organizations in their brief history. I began meeting with Jon-Erik Borgen ’92 and Ryan O’Shaughnessy ’93, two of the founding members, in 2019 with the goal of creating an opportunity to involve Graland Middle School students in the decision-making process when it came to granting funds to local non-profit organizations. Knowing the impact that this kind of experience could have on these students, I created the Eagle Fund: Change Makers class with their blessing.
Going off the original Eagle Fund mission to make tangible and lasting improvements to education in Colorado through meaningful gifts that have a substantial effect on people’s lives, the purpose of this class is to give students a hands-on experience where they work in collaboration with one another and non-profit leaders to make a lasting impact in the community. After reviewing the Eagle Fund mission and analyzing and discussing the differences between philanthropic and charitable organizations, five seventh grade students began their journey as the Eagle Fund: Change Makers this fall. As the facilitator I worked hard to expose these young leaders to the important work and responsibility of being a good steward in one’s community. With some guidance from Eagle Fund president Josh Holman ’94, these students, Austin, Ava, Chloe, Graham, and Marcela, who see themselves as a committee, worked together to create a purpose statement, “to donate to a Denver-based non-profit organization that supports underserved communities so that a long-lasting impact is made,” that has served as their north star when creating a process to select an organization to fund. Recognizing that each person brought their own passions to the space, they worked well with each other to choose categories and then organizations to research, contact, and visit so that each member of the committee felt empowered to make the best decision possible. The top six organizations the committee researched were: Denver Dumb Friends League, Freedom Service Dogs of America, The Gathering Place, Lutheran Family Services, Mental Health Colorado, and Women’s Foundation of Colorado. Armed with thoughtful questions meant to uncover the need each organization
Student Reflections from the Eagle Fund: Change Makers Committee What have you learned about working on a committee? “Something I have learned while working on a committee is how to be able to work with people who don’t always have the same ideas as you or agree with you. Collaboration is a very valuable skill that we use a lot in the Eagle Fund. We are constantly having conversations with each other where we mostly agree or rarely have a debate about what we think about an organization or what we should vote on. This is a class where we mostly talk to each other rather than the teacher. Something else I have learned is that it is okay when not everyone agrees on the same idea as you. For example, when we present the organizations we want to be considered for the donation, not everyone will vote on the organizations that you think are the best options. So you have to learn how to compromise even on the things that you are extremely passionate about.” - Chloe J.
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How has Graland’s mission statement impacted your work with the committee? “Graland’s mission to prepare students to be engaged citizens and thoughtful leaders has impacted my work with the Eagle Fund: Change Makers committee. I joined the Eagle Fund to make a difference at Graland, in the world, and to grow as a person. Over the course of the Eagle Fund project, I feel like we have helped the community and will continue to make a difference. I feel I have grown in knowing who really needs help and what organizations are doing to assist those who need it. I have also discovered organizations that are helping people in an innovative, collaborative, and impactful way. I feel that at the end of this class we will have made a significant difference in the world.’’ - Graham G.
Thinking, Feeling, Doing is addressing, students asked the non-profit representatives: • How is their organization solving problems in innovative ways? • What challenges does the organization face? • How can we help? • What does the organization do with the donations they receive? • Tell us a story of the impact the organization has had on the community. At the end of the semester, the students selected not one but two organizations to receive their Eagle Fund donations. The Gathering Place was granted $2,000 to continue their work
What has been the best part of being a member of the Eagle Fund: Change Makers committee? “There are so many amazing things about being part of the Eagle Fund: Change Makers committee. Some of the best parts are getting to communicate with the different organizations, creating the phone and email scripts, and making important decisions together as a committee. I have enjoyed meeting with the non-profits and asking questions, making presentations showing why we should donate to a certain organization, and working as a team to narrow it down to three potential organizations. It is so exciting to get calls and emails from the organizations, and to figure out new information. We work so well together and I always look forward to going to the Eagle Fund class every day!” - Marcela N.
in supporting women, transgender individuals, and children who are experiencing poverty in Denver. Freedom Dogs of America was also chosen to receive $1,500 for their dedication to transforming lives by providing specially trained dogs to those in need of assistance. After selecting the organizations, the Eagle Fund students shared their work and announced these awards to their classmates via Zoom at a Middle School assembly. We will celebrate and present these gifts in the spring when we invite leaders of those respective non-profit organizations to campus for a special lunch. Students are looking forward to taking this class again next year and making an even bigger impact on their neighbors in Denver.
As a member of Eagle Fund: Change Makers, what would you want your classmates to know? “I would want my classmates to know how beneficial it can be to work in a small group with open conversations. I have had such a great experience being able to talk openly about things that I like as well as concerns. Our open conversations help to make sure that everyone is on the same page. Even when we have disagreements, we are able to talk about them and find a solution. This has given me more practice talking to and compromising with people.” - Ava J. What advice would you give to students who sign up for this class next year? “Some advice I would give to students on the Eagle Fund committee next year is to never get your heart set on one organization. In the earlier stages of our process, when we were searching for organizations we might want to donate to, we had much more control over which organizations we were working with. However, when you get to the later stages of the process, the stage we are in now, you have much less control over where your donation goes. For instance, an organization that might have been a frontrunner in previous stages might eliminate itself through a number of circumstances. One might be unwilling to work with us, while another might have their schedules booked. Whatever the case, my advice is to never set your sights on just one organization.” - Austin Z.
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Middle School News
Flexing for the Better: Reflections on a New Student-Oriented Schedule As a follow-up to Head of Middle School Marti Champion’s Graland Today article in the fall about the new Flex Wednesday schedule at Graland, several Grade 6 and Grade 7 teachers took the time to reflect on how the new program has positively impacted their students inside the classroom and out.
GRADE 6
By Mitch Masters, Jolene Collier, Aaron Murray, and Emily Siskind, Grade 6 Teachers
As a teacher, there are amazing insights to be gained by listening as students mill about our doors on any given Wednesday, checking out the schedule for the day, and discovering which elements of “Flex Day” await them. There are gasps of excitement, groans of uncertainty, and glimpses into all the things that a sixth grader looks forward to on any given day. Most importantly, the reading of the schedule to start the day on Wednesday shows the sense of engagement and community that is building during their time together. Wednesdays are a blank slate, a weekly experiment to engage students with new and dynamic opportunities. We already see the Flex Wednesday benefit to our buddy program, as we have enjoyed more frequent and longer chances to meet with our second grade friends. It is heartwarming to see our students embrace their role as an older friend and mentor to their younger schoolmates and to see how much they missed this interaction over the past year and a half. Assemblies are another “live and inperson” part of school life that was missed last year and is now incorporated into our Flex Days. What a joy to be back together as a Middle School; even when some of the assemblies have been via Zoom, it is a different experience to “group watch” and interact with classmates during these assembly times.
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Flex Wednesdays provide a chance to take our outstanding advisory program and really kick it up a notch as well. We have used the time to take a deeper dive with our small groups and better meet the social and emotional needs of the students. Time management, empathy, and community-building activities have all been enhanced because advisors and advisees can slow down and explore these ideas to the fullest. On the instructional side, additional academic coaching that is built into Flex Days is a huge boon to both teachers and students. Adding academic coaching to Flex Wednesdays gives students the gift of time; time to see teachers in different settings, time to get support with academic struggles, and time to interact with information from a variety of perspectives. Flexing when teachers see students and the length of those interactions keeps everyone engaged and enthusiastic.
Certainly, the place that students have and will experience the biggest advantage of this flexibility is in our service learning work. We have welcomed guest speakers from the community and have already added workshops to help break down myths about people experiencing homelessness. In late November, we began the off-campus service part of our service learning experience. Restrictions around COVID have changed the opportunities that are available in the community, yet with the additional flexibility in our schedule, students are now able to take these trips in smaller groups, and we can assure that we have the right people in the right place to support our students as they support others. Wednesdays provide an opportunity to build schedules that “flex” the day and accomplish things that might not be possible in a more traditional schedule.
GRADE 7
By Emma Simmons and Steve Collins, Grade 7 Teachers
This fall, Grade 7 students did some digging into the Graland archives to learn more about the school’s history using primary sources from its founding days. During this project, students and teachers alike were reminded that Graland has been a leader in progressive teaching practices in Denver since the 1920s. While taking learning beyond the four walls of a classroom and out into the wider world is nothing new for Graland teachers and curricula, the new Flex Day schedule has provided a systematic way to incorporate curiosity, agency, and empathy into student learning on a weekly basis. The Grade 7 teaching team has worked hard this first semester to take full advantage of Flex Days and the opportunities they provide to build community, enhance our intergenerational service learning and memory box work, and prepare students for their class trip to Washington, D.C., in the spring. So far, the class has enjoyed intramural games on campus planned by the Grade 7 student council, adventured to CU Boulder to tackle individual and team challenges on their highand-low ropes course, and traveled to Downtown Denver to visit Civic Center Park, the State Capitol building, and the Judicial Learning Center at the Colorado Supreme Court. Utilizing their new schedule, the Grade 7 students have also spent time with Jiminy Wicket, a local organization that uses croquet to promote intergenerational play and connection, and volunteered with A Little Help, a local non-profit that connects neighbors of all ages through service projects. In just a few short months using the new Flex Day schedule, the Grade 7 team has witnessed students stepping into new roles, pushing themselves to grow, and cultivating compassion for others. Visual arts teacher and student council advisor, Andrea Crane, reflected that Flex Days have given student council members a chance to “brainstorm, delegate, work together, and compromise” when planning events for the class. Grade 7 English teacher Kelly
Gaudet added, “It has been so rewarding to see students lead their peers with confidence.” When asked to reflect on all of the Flex Days so far, several Grade 7 students were excited to share their experiences. According to Grade 7 student Sebastian Meyers, “I liked how Jiminy Wicket works to connect different generations through a game that is really fun to play.” Grade 7 student Kendall Anderson added, “I enjoyed going to the CU Ropes Course because it was really fun connecting with our advisory in a way we had not before.” For Grade 7 student Henry Edelmann, the field trip downtown has been the highlight of the Flex Day schedule so far. “I liked the trip to Civic Center Park because I have never been inside the State Capitol or any State Capitol, and I thought that was so cool, and the tour was awesome,” Edelmann said. As the year continues, the Grade 7 teaching team plans to keep using Flex Days to expand and enhance how we cultivate curiosity, inspire leadership, and build community. We aim to take students off-campus to local museums, provide time and space for studentled activities, and dive deeper into our theme of intergenerational connection. In many ways, Grade 7 student Isabelle Jurek captured the energy and possibilities of upcoming Flex Days best when she said, “I’m excited for everything that is to come.”
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loves
Graland Grandparents!
Save the Dates, Upcoming Winter & Spring Events
GRANDPARENTS
& SPECIAL FRIENDS DAY FRIDAY, APRIL 8, 2022 - GRALAND CAMPUS We are looking forward to this special day returning to campus in April. An invitation with the details will be sent to Grandparents in February. Please contact Associate Director of Community Relations, Jeri Volpe, at jvolpe@graland.org or 303-399-8370 if you do not believe we have your home address.
New This Year!
Virtual Grandparent Book Discussion with Head of School Josh Cobb
Grandparent Denver Art Museum Private Tour
WEDNESDAY, FEBRUARY 23, 2022 9 A.M. VIA ZOOM
FRIDAY, JANUARY 28 10-11 A.M.
Please consider picking up a copy of Range by David Epstein the next time you visit your local library or bookstore. We look forward to hosting a thoughtful discussion with our Head of School, and you!
Following a tour of the European Arts Before 1900s galleries, learn about the Denver Art Museum’s recent renovation of the iconic Gio Ponti designed Lanny & Sharon Martin Building (formerly the North Building). Guests are then welcome to continue to enjoy the museum for the rest of the day at their leisure.
About the Book: David Epstein examined the world’s most successful athletes, artists, musicians, inventors, forecasters, and scientists. He discovered that in most fields—especially those that are complex and unpredictable— generalists, not specialists, are primed to excel. Josh Cobb will lead a book club discussing Range and how it reflects Graland’s past, present, and future vision of education.
Register at: graland.org/GP-Book Zoom information will be sent a few days before the event. 12
Register at: graland.org/GP-DAM Questions? Please contact Jeri Volpe at 303.399.8370 or jvolpe@graland.org.
Alumni
How Graland Alumni Live Their Passions As we explore the concept of living out your passions, the Alumni and Development Office wanted to highlight two outstanding Graland alumni who reflect this idea in their everyday lives. Meet Rasa Humeyumptewa from the Class of 2014 and Cully Cavness from the Class of 2002!
RASA HUMEYUMPTEWA ’14 Each day, Rasa Humeyumptewa works to live out her passion for helping others through her studies at Colorado State University. According to Rasa, “One of my interests has always been helping people and being able to understand how to best help each person I come across. Psychology has also always been a topic of interest for me so, when it came time to pick a major for university, it was fairly easy for me to decide. My minor in Indigenous studies adds to my ability to share my passion with my community by allowing me to understand other Native Nations better so I can create culturally sensitive treatments and programs.” As a Hopi tribal (sun clan) member, Rasa’s ultimate goal is to return to her community in Hotevilla, Arizona, to provide treatments that will help youth and adults in ways that more Westernized therapy might not be able to. Rasa shared that she hopes to do this through horticulture/agriculture therapy, a technique in which the outdoors is used to help people talk more freely and comfortably about what issues they may be facing and dealing with.
CULLY CAVNESS ’02 Cully Cavness is a proud Graland alumnus who is passionate about family, adventure, the environment, and working towards audacious physical goals. On July 31, 2021, Cully completed a 107-mile ultramarathon through the North Dakota Badlands on a trail called the Maah Daah Hey. After more than 32 hours of continuous running, Cully reached the finish line as one of eight people to complete the event, which included more than 10,000 feet of climbing, multiple water crossings, and temperatures exceeding 100 degrees Fahrenheit. The event combined many of Cully’s passions, and he used the opportunity to model the core values of the company he co-founded in 2018, Crusoe Energy Systems, which works to reduce the waste of natural gas and emissions from the energy sector. Specifically, Cully wanted his team and family to connect with his passion for setting and overcoming big goals, “enduring the expedition,” and his commitment to environmental stewardship (the race event, which Crusoe sponsored, funds the preservation of Badlands parks and trail systems). Cully hopes that his young daughter, Cameron, will grow up to set her own audacious goals, whatever they may be. When he is not training for endurance challenges or working at Crusoe, Cully loves to spend time with his wife, Emily, and daughter in the Colorado outdoors.
Are you an alumnus following your passion? Email Anna Natassja Scheitler '13 at ascheitler@graland.org we would love to hear more!
SAVE THE DATE
ALUMNI REUNION SATURDAY, MAY 21, 2022, 5-8 P.M. 25th Reunion for the Class of 1997 and 50th Reunion for the Class of 1972. Milestone celebrations for class years ending in 2’s and 7’s. All alumni 21+ years old are invited.
Graland Today
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PEN SPEAKER:
LISA DAMOUR
CHILD PSYCHOLOGIST, BEST-SELLING AUTHOR, AND NEW YORK TIMES COLUMNIST THURSDAY, JANUARY 27, 2022 6 P.M. VIA ZOOM The Parent Education Network (PEN) is excited to welcome back Dr. Lisa Damour on Thursday, January 27, 2022, for a virtual discussion. This January will mark two years that we have been living in the midst of a global pandemic. Dr. Damour will reflect on the impact of the past two years, how it has affected the community, and how we can reconnect after such a protracted period of time navigating COVID.
SPRING BOOK FAIR WITH TATTERED COVER
About the Speaker:
Dr. Lisa Damour, a recognized thought leader by the American Psychological Association, is a best-selling author, monthly New York Times columnist, and a regular contributor to CBS News. She maintains a private practice, is a senior advisor to the Schubert Center for Child Studies at Case Western Reserve University and serves as the executive director of Laurel School’s Center for Research on Girls. Dr. Damour blends years of experience with the latest research developments to provide sound, practical guidance to children and adolescents as well as their parents, teachers, and advocates. She also co-hosts the popular podcast “Ask Lisa: The Psychology of Parenting.”
Register: graland.org/PEN-LD
MARCH 7-MARCH 14, 2022 Graland is once again partnering with Tattered Cover for the book fair this spring. Mark your calendar and look for more information coming soon on how your purchases from Monday, March 7 to Monday, March 14 can help fund GPA initiatives and events throughout the school year! The GPA will also be collecting used books for Reach Out and Read Colorado, a nonprofit that partners with healthcare providers across the state to encourage families with young children to read aloud together. Please drop off donated books from Monday, February 28 to Friday, March 4 at the Corkins Center or during morning carline. Thank you!
JOSH’S BOOK CLUB: THE MIDNIGHT LIBRARY WEDNESDAY, FEBRUARY 16, 2022 6 P.M. IN THE LEARNING COMMONS (CORKINS CENTER) In this year's Head of School Book Club, Josh Cobb will return to the lens of fiction and explore how the novel, The Midnight Library by Matt Haig, provides insights on our ongoing question, "What does it mean for our children to thrive in life?'" All are invited to join Josh on campus at 6 p.m. on Wednesday, February 16, to reflect on this question and more.
About the Book: Somewhere out beyond the edge of the universe, there is a library that contains an infinite number of books, each one the story of another reality. One tells the story of your life as it is, along with another book for the other life you could have lived if you had made a different choice at any point in your life. While we all wonder how our lives might have been, what if you had the chance to go to the library and see for yourself? Would any of these other lives truly be better?
Register at: graland.org/PENBookClub21 14
GRALAND SPIRIT STORE: KEEP WARM THIS WINTER Visit the Graland Spirit Store at graland.org/store for new fuzzy sherpa jackets, cozy sweatshirts, and hats to keep you warm this winter. Please remember that all proceeds from store sales fund community engagement opportunities throughout the year, such as speakers, events, and programming. So shop online and GO GRALAND by supporting the school you love!
graland.org/store
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Save the date for the Graland Parent Association’s biggest fundraiser of the year! We are now seeking tournament sponsors to make this event a success. Visit graland.org/golf for more details about sponsorship levels, costs, and perks! Golfer registration will be available soon.
GET INVOLVED AT GRALAND
BOARD SEEKS NOMINEES The Board of Trustees is seeking volunteers to serve on a number of board committees for the 2022-23 term, and now is the time to consider opportunities to get more involved at Graland. Committee members are managed by committee chairs and membership is assessed annually to ensure diverse skill sets are present. To indicate your interest in learning more, there is a short form on the Graland website’s resource board under “Board of Trustees.” For other information about serving, contact the nominating chair, Bernie Dvorak.
NOW SLATING: GPA OFFICERS & VOLUNTEER LEADERS, 2022-23 The Graland Parent Association is a wonderful organization tasked with building community, promoting volunteerism, supporting the Graland mission, and raising funds to benefit the school community. Each year, dozens of committed parents/ guardians step up to lead, plan, and achieve these goals, and now is the time to begin looking at next year’s volunteer leaders. Visit graland.org/GPALeadership to self-nominate or to nominate another person for a leadership role, or graland.org/GPAVolunteer to join a committee.
Junior Eagle Invitational Golf Tournament Thursday, May 19, 3:30-6:30 p.m. CommonGround Golf Course
Eagle Invitational Golf Tournament Friday, May 20, 8:00 a.m. Shotgun Start CommonGround Golf Course
THANK YOU TO OUR SPONSORS*! *AS OF 1/6/2022
EAGLE PRESENTING SPONSOR:
GOLF CART SPONSOR: The Brody Family BIRDIE SPONSORS: Altitude Control Technology The Coughlin Family The Dvorak Blair Family The Kentro Group Land Title Guarantee Company
HOLE SPONSORS: The Borgen Family - Congratulations Class of 2022 The Coleman & Frampton Families The Corrigan Family CyberGRX The Davis & Boswell Families
The Finke Family The Glyphis Family Ibex Investors The Schaub Family The Shannon Family
Visit graland.org/golf for sponsorship opportunities. 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
Head of School Published Nationally in Independent School Magazine In the fall issue of Independent School Magazine, Graland’s very own Head of School, Josh Cobb, was published nationally for his article titled “Core Progress.” The article, which can be read at graland.org/article, discusses the pathway to the compensation structure redesign at Graland, its powerful impacts on educators and the broader field, as well as the journey forward in carrying out the sphere-based model. In an effort to recognize teachers beyond their experience and education, this innovative structure honors exceptional teaching, encourages leadership, collaboration, and innovation, expands student learning, and provides the school with the means to attract outstanding teachers and retain talented faculty. In an excerpt from his article, Mr. Cobb states, “It would be easy to shrink
from the new challenges that the pandemic has presented and to view change as too risky or too difficult, but as I heard loud and clear during that keynote presentation [at the Association of Colorado Independent Schools Leadership Conference], now is the time for innovation. At Graland, we are still early in our implementation of the new system, but I believe it will help sustain a dynamic, energized, growth-focused faculty and ensure that they feel truly and fairly valued. There will surely be more challenges ahead, but I look forward to seeing our revised compensation system benefit the adults and students in our thriving learning environment.” Graland would like to thank Independent
School Magazine for sharing this story, Mr. Cobb for his continued leadership and support, the task force that ultimately brought the vision to life, the generous donors that contributed to the Inspire Campaign, and the Graland community, for standing behind Graland’s most valuable resource: its teachers.
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