13 minute read
Eagle Fund Change Makers
Middle School News
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
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.
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.
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 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.
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. 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.
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.
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.”
