Hathaway Brown Winter/Spring 2016 Admissions Magazine by Hathaway Brown School

The Admission Magazine of Hathaway Brown School

Winter/Spring 2016

School Staycation

HB’s summer programming includes something fun for everyone At Hathaway Brown, campers from preschool-age through college have an array of options to create their own summer adventures filled with fun, learning, and memories to last a lifetime. This year, the flagship Broad Horizons day camp welcomes preschoolers through fifth graders, while the all-new Broader Horizons day camp will give girls entering grades six through eight opportunities to try exciting activities including Whirly Ball, laser tag, and zip lining, to name a few. Hathaway Brown is known for offering a host of athletics, academic, and adventure programs each June, July, and August, many of which are co-ed, and this summer is no exception. With dozens of programs to choose from, whether

your camper is interested in cake decorating, stand-up paddle boarding, foreign languages, fossils, or anything in between, HB’s got it covered. Especially for this summer, thanks to the upcoming Presidential election and the fact that Cleveland will host the Republican National Convention in July, Election Camps will be offered for middle and high school students interested in learning more about America’s political process. With thoughtful instruction, special activities, speakers, and more, these camps are sure to enlighten the next generation of voters. For your budding performer, Hathaway Brown Theatre Institute will again provide top-notch training opportunities in drama, dance, and music. Participants have the chance to earn roles in full-scale productions, and they have a great time. HB offers flexible scheduling options to meet busy families’ needs. Visit www. hb.edu/summer or call 215.320.8796 ext. 7173 to learn more and register today.

PHOTO AT LEF T BY SHANNON AHLSTRAND; COVER PHOTO BY KEITH BERR

Hathaway Brown is a dynamic and compassionate community dedicated to excellence in the education of girls. Non Scholae Sed Vitae Discimus: We Learn Not For School, But For Life Hathaway Brown School is a school for girls, and it’s so much more. It’s a school for scientists and writers and artists and budding entrepreneurs. It’s a training ground for athletes and dancers and musicians and actresses. It’s a place where young people are empowered to ask questions, challenge conventions, and explore opportunities. And everything we do is guided by the motto above. Since 1876, HB has given students the tools they need to confidently embrace all the possibilities that exist for them beyond our Shaker Heights campus. The faculty’s dedication to hands-on experiential learning at all levels can be observed every day in the classrooms, libraries, science labs, theatres, dance studios, and art rooms, as well as on the athletic fields. In addition to the superior academic preparation they receive, at every turn HB students are inspired to become the best people they can be. We encourage girls of all ages and boys in our Early Childhood program to take chances, stretch their minds, work together, and pick themselves up and start over when they need to. All of our students are able to apply what they’ve learned in the classroom to their lives. They know how to test theories, hold authority accountable, find beauty in overlooked places, implement creative solutions, and lend a hand where it’s needed. Wherever they go from here, HB graduates bring strong character, unparalleled intelligence, unbridled enthusiasm, and an unquenchable thirst for knowledge along with them.

contents Admission

News from North Park pg. 6 Pride of Discovery pg. 10

Innovative Project-Based Learning approach to Early Childhood education keeps students involved and informed in fun new ways

HB to Welcome New Head pg. 15

Dr. Mary Frances Bisselle will become HB’s 14th Head of School in July 2016

In Their Words pg. 16 Ask a Blazer Q&A with HB students

Up for Debate pg. 20

HB’s Speech & Debate program helps girls discover and use their voices

Locker Room pg. 22 Blazer Athletics highlights

#ThisisCLE pg. 24

Young alumnae return to Cleveland to find a revitalized city eager to welcome them back home

Greater Than the Sum of its Parts pg. 32 HB’s integrated mathematics curriculum reconfigures the traditional teaching approach as it connects concepts across fields of study

Learn more at HB.edu or call 216.320.8767 to schedule a personal tour.

PHOTO AT LEF T BY KEITH BERR; PHOTOS BELOW BY KIM PONSKY ’98

The Heart of HB Some students see school as something to get through so that they may begin the next phase of their lives. They dutifully attend classes and do their homework not because they’re filled with curiosity or excitement about learning, but because they have to. That is not the case at Hathaway Brown. HB students have that telltale spark of eager, engaged, and inspired learners. As you walk through the halls, you can almost feel the electricity. HB girls and their teachers are happy to be here. As an admission officer for the last 17 years, I have given thousands of tours of HB’s campus. And I can tell you without reservation that the palpable sense of enthusiasm and joyful dedication to school emanates most radiantly from the head of school’s office. This year marks the final year in Bill Christ’s illustrious tenure at HB’s helm. During my time here, and under his watch, I have experienced the same kind of DNA reshuffling that happens to all HB students. I see the world differently; I expect more and I am hungry to discover the best version of myself. Our girls undergo an evolution that simply is like no other. Watching them learn and grow together surrounded by teachers who know and care deeply about them is as beautiful as it is awe-inspiring. I see it every day, but it never gets old. At HB, the people around us change our lives for the better. We find out who we are as individuals and challenge ourselves always to improve so that we can make an impact on the world. At HB, we are always “learning for life.” We travel the globe, we run businesses, we make art, uncover truths, and invent new ways of doing things. And that’s just in our free time. Bill Christ has led HB into the 21st century and positioned the school as a leader not only locally, but also well beyond the boundaries of our campus—across the country and around the world. He has been at the heart of our school for three decades and he is the chief architect of the transformation that turned HB from a distinguished institution to one that is unparalleled. Just as any great teacher or coach does, he has taken us to a place we never even dreamed of, and shown us how to find passion and purpose. As he prepares to pass the torch to Dr. Mary Frances Bisselle—another outstanding and visionary leader—we’re all filled with an enormous sense of gratitude. Bill has created a school that gives us the space to know and appreciate ourselves, challenge our minds, and never stop learning. As Bishop T.D. Jakes said, “If you can’t figure out your purpose, figure out your passion. For passion will lead you right into your purpose.” During this transition and into the future, we are certain that Bill’s good work will be carried forward and the essence of HB will remain. And in true HB fashion, the next chapter will undoubtedly be better than the last. I hope you will come visit us to see what makes HB so special and experience the happy and productive learning environment that compels all of us to become the best versions of ourselves. Then I know you will understand why the results we achieve are second to none.

Associate Head for Enrollment Management 216.320.8104 sjohnston@hb.edu

Tina Reifsnyder

Admission Coordinator 216.320.8767 treifsnyder@hb.edu

Shelley Johns

Financial Aid & Admission Database Manager 216.320.8098 sjohns@hb.edu

early childhood/primary school Kristin Kuhn

Director of Early Childhood & Primary School Admission 216.320.8093 kkuhn@hb.edu

middle school Katherine Jenne Chapman ’04 Director of Middle School Admission 216.320.8091 kchapman@hb.edu

upper school Colleen Sommerfeld

Associate Director of Upper School Admission 216.320.8103 csommerfeld@hb.edu

Hathaway Brown School seeks and accepts for admission students of any race, color, religion, national origin, age, disability, sexual orientation in the administration of its educational policies, scholarship/loans/fee waivers, rights, privileges, programs, and activities.

PHOTOS BY KEITH BERR

Now OPEN! Thanks to the generosity of numerous donors, several new construction projects were recently completed on HBâ&#x20AC;&#x2122;s campus. The new Turf Field, IDEA Lab, and Learning Commons have already improved and enhanced the learning environment for students across divisions. We are grateful that the foresight of our Board of Trustees and the generosity of parents, alumnae, and other friends of the school have made these exciting new initiatives possible so that we may continue to give our students the tools they need to learn and grow together in mind, body, and spirit.Â

HB 7

Award-Winning Author Isabella Nilsson ’16 has been named one of only 20 writing finalists in the country by the National YoungArts Foundation for 2016. Her work in the category of short story was selected from more than 12,000 applications across 10 literary, visual, design, and performing arts disciplines from U.S. students in grades 10-12—the largest number of applications received in the program’s history.

Invitation to Originality Hathaway Brown’s fourth annual Young Writers and Artists Festival took place on campus at the end of October. Open to all Northeast Ohio girls in grades 9-12, the event featured lectures and hands-on immersive creative writing and arts workshops facilitated by bestselling and award-winning authors and artists. The festival kicked off with internationally renowned spoken-word poet Sarah Kay performing for the Upper School. Sessions included Mindfulness with Alexandra Fuller, Creative Writing with David Giffels, a lesson in Comic Art with John “Derf ” Backderf, and Songwriting with the band SoNuvo. Printmaking and Playwriting also were offered, along with other sessions. For a complete listing of festival programs and session leaders, and to learn more about the event, which will take place again in Fall 2016, visit hb.edu/writersfestival.

As a finalist, Isabella was invited to attend the 35th Annual National YoungArts Week program, held January 3-10, 2016, in Miami, Florida. This weeklong intensive conference fosters crossdisciplinary collaboration and community, with master classes and workshops facilitated by internationally renowned leaders in their fields— professional artists, actors, and authors, including Academy Award and MacArthur Genius winners. Isabella also will be considered for a cash award of up to $10,000, and she is eligible to become a U.S. Presidential Scholar in the Arts, as YoungArts is the exclusive nominating agency for this high honor, which is given by the White House to 20 students each year. Visit youngarts.org to learn more.

Shortly before Thanksgiving, HB students, parents, faculty, staff, and administrators “Stuffed the Bus” to help families in need. Members of the Upper School Senate were honored to deliver an impressive 5,320 pounds of donated nonperishable items to the Greater Cleveland Food Bank, which provided 3,000 meals to the hungry during the holiday season. We are so grateful for the kindness of our entire school family, and for the support of Precious Cargo, which contributed the use of a school bus for this important initiative.

Stay Connected In August, Hathaway Brown unveiled HBlog, the school’s new platform for stories from students, staff, faculty, community members, and beyond. HBlog is your source for faculty interviews and insights, details about interesting events and initiatives, and insider information about school culture and traditions. Bookmark hb.edu/blog and follow HB on Facebook, Twitter, Instagram, and Pinterest for regular updates and glimpses into school life.

PHOTO BY KEITH BERR

MERIT ROLL Ten Hathaway Brown seniors have been chosen as National Merit Semifinalists for their high scores on the preliminary SAT, which is double or more than double the number of semifinalists at any other CCIS school. This year only one percent of high school seniors across the country are part of this prestigious list. HB’s 2016 National Merit Semifinalists are Caroline Jobson, Anna Lietman, Maaryah Malik, Isabella Nilsson, Kavya Ravichandran, Kelsey Rich, McKenna Ritter, Aarathi Sahadevan, Nitya Thakore, and Claire Xu. Congratulations also are in order for the seven members of the Hathaway Brown Class of 2016 who recently have received Letters of Commendation in recognition of their outstanding academic promise, based on their Preliminary Scholastic Achievement Test scores. This year’s HB National Merit Commended Students are Olivia Asmar, Kacey Gill, Olivia Leslie, Alexandra Margulies, Sophia Richards, Evie Schumann, and Molly Sharpe. To learn more about the National Merit Scholarship Program, visit www.nationalmerit.org.

Helping Hands Honored HB’s Middle School GROW (Girls Reaching Others Worldwide) Foundation members were nominated for Volunteer Group of the Year at New Avenues to Independence, Inc. and invited to be guests of honor at the community service organization’s holiday ball. Created in 2000, GROW inspires girls to develop an early interest in Girls Reaching Others Worldwide philanthropy. The foundation’s goal is to encourage and support learning in connection with service. Members meet regularly throughout the school year to raise money and award grants to organizations and institutions in the Greater Cleveland area and beyond.

G. R .O.W.

HIGH HONORS HB seniors Olivia Asmar, Halle Leneghan, and Kavya Ravichandran have been named semifinalists in the prestigious 2015 Siemens Competition in Math, Science and Technology for their multiyear original research projects completed through the school’s signature Science Research & Engineering Program. These three students are the only Siemens competition semifinalists from Northeast Ohio. Halle and Olivia worked as a team at NASA Glenn Research Center for the past four years on “The Effect of 1.5 Years of Space Exposure on the Optical Properties of Spacecraft Polymers.” The samples, analyzed for total and diffuse reflectance and transmittance, had been exposed to increased solar radiation while mounted on the exterior of the International Space Station. The analyses conducted by Olivia and Halle are for use by NASA and private companies such as Space X as they design long-duration spacecraft. Kavya has worked for four years on her research in the Case Western Reserve University Department of Biomedical Engineering. The work she submitted to Siemens is on the topic of “A Nanomedical Approach for Targeted Thrombolysis,” focused on rapid thrombolysis achieved through site-targeted delivery of treatment. Kavya also was named a semifinalist in the Society for Science and the Public’s Intel Science Talent Search competition for her work. She is one of only two Intel STS 2016 semifinalists in Ohio. She also is the only girl in the state to be recognized by both the Siemens Foundation Competition and Intel STS for her work this school year. As an Intel semifinalist, Kavya wins a $1,000 prize for herself, a $1,000 prize the SREP, and a chance to win between $7,500 and $150,000 and an all-expenses paid trip to Washington D.C. in March if she becomes a finalist.

An expected crowd of 200 educators and community partners will gather at Hathaway Brown March 10-12 for the ninth annual Private Schools with Public Purpose conference. Attendees will examine some of the most challenging issues in education and develop solutions. The conference will feature keynote speakers Reem Rahim Hassani, HB ’84, Co-Founder and Chief Brand Officer of Numi Organic Tea, and Eric Gordon, CEO of the Cleveland Metropolitan School District. Participants will also attend workshops, panel discussions, a networking reception, and more. The conference is open to all. Visit privateschoolspublicpurpose.org for additional details and to register.

Upper School faculty members combine elements of history and music education to bring ideas to life Learning doesn’t happen in isolation. Creating access points for students to see and experience real connections between different disciplines increases their understanding and inspires further exploration. To that end, since the start of the school year, Hathaway Brown sophomores have been the beneficiaries of innovative and thoughtful curriculum that seeks to immerse them in elements of culture as they explore and connect on deeper and more meaningful levels with some of the historical happenings from the 18th-20th centuries that have defined the human experience. Two years in the making, a unique history and music co-curricular collaboration has been spearheaded by Upper School History Teacher Libby Seidel Stineman ’03 and Vocal Arts Department Director Laura Main PHOTO BY KEVIN REEVES

S-H-O-W-S-T-O-P-P-E-R Upper School students staged The 25th Annual Putnam County Spelling Bee in November—a witty, touching, and sometimes irreverent musical about a group of middle school spelling bee competitors. The girls played to a packed house and lots of a-p-p-l-a-u-s-e.

Webster ’91. The multilayered and synthesized teaching method developed by these two gifted educators has proven to be enormously instructive and energizing. This year, there are three focal points of the collaboration: the Industrial Revolution (Beethoven, Romanticism, and the Creation of New Instruments); the Russian Revolution (Stalin the Dictator vs. Shostakovich the Composer); and the Holocaust (Violins of Hope and The Children of Willesden Lane). Students not only explore the material in class, but they also have many immersive opportunities outside of HB to increase their understanding and develop more personal and poignant relationships with the material. For example, as they study the Russian Revolution and learn about the events and people who shaped the era, the girls experienced a Cleveland Orchestra performance of Shostakovich’s Fourth Symphony, and they met cellist Martha Baldwin, an HB parent, who discussed the ways her personal understanding of the time period affects the way in which she plays the piece. To learn more about the rationale for this approach and for fuller descriptions of the coursework involved, visit www.hb.edu/historymusic.

TEACHING IN CONCERT

DISCOVERY Innovative Project-Based Learning approach to Early Childhood education keeps students involved and informed in

FUN NEW WAYS BY REENA S. GOODWIN

PHOTOS BY KEITH BERR

PRIDE

avi the Lion needed a loving home. Inside of a cardboard crate, he dreamt of his imminent adventure while awaiting his departure from Africa. Three days later, he was startled by the sound of something unfamiliar at his new destination: the clapping and chatter of young children, anxious to meet their new friend. A hard jolt shook him to his feet, and a strange light began to creep inside. Those unfamiliar sounds grew louder, transforming into squeals of delight. The box was opened, and so were the children’s arms. Lavi the Lion had arrived at Hathaway Brown School. This is just the beginning of the first phase of the Project-Based Learning Approach in the Early Childhood program at HB. Taking cues from their students, teachers developed a back story about how this new stuffed lion had come to take up residence in their classroom. The construct helped 3- and 4-year-old boys and girls use their imaginations as they learned important facts about nature and geography and travel in a fun, engaging, and interactive way. To some, this may seem like play—and to an extent, it is. But according to Barb Cicerchi, assistant professor in Early Childhood education at Cuyahoga Community College, playing is a key part in the learning process for preschoolers.

The Project Approach is based within a set of strategies that enable teachers “to guide students through in-depth studies of real-world topics,” according to the program’s official website. As does the Discovery Learning cycle at Hathaway Brown, Project-Based Learning encourages students to partake in an in-depth investigation of a pragmatic topic that piques their interest. Having that interest is critical in order for children to flourish, helping to keep them on track in constructing their own knowledge—facilitated by their teachers—while building the social and emotional skills that help them grow as individuals. “The underlying goal is to generate an excitement for learning, leading in turn to extended inquiries and fresh discoveries,” says Brown. Before beginning this learning cycle and embarking on project in the classroom, teachers work with students to select a topic for the project. Taking the children’s individual curiosities as a starting point, narrowing down a singular topic can be a process in and of itself. In Amanda Bruner and Megan Nitzsche’s preschool classroom, where they co-teach at HB, a desire for their students to take care of some “living” thing led to the topic of their most recent project: lions. Before the great cat ultimately was selected as the focal point for the project, Bruner and Nitzsche had to prompt their students to discover their interests. First, they provided small animal models to the children, who each cared for an individual animal. This exercise ultimately led them to determine that all of the members of the class should care for a larger animal together. Then they introduced the idea of bringing a lion into the community. They settled on that particular animal mainly for the qualities it represents. “We wanted to show that you can be powerful and also gentle,” says Nitzsche. Their students immediately latched onto the concept of caring for a lion, and they were hungry to learn more. And so the story of Lavi the Lion began.

“Children at this age learn differently than elementary school children,” she explains. “We know as Early Childhood educators that play is a child’s mind figuring out how something is working. That playtime is really important.” An expert in the field with 15 years of experience, Cicerchi has been mentoring EC teachers at HB since the school incorporated the approach into its curriculum three years ago. Project-Based Learning is not the exclusive form of learning at HB, but rather framed within the school’s overall Discovery Learning model, which incorporates “handson, multisensory environments, play-based literacy and exploratory learning,” describes HB Early Childhood Director Jane Brown.

But rather than simply raising questions so that teachers can provide the answers, the ProjectBased Learning approach encourages students to seek out the answers through their own research and investigation.

COGNITION:

Collect, analyze, and classify data in order to make predictions as students interact with the environment.

COMPETENCE:

Encourage children to take risks when appropriate, resulting in a willingness to take on new challenges and diminishing the fear of failure.

COMMUNITY:

Engage in planning, problem solving, and executing scenarios while knowing how to ask questions.

“One of the biggest benefits is that I’m learning along with the children. They can see that, and they can see how I go about finding the answers. It makes teaching very exciting.”

CHAPTER 1:

THE BEGINNING OF A PROJECT After a Project-Based Learning topic has been nailed down, the teachers launch into a discovery phase with the children. Through discussions, storytelling, and inquiries, they elicit prior knowledge so they may establish a plan to meet them where they are and set benchmarks for where to take them. Through these interactions, the teachers are fostering 21st century learning skills including collaboration, creativity, and critical thinking. In Bruner and Nitzsche’s class, many of the students’ questions after Lavi’s arrival revolved around caring for the lion itself. Where did the Lavi come from? What do lions eat? What type of habitat does he need in order to thrive? But rather than simply raising questions so that teachers can provide the answers, the Project-Based Learning approach encourages students to seek out the answers through their own research and investigation.

CHAPTER TWO:

DEVELOPING THE PROJECT With each inquiry that arises during the discovery process, data begins to be collected. Utilizing resources such as books, films, field trips, and insight from experts, students are encouraged to be inquisitive and seek out information through investigation. As answers begin to take shape, students can react and make connections through their Project-Based work in the classroom together with their teachers. “One of the biggest benefits is that I’m learning along with the children,” says Bruner. “They can see that, and they can see how I go about finding the answers. It makes teaching very exciting.” One of the first concerns the students had upon Lavi the Lion’s arrival was providing her a home. They gathered and carefully analyzed their research about the habitats of lions in Africa, and then the students created their own living environment for their new friend. Using materials such as dry grass, the children constructed a grassland dwelling in a corner of the preschool classroom, and stocked it with plenty of food options so that Lavi would stay

nourished and sheltered. And because they discovered that lions are the only cats that live in groups, they provided Lavi with some animal friends, too. No one child can take care of Lavi all alone. As they worked together, the children began to learn about each other and themselves— particularly their strengths and weaknesses— fueling their self-esteem and sense of purpose. “We have observed that children learn from each other, pooling their data about what works and what doesn’t, and make adjustments as necessary,” Brown says. While students develop teamwork, problemsolving, and conflict resolution skills, educators also make sure that core curricular subjects such as literacy, mathematics, science, and geography, are incorporated into the project. Questions invoked by teachers become lessons for the students: “How many toes does Lavi have?” “How do you spell ‘Lavi?’” “What other names have the letter ‘L’ in them?” “Where is Africa on this map?”

Learning through discovery at HB involves three cornerstones, which are gradually developed through active inquiry and exploration. They are:

Students are left with new knowledge and an understanding that asking questions is just as significant as finding answers; a memorable lesson for the future.

Through these direct teacher-student interactions, children are urged to share what they’ve learned, and the teachers are able to evaluate group and individual learning progress. It is important to note that the Project-Based Learning method is not the exclusive learning model employed in HB’s preschool classrooms. Rather, projects are complementary teaching tools used to foster engagement and keep young minds interested and eager to learn in an integrated and genuine manner. “It’s a very holistic way of learning,” says Nitzsche of HB’s comprehensive approach.

CHAPTER THREE:

CONCLUDING THE PROJECT During the span of a project, teachers communicate on an ongoing basis with parents using a special documentation approach. Via emails, conversations, photos, classroom displays and more, students visually and verbally express what they are learning and that information is shared with their families. “When kids are part of the project, it helps get parents involved and encourages the students to talk about what they are doing,” says Cicerchi. “When a child can’t stop talking about a project, that’s when you know learning is taking place.”

HB Pre-Kindergarten Teacher Kristen Wise is the parent of Lilah, a student in Bruner and Nitzsche’s preschool class. In addition to daily teacher updates, Lilah keeps her mom apprised of her progress as well.

Ciercci has witnessed many Early Childhood students benefit from the Project-Based Learning approach. “By the time by they get to kindergarten, they are full of creativity and questions,” she says.

“Watching Lilah become so excited about what has been happening in her classroom has been wonderful to see as a parent,” Wise says. “Every night at dinner she shares with great enthusiasm about what she has learned in school.”

Just like Lavi the Lion, the children are encouraged to always be exploring.

A project can last for a week or for a couple of months, depending on the students’ level of interest. To determine if the time is right to conclude the project, teachers will put forth what they call a provocation. In the lion class, the provocation included watching a video about African safaris. If the students are newly inspired by what they see and hear, the project will continue. If they’re unaffected by the provocation, teachers may judge that it’s time to wrap the project with a culminating event, such as a play, presentation, book, or display. Concluding each project in an imaginative and interactive way helps children apply what they have learned in the classroom in a meaningful way. At the conclusion of the project, students are left with new knowledge and an understanding that asking questions is just as significant as finding answers; a memorable lesson for the future.

“As a parent, I hope for my child to be able to apply what she has learned to other areas of her life,” says Wise. “With ProjectBased Learning, she is practicing that skill every day.

Watch and discover. Learn more about the Early Childhood Project-based Learning approach and Kindergarten Storyline methods at www.hb.edu/discoverylearning.

Dr. Mary Frances Bisselle will become HB’s 14th Head of School in July 2016

athaway Brown’s Board of Trustees in October appointed Dr. Mary Frances Bisselle to succeed Bill Christ as HB’s Head of School, with a term of service to commence July 1, 2016. Christ is retiring after three decades of leading the school.

“Fran Bisselle embodies the ideals of visionary leadership, commitment to excellence, and joyful engagement that define the HB experience,” Paul Matsen, HB board president, said in his announcement. Bisselle holds a Bachelor of Arts in History from Boston College; an M.A. in Liberal Studies with a concentration in History from Wesleyan University; and a Doctorate in Educational Leadership and Policy Studies with a concentration in Curriculum, Instruction, and Assessment from the University of Vermont. She has served for the last nine years as Head of School at Maple Street School, a K-8 independent school in Manchester Center, Vermont. Maple Street was established by bestselling novelist and Academy Award-winning screenwriter John Irving and his wife, Janet. Bisselle took the reins at Maple Street from the school’s founding director and she ushered the school through an economic downturn and saw enrollment increase by 20 percent during her tenure. Her career has included positions as a classroom teacher, dean of students, coach, dorm parent, educational consultant, and teaching fellow. She has been a member of the faculty and administration at The Taft School in Connecticut, and she developed and redesigned the curriculum for the Master of Arts in Teaching degree at the University of Vermont. She also spearheaded the project to establish the all-girls Camp Dudley at Kiniya, an overnight

camp in the Adirondacks affiliated with the 130-year-old allboys YMCA Camp Dudley. In a letter to the HB community, Bisselle said, “It is a tremendous honor to become Hathaway Brown’s 14th Head of School. HB’s 140-year commitment to high academic achievement and to educating young women to become independent thinkers who value character and public service, and who are confident to be creative and socially conscious is closely connected to my core beliefs.” A graduate of the esteemed Klingenstein Head Fellowship program at Columbia Teacher’s College, Bisselle serves on several high-profile boards of trustees, including as a New England Association of Schools and Colleges commissioned board member for the last five years, and as a trustee for the National Association of Independent Schools—which provides services and oversight for more than 1,800 schools in the United States. She also is the currently installed president of the Vermont Independent Schools Association. One of 15 siblings with 11 sisters and with two teenaged daughters of her own, Bisselle “knows and understands girls,” Matsen says. She herself was a lifer at Merion Mercy Academy, a K-12 school for girls located outside of Philadelphia. She’s also an avid athlete who played Division I college field hockey, and she runs marathons and plays ice hockey, tennis, and golf. Bisselle comes to HB after a 10-month national search. Learn more at www.hb.edu/headsearch.

PHOTO BY SHANNON AHLSTRAND

hb to welcome new head of school

Photo by Keith Berr

OUR NEW HEAD OF SCHOOL, DR. MARY FRANCES BISSELLE?

Create a nice relationship with each grade. If she does this, I’m sure it would make all the grades in the Be ready for anything! school feel less shy and excited to get to know her. Kailey, Grade 6

Tara, Grade 7

Dr. Bisselle should think of new ideas to continue Make sure to improving our school for academic purposes. I think all of the new additions to the school this year are great; the always be involved Learning Commons, the IDEA Lab, and Turf Field. She with students from should continue to create new spaces! Ava, Grade 5 all divisions. Dr. Bisselle should stay super organized, and try to engage in students’ lives. Perin, Grade 6

Be ready for a school full of spirit, a school that wants to give back, a school that is ready to learn, a school that loves growth, dreams big, and likes challenges. We can take on anything and will always have spirit and sisterhood throughout. HB is a school where traditions like Legacy Day, Carnival, and Brown & Gold Days create lifelong bonds and happy memories. Somerset, Grade 6

PHOTO BY SHANNON AHLSTRAND

WHAT ADVICE WOULD YOU GIVE

The SREP leadership team helped me figure out how to choose a research endeavor that was tied to a family friend’s illness and thereby begin to understand the bench-tobedside trajectory. The experience no doubt shaped my pursuit of training in clinical medicine and also my academic training in anthropology; though I ended up being a (medical doctor) and a social scientist rather than a bench scientist, the development of my research inquiry skills originated with the SREP. Amy Saltzman Porter HB ’01, AB PRINCETON UNIVERSITY; MD/PH.D. HARVARD UNIVERSITY; PEDIATRICS RESIDENT, CLEVELAND CLINIC

Working in a Cleveland Clinic lab in high school exposed me to the excitement of scientific discovery and laid the foundation for me to develop a true passion for research. I attribute so much of what I have done and the opportunities I have been afforded to the SREP program. It helped me reach my highest goals and set me on the path I’m on today. Catherine Koch HB ’10, BS MIT; MARSHALL SCHOLAR; MSc OXFORD UNIVERSITY; MD/PHD CANDIDATE AT HARVARD MEDICAL SCHOOL AND MIT

While other girls had ballet or violin or another traditional extracurricular activity that they excelled at, mine was being able to investigate phenomena in a research setting. There is probably no other high school in the world where I would have been able to realize my potential. Because I was not the perfect student with exceptional grades, without the SREP, quite frankly I probably would have fallen through the cracks elsewhere. Kyra Sedransk Campbell HB ’03, BS MIT; PH.D. UNIVERSITY OF CAMBRIDGE; U.S. PATENT-HOLDER FOR AN ARTIFICIAL MITRAL HEART VALVE; ROYAL SOCIETY-EPSRC DOROTHY HODGKIN RESEARCH FELLOW AT IMPERIAL COLLEGE, LONDON

Catherine Areklett ’17 analyzes the chiral properties of liquid crystals in the Physics Department at CWRU. PHOTO BY JASON MILLER

HB 19

Formula for Success

HBâ&#x20AC;&#x2122;s signature Science Research & Engineering Program unlocks high school girlsâ&#x20AC;&#x2122; innate potential By opening the doors to laboratories that students otherwise might not be able to enter until college or graduate school, the Science Research & Engineering Program at Hathaway Brown is bridging the divide between the traditional high school curriculum and the real world. Since 1998, more than 500 girls have participated in the SREP, earning placements in innovative research settings, working directly with practicing scientists, contributing to cutting-edge research in numerous fields, authoring and co-authoring scholarly articles published by leading scientific journals, and winning unparalleled recognition in prestigious national and international awards competitions. HB is proud to partner with such outstanding institutions as Case Western Reserve University, Cleveland Clinic, University Hospitals, the Cleveland Museum of Natural History, and NASA Glenn Research Center in this pioneering and longstanding initiative.

up for debate

HB’s Speech & Debate program helps girls discover and use their voices rom Knitting to Young Politicians, there are dozens of extracurricular clubs and activities designed to appeal to Hathaway Brown Upper School girls’ diverse interests. One of the most popular programs is Speech & Debate, which has more than 60 participants in grades 9-12. In terms of size and achievements earned, HB has one of the strongest teams in the state.

Now in its 11th year, HB’s Speech & Debate team recently was designated a member of the “200 Club” by the National Forensics League. According to program advisor Jason Habig, “Every time an HB student competes in a speech or debate event—win or lose—she earns points for herself and for the school. These points advance the student into different levels of accomplishment. HB is one of only 13 schools in Ohio to have more than 200 “members and degrees” and most of the other schools with the designation are large public schools that have many more total students competing. In the history of our program, HB students have earned more than 42,000 points, and since you earn three points for losing a debate and six points for winning it, that gives you a sense of how much speaking and debating has been going on at HB for the last decade.” Habig was tapped by Head of School Bill Christ to establish the Speech & Debate program at HB in 2005. He had been a policy debater himself at Saint Ignatius High School and Case Western Reserve University, and he began coaching at SIHS when he was a freshman in college until he joined the faculty at HB. In addition to overseeing this successful program, Habig also is an eighth-grade history teacher, chair of the Middle School history department, and director of HB’s summer programs. He holds the Ann Corlett Ford Chair in History as well. With a regular season that includes one- or two-daylong tournaments each weekend from October through January, state and national tournaments in February and March, and afterschool practices for 13 different events, supervising the Speech & Debate program is quite a commitment. Habig thoroughly enjoys it though, and says he wouldn’t have it any other way. “I know how important this activity was to my own intellectual development, and I want to give that same experience to others,” he says.

Speech & Debate is set up at HB in such a way as to allow every student to compete at the level to which she is able. Some students take part in tournaments only a few times a year, and others compete each and every week during the season. “It is a perfect activity for anyone who wants to do something competitive, but isn’t necessarily into athletics,” Habig says. “It is also a great way for students to develop specific skills, including research skills, public speaking skills, and critical thinking skills. To me, though, the biggest benefits of doing Speech & Debate are those that are less obvious. I find that Speech & Debate teaches students to be more organized, to be better listeners, and to be more concise in their writing and speaking.” Program participants have racked up several notable accomplishments in recent years. In 2014, three HB students advanced to the finals of the International Public Policy Forum after engaging in written and oral debates against schools from more than 25 countries and 30 different U.S. states. More than 20 girls have qualified for the state tournament for the last three years. HB has had students advance into the state semifinals in Extemporaneous Speaking for three consecutive years, and into the finals of Congressional Debate for four consecutive years at the Ohio High School Speech League state tournament. And in 2015, Morgan Austin ’15 advanced to the final round of Congressional Debate at the National Speech & Debate tournament in Birmingham, Ala. Another perk of Speech & Debate is that it can be an activity for the entire family. Habig says that he’s always looking for judges—parents and siblings are invited to volunteer and he will gladly train them to assist at local tournaments.

CORALIN LI ’18

ELLIE ROBERTO ’18

athaway Brown students fared extremely well in the 2016 regional Scholastic Art and Writing Awards. In the Writing portion of the competition, HB Upper School girls set a new school record, earning 132 Gold Key, Silver Key, and Honorable Mention designations. This number represents more than half of all winning work submitted by ninth through 12thgrade students in Northeast Ohio this year. HB students were awarded 19 Gold Keys, 46 Silver Keys, and 67 Honorable Mentions, and several students were recognized multiple times in multiple writing categories, including poetry, memoirs, critical essays, and fiction. In the Art portion of the competition, 24 HB students earned 30 awards for their work in photography, printmaking, mixed media, illustration, ceramics, and architecture.

Learn more about the Scholastic Art and Writing Awards at www.artandwriting.org.

Artistic Accolades G I N A

RAEA PALMIERI ’17, SCHOLASTIC SILVER KEY

EGAN ’18, SELF-PORTRAIT WITH HER MOTHER

Z O E S O LT ’ 1 7 , S E L F - P O R T R A I T

PHOTOS BY SHANNON AHLSTRAND

LEADING the Charge

Athlete Leadership Program strengthens Blazer culture

The Blazer Athletics program is about much more than playing sports. Leadership, teamwork, perseverance, discipline, and good sportsmanship are a few of the overarching values encouraged throughout each sports season, on and off the playing field. Hathaway Brown’s recently implemented Athlete Leadership Program aims to strengthen these existing values and build on them by offering special opportunities for team captains to creatively explore and develop their individual leadership skills and styles, while honoring the responsibilities, risks, and rewards of leadership. The program provides a supportive forum in which team captains expand their leadership skills and share the challenges and rewards of their experiences. With special meetings, lunch seminars, and alumnae mentor discussions, the girls have heightened awareness of the essential skills needed to navigate a successful leadership platform. Regardless of whether HB athletes continue playing sports beyond high school, the lessons they’re learning can be applied to all areas of professional and personal life. They’re seizing the opportunity to be trailblazers and difference makers—to leave a lasting imprint at HB and beyond.

HB 23

WINTER SEASON

RECAP

CROSS COUNTRY - The Varsity Cross Country team had a successful regular season, with several top finishes and a trip to Districts. Junior Caroline Millican advanced to Regionals, and even to the State Championship Meet, where she finished 21st. GOLF - Varsity Golf finished the regular season

undefeated. They placed second in the OHSAA Division I Sectional Tournament and advanced to the OHSAA Division I District Tournament.

FIELD HOCKEY - The Varsity Field Hockey team finished the regular season with a record of 10-5-2. With playoff wins over Stow (3-0) and Magnificat (4-3), the team advanced to the OHSAA District Semifinal Game. The JV Field Hockey team completed the regular season with a record of 8-2 and won the championship game of the JV tournament. SOCCER -

The Varsity Soccer team had a record of 9-4-3, was seeded #1 in their OHSAA Division II District, and they advanced to the Regional Semifinals after being crowned District Champions. The JV Soccer team made a lot of progress and ended the season with a record of 6-4-4.

TENNIS - Blazer Tennis (Varsity “A” team) was crowned 2015 OTCA State Champion. In the OHSAA Division II State Tournament, Ally Persky ‘17 and Catherine Areklett ‘17 won State Runner-Up in Doubles and Lauren Gillinov ‘17 was the State Champion in Singles for the second year in a row. The Varsity “B” Tennis team completed their season with a record of 13-6. The JV Tennis team had a winning record of 10-6. VOLLEYBALL - Varsity Volleyball was seeded #4 in their OHSAA Division II District, and finished the season in the District Championship Game. The JV Volleyball team finished their season on a high note at the Magnificat JV Tournament.

Young alumnae return to Cleveland to find a revitalized city eager to welcome them back home S T O R Y B Y K AT H L E E N O S B O R N E PHOTOS BY KEITH BERR

Pictured (l-r) at Cleveland Metroparks Edgewater Beach in July: Bethany Costilow Baldwin ’01, Cassi Pittman ’01, Elizabeth Falco ’01, Kristen Bowman ’03, Lauren Harris ’06, Tierney Healey ’06, Sheena Dee Pauley ’84, Molly Bruce Downing ’60, Angela Amos ’01, and Becca Levinsky ’10.

any HB graduates have lived and learned in locales far and wide before coming back to Cleveland to put down roots. Those same women say they aren’t sacrificing quality of life at all in the exchange.

#BEAUTIFULBEACON

Elizabeth

Falco ’01 stands under the GE Chandelier at PlayhouseSquare, the world’s largest permanent crystal chandelier. Studded with a whopping 4,200 crystals, the outdoor lighting installation is suspended over the intersection of East 14th Street and Euclid Avenue. Unveiled in a “Dazzle the District” ceremony in 2014, it’s designed to bring the inside out, as it echoes the motif of the graceful lighting that adorns the theaters at PlayhouseSquare. The chandelier is illuminated every evening, along with the updated signage that welcomes nearly 1 million visitors to more than 1,000 programs throughout the year in the country’s largest performing arts center outside of New York City.

lizabeth Falco ’01 earned her undergraduate degree from Washington & Lee University in Washington, D.C., where she also worked for AllianceBernstein. After a number of years at the investment management firm, she decided to stretch her wings, and she moved to Barcelona, Spain, and got her MBA from ESADE Business School. Back in the States with her business degree in hand, she’s worked in private wealth management and nonprofit strategic fundraising. These days, as she searches for her ideal career, you’ll find her consulting at the 103-year-old City Club of Cleveland, also known as “America’s Citadel of Free Speech.” The community resource is the longest continuously running independent free speech forum in the country. Falco is civically engaged in a number of additional arenas as well. Living in the heart of the city, she’s a City Advocate (class of 2015-2017) for the Downtown Cleveland Alliance, she’s a member of the Corporate Leadership Committee for the Cleveland Play House, and she’s part of the Advancement Committee for the YWCA of Greater Cleveland. She encourages other young professionals to take advantage of the region’s rich heritage and to lend their voices to the mix as well. “Cleveland is a place where you can have it all—access to world-class cultural institutions, a variety of entertainment options, excellent cuisine, and an affordable lifestyle,” she says. “It’s a place where you can roll up your sleeves, get involved, and really impact your community. We need the best and the brightest to come here and help us shape the future of the city.” Two other members of the HB Class of 2001 recently have brought the benefit of their Ivy League educations back to Cleveland. Cassi

Pittman, who was designated by Scene Magazine in 2015 as one of “30 Clevelanders who we love from all walks of life” and profiled in the publication’s annual “People Issue,” is a graduate of both the University of Pennsylvania and Harvard. She’s now living in Cleveland and working as an assistant professor of sociology at CWRU. She loves being back home, she says, where she’s rediscovering all of the things that she cherished growing up, and exploring the many ways that the city has changed. She relishes the chance to make a difference as well. She came to Scene’s attention when she delivered a speech at the East Cleveland Public Library in which she illuminated the pros and cons driving the debate over whether Cleveland proper should annex the neighboring small city of East Cleveland. She also is interested in developing a course to help students understand the socioeconomic characteristics of the region. “There is a lot of growth and development and a need for talented, bright women to lead the city,” Pittman says. “There are so many ways we can bring our knowledge and experiences from living outside of Cleveland to improve and contribute to that growth.” An energy portfolio manager and graduate of Harvard College and Harvard Business School, Angela Amos ’01 is an impressive contributor to the city’s knowledge base as well. As an undergraduate, she studied black culture and politics. She has worked as an electricity trader in New York, Atlanta, and Houston, and after receiving her MBA, she walked the Camino de Santiago, “a semi-spiritual and semi-social 500-mile pilgrimage across northern Spain.” Back in Cleveland, in addition to the balanced perspective she brings to her work, she brings fresh eyes to view the redevelopment of her hometown, and she enjoys being able to escape the noise of the city in the natural preserves of the Cleveland Metroparks. The region’s brain gain extends to the inner-ring suburbs of Cleveland too. Lauren Harris ’06, a resident of Cleveland Heights, returned to the area armed with a degree in sports management from Temple University in Philadelphia. She’s now the event manager for the Greater Cleveland Sports Commission, and she has been responsible for managing more than 30 national and international sporting events in her five years on the job. She’s

#TASTEMAKERS

HB alumnae (l-r) Becca

Levinsky ’10, Kristen Bowman ’03, Dora Huang ’09, and Julie Golinski ’09 flank Jonathon Sawyer, winner of the 2015 James Beard Foundation Award for Best Chef Great Lakes, and chef/owner of several renowned restuarants, including The Greenhouse Tavern on East 4th Street, Cleveland’s trendy dining, entertainment, and residential district. Spanning the distance between Prospect and Euclid avenues, East 4th Street can often be seen on TV, as national networks have taken a liking to the backdrop created by the vibrant cobblestone hotspot at the center of Cleveland’s flourishing food scene. It’s also the address of Lola Bistro, the flagship dining mecca owned by another James Beard Award-winning chef, media personality and tireless Cleveland champion Michael Symon.

#FRESHPRODUCE

29 The historic Cleveland Trust rotunda building at the

corner of East 9th Street and Euclid Avenue is now home to the all-new Downtown Cleveland Heinen’s Grocery Store. Designed by renowned architect George Browne Post (who also drew the plans for the New York Stock Exchange) and first opened as a banking complex in 1908, the building underwent a careful renovation to preserve its aesthetic beauty while being repurposed as a grocery store to accommodate the ever-increasing number of downtown residents and office workers. It was reopened as Heinen’s in 2015. Bethany Costilow Baldwin ’01 (l) and Cassi Pittman ’01 (r) enjoy the view on the second-floor balcony under the gorgeous Grand Atrium Skylight and lovely murals painted by artist Francis Millet (who died in the sinking of the Titanic) that tell the story of how the state was settled.

also the owner of her own event and brand-management company and the mother of little girl, Layla Marie, born in 2014. “Much of my time now is spent enjoying my daughter, which has been so much fun because I pretty much get to be a kid again,” she says. “Because of her, I see myself exploring the city way more and attending tons of events that Cleveland has to offer. It’s actually pretty amazing how many free events take place in the city each weekend.” Bethany Costilow Baldwin ’01, who now lives in Shaker Heights, has appreciated being able to introduce the area to her husband, a native of New Hampshire. The sales and marketing manager for Hyde Park Mouldings Inc., she holds degrees in political science from Hiram College, and in architectural plasterwork from the American College of the Building Arts in Charleston, S.C. When she began working for Hyde Park, Baldwin was living in the New York metropolitan area, but the company allowed her the opportunity to move to any U.S. city of her choosing and complete her work remotely. “My husband and I drew a map of the country and considered such cities as Austin, Chicago, Seattle, and Madison before deciding that Cleveland was the right place for us,” she says. Baldwin was able to become actively involved in the Ohio & Lake Erie regional chapter of the Institute of Classical Architecture and Art, where she says she has been able to make more of a difference than she could in the New York chapter. Like her classmate Angela Amos, she also enjoys the ease with which she can escape to the great outdoors here. “We take advantage of the incredible Metroparks system,” she says. “We are regulars at the Shaker Square Farmers Market and are passionate about the resources we have here in Northeast Ohio for local food. There are some marked changes in the tone and landscape of the city in just the past five to ten years. A critical mass of energy and enthusiasm seems to have gathered and one can feel the shockwaves of positive change in every aspect of city life.” Tierney Healey ’06 has lived in Cleveland’s Warehouse District, right across the street from the office where she works as a senior account executive for The Adcom Group, for the last three and a half years. In that time, she’s been able to experience parts of the city she never

had when she was a student at HB. She’s also able to do things here that she couldn’t do when she lived in New York City working on Ralph Lauren’s Rugby line after she graduated from Amherst College with an art degree. “I have a car here,” she says. “I can drive wherever I want. There’s so much to do in Cleveland, and more and more excitement is added every day. There’s something happening here. You can feel the energy. I wouldn’t want to leave and miss it.” Healey enjoys meeting friends and HB classmates at restaurants and sporting events downtown and in Ohio City. She makes the short trek to Case Western Reserve University to take classes at the Weatherhead School of Management in the part-time MBA program. And she lives close enough to her family to see them as often as she likes. “It’s all about taking advantage of the opportunities,” she says. Kristen Bowman ’03 assures others that it’s not at all difficult to simultaneously embrace Cleveland as both a hardworking industrial city and a city on the rise. The Hathaway Brown alum and 2007 graduate of South Carolina’s Wofford College traveled and worked overseas as an au pair in France for a time after she received her degree in French, then she moved back to the Palmetto State for a few years. But her hometown kept calling her. “I realized that every time I came back to Cleveland, it was harder and harder to leave,” she says. “Despite those mild yet beautiful South Carolina winters, there always seemed to be so much happening in Cleveland that felt so alive.” So she packed her bags and returned for good in 2011. She’s now an account manager living in Tremont, a historic neighborhood of Cleveland just west of the Cuyahoga River that’s known for its restaurants, boutiques, art galleries, and stately church buildings. “I love that Cleveland is not perfect,” she says. “I love that it’s still a little rough around the edges, and that there are thousands of proud Clevelanders trying to make the city a better, safer, more fun place to live. I love the energy in this town and how nice people are here. The mix of development and progress with the gritty backdrop makes the transparency of the city changing and growing so incredibly visible. It makes the city feel alive.”

Hathaway Brown is an independent day

school that enrolls girls in preschool through 12th grade and boys and girls in Early Childhood. It is the oldest collegepreparatory girls’ school in Ohio, originally established as the Brooks School for Ladies, an adjunct to the prestigious Brooks Military Academy in downtown Cleveland. It was founded by five intrepid young women who implored the headmaster at Brooks to allow them to take afternoon classes. The school’s name was changed to Hathaway Brown 10 years later and moved to its permanent Shaker Heights location in 1927. Established: 1876 PHOTO BY KEITH BERR

Motto: Non Scholae Sed Vitae Discimus: We Learn Not For School, But For Life Colors: Brown and Gold Head of School: Bill Christ (1987-present) OHSAA Division: II Girls in EC-12 Boys and Girls in Early Childhood Co-ed Infant & Toddler Center 850 Students 8:1 Student-Teacher Ratio Four Divisions: Early Childhood (ages 2 ½ to 5); Primary School (K-4); Middle School (5-8); Upper School (9-12)

Tuition & Financial Aid We look for talented students of strong character regardless of a family’s ability to pay tuition. For commonly asked questions and detailed information about HB’s financial aid program and eligibility guidelines, please visit www.hb.edu/ admission. Students are admitted to Hathaway Brown and awarded financial aid on the basis of personal and academic performance and promise, and are included in all school activities and programs, without discrimination on grounds of race, color, religion, or national or ethnic origin. Each year, HB commits $4 million to the need-based financial aid program. Students in grades K-12 are eligible to apply for these funds and approximately 32 percent receive financial assistance. Financial aid funds are delivered in the form of grants, ranging from $500 up to 98 percent of tuition. The Financial Aid Committee reviews each case individually, awarding grants on the basis of demonstrated need as determined by School and Student Services, a subsidiary of the National Association of Independent Schools. Hathaway Brown School does not offer athletic scholarships.

Tuition ranges from $3,000-$30,000 per year

Tuition and Fees for 2015-2016

Families from 83 Northeast Ohio communities

Infant & Toddler Center (6 weeks - 36 months) ranges from $3,000 to $15,000

34 percent students of color 100 percent of graduates attend four-year colleges Endowment of $53.5 million 16-acre campus with aquatics center, turf field, invention lab, visual performing arts spaces, and working television studio Financial aid awarded to 32 percent of students Home of the innovative Institute for 21st Century Education Partnerships with nearly 100 Greater Cleveland organizations One-to-one technology program Extensive transportation options Merit scholarships available at the high-school level Hathaway Brown is a member of the National Association of Independent Schools, the National Coalition of Girls’ Schools, the Ohio Association of Independent Schools, the Cleveland Council of Independent Schools, the Global Education Benchmark Group, and is a founding member of the World Education Alliance.

Early Childhood (ages 2 1/2 – 5) ranges from $5,000 to $11,000 Primary School (grades K – 4) ranges from $20,000 to $23,000 Middle School (grades 5 – 8) ranges from $24,000 to $26,000 Upper School (grades 9 – 12) ranges from $28,000 to $30,000

greater than the sum of its parts

HB’s integrated mathematics curriculum reconfigures the traditional teaching approach as it connects concepts across fields of study BY A M A N D A S E I F E RT A N D M I C H A E L B U E S C H E R

he girls walk in, as eighth-graders do, laughing and talking as they find their ways to their desks. Soon the backpacks have been set down, the pencil cases and binders arranged just so, and the door is closed for the period. The classroom is light-filled and welcoming, with the students seated in small groups rather than in rows, a few couches arranged near the window, and colorful posters hung on the walls with care. The people in this room are noticeably excited to be here. Surprisingly, they have not gathered for art class, drama, or some other special course that can almost always be counted on for an upbeat atmosphere. This is Beginning Algebra and Geometry. The teacher, Dr. Elizabeth Patterson, mentions yesterday’s test, and almost instantly, a cheerful “yee-haw!” erupts, followed by a chorus of giggles. With a grin and a voice set just above the din, Patterson announces today’s lessons, which will be largely performed by the students themselves, in small groups of two or three. They’re shifting gears a little now, away from equations with fractions and decimals, toward “system” problems introduced through situations. Today’s Iditarod-themed textbook pages have them charting graphs and, as always, thinking mathematically to answer questions. Throughout the class, there is friendly banter, and everyone is engaged. Patterson makes her way around the room, checking on work and levels of understanding, eventually ending at the Smart Board in the front of the classroom to walk the students through the “who, what, where, when, why, and how” of the problems. A very small percentage of the class time is spent with the teacher simply talking at the students; and the girls seem to like it this way. Their impression of this method of being taught algebra and geometry concurrently is resoundingly positive, and they appreciate having a little more independence as they work in groups or with partners to realize ideas together, benefitting from others’ perspectives. It’s not just the classroom activity that sets Hathaway Brown mathematics apart; the integration of topics within the curriculum is very different from the way these concepts are taught in most U.S. schools. The division of secondary mathematics into algebra, geometry, and a second year of algebra is unique to the United States, dating from the late 1800s when the idea that all students should go to high school began to take hold. Most industrialized countries teach math as a cohesive whole, where interesting problems arise in places that different topics overlap. With the rest of the world’s students learning math through connections and problem solving, it’s little wonder that the U.S. has fallen far

behind both in student achievement on international exams and in the attitudes they express about mathematics. At HB, Middle and Upper School students have begun to study math using an integrated approach. They learn all of the same material as a student in a traditional curriculum, but in a manner that connects the concepts, and emphasizes reasoning and problem solving. Topics that share a common structure are learned together, whether they are algebraic, geometric, or statistical in nature. Some topics that students can grasp at younger ages—area and volume, for instance—now are taught in earlier grades, while concepts such as quadratics and polynomials are taught later. Throughout the curriculum, HB teachers challenge students to think, reason, explain, and make connections. The members of HB’s mathematics faculty are careful to underscore that traditional mathematics curricular topics haven’t been abandoned, but the changes that have been made in the coursework come as a result of three years of careful study. “We looked at the research, both internationally and within the United States, and the clear message was that an approach that integrates different branches of mathematics produced better results in both the short term and the long term,” says Upper School Mathematics Department Chair Michael Buescher. To illustrate the point, he explains that the distance formula, the Pythagorean Theorem, and the equation of a circle on the Cartesian plane are different representations of the same overall concept. In the traditional curriculum, however, these formulas are taught in three different places: Algebra 1, Geometry, and Algebra 2 or Precalculus, respectively. As a result, many students in this country go through school thinking of math as a collection of disconnected formulas to be memorized, rather than a cohesive, logical whole to be appreciated for its power and beauty. The results of this integrated approach are impressive, as girls are exposed to more advanced concepts than they would be otherwise. More than three quarters of HB students take a full year of calculus before they graduate, and the vast majority of them study it for at least a few months. Students also have a firm foundation in statistics and probability—a crucial experience in the data-driven 21st century. Ultimately, HB graduates think quantitatively, know how to reason, and can construct logical arguments while explaining challenging concepts to others. With a strong and diverse foundation in mathematical concepts, they’re exquisitely well prepared for college too.

PHOTOS BY KEITH BERR

YOUR TURN

What happens when you graph two lines at the same time? What can you learn? Today you will use data graphs, and rules to examine what happens when two lines or curves intersect.

Race Scatter Plot 1200

Distance in Miles from Fairbanks

1100 1000 900 800 700 600 500 400 300 200 100 0

100 120 140 160 Time in Hours

180 200

220 240

The Iditarod Trail Sled Dog Race is famous for its incredible length and its use of dogs. The sled drivers, known as mushers, start their dog sleds at Fairbanks, Alaska, and ride through the snow for several days until they reach Nome, Alaska. Along the route, there are stations where the competitors check in, so data is kept on the progress of each team. Joyla and her team of dogs have made it through the first five checkpoints. Her buddy Evie left Nome (the finish line) on the day the race started in an effort to meet Joyla and offer encouragement. Evie traveled along the route toward the racers on her snowmobile. The progress of each person is shown on the graph that follows. Your Task: With your team, analyze the data on the graph. Consider the questions below as you work. Be prepared to defend your results.

Which data represents Evie? Which represents Joyla? How can you tell? When did Evie meet Joyla? How long was the race? How can you tell? Who traveled faster? Explain how you know. Approximately how long did it take Joyla to finish the race? How did you find your answer?

Dietiker, Leslie. Core Connections. 2nd ed. Sacramento, CA: CPM Educational Program, 2013.

Put your own mathematics skills to the test and use your knowledge to think analytically and answer the questions that HB eighth-graders worked on in Dr. Elizabeth Pattersonâ&#x20AC;&#x2122;s Beginning Algebra and Geometry class.

admission calendar january Infant & Toddler, Early Childhood and Kindergarten Open House for prospective Infant and Toddler Center, Early Childhood, and Kindergarten families Saturday, January 23, 2016 10-11:30 a.m.

Kindergarten Visitation Day

for prospective Kindergarten families Wednesday, January 27, 2016 8:30-10 a.m. Anne Cutter Coburn Reception Room

Middle School Parent Preview

for parents of prospective students in grades 5-8 Thursday, January 28, 2016 8:30-10 a.m. Anne Cutter Coburn Reception Room

Kindergarten Screenings

for prospective Kindergarten and current PreKindergarten students Friday, January 29, 2016 9 a.m.-2 p.m. Kindergarten Classrooms

CCIS Grades 4-12 Early Decision Round Reply Date Friday, January 29, 2016

february Kindergarten Curriculum Night for current and prospective parents of rising Kindergarten students Wednesday, February 3, 2016 7 p.m. Kindergarten Classrooms

HB Playdate: Music & Stories

for prospective Infant & Toddler Center, Early Childhood and Kindergarten families Thursday, February 4, 2016 9:30 a.m. Primary School Library

Kindergarten Screenings

for prospective Kindergarten and current PreKindergarten students Friday, February 5, 2016 11:30 a.m.-3 p.m. Kindergarten Classrooms

Early Childhood Screenings

for prospective Early Childhood families Saturday, February 6, 2016 9 a.m.-12 p.m. Early Childhood Classrooms

Middle School Reverse Egg Drop

for accepted students in grades 5-8 Wednesday, February 10, 2016 3:30-5 p.m. Atrium, Margery Stouffer Biggar ’47 & Family Dining Hall

Infant & Toddler Center Sneak Peek for prospective Infant & Toddler Center parents Wednesday, February 10, 2016 5:30 p.m. Anne Cutter Coburn Reception Room

Infant & Toddler – Grade 3 Application Deadline

for prospective students Infant & Toddler-grade 3 Wednesday, February 17, 2016

HB Playdate: Jungle Terry & Open Gym

for prospective Infant & Toddler Center, Early Childhood and Kindergarten families Saturday, February 20, 2016 10 a.m. HB Gymnasium

CCIS Infant & Toddler - Grade 3 Admission and FA Decision Date Rolling Admission grades 4-12 Friday, February 26, 2016

march Primary Acceptance Day

for newly accepted K-4 families Tuesday, March 1, 2016 8:30 a.m. Anne Cutter Coburn Reception Room

Infant & Toddler and Early Childhood Acceptance Day for accepted Infant & Toddler Center and Early Childhood parents Friday, March 4, 2016 9 a.m. Anne Cutter Coburn Reception Room

CCIS Early Childhood – Grade 8 Admission Reply Date Friday, March 11, 2016

april HB Playdate: Science & Stories

for prospective Infant & Toddler Center, Early Childhood and Kindergarten families Thursday, April 14, 2016 9:30 a.m. Primary School Library

Carnival New Student Warm-Up and Stretch Sunday, April 17, 2016 8-9:30 a.m. Upper School Dance Studio

may Eighth Grade Musical Reception for new families in grades 5-8 Sunday, May 1, 2016 1:30-2:30 p.m. Anne Cutter Coburn Reception Room

Middle School New Family Orientation for new families in grades 5-8 Thursday, May 5, 2016 8:15-11 a.m. Anne Cutter Coburn Reception Room, WCC, Auditorium

Rising Upper School Mentor Lunch & New Upper School Student Placement Testing

for current students in grade 8 and new students in grades 9-12 Monday, May 9, 2016 Anne Cutter Coburn Reception Room, The Ahuja Auditorium, Atrium

june Kindergarten Parent Orientation Night for all rising Kindergarten parents Wednesday, June 1, 2016 7 p.m. Prime Music Room

Early Childhood Orientation for new Early Childhood families Monday, June 6, 2016 4 p.m. Playground Patio

Primary New Family Ice Cream Social for all Kindergarten families, new families in grades 1-4 & host families Tuesday, June 7, 2016 6:30 p.m. Playground Patio

Middle School New Family Picnic for new families in grades 5-8 and host families Wednesday, June 8, 2016 5-7 p.m. Margery Stouffer Biggar ’47 & Family Dining Hall Patio

Upper School New Family Picnic for new families in grades 9-12 Thursday, June 9, 2016 5-7 p.m. Margery Stouffer Biggar ’47 & Family Dining Hall Patio

PHOTO BY KEITH BERR

Non-Profit Org. U.S. Postage

19600 North Park Boulevard Shaker Heights, Ohio 44122

PAID

Cleveland, Ohio Permit #3439

PHOTO BY SHANNON AHLSTRAND

The best way to get to know Hathaway Brown is to come see us. Call 216.320.8767 today to schedule a personal tour. We’d love to show you around. Extensive additional information about HB, including overviews of all of our signature customized academic programs, may be found at www.hb.edu. Navigate to the Admission tab for details about interviews, student visits, applications, screenings, and financial aid. Be sure to “like” Hathaway Brown School on Facebook. Find us on Pinterest, and follow us on Twitter @HathawayBrown and on Instagram at @HathawayBrownSchool.

PHOTO BY KEITH BERR

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