Admissionsmag2013 by Hathaway Brown School

The Admission Magazine of Hathaway Brown School

Fall 2013

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

Photo by Vanessa Butler

HB 3

Hathaway Brown is a dynamic and compassionate community dedicated to excellence in the education of girls.

our doors are open The best way to discover what makes HB unique is to come and spend a day with us. Walk the halls. Sit in on classes. Meet our faculty, staff, and coaches. A school visit will involve a meeting with the admission director, taking a tour of the school, and getting a taste of the classroom experience. Let us know what interests you. If you’d like to see a dance class, watch students swim laps in the pool, or spend time with department directors to learn about our innovative academic programs, we’d be happy to accommodate. Just tell us what you think would make your visit feel most worthwhile and we’ll make all the arrangements. When you meet with our admission directors, we’ll take the time to get to know you and your child, and you’ll have the chance to ask any specific questions you may have.

contents Admission

News from North Park pg. 6 World Class pg. 10

Keeping an international perspective at the core of a 21st century education

Teaching Guides pg. 22

Faculty Mentors and Advisors ensure that every student is educated and nurtured in the best possible way

Student Gallery pg. 24 Poetry and Artwork

Neighbors & Friends pg. 26 Student initiative brings together people who aren’t really so far apart

In Their Words pg. 30

Ask a Blazer Q&A with EC and Prime students

We hope you’ll take the time to learn more about what makes HB stand out among independent schools. Come see us anytime. To learn more about the difference Hathaway Brown School can make for your child, please call 216.320.8767 today to schedule a visit and tour. For application information, including important dates and deadlines for each of our four school divisions, please visit www.hb.edu/admission_process.

Photo by Vanessa Butler

2Â˝ year-old friends! Due to increased enrollment in the Early Childhood program, Hathaway Brown unveiled a brand new First Step classroom at the start of the 2013-14 school year. The space was designed using sustainable materials and offers great vistas for learning and discovery for the boys and girls, their teachers, and their fish, Mike.

New Beginnings

When I think about school beginning again, my mind immediately goes to the students. Although a summer off can be productive and relaxing, we all miss our girls. And coming back to school is special, whether it’s your very first day or even your 37th first day, like it was for me. As a member of the HB administration, I count myself lucky to still be having first days (and even luckier to experience the joy of a snow day every now and then!) The excitement of the students’ arrival always gives me butterflies. This is a time of reconnection and new beginnings. The Admission Office has another new beginning to celebrate this year as well. We’re so excited to be able to bring back one of our own for another first day of school at HB. Students are the center of the HB community; we watch them grow, thrive and eventually soar away from campus. But when we’re really lucky, they come back. We welcome Katherine Jenne Chapman ’04 to the HB Admission team for the 2013-14 school year. I had the pleasure of knowing Katherine as a student, and now I’m thrilled to have her as a colleague. She has been a middle school teacher and she’s worked in the summers as an administrator for Aspire, HB’s tuition-free academic enrichment program for girls in under-resourced schools in Cleveland. She began her HB career in the fifth grade, and there is no one better to share the middle school experience with prospective HB families. Katherine joins the other members of our experienced and enthusiastic team: Kristin Kuhn, director of Early Childhood and Primary School admission, and Colleen Sommerfeld, director of Upper School admission. All four of us are anxious to share the HB story with you, and the story is a good one. Please enjoy this Learn for Life magazine, listen to the voices of the students, faculty, and parents, and consider the HB community for your daughter or EC son. As a parent of an HB student, I can tell you firsthand what a wonderful influence this school has had on my child. And on me. I look forward to welcoming you and your child for a first day at HB. It is guaranteed to be memorable.

Sarah Liotta Johnston pictured with Katherine Jenne Chapman ’04, the newest addition to HB Admissions.

Associate Head for Enrollment Management 216.320.8104 sjohnston@hb.edu

Tina Reifsnyder

Admission Coordinator 216.320.8767 treifsnyder@hb.edu

Shelley Johns

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 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, and is a founding member of the World Education Alliance.

Colleen Sommerfeld

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

Quotable: “Your parents have to love you, but your

teachers don’t. Your siblings have to love you, but your classmates don’t. And yet, here, they do. I would say we’ve made a home for ourselves here, but it’s much truer to say a home has

been made for us by this school and these teachers, who with their kindness and humor and intelligence have become our mentors, role

models, and friends, who have never paused in their quest to educate us for our lives rather than

the workforce, who have taught us both how to write an essay and how to be a good person, how

to be an adult. We are lucky to even know these

incredible people and luckier to be loved by them. - Zoe Harvan ’13, 137th Commencement, June 7, 2013

Photos by Kevin Reeves

Photo by Impact Action Photography

Nothing Standard About It Hathaway Brown senior Dhikshitha Balaji earned a perfect composite score

of 2400 on the SAT, the nation’s most widely used college admission test. The test covers critical reading, mathematics, and writing skills. This rare feat was achieved by only 360 of the 1.6 million test takers in 2012 (.022 percent). Michele Zhou ’14 earned the highest possible composite score of the ACT exam (36). The ACT features tests dedicated to English, mathematics, reading, and science, with each test scored on a scale from 1-36. A student’s composite score is an average of the four test scores, and a perfect result is achieved typically by less than one-tenth of one percent of all test takers.

Programmed for Excellence

Go Blazers! Swimming & Diving – OHSAA Division II District Runner-Up * Finished eighth in the OHSAA Division II State Meet Basketball – Brought home their fifth consecutive OHSAA Division II State Championship and set a new OHSAA record for boys and girls basketball * Finished the season 22-6 * Post-game winning streak at 36

The Ohio Affiliate of the National Center for Women & Information Technology (NCWIT) recognized four Hathaway Brown students for their accomplishments and aspirations in computing and technology. The awards were created to generate women’s visibility in technology fields. Winners are acknowledged for aptitude in technology and computing, leadership ability, academic history, and plans for postsecondary education. Seniors Lauren Dierker, Allie Dumas, and Grace Phillips, and sophomore Isabella Nilsson were honored with the Ohio Affiliate NCWIT Award for Aspirations in Computing. This is the first time in Ohio that four students have been chosen from the same school.

Digital Makeover

Track & Field

– Record number of participants * OHSAA Division II Champion in 4x800 Relay

Lacrosse – Fifth straight year as OSLA Division II Regional Champion * Advanced to Final Four * Overall record of 12-7 Softball – Finished

the season at 17-10

Two New Head Varsity Coaches have

joined HB for the Fall 2013 season. Jennifer Creech will guide the Varsity Golf team and Abby Taylor ’04 has returned to her alma mater as Field Hockey coach. In the Carol and John Butler Aquatic Center, Stacey Vayo will serve as the Director of Aquatic Programming.

Bard

I nspi r e d

Photo by Ripcho Studio

Tessa Murthy ’15 was a Grand Prize winner in the Great Lakes Theater 2013 Shakespeare Songwriting Contest. Her original song, “If You Love Me,” was inspired by the play “Much Ado About Nothing.” She was interviewed on 90.3 WCPN with the three other winners, had the opportunity to have her song professionally recorded, and she won passes to see the Great Lakes Theater company perform the play that inspired her work.

This fall, visit the new-andimproved HB.edu, where you’ll experience a fresh look and feel, and it will be easier to find important information. The design makes the site more compatible with tablets and smartphones as well. And don’t forget to download the HB app for iPads and iPhones, FREE in the App Store.

POTUS Prestige

Alyssa Bryan ’13 was named a 2013 U.S. Presidential Scholar, one of the most prestigious honors for American 12th graders. During her time at Hathaway Brown, Aly completed four years of research on fetal and neonatal malaria at Case Western Reserve University, captained the school’s Speech & Debate team, welcomed new students as Gold Key co-president, and was a Siemens science competition semifinalist. Formal recognition of this year’s 141 scholars – along with the teachers they say most influenced them – took place at a gala celebration in Washington D.C., in June. Aly selected William Adler, her math teacher for the last four years, to join her and receive a special Teacher Recognition Award. Aly is the fifth Hathaway Brown student to earn this impressive Presidential Scholars designation. Past honorees include Laney Kuenzel ’08, Amy Hollinger ’05, Caroline Campbell ’98, and Genevieve Mathieson Kilmer ’96.

Photographed in Washington, D.C. with United States Secretary of Education Arne Duncan.

Generous Gift

Ready for Our Close-Up

Both University and Hathaway Brown Schools became the beneficiaries of a $6.6 million bequest from the estate of Victor M. Cannon and his wife, Georgia, a 1924 HB graduate. The monies will be evenly split between the two institutions and added to the school’s respective endowments. The $3.3 million bequest is the third largest in Hathaway Brown’s history.

This year, a professional video crew captured Hathaway Brown students and faculty in action, doing what they do best: creating, collaborating, exploring, and learning together. As it brings the campus to life, the resulting short documentary-style film also describes the benefits of an all-girls’ education. See it for yourself at www.hb.edu/life_at_hb.

“We’re pleased the Cannons decide to honor both schools with this substantial bequest,” said Head of School Bill Christ. “Gifts like this allow us to maintain, refine, and expand the outstanding education we provide for girls across Northeast Ohio.”

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Healthy Bodies, Healthy Lives The inaugural Healthy Bodies girls’ health festival brought nearly 400 adolescent girls and their parents to HB in January to explore ways to make fitness and wellness part of their daily routines. Former Middle School Admission Director Frannie Foltz envisioned the program and forged partnerships with numerous Greater Cleveland organizations to bring the free event to life. “We have to be the change we hope to see in the world,” Foltz said. “And my desire is to see a healthier generation, starting with Cleveland.” The festivities began with a keynote presentation by Liz Ferro, founder of Girls With Sole, a nonprofit organization that uses fitness and wellness programs to empower the minds, bodies and souls of girls who are at-risk or have experienced abuse of any kind. Next, fourth- through eighthgrade girls and their parents participated in several Brain Power educational workshops such as “Cover Girl Culture” and “Fighting the Odds: Reversing the National Obesity Epidemic,” followed by their choice of movement activities, including yoga, kickboxing, and modern dance. Healthy Bodies was made possible through the support of many generous sponsors, including University Hospitals, Rainbow Babies’ and Children’s Hospital, Cleveland Clinic, Athleta, and Good Greens. The positive response carried over to a slate of monthly follow-up events, including a day of Zumba to benefit Girls With Sole, and fresh cooking classes at Dewey’s Pizza.

I am so amazed about how much you care about us as individual students, and I am going to miss HB so much after next year. - Class of 2013 Grad Photo by Kevin Reeves

Story by Scott Parsons I Cambodia 2013 Photos by Sarah Goolishian

world cla Advanced international curriculum allows Hathaway Brown’s Global Scholars to travel the world, become immersed in other cultures, and see themselves in a whole new light

hen Danielle Frankel’13 traveled to Italy with other Hathaway Brown Global Scholars during Spring Break of her senior year, she didn’t expect that she’d end up weeping before a crowd of tourists at the Vatican. But when she was standing in front of Caravaggio’s “The Entombment of Christ,” a painting she had seen and discussed countless times in Jamie Morse’s Art History class, it was if she were seeing it for the first time. And she was overcome with emotion.

“I had studied it so much, and here it was, and I could see that those were his brush strokes. I was standing there in awe, actual awe,” she says. “I didn’t realize it, but I had started crying and I couldn’t stop.” Prior to heading to Italy, Danielle’s knowledge and appreciation of Renaissance masterpieces had grown, and the Art History class had helped prepare her to make the most of her time in Rome. “With Mr. Morse, passion is contagious,” she enthuses. When she spoke about the trip and how excited she was to view some of the paintings she had been studying,

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ass

â&#x20AC;&#x153; Home is something much bigger than the house we grow up in.â&#x20AC;?

Emblazoned on the wall of Joe Vogel’s classroom are Socrates’ famous words:

“I am a citizen, not of Athens or Greece,

but of the world.” her father said it sounded as if Danielle were getting ready to see old friends. The international travel opportunities organized through HB’s Center for Global Citizenship allow students to leave behind all that is taken for granted and familiar. As a result, they learn a great deal not only about other cultures but also about themselves. After all, these are not tourist vacations but deep cultural immersions that perhaps at first might seem a bit unsettling. Ultimately they lead to the students transcending their limits and realizing their potential as global citizens. Tapping into his own extensive international travel knowledge and planning expertise, and enlisting the support of his colleagues throughout the Upper School in setting the stage, CGC Director Joe Vogel structures what he calls “purposeful international excursions.” In the end, the journeys undertaken are not simply sequences of random stops; they add up to significant collective experiences.

According to Alden Cowap ’13, who traveled to Cambodia in her junior year, questioning who you are and what you are capable of is what these programs are all about. She noted the country seems to be at a possible turning point for economic and social development, with people living in villages without access to modern plumbing or other conveniences, as large new buildings (being constructed with Chinese money) can be seen rising in the distance. This caused her to reflect in ways she didn’t anticipate. “When you cut the things that tether you and ground you to the person you are,” she says, “when you remove yourself from all the things you think make you who you are, you start to wonder, ‘What do I actually legitimately think?’”

Vogel works closely with the teachers who chaperone and guide the students, as they visit the countries themselves first and establish the itinerary and educational programming. Each of the CGC programs has a highly intentional curriculum, which is mapped out in pre- and post-program meetings and reinforced through journaling throughout the experience. In Cambodia, for instance, the girls did not find themselves relaxing on beaches but rather working with HIV-positive children in an orphanage. And a meal overseas might occur not in an exotic restaurant but standing at a bus stop at an intersection of dirt roads lined with street vendors. That’s where Alden, a vegetarian, found herself eating a slightly dusty tarantula leg.

Elana Scott ’14 agrees. When asked to identify her favorite part of the June 2013 CGC program in Cambodia, she said, “You can’t even separate anything out. The whole trip was a completely integrated experience that changed my life.”

Strangely enough, this kind of boundary-stretching is not a rare or unusual feature of these programs but one of their central characteristics. Isabelle Arnson ’13 wrote in her journal while she was in Cambodia, “There’s literally no reason not to embrace every opportunity to try new things.” continued on pg. 15

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Scholarly Sojourns To graduate with a Global Scholars diploma designation, Hathaway Brown Upper School students complete a fouryear course of study that concludes with a capstone senior elective history class. In their chosen elective, students complete an independent thesis. These papers are a minimum of 20 pages in length, in which the girls describe a subject of personal interest that connects with the course material and includes a global angle. This year, 62 students successfully wrote and defended theses, covering a fascinating range of topics including the funding of education in Finland, the use of genetically modified foods to ease hunger in Africa, and the struggle of artists to create meaningful work under totalitarian governments. Research is conducted through the fall and thesis drafts are completed in the spring. In May, the Global Scholars are placed in groups of four or five to work together in peer-editing workshops before practicing their defenses with each other. Finally, they defend their theses to a committee of faculty, all of whom read the work in advance and enjoy engaging the girls in a lively conversation about their scholarship. The defense is an invaluable educational experience for students as they move on into higher education.

â&#x20AC;&#x153; The whole trip was a completely integrated experience that

changed my life.â&#x20AC;?

Dear Hathaway Brown, We are writing to tell you that Sonia finished the equivalent of grade 12 in Spain, and recently graduated. In Spain, to have access to the university, it is mandatory to pass a national exam called "Selectividad" or Spanish University Access Test. Students must complete six 90-minute written exams (Sonia chose Philosophy, Spanish, English, Biology, Chemistry, and Physics) over three days in June. All Spanish students who want to go to college risk their future in those three days of exams. Sonia was the student with the highest score in Navarra, and with this high score she has the right to a seat at any of the Spanish public universities. Sonia wants to study medicine in the private University of Navarra, and yesterday she was admitted. She would like to join a new M.D. program at the university. The novelty of this program is that students will be allowed to complete their residencies in hospitals in the United States, such as Mount Sinai or Sloan Kettering Memorial Hospital in New York. There are only 35 spots for this program. Let’s see if she gets one! We are very proud of Sonia’s results, and we are extremely happy to share this success with you, because Sonia completed 11th grade with you at Hathaway Brown. We have excellent memories of Sonia’s year at HB.

From a letter written by Javier and Belén Antoñana, parents of of Sonia Antoñana. During the 2011-2012 academic year, Sonia attended HB as a member of the junior class from Colegio San Cernin in Pamplona, Spain. According to her HB faculty mentor, Director of the Center for Global Citizenship Joe Vogel, “Sonia was a remarkable student in numerous ways. She greatly enriched my mentor group, the class, the Upper School, and the entire HB community with her love of learning, desire to challenge herself, her concern for others, and her ability to always put things into perspective. I can't imagine the Class of 2013 without her. “

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Far away from their home country and the norms of their daily lives, the girls begin to discover the size and scope of the larger world and their places in it. The entire Global Scholar experience blends academic study with experiential learning. HB’s Global Scholars spend three years discussing the pressing global issues playing out in the world today – everything from trans-border crime in Mexico to the Arab Spring, and from oceanic conflict to the rise of Indonesia. Then they take a senior capstone history course in which they pursue an individual area of interest in Art History, Economics, International Relations, Contemporary World Literature, or a host of other options. Alden explains, “The trip to Cambodia was the most amazing two weeks of my life. We got to experience a culture so completely different and got to be present at a pivotal point in the country’s history. You know all of this context before you get there, but then you experience it. My favorite part of the trip was Cambodia itself.” Of her time in Italy, Sarah Adler ’14 recalls that instead of retreating to the confines of her third-floor room, she explored the hallways of the building where she was staying and was drawn to the beams of light that poured through a doorframe in the distance. Reminding herself of her desire to seize opportunities to explore the unknown, she became increasingly confident as she moved toward the door at the end of the hallway, unbolted, and pushed on it “until the door swung open with a

crack – and there it was: the roof of the Vesuvian Institute.” Over and over, Sarah returned there to read and think and soak in the beautiful and expansive view. Zoe Harvan ’13 likewise made important discoveries about herself and her world on the other side of timidity. As someone who prefers calm over chaos and small groups of people over large crowds, Zoe found the Pakistani border-closing ceremony a little scary when she traveled to India with her classmates. But she immediately felt lucky to have experienced it. And looking back a year later, Zoe says, “all of that being-out-of-my-comfortzone-ness personally made me feel a lot more capable and brave afterward.” Emblazoned on the wall of Joe Vogel’s classroom are Socrates’ famous words: “I am a citizen, not of Athens or Greece, but of the world.” Alden says the first thing you realize through these international CGC programs is that you can survive. Then you realize you can actually thrive. Isabelle wrote in her travel journal that “the risks of breaking out of your comfort zone aren’t nearly as dangerous as the risks of staying within it your whole life. She says that she and her peers “returned home with a strong – almost loyal – understanding of the culture, history, and way of life. Home is something much bigger than the house we grow up in. ”

Zoe marvels that through her involvement with HB’s Center for Global Citizenship, she has had the chance to meet so many people, and to be touched by their kindness and welcoming spirit. “I don’t know why it’s surprising when people from other places act the same as people from home, but it is,” she says. “When I think of the places I’ve visited, especially in Spain and India where I stayed with families, I get homesick. The trips have made me understand that I can make homes wherever I go.” Whether they’re experiencing history in the making in a third-world country, gazing at brushstrokes made by an artist from another time and place, or feeling at home in the Far East, HB students discover that the world—and their parts to play in it—surpasses even the wildest imagination. To learn more about HB’s Center for Global Citizenship, please visit www.hb.edu/global.

Scott Parsons is the Director of Hathaway Brown’s Osborne Writing Center. The father of two HB Middle Schoolers, he looks forward to the day when his daughters will experience the magic of international travel with their classmates. He’s already volunteered his services as a faculty leader for one of those trips.

After all, these are not tourist vacations, but

deep cultural immersions that perhaps at first might seem a bit unsettling. Ultimately they lead to the students transcending their limits and realizing their potential as global citizens.

One of the goals of HB’s Center for Global Citizenship is for every student to have a purposeful international experience before she graduates, a goal that is very close to reality. In fact, more than 90 percent of the members of the Class of 2013 did so before graduating. Approximately 85 percent of the Class of 2014 will graduate with Global Scholars diploma designations, and roughly 95 percent of the classes of 2015 and 2016 are set to achieve that status as well. These aren’t your typical vacation getaways. Each itinerary is carefully crafted to include a specific academic focus and allow for exploration outside the normal tourist activities. CGC Director Joe Vogel recently returned from overseeing a second student trip to Cambodia, during which he says the girls “used every opportunity to facilitate real and meaningful contact with others, critically thinking about the country they were in. Most importantly, they left with a thirst for understanding and celebrating the non-Western world.” While many schools limit their student international travel destinations to European countries, HB is committed to opening a broader expanse of the globe, a fact that’s reflected in this listing of recent and upcoming CGC trips. 2011-2012 India (Harriet Mullin Barry ’32 Global Scholars); Nicaragua (Culture and Service Focus); London (History, Culture, and Theater); France (Language and Culture); Hong Kong (Middle School/Upper School Exchange); Virgin Islands (Sailing and Adventure Learning); Cambodia (Immersion, Culture, History, Service, Adventure Learning, and the Arts); Panama (Middle School – Culture, Language, Service, and Adventure Learning); Australia (Exchange) 2012-2013 Nicaragua (Culture and Service Focus); Spain (Language and Culture); Hong Kong (Middle School/Upper School Exchange); Germany and Austria (Middle School Recorder Consort Tour – Culture and History); Italy (Classics and Roman Culture); Bahamas (Collaborative Trip with University School – Science and Adventure Learning); China (Immersion, Culture, History, Language, Adventure Learning, and Service); Cambodia (Global Education Benchmark Group – Immersion, Culture, History, Service, Adventure Learning, and the Arts); Peru (Adventure Learning, Culture, and Language); Australia (Exchange) 2013-2014 India (Harriet Mullin Barry ’32 Global Scholars); Nicaragua (Culture and Service Focus); France (Language and Culture); Hong Kong (Middle School/ Upper School Exchange; Upper School Orchestra Residency); Italy (Classics and Roman Culture); Virgin Islands (Sailing and Adventure Learning); Panama (Middle School – Culture, Language, Service, and Adventure Learning); Senegal (History, Culture, and Development); Iceland (Science, Adventure Learning, Literature, and Culture); Turkey (Global Education Benchmark Group – Immersion, History, Culture); Australia (Exchange) 2014-2015 Nicaragua (Culture and Service Focus; Hong Kong (Middle School/Upper School Exchange); Spain (Language and Culture); France (Middle School – Language and Culture); Germany and Austria (Middle School Recorder Consort Tour – Culture and History); Cambodia (Immersion, Culture, History, Service, Adventure Learning, and the Arts); Bahamas (Collaborative Trip with University School – Science and Adventure Learning); Australia (Exchange)

Passport to Understanding

Charting the Course Joe Vogel, director of Hathaway Brown’s Center for Global Citizenship, is currently serving a two-year term as the director of the Global Education Benchmark Group, an international organization comprising 90 member schools across the United States as well as in London, England, and Istanbul, Turkey. The Benchmark Group was founded in 2008 to facilitate collaboration and to discuss best practices. Vogel currently oversees efforts to establish a global competency baseline by monitoring and assessing the progress of 50 students as freshmen and seniors. The GEBG also is publishing an iBook on global education and best practices in secondary education, for which HB’s Osborne Writing Center Director Scott Parsons is collaborating with Vogel to write a section about HB’s Global Scholars program. A comprehensive overview of the GEBG’s efforts was outlined in the article “Beyond Sight Seeing: Maximizing Your Students’ International Experience,” co-authored by Vogel and William G. Fluharty of Virginia’s Cape Henry Collegiate School. That piece appeared in the Spring 2013 issue of Independent School magazine. For more information about the organization, visit www.gebg.org.

Hathaway Brown is the oldest college-preparatory girls’ school in Ohio, originally established as the Brooks School for Ladies. It was founded by five intrepid young

women who implored the headmaster at Brooks Military Academy to allow them to take afternoon classes. The school’s name was changed to Hathaway Brown 10 years

later and it moved to Shaker Heights in 1927.

Deep Roots Hathaway Brown, the oldest surviving private girls' school in the Cleveland area, was founded in 1876 as an adjunct to the Brooks Military School, the foremost private school for boys at the time. Its original name was the Brooks School for Ladies. The school was proprietary in nature and had several owners, including Miss Anne Hathaway Brown. Although Brown sold the school after only four years (in 1890), during her tenure the school developed a reputation for providing quality education for young women. The most prominent of its early buildings was erected in 1905 on Logan (East 97th) Street through a substantial gift by Flora Stone Mather. In 1927, the school moved to its present location at 19600 North Park Boulevard in Shaker Heights. The move was made at the behest of the Van Sweringen brothers, who hoped that Hathaway Brown and other private schools would help attract residents to their new community. The school now offers a coeducational Early Childhood Program in addition to an all-girls’ K-12 academic program. The school emphasizes college preparation, offering Advanced Placement and collegelevel coursework in math, science, English, history, and art, still closely following the school's original motto: Non Scholae Sed Vitae Discimus ("We Learn Not For School, But For Life"). Since 1987, H. William Christ has served as head of school. excerpted and adapted from the Encyclopedia of Cleveland History, a joint effort by Case Western Reserve University and the Western Reserve Historical Society

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, 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. For 2013–14, HB has committed $4 million to the need-based financial aid program. Students in grades K-12 are eligible to apply for these funds and approximately 30% receive financial assistance. Hathaway Brown School does not offer athletic scholarships, but merit scholarships are available at the high school level. All awards are based on a familiy's demonstrated need as determined by School and Student Services, a subsidiary of the National Association of Independent Schools. COST: Infant & Toddler Center (6 weeks - 36 months) tuition & fees range from $3,000 to $14,000 Early Childhood (ages 2 1/2 – 5) tuition & fees range from $4,000 to $11,000 Primary School (grades K – 4) tuition & fees range from $18,000 to $22,000 Middle School (grades 5 – 8) tuition & fees range from $22,000 to $25,000 Upper School (grades 9 – 12) tuition & fees range from $25,000 to $27,000

30%

Partnerships with Greater Cleveland organizations Faculty Members 1:1

16 Acre Campus

Technology Program

of HB students are awarded Financial Aid

100% of graduates attend four-year colleges

8:1

33%

students of color

Student-Teacher Ratio

Established:

842 Students

1876

$47M Endowment (market value 6.30.13)

123

100+

Congratulations

to the Class of 2013! of HB 2013 grads were accepted to their top-choice schools

At Hathaway Brown, we know that college prep doesnâ&#x20AC;&#x2122;t have to wait until high school. Thirty-two percent of our current Upper School students began their HB careers in our Early Childhood or Primary School, laying an excellent foundation for the future. But no

matter what age they are when they join our family, we meet our students where they are and take them where they want to be.

One hundred percent of HB graduates attend college, a fact thatâ&#x20AC;&#x2122;s

not lost on our youngest students. Year after year, girls in our Early

Childhood, Primary, and Middle schools help their HB sisters

celebrate their college choices. Early on, they learn that a world of

amazing opportunity exists for them beyond our halls. And they discover that with hard work and dedication, big dreams really do come true.

Whether she chooses a college that’s down the hill or one that’s

halfway across the globe, each Hathaway Brown graduate is set

on the path to find the campus that’s right for her. Our girls are

equally at home at historic Ivy League schools, top public and private universities, specialized conservatories, and small liberal arts colleges in the U.S. and abroad. We hate to see them leave, but we know it wouldn’t be fair to keep them all to ourselves.

Class of 2013 College Destinations American University

Columbia

Kenyon

Pomona College

University of Pittsburgh

Brandeis

Cornell (2)

Loyola, Chicago

Princeton (2)

Brown

Dartmouth

Loyola, New Orleans

Bucknell

Davidson College (2)

Case Western Reserve University (5)

Duke

Marymount Manhattan College

Rhode Island School of Design

University of Southern California

Chapman University

Elon (3) Emory

Coastal Carolina University

Georgetown

Colgate (2)

Hamilton College

College of Charleston

Harvard (3)

Colorado College

Hobart and William Smith Colleges Indiana University John Carroll University

Middlebury (2) New York University (2) Northeastern Northwestern (3) Notre Dame

Savannah College of Art and Design

University of Virginia

Syracuse

Vanderbilt (3)

The College of Wooster (3)

Villanova (2)

The Ohio State University (3)

Ohio University

University of California at Los Angeles

Oxford College of Emory University

University of Miami

Pennsylvania State University

University of St. Andrews, UK

University of Michigan (2)

Wake Forest (2) Williams College Wittenberg Yale (2)

by Riya Jage tia ’14

Teaching Guides

athaway Brown senior Katie Selhorst is a phenomenal snowboarder who often travels around the country to compete during the course of the school year. At the start of her high school career, Katie’s faculty mentor, Upper School Science Teacher and Class of 2014 Dean Don Southard would be in constant contact with her parents to make sure that she never fell behind on her coursework and that she knew about all the important things that were happening on campus during her absences. Last year, Mr. Southard helped Katie take the ownership and initiative of directly communicating with the school herself. Ensuring that students, parents, and teacher are all on the same page is one of the many ways that faculty mentors contribute to the life of HB. “To be a good mentor, there has to be a lot of communication,” Mr. Southard says. “The mentors are advocates for the kids.” An institution for more than four decades, Hathaway Brown’s mentorship initiatives “shape the culture of the school,” says Associate Head and Upper School Director Sue Sadler. In

Photo by Vanessa Butler

In kindergarten through grade 12, students’ minds and academic and social development are nurtured by caring faculty members who give them personal and individualized attention.

“ To be a good mentor, there has to be a lot of communication, ” Mr. Southard says.

mentors are advocates for the kids.” kindergarten through grade 12, students’ minds and academic and social development are nurtured by caring faculty members who give them personal and individualized attention. Mentors and faculty advisors in the Primary, Middle, and Upper Schools also monitor students’ growth in areas that aren’t always measured on report cards. This caring guidance helps girls realize that in the long run, character, values, and personality are more important than academic performance in any individual subject. All of this is taken into account as mentors advise students and help them to explore new classes and extracurricular activities as they develop their talents during their years at HB. Here’s how it works: A group of 10-20 girls is taken under the wing of a fulltime teacher in a particular division. The mentor helps facilitate communication between families and teachers, advocates for students, and reminds his or her group about important forms and dates, and other practical daily matters of school life. Because girls have the same mentor for all four years of their high school experience, the Mentor program is perhaps most visible in the Upper School, but it is in place in slightly varied forms in the other divisions as well. In the Prime, structured one-on-one attention and guidance are given by homeroom teachers, because they are with the girls for the majority of the school year and often are the ones who make lasting impressions on the students. Fourth Grade Teacher Jennifer Stilson starts each day with a Morning Meeting (a period of time carved out to

talk about the events of the day), and a Greeting Game, which allows the girls to check in about the things that are on their minds. Mrs. Stilson uses all of this information to help her determine if any of the students have particular needs that should be addressed. Although the fifth- through eighthgrade Advisor Program is a bit different, with subject teachers’ groups, Middle School English Teacher and Eighth Grade Dean Susan Levitan’s Morning Meeting routine is similar. The group talks about forms and requirements, upcoming class events, and the schedule for the day. Upper School mentor groups remain consistent throughout grades 9-12. “Upper School teachers teach through all grade levels, unlike the majority of Middle or Prime teachers. So mentor groups in the Upper School are centered around the idea that the class will be together for four years,” says Mrs. Sadler. The switch to a four-year mentor program took place a decade ago. “I love the new system,” says Mr. Southard. “I have these 10 students for four years, so I really get to know them and their parents, and vice versa. The timeframe also allows me to watch the growth and the change in the mentor group. I always fall in love with my mentor group. And every four years, I get a new batch of incredible girls.” The mentors become the first point of contact for the parents, which saves a lot of time in the long run. Before the mentor program, parents would have to talk to the division head and wait until the information got down to the teachers

or faculty members who they were trying to reach. The deans of the classes are responsible for communication through the grade mentor team, which meets regularly to discuss class issues and students who either need help or should to be recognized for a recent accomplishment. The deans, including Mr. Southard, meet with Mrs. Sadler on a regular basis. They also read over all of their mentees’ report cards and comments. Various additional mentor group activities also are designed to bring each grade level together. In the Prime and Middle School, girls take field trips with their homeroom/advisor groups and often stay in the same cabin or eat at the same table. Eighth graders face off with their mentor groups in HB’s version of “Iron Chef,” cooking for new challenges throughout the school year until the winning team is awarded with well-earned aprons. Upper Schoolers enjoy mentor lunches and often bring in food for breakfast. The most important aspect of the Upper School mentor groups is that they become support structures during the challenging junior and senior years of high school. Mentors are students’ most trusted teachers. We know that, at the end of the day, they always have our best interests at heart. Riya Jagetia is an HB senior who is a member of the Speech and Debate Team, and she works as a research assistant at Case Western Reserve University through the Science Research & Engineering Program. She has served as an editor for HB’s literary magazine and student newspaper.

“ The

on the morning, 9/11 On the morning the towers fell The chocolate milk didn’t taste the same. I was a child living two separate lives. I trust too easily, then not enough. The cemetery became too familiar, Like a full moon illuminating a sky. There’s a third plane, I learned in math class, after X and Y. I became the kind of person who laughs when she is sad. For a long time, I wasn’t sure who I was. In customs with my parents, The stamp on my passport left a permanent mark. I realized I could write if I wanted to, and I did, Then stopped being scared all the time.

Compiled by Writing Center Director Scott Parsons, with contributions from Jessie Adkins , Michelle Chapman, Alden Cowap, Danielle Frankel, Caitlyn Frohring , Joyce Guo, Olivia Julian and Sylvia Krebs of the class of 2013, along with Claire Ashmead ’12. This poem was highlighted in the 2013 Traveling Stanzas initiative at Kent State University, and was circulated throughout the region on postcards and posters displayed on trains and buses in Cleveland and Akron.

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Imaginative Installation

Visiting artist Gina Rubin Cody â&#x20AC;&#x2122;80, mother of twins Blake and Sara â&#x20AC;&#x2122;25, collaborated with HB kindergartners to create a multimedia mural. In celebration of Earth Day, each girl painted, collaged, and added dimension to a 12" x 12" canvas. An image of each and every student artist was also incorporated into this joyous composition.

Story by Kathleen Osborne * Photography by Jason Miller

Hathaway Brown student service initiative brings together people who aren’t really so far apart

fter the final bell on December 4, 2012, HB’s Peer Educators – eight enthusiastic seniors – leave their classrooms in Hathaway Brown’s stately Classic Building in Shaker Heights and take a 10-minute trip to East End Neighborhood House at the corner of Buckeye and Woodhill roads in one of Cleveland’s toughest zip codes.

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The girls board a school bus and travel alongside the Green Line rapid transit tracks that have carried generations of businesspeople from stops that span tree-lined Shaker Boulevard and into the bustle of downtown Cleveland. When the bus stops, they bundle up against the cold and run inside, dodging raindrops that have become mixed with snowflakes. They carry armloads of heavy cardboard crates, packed full of nonperishable fruits, vegetables, and other staples – 738 canned goods in all – collected by HB’s Blue Legacy group at Thanksgiving. The children they’re about to meet will be taking some of this food home in their book bags. “Come on over and have a seat,” Stephanie Poland ’13 calls out after she and her classmates have staked claim to a group of tables in the busy East End dining hall. “Let’s get to know each other.” Even the most casual visitor can quickly understand why this is called a “neighborhood house.”

The place exudes comfort, and everyone here seems at ease. Established in 1907 as a haven where immigrant women in the east end of Cleveland could learn to sew, today East End finds itself “at the center of the circle of life.” As the students who have gathered take turns introducing themselves, it doesn’t take long for the East End kids to warm up to the HB girls. All of the children at East End are clad in white polo shirts and blue jumpers or khaki pants and cardigans – uniforms required by eight different public, parochial, and charter schools in this section of the city. It’s only 3:45, but the members of the After-School Program already have eaten dinner. They’ve served themselves from a hot buffet stocked with Sloppy Joes on wheat buns, spaghetti, carrots, potato puffs, and milk. “For years, we had been offering kids healthy snacks,” explains Program Manager Tamika Herndon. “But we found that many of them didn’t have anything else to eat at home at night. So we decided to pilot a program that allows us to provide full, balanced dinners. The kids are no longer going home hungry, and we know that we have done our job.”

HB’s Peer Education group was formed in 2011 through a unique partnership between the school’s Director of the Center for Civic Engagement Stephanie Hiedemann and Director of Physical Education Denise Keary. Peer Education activities at East End always are centered on healthy seasonal ingredients. In the past, they’ve highlighted pumpkins, apples, oranges, and oatmeal. “In my time at HB, I’ve been able to join forces with a lot of community service organizations,” says Hiedemann. “I’ve seen and done a lot of things. But the biggest ‘a-ha’ moment for me happened when I first realized that kids everywhere – no matter who they are, no matter where they come from – all want to be successful.” Every year, 20 or so families make use of the After-School Program at East End Neighborhood House, according to Program Manager Herndon. Most of those families enroll in the Before-School Program as well. For a fee of less than $100, the children receive transportation to and from school, hot meals, and homework assistance. Each school morning, parents drop their children off at East End beginning at 6:30 a.m. After school, a bus picks them up and brings them back to the center. After they’ve had dinner and finished their homework, most of the kids do not head home until 6 p.m. The demographic statistics for the area surrounding East End are incredibly sobering. Ninety percent of families live below the federal poverty level. The average income for a three-person household in the Buckeye, Woodland Hills, Fairfax, and Garden Valley sections of Cleveland is $17,410. For adults, there’s a 49 percent unemployment rate. Fifty-four percent of grandparents are raising their grandchildren. Just seven percent of these kids begin their education in nursery school or preschool; and only 33 percent graduate from high school.

“What I like best about the Peer Education Program is the fact that it really is driven by peers – students who might come from different walks of life, but who all bring something meaningful to the equation,” says HB’s Keary. “Every time we leave East End, I have a smile on my face. I can see that all of the kids have become friends with people they might otherwise not have known.” Herndon deeply appreciates the time the HB Peer Educators spend working with her students at East End throughout the year. “They’ve been a great addition to our program, encouraging kids to develop healthy eating habits, participate in healthy activities, expand their horizons, and try new things,” she says. “It’s important for the HB girls to see that there are others who are less fortunate than they are, but this partnership really goes both ways. “When they are with the Peer Educators, our kids are discovering that other things can exist for them. If they work hard, study, and apply themselves, maybe one day they too can be students at a school like Hathaway Brown.”

To learn more about this and other initiatives overseen by HB’s Center for Civic Engagement, please visit www.hb.edu/civic.

Healthy eating is on the agenda for the Peer Educators as well. After all of the introductions, HB students Maya Ahuja and Melanie Heyside begin the academic portion of the four-part program they’ve been planning for the last few months. They describe the nutritional value and some of the health benefits of eating dried cranberries at snack time, rather than reaching for highly processed foods and fattening sugary treats. Some of the other Peer Educators shake dried cranberries out of bags and into Styrofoam bowls. They encourage the children to try a few.

Art!

Maya, Morgan, and Ella, Grade, 3

Learning! Playing in the mud! John and Phin, Pre-K

Sara, Kindergarten

Legacy Days and playing sports against the other girls in older grades. Katie, Grade 3

Meeting new friends.

Maya and Jada, Kindergarten

Going on field trips like to the plays or the hospital.

I know the Second Graders because of my Book Buddies.

Dixon, Kindergarten

Samantha, Kindergarten

My Choice Classes. I liked Prime Times and Science.

Fun activities like the creative writing projects and Lemonade Day business project.

Somerset, Grade 3

Brooklyn, Grade 3

Running Morning Meeting and doing a greeting. Juliet, Pre-K

Early Childhood & Primary School students describe what makes HB special

HB Heartbeat Everyone realizes that a 21st century education should incorporate

more than reading, writing, and arithmetic. While Hathaway

Brown offers cutting-edge technology and innovative curricular

programs that include global studies and ground-breaking science research, we’ve also never lost sight of what’s at the heart of an excellent education: The students themselves. We encourage our

girls to maximize their own potential to become the happiest, most fulfilled, truest, and best people they can be. Because in life, it’s not always about what you know. It’s about who you really are.

• Only Ohio team to make it to the Elite 8 in International Public Policy Forum debate competition

• Only Northeast Ohioan, only girl in the state to be named a 2013 U.S. Presidential Scholar

• Only students to be asked to present at the Ohio Grantmakers Forum on philanthropy

• Only high school writing competition in Northeast Ohio, created and facilitated by students

• Only high school students in the world to present at an international space conference in the Netherlands

• Only high school filmmaking competition in Northeast Ohio, created and facilitated by a student • Only female Dean's List Finalist at the 2013 Buckeye Regional FIRST Robotics Competition

• Only girl in Ohio to be a semifinalist in the Intel Science Talent Search • Only finalist in the state in the Siemens Competition in Math, Science and Technology

The One & Only HB

Throughout the 2012 school year, HB students made their marks in a number of arenas. Along the way, they also earned some important distinctions that really set them apart. A sampling:

by Sheri Homany

There are few professions or institutions that offer a fresh start each morning and even fewer that are so rich with opportunity. The students are the heart and soul of this community and their love of learning is the driving force behind my efforts as a teacher. My lab overlooks the atrium and, like a kaleidoscope, that space is transformed throughout the day, providing an everchanging reflection of the heart of this school. Students ebb and flow, and the heart of the community beats with passion for learning and discovery. In my lab, students carry that pulse into our work each day. They are curious and eager to learn. A typical day for me includes the following: A group of 15year-old girls gathers close and jostles shoulders, eager to get the first glimpse. Their delight is evident as they laugh and congratulate one another â&#x20AC;&#x201C; not on their latest Facebook post or YouTube video, but on the delicate threads of DNA they have extracted from their own epithelial cells just beginning to appear in their test tubes. Bacteria bioluminesce with the glowing green protein originally derived from a species of jellyfish. Introductory Biology students have successfully coaxed bacterial colonies to take up bits of genetically engineered DNA that confers bioluminescence on the bacterial colonies. This is a standard procedure in molecular biology research labs and my 15-year-old students carry it out like pros. A student holds her breath, rests her elbow on the table, steadying her hand that holds the micropipter and then she expertly transfers the DNA fragment from the microtube to the electrophoresis gel. She is preparing a set of samples to generate a DNA fingerprint for a diagnostic test for a genetic disorder. She will finish loading the gel and run it, and analyze the results. Brassica plants emerge under the grow lights, genetic variations evident in their purple stems and varied stem lengths. Students decipher the inheritance patterns of these traits using mathematical models. They stop in during lunch and free periods to check the growth of their specimens and compare results. I overhear animated discussions of what the inheritance pattern for a particular trait must be. I am impressed as they rely on their empirical mathematical analysis to support their contentions.

Students stop by during lunch and after school just to hang out. They visit the birds (Zebra Finches from Australia), play with the Biology-related â&#x20AC;&#x153;toysâ&#x20AC;? (plush replicas of microbes, goggles that convert your vision to that of an insect with compound eyes) and talk biology. Their casual questions about birds and microbes leads them to the connection between birds and flu. Their questions probe deeper and range from the genetic diversity and origins of flu viruses to the relationship between birds and flu epidemics. This is during a free period. My students bring so much to every class and I am delighted each day with the challenge of supporting them and helping them grow as students of science. Sheri Homany is the chair of the Upper School Science Department, where she teaches Biology and AP Biology. She also serves as Director of Senior Projects and she held the 2012-2013 Anne Cutter Coburn Chair for Teaching Excellence.

my view

Photo by Vanessa Butler

Being a part of the Hathaway Brown community is a gift, and it is one I am grateful for every day.

Choose Your Own Adventure! Hathaway Brown’s signature Institute for 21st Century Education puts students in control

If your time at Hathaway Brown is a story, then who’s writing it? You are. Most schools define their students’ educational paths, but HB lets you draw your own learning map through the unique Institute for 21st Century Education. At its most basic level, the Institute is an assortment of Centers programs related to core classes that you can join if you so choose. Its nine centers will teach you how to get big things done in a world that doesn't operate by the conventions of a classroom syllabus. Each center aims to unleash your creativity, imagination, and passion. In the Institute, you can dabble, try new things, and hone character skills that matter most: grit, zest, resilience, social and emotional intelligence. What’s more, you’ll have fun doing it. You're the author of your life. Here’s your paper. Here’s your pen. Let’s get started.

“By connecting learning to life, engaging students in their local communities and connecting them to global communities, linking disciplines to each other, encouraging students to make things, and setting them loose to solve real-world problems, we are helping students find that essential spark not only to build their academic résumés but also to be creative, caring, capable, engaged human beings.” Michael Brosnan, Independent School magazine, 2013

admission calendar october

Middle School Parent Preview

For parents of prospective students grades 5-8 Thursday, October 17, 2013 8:30-10:00 a.m. Reception Room

Upper School Parent Preview

For parents of prospective students grades 9-12 Friday, October 25, 2013 8:30-10:00 a.m. Reception Room

december

february

Saturday, December 7, 2013 8:00 a.m. – 12:00 p.m. Reception Room

Saturday, February 1, 2014 8:00 a.m. -12:00 p.m. Reception Room

ISEE Testing for Grades 5-12

Current 8th Grade Parent Preview

Tuesday, December 10, 2013 8:15-9:30 a.m. Reception Room

Grades 4-12 Application Deadline for Early Decision Round Friday, December 13, 2013

Imagine High School

For HB 8th and prospective 9th grade students Wednesday, December 18, 2013 9:45am-12:45 p.m. Reception Room, Auditorium, Atrium, WCC

Middle & Upper School Open House

january

Middle School Parent Preview

For parents of prospective students grades 1-4 Wednesday, January 15, 2014 8:30-10:30 a.m. Reception Room

For prospective families grades 5-12 Sunday, October 27, 2013 1:30-3:30pm

For parents of prospective students grades 5-8 Wednesday, October 30, 2013 8:30-10:00 a.m. Reception Room

november

Infant & Toddler, Early Childhood & Kindergarten Open House For prospective Infant and Toddler – Kindergarten families Saturday, November 9, 2013 10:00-11:30 a.m. Courtland Boulevard Entrance

Choosing an All-Girls’ Kindergarten

For current and prospective parents of rising Kindergarten students Wednesday, November 13, 2013 8:30am-10:00 a.m. Reception Room

Middle School Parent Preview

For parents of prospective students grades 5-8 Thursday, November 14, 2013 8:30-10:00 a.m. Reception Room

ISEE Testing

Grades 5-12 Saturday, November 16, 2013 8:00am-12:00pm Reception Room

Upper School Parent Preview

For parents of prospective students grades 9-12 Tuesday, November 19, 2013 8:30am-10:00 a.m. Reception Room

Primary Visitation Day

For parents of prospective students grades 1-4 Thursday, November 21, 2013 8:30-10:30 a.m. Reception Room

Primary Visitation Day

CCIS Admission & Financial Aid Early Decision Date For prospective students with completed admission files grades 4-12 Friday, January 17, 2014

Accepted Upper School Student Dinner For accepted students and their parents grades 9-12 Thursday, January 23, 2014 6:00-8:00 p.m. Atrium & Dining Hall

Infant & Toddler, Early Childhood & Kindergarten Open House For prospective Infant and Toddler – Kindergarten families Saturday, January 25, 2014 10:00-11:30 a.m. Courtland Boulevard Entrance

Kindergarten Visitation Day

For prospective Kindergarten families Wednesday, January 29, 2014 8:30-10:00 a.m. Reception Room

Middle School Parent Preview

For parents of prospective students grades 5-8 Thursday, January 30, 2014 8:30-10:00 a.m. Reception Room

Kindergarten Screenings

For prospective Kindergarten and current HB Pre-Kindergarten students Friday, January 31, 2014 9:00 a.m. -2:00 p.m. Kindergarten Classrooms

CCIS Grades 4-12 Early Decision Round Reply Date Friday, January 31, 2014

ISEE Testing Grades 5-12

Kindergarten Curriculum Night For current and prospective parents of rising Kindergarten students Wednesday, February 5, 2014 7:00 p.m. Kindergarten Classrooms

Upper School Transition Night

For current 8th grade parents Wednesday, February 5, 2014 5:30-7:00 p.m. Reception Room & Auditorium

Kindergarten Screenings

For prospective Kindergarten and current HB Pre-Kindergarten students Friday, February 7, 2014 11:30am-3:00 p.m. Kindergarten Classrooms

Early Childhood Screenings

For prospective Early Childhood families Saturday, February 8, 2014 9:00am-12:00pm

Middle School Reverse Egg Drop

For accepted students grades 5-8 Wednesday, February 12, 2014 3:30-5:00 p.m. Atrium & Dining Hall

Infant & Toddler – Grade 8 Application Deadline

For prospective students Infant & Toddler-grade 8 Wednesday, February 19, 2014

CCIS Infant & Toddler - Grade 8 Admission and FA Decision Date (Rolling Admission grades 9-12) Friday, February 28, 2014

march

Primary Acceptance Day

For accepted Primary School families grades 1-4 Tuesday, March 4, 2014 9:30 a.m. Reception Room

Kindergarten Acceptance Day

For rising & accepted Kindergarten families Thursday, March 6, 2014 8:30 a.m. Reception Room

Infant & Toddler and Early Childhood Acceptance Day

For accepted Infant & Toddler Center and Early Childhood parents Friday, March 7, 2014 9:30 a.m. Reception Room

CCIS Early Childhood – Grade 8 Admission Reply Date Wednesday, March 12, 2014

may

Eighth Grade Musical Reception For new families grades 5-8 Sunday, May 4, 2014 2:00-2:30 p.m. Reception Room

Middle School New Family Orientation For new families grades 5-8 Tuesday, May 6, 2014 8:15 a.m. -12:00 p.m. Reception Room, WCC, Auditorium

Rising Upper School Mentor Lunch & New Upper School Student Placement Testing For current students grade 8 and new students grades 9-12 Wednesday, May 21, 2014 12:45-3:00 p.m. Reception Room, Auditorium, Atrium, WCC

june Parent Kindergarten Orientation Night For all rising Kindergarten parents Tuesday, June 3, 2014 7:00 p.m. Prime Music Room

Primary New Family Ice Cream Social

For all Kindergarten families, new families grades 1-4 & host families Wednesday, June 4, 2014 6:00-7:00 p.m. Playground Patio

Middle School New Family Picnic For new families grades 5-8 & host families Monday, June 9, 2014 5:00-7:00 p.m. Squire Valleevue Farm

Upper School New Family Picnic For new families grades 9-12 Tuesday, June 10, 2014 5:00-7:00 p.m. Dining Hall Patio

HB has given my daughter the opportunity to grow as an individual and succeed academically while exploring her own sense of self, in an environment filled with incredible individuals willing to educate, explore, dream and nurture the girl she now is and the woman she will become. - Parent of a ninth-grade student

Photo by Vanessa Butler

10-year anniversary Please join us on Friday November 1st for our tenth-year anniversary performance of TAAL, a multicultural celebration of dance. This year the show will feature professional dance company Blue13, a contemporary Indian dance theatre ensemble based in Los Angeles, Calif. The company’s mission is to advance nontraditional contemporary dance, while preserving and cultivating the cultural and classical forms of India. Artistic Director Achinta S. McDaniel (HB ’94) reinvents the cinematic Bollywood concept for the live concert stage. Read more at www.HB.edu/TAAL.

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Photo by Anne Slattery

Non-Profit Org. U.S. Postage

19600 North Park Boulevard Shaker Heights, Ohio 44122

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Cleveland, Ohio Permit #3439

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.

learn more.

Extensive additional information about HB, including overviews of all 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 also to “like” Hathaway Brown School on Facebook and follow us on Twitter @HathawayBrown.

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