Highlights
A MAGAZINE FOR ALUMNAE, PARENTS AND FRIENDS OF LAUREL SCHOOL
At LaurelSchool,weempoweryoungwomentoimagine, aspire, achieveand dream. Everyday,ourstudentspushtheboundaries ofwhat's possible-whetherit'sintheclassroom, onthefield orinthecommunity.Yourgifttothe Laurel Fund makestheirdreams areality. By makingagift,you providetheresources,opportunities and supportthatourstudentsneedtothrive. Imagineaschool whereevery Laurelgirlandsmall boyhasthechancetoreachtheirfull potential,whereeachtalentis nurtured and everyambition is realized.Withyoursupport,we cancontinue tofosteran environmentofexcellence, creativityand innovation. Laurel's Mission:Toinspireeachgirl tofulfill herpromise and to bettertheworld.
MISSION STATEMENT
To inspire each girl to fulfill her promise and to better the world.
Highlights | ANNUAL REPORT 2023-24
HEAD OF SCHOOL Ann V Klotz
DIRECTOR OF DEVELOPMENT
Maegan Ruhlman Cross ’03
CAMPAIGN DIRECTOR Jessica Allen
EDITOR Sarah Hibshman Miller ’98
ALUMNAE EDITOR Julie Donahue ’79
DESIGN AND LAYOUT Laurel School
PHOTOGRAPHY Kimberly Dailey, Neal McDaniel, Mock Tuna
PRESIDENT, ALUMNAE ASSOCIATION
Meredith Stewart Reimer ’95
CHAIR, BOARD OF TRUSTEES
Megan Lum Mehalko ’83
Highlights is published by Laurel School for alumnae, parents and friends
Submit address changes to the Development Office at 216 455 3096 or bGreen@LaurelSchool org
Laurel School is an independent day school for girls, Kindergarten through Grade 12, with coeducational programs for 18 months–four-yearolds We are proud to be an inclusive and equitable school community, and we actively seek a diverse student body and faculty without regard to race, color, sex, national origin, handicap or disability or sexual orientation
LAUREL VALUES STATEMENT:
Committed to building a just and inclusive world, Laurel girls are courageous, creative, ethical and compassionate
LAURELSCHOOL.ORG
Dream. Dare. Do.
ANNUAL REPORT
A MESSAGE OF GRATITUDE FROM THE HEAD OF SCHOOL
Dear Laurel Community,
As I begin my 21st and final year leading Laurel, I am so appreciative of the generosity of this community Donations from current parents, grandparents, past parents and grandparents, alums, faculty and staff, and friends of Laurel make so many exciting experiences possible for our students Year after year, the Laurel Fund sustains us, offering important dollars for professional development for faculty and staff and funding unanticipated “extras” like buses to transport our Just Write Ohio team to the State Championship, where our girls performed exceptionally well!
I am pleased that this issue focuses, in part, on Laurel’s longstanding commitment to accessibility Hope Ford Murphy ’73’s excellent research on the history of scholarship support at Laurel heartens me; we are a school that lives our mission and values, and we do not want socio-economic ability to limit us from admitting bright and talented students
A Laurel education is a significant investment for a family; we are pleased to share that 45% of our students receive some form of need-based financial aid; this is a statistic we proudly claim At the same time, we recognize that costs rise and tuition rises We are so appreciative of the support so many have offered to this important priority Many alums who received financial assistance to support their own years at Laurel have made a commitment to do the same for Laurel students of today and tomorrow Thank you
A year from now, construction will be underway for the new Ruhlman Family Center at Butler, an extraordinary space for learning that will serve girls, K-12 Over the past two decades, it has been my great privilege to develop an academic vision for the Butler Campus with the faculty and staff and through the incredible philanthropy of many including Alice Lehmann Butler ’49 and John Butler; Mary French Conway ’46 and Bill Conway, and Barbara Peterson Ruhlman ’50 How lucky I have been to come to know and love these devoted members of our Laurel community who have supported our ambition to Dream, Dare, Do
With much gratitude,
Ann V Klotz Head of School
A TOUR OF GRATITUDE
with Ann V. Klotz
Join us to visit with Head of School Ann V. Klotz during her final year at the helm of Laurel School! Ms. Klotz will be honored at receptions and gatherings in the cities listed below, where she will share her experiences as a leader in girls' education for more than two decades.
stay tuned to your email and social media for updates on specifics as these events develop.
2024
Washington, D.C | September 27-28
Boston | October 24-25
Philadelphia and Princeton | November 9-10
Denver | December 3-5
2025
Chicago | January 29-31
Florida (various cities) | February 5-8
San Francisco | (TBD)
New York City | May 8-10
Cleveland | June 13
Do you live in a city or region not listed but would like to host or attend an event for Laurel and Ann? Please email Jessica Allen at jeAllen@LaurelSchool.org.
* Tour dates as of June 20, 2024, and are subject to change. Please visit www.LaurelSchool.org/AVKtour for an up-to-date schedule of Ms. Klotz’s travel throughout the 2024-2025 school year.
Laurel School Board of Trustees
Laurel welcomes our 2024-2025 incoming Board Members
Neeti Sundaresh ‘95
occupation: Co-founder and Partner, Granovsky and Sundaresh
laurel ties: 1995 Laurel graduate, daughters Meera ‘31, Anika “Ani” ‘33 and son Kai ‘38
college/degrees: Brown University, BA in English; Brooklyn Law School, JD
Neeti Sundaresh graduated from Laurel in 1995 as a lifer who started in Preschool After earning a BA in English from Brown University, she worked in health law for a California nonprofit, which inspired her to go to law school Neeti worked at several large international firms in corporate law, advising companies on corporate governance, securities law compliance and mergers and acquisitions In 2010, she co-founded the law firm Granovsky & Sundaresh with her husband, Alex Granovsky They formed Granovsky & Sundaresh with the goal of doing things differently: flexible work arrangements with employees, transparent billing to clients, and collaborative and creative problem solving The firm has offices in Cleveland and New York City and focuses on civil rights and employment law
Outside of managing her law firm, Neeti enjoys volunteering for organizations including the Shaker Heights Chapter of the League of Women Voters, Vocational Guidance Services and Laurel School
Tracy Vigh
occupation: Partner, Deloitte & Touche LLP
laurel ties: Daughter Caitlyn ‘28
college/degrees: Bowling Green State University, BSBA in Accounting
Tracy Vigh is a partner at Deloitte & Touche with more than 25 years of audit experience in a variety of service offerings and industries, including process and industrial products and real estate Tracy’s experience includes three years working in Deloitte’s national office in Wilton, Connecticut, primarily in the Accounting Consultation group assisting on a variety of technical accounting matters Tracy’s clients also include non-attest clients, to which he provides value-added services
Tracy serves as a Trustee for the Cleveland Institute of Music, College Now, and Playhouse Square Foundation
He is married to his high school sweetheart, Nicole, who shares his commitment to arts and music education The Vighs serve as a longtime mentor family to an immigrant family from Burundi They are parents to sons Dylan and Caden and Laurel daughter Cate L
FUNDING FOR THE FUTURE
By Hope Ford Murphy ’73
At Laurel School, endowed scholarships not only make education in an independent school accessible to girls from all over northeastern Ohio, they allow the school to attract remarkable candidates who can flourish in an innovative, academically rich environment where students gain the skills needed to contribute to society One might assume that Laurel was established for the daughters of the wealthiest residents of Cleveland but that was not the case Founder Jennie Prentiss and her successors understood the challenges of not having the resources to pay for an independent school education As the school grew and the distribution of scholarships became more complex, later Heads of School, supported by the Admissions Office, recruited candidates who offered not only socioeconomic diversity but also racial diversity
Since her arrival two decades ago, Headmistress Ann V Klotz has adopted policies to expand need-based financial aid and scholarships deeper in the school as well as to implement merit aid for highly-qualified candidates Funding for both need-based and merit-based aid is possible thanks to generations of alumnae and friends of Laurel creating and or contributing to endowed scholarships
The Seeds Are Planted
Jennie Prentiss founded Miss Prentiss’ Home School in 1896 during Cleveland’s Centennial, at a time when the city was flourishing as a result of a booming economy, producing wealthy industrialists who built extravagant mansions on Euclid Avenue, aptly known as Millionaires’ Row, and sent their children to independent schools including Miss Mittleberger’s Other children in the surrounding neighborhoods attended Central High School, whose enrollment by 1895 had grown significantly With a 48:1 student/ teacher ratio at Central High, some families began to consider other options Miss Prentiss, who had to work to pay her tuition, had graduated from Lake Erie Female Seminary in 1890 and had returned home, inspired by the work of progressive educator John Dewey, with plans to open her own school for girls
After earning a reputation as an excellent tutor, she launched her school in her mother’s living room with a handful of students In its first years, enrollment grew rapidly; both families who could afford the tuition, and those who could not, approached her In her second year of operation she accepted three non-paying students because “it was essential for our work [to] become known as widely as possible” and “to make school life attractive ” (1) Concerned about the budget, she gathered a group of patrons to establish an endowment to generate additional annual funds Needing to move to larger facilities due to increasing enrollment, she found a new location in a residence at 2165 Euclid Avenue and asked the students for suggestions for a distinctive new name In recognition of the ancient Greek symbol of laurel leaves signifying achievement, student
Irene Taft proposed the name the “Laurel Institute,” which the Trustees adopted in 1900 A little over a year later Jennie Prentiss resigned and eventually married and moved out of state But her commitment to making academic excellence possible for girls carried on
The Lyman and Lake Years
Sarah E Lyman, named Principal in 1904, developed a remarkable vision for the institution she renamed Laurel School In 1908, she built a new school at 10001 Euclid Avenue which she then purchased from the Board of Trustees, assuming the school’s financial management including discretionary control over the distribution of scholarships as was the case with Helen Potter Stuckey, Class of 1913, who was orphaned while a student and whom Mrs Lyman invited to live in the dorm until she graduated
members made recommendations to Mrs Lyman about the girls who should receive funding This pattern of selection continued until her retirement
When Edna F Lake succeeded Sarah Lyman in 1931, she reclaimed discretionary control over scholarship distribution Witnessing the painful impact of the Great Depression, she encouraged girls to remain at Laurel with tuition assistance During World War II, when the London Blitz led to the evacuation of many children to the countryside, the White family of Gates Mills, OH, invited their British nieces, Hilbre Ferguson Hill ’45 and Auriol Ferguson Royds ’46, to live with them, and Miss Lake did not charge them tuition as her part in the war effort
Although she owned the Euclid Avenue campus outright, the move of the School in 1928 to Shaker Heights necessitated reinstating the Board to handle the financing of the purchase of the property and construction of the new building, including a dormitory Perhaps the heavy responsibility of managing school finances led Mrs Lyman to hand over the distribution of scholarships to the Alumnae Scholarship Committee With funds from several named scholarships as well as one honoring her, the women could grant between two and four full or partial scholarships depending on the year
The Alumnae Scholarship Committee reviewed the financial status of each potential recipient along with recommendations about academic and character strengths, and then invited the applicants to a tea whereupon the
Increasingly aware of the need for funds to run the school as well as to make aid available, the Board of Trustees and the Alumnae Association called for the 50th Anniversary Fund of $250,000, which would pay off the school’s debts, guarantee working capital for emergencies and establish an endowment fund This fund, overseen by alumnae volunteers, would later provide more generous financial assistance to girls
A Changing Student Body
Miriam Waltemyer became Headmistress in 1958 and ushered in a new approach to scholarships She advocated adding international students through the American Field Service Program (A F S ), founded after World War II with a mission to encourage peace among nations through individual friendships By joining A F S , Laurel would host one student each year— providing housing and a scholarship— and send one student abroad for the
FUNDING FOR THE FUTURE
summer The school’s association with A F S continued almost 30 years until the late 1980s
Following Miss Waltemyer’s resignation in 1962, Daniel Jennings became the first Headmaster at a time when the Trustees contemplated a number of major changes that would transform the school, leading to an academically stronger and eventually more racially diverse student body Admitting only college-bound applicants, the school’s college matriculation list changed, as four-year liberal arts colleges and universities crowded out junior colleges In 1964, the first Black students enrolled after the school joined A Better Chance, whose mission was to guide students of color through the admissions process at independent schools Over the next decade, the school recruited more students of color and supported the Black Unity Society, a student-led club offering a safe space for girls to share their experiences A few years before Mr Jennings retired, as the number of residential students declined, the school closed the dormitory, enabling it to redirect funds for its maintenance to scholarships for more day students from urban schools
A Professional Approach to Fundraising
Lynne Rossen Feighan ’55, Director of Development from 1974 to 1993, attended conferences and studied fundraising practices used by preparatory schools on the East Coast Her research encouraged her to advocate for a larger Development staff to promote more strategic fundraising including taking over the volunteer management of the Alumnae Fund Bringing this work in house could mean more ambitious fundraising for
the school When Mr Jennings retired in 1977, Barbara Barnes became Head of School The decision by Hawken School’s Trustees to admit girls shaped Mrs Barnes’ seven-year headship as she recommitted the school to its mission of teaching girls and, with the support of the Development Office, focused on raising the salaries of the faculty
One of Mrs Feighan’s most delightful experiences was the result of a series of anonymous checks that started arriving from a lawyer in 1989 Curious about the source of the funds and hoping to connect then Head of School Leah Rhys with the donor, Mrs Feighan contacted the lawyer, who told her that his client did not need thanks As the checks continued to roll in, she reached out to the lawyer again He explained that his client lived in a nursing home and could no longer communicate Mrs Feighan persisted and was finally allowed with Mrs Rhys and an Upper School student to meet and thank the donor By the time of the distribution of her estate, Harriet Buescher Lawrence ’30 had contributed more than $3,000,000 to the school for scholarships, the largest gift yet for this purpose
Alumnae have continued to fund need-based scholarships, although occasionally they have designated specific talents they wish to honor in music, art or math Other scholarships have supported alumnae or faculty daughters During Leah Rhys’ tenure, the student body diversified further, thanks to recruiting by Timy McGoff Sullivan ’57, Director of Admissions, and new immigration patterns in the city in response to Cleveland’s rapid growth in biotechnology firms, hospitals, and universities Charged with strengthening the athletic program when she was
hired in 1992, Helen Marter oversaw the purchase of the Fairmount (now Butler) Campus and construction of state-ofthe-art fields and tennis courts The investment in new facilities and coaches attracted more athletes which resulted in winning teams
Making Dreams Possible
Under Headmistress Ann Klotz, new family- and alumnae-funded scholarships continue to promote diversity The family of Mary French Conway ’46 provided scholarship funds for students from the urban charter Breakthrough Schools; Bill and Lynn Ondrey Gruber ’73 gave funds for Latina students in honor of their adopted daughters and in recognition that, for Lynn, Laurel “changed the trajectory of [her] life ” Mr Sang Yeol and Dr Jung Min Lee created a scholarship to support general diversity
Ms Klotz has introduced innovative approaches to expand diversity A dramatic change introduced financial aid awards to students entering the Primary School when, previously, these were not given before Seventh Grade Other independent schools in Cleveland followed suit In 2004 then Director of Admissions Tom Wilschutz discovered that some current schools in the Cleveland Council of Independent Schools (CCIS) consortium were offering merit aid to candidates; he recommended that Laurel do the same for Ninth Grade applicants who exhibit exceptional talent and promise through the Dream. Dare. Do. Scholarships.
In the intervening years, additional merit and endowed scholarships have become available The highly selective Sarah Lyman Scholarships provide full tuition and fees for all four years of the
Upper School to five outstanding rising Ninth Graders (open to current Laurel students as well as to new ones) who have achieved excellence in academics and have demonstrated, through their classroom work and extracurricular activities, a true commitment to the school’s values They must exhibit extraordinary character, demonstrated leadership and academic excellence
Under the leadership of Director of Enrollment Management Abbey Jones Steinberg ’06, the school added R.I.S.E. Scholarships for girls who are Resilient, Intellectual, Spirited, and Ethical All applicants for Kindergarten-Grade 11 are considered for these awards, which are given to those demonstrating excellence in academics and cocurricular activities and exhibiting passion, spirit, and integrity In addition, candidates recognized for their ability to contribute substantially to the school community while adhering to the mission of the school may receive the Head’s Scholarship.
Finally, with the launch of the Environmental Justice (EJ) Semester, the school offered Changemaker Scholarships to qualified girls from other private, public, and parochial schools to join a small cohort of Laurel students for an interdisciplinary study of environmental issues in northeastern Ohio Intentionally drawing students with different perspectives, the goal is to create a diverse group to address injustices across the region in a solution-based approach Interning with nonprofits focused on these issues, the girls will develop skills that will serve them in college and beyond
My Class of 1973, having grown up during the 1960s when the Cuyahoga
River burned and Lake Erie was declared “dead,” were inspired by the innovative EJ Semester as we planned for our 50th Reunion and looked to identify a program to support with a special 50th Reunion class gift Classmate Grayson Alexander ’73 helped to crystalize our thoughts She reflected that as “a shy smart girl who was determined to be a scientist” her public school would not
a transformative education Alumnae, such as the late Florence Scafe Seymour 1931, have expressed deep gratitude for their time at Laurel, recognizing how their schooling helped them “understand the great value of an excellent education and the interest in helping someone else to have the privilege of a Laurel education ” (2) Through the dedication of alumnae, families and friends of the
The legacy of scholarships at Laurel School, rooted in the vision of our founder Jennie Prentiss, has continued to evolve and expand, ensuring that a diverse range of students can access a transformative education.
have served her well She continued, “I would never have been able to attend Laurel without scholarships I truly am very grateful for the financial assistance the school was able to give me ” Our generous class gift supported these Changemaker Scholarships These students along with their peers will form an intellectual community with diverse points of view Trained in experiential units using design thinking practices and interning with nonprofits, these girls, like those who have gone before them, will fulfill the school’s mission
The legacy of scholarships at Laurel School, rooted in the vision of our founder Jennie Prentiss, has continued to evolve and expand, ensuring that a diverse range of students can access
school, financial barriers that limit opportunities continue to be dismantled The ongoing commitment to both needbased and merit-based aid demonstrates Laurel School's enduring goal to foster academic excellence and leadership in a diverse and inclusive environment As new generations of students benefit from these opportunities, they carry forward the values of resilience, intellectual curiosity and ethical leadership, equipped to make meaningful contributions to society
(1) Hope Ford Murphy, Educating the Independent Mind: The First Hundred Years of Laurel School (1998), p 14 (2) Florence Scafe Seymour ’31 alumnae questionnaire, 1994
Scholarship at Laurel
Helping Make Laurel Girls' Dreams Come True.
Madalyn McGarry ‘26
Junior Mady McGarry came to Laurel in Grade 9 from Wickliffe Schools An avid soccer player with a strong academic record, Mady and her family learned about Laurel from a family friend who encouraged her to apply
Mady was honored to receive merit scholarship support which helped make a Laurel education possible She is a second-year captain of the varsity soccer team, volunteers at a senior care facility, and holds down a part-time job, all while maintaining strong grades and spending time with her Laurel friends and her family
This fall, Mady was proud to help welcome her younger sister, Ava, to Laurel for Grade 9 and to the Gators soccer team
After graduation, Mady hopes to attend college and then medical school
HEAR ABOUT MADY’S LAUREL EXPERIENCE IN HER OWN WORDS:
Laurel holds a special place in my heart. Ever since I arrived in Ninth Grade, I have found an extraordinary community that I could not have found elsewhere. I have met the most amazing, and supportive friends and teachers who have helped me to be the very best version of myself. Laurel has pushed me to grow as a student, but also into the young woman I am today.
I feel extremely blessed to be given the opportunity to attend the very best school I could ask for.
Gifts of any size can be designated to student scholarships, and named scholarship opportunities are available
Madalyn McGarry '26
Macarena Calzado ‘16
Macarena arrived at Laurel in the Ninth Grade and immediately felt the impact of smaller class sizes She loved the individualized attention each teacher provided and felt that the single-sex education allowed her class to bond in a way that wasn’t possible at her previous co-ed school The femaleempowered environment showed her early on that "women can do anything men can do," setting the stage for her future career in healthcare
While at Laurel, Macarena took advantage of AP/Honors classes and was part of the leadership team for various clubs She served as the senior swim team captain and one of the JV volleyball captains, and she worked at Summer at Laurel for five summers These opportunities taught her how to be an effective leader, a skill she continues to carry into her adult life She credits these experiences with providing her amazing friendships and a work ethic that has shaped her into who she is today
Receiving a Laurel scholarship made it possible for Macarena and her family to achieve her educational goals Her family realized that she needed the individualized attention and education that Laurel proudly offered Prior to Laurel, Macarena says she was shy and exhibited low self-esteem Laurel helped her evolve into a woman confident in her abilities and prepared to face whatever challenges came her way Macarena noted, "I blossomed into someone confident in herself, and I knew I had important things to contribute I learned to push the limits and prove to the world that I am meant to be where I am today "
Inspired by healthcare experiences during her time at Laurel, Macarena is now a physical therapist, working in both pediatric and adult settings When asked what she would say to current Laurel scholarship students, Macarena hopes they will fully embrace and take advantage of everything Laurel has to offer She gushed about the many connections Laurel has in the Cleveland area and the endless resources available to students
Macarena acknowledged that Laurel helped her establish a love for giving back to her community In Upper School, she was very active in volunteer work, something she has continued into adulthood She also feels strongly about giving back to Laurel by supporting scholarships through the Laurel Fund She believes that financial barriers should not keep someone from achieving their academic goals and dreams "I want to help the next generation know their worth and find their calling in life," she says "I truly don't think there is a better place for this to happen than at Laurel School "
Macarena Calzado '16
Donor Spotlight
Sarah and Anita's Dedication to Future Laurel Students
Sarah Lee Kunesh ‘84 and Anita J. Lee ‘88
Sarah and Anita are committed to "paying it forward" for future Laurel students Anita credits Laurel with providing her the foundational skills she needed to succeed in college, law school and her career Both Sarah and Anita agree that their Laurel teachers fostered a love for learning and a sense of curiosity, equipping them with skills and confidence that have proven more valuable than any specific knowledge gained in higher education
Anita and Sarah's parents, immigrants who deeply valued education, made significant sacrifices to provide a private school education for their children Their mother, Jung Min, attended an all-female high school in Seoul, Korea, and was a staunch advocate of single-sex education She was one of only eight women graduates in her medical school class at Yonsei University College of Medicine
To honor their parents' commitment, Anita and Sarah, along with their father, Sang Yeol Lee, established the Mr Sang Yeol and Dr Jung Min Lee Scholarship This scholarship supports future Laurel girls who demonstrate financial need and align with Laurel’s goal of promoting a diverse student body—an integral part of Laurel’s educational mission Their hope is that this scholarship will enable other Laurel girls to benefit from an excellent education, just as they did
Sarah envisions future Laurel students as inquisitive, creative, and confident in their learning abilities Anita adds that she hopes they will recognize and appreciate the
value of their Laurel experiences and use their education to contribute meaningfully to their communities
Reflecting on their favorite Laurel memories, Anita cherishes the incredible class trips, from local adventures to Hiram House in Fifth Grade to a trip to Toronto in Ninth Grade These experiences allowed her to bond with classmates away from the Lyman Campus, forging lifelong friendships that have supported her through life’s ups and downs Sarah highlights Mrs Schenk’s Senior Speech class as a defining moment As a shy and self-conscious student, this class helped her develop the confidence and conviction to speak in front of others, a skill she has carried with her throughout her life
The 2024-2025 school year marks the inaugural awarding of the Mr Sang Yeol and Dr Jung Min Lee Scholarship We are extremely grateful to Sarah, Anita, and Mr Lee Their generosity helps us continue to inspire each girl to fulfill her promise and to better the world
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Left to right: Sarah Lee Kunesh ‘84, Sang Yeol Lee and Anita J. Lee ‘88
Ohio Tax Credit offers the opportunity to support a Laurel student
In 2021, Ohio created the new Ohio Tax Credit Scholarship Program, which allows people to provide scholarship support to Laurel students and receive a dollar-for-dollar tax credit for your gift!
Your donation is made through a Scholarship Granting Organization (SGO) directly and you will receive a tax credit up to $750 on your Ohio income tax returns Married couples filing jointly may claim up to $1500 As long as your Ohio state tax obligation is equal to or greater than your gift amount, your donation costs you nothing extra to make your gift, go directly to the OAIS website at https://oais.gosgo.co/donations/new When prompted, select “Laurel School – Shaker Heights ” Gifts may be made by check, credit card or ACH As with any charitable donation, please contact your tax advisor to see if this opportunity makes sense for you and your family
Laurel is a member of the Ohio Association of Independent Schools (OAIS), which has created its own SGO for donations.
Faculty Grant
Thanks to the extraordinary generosity of Anne Conway Juster ‘80 and Joe Juster, Laurel faculty have the opportunity to receive funding for travel fellowships. Each year, up to five faculty members/teams can embark on global explorations that enrich their teaching and will in turn benefit their students. This year's grant recipients proposed a diverse array of travel plans, each promising to bring unique and valuable experiences back to the classroom.
Joe Corsaro History Teacher, Upper School Entrepreneurship Program Leader
London, England and Paris, France | Summer 2024
Mr Corsaro traveled to Europe to deepen his content knowledge through the study of museum exhibits and learning from professional guides He emphasized the importance of understanding historical perspectives by learning history from non-American sources This international travel also broadened his comprehension of various political and economic systems All of which will directly benefit his students
Left to right: Joe Juster and Anne Conway Juster '80
Cara Tweed, Ann Gasser and Melissa Davis Grade 5 Laurel @ Butler teachers Traverse City, Michigan | Summer 2024
The fall semester of the Fifth Grade focuses on Ojibwe culture and the ecology of the Great Lakes, exploring the habitats and environs of Lake Michigan To deepen their understanding of Ojibwe culture and history, the team was able to visit the Dennos Museum and the Ojibwe Culture Museum They also visited the Leelanau School, an experiential day and boarding high school committed to project-based, place-based, and nature-based learning This trip helped to enrich their understanding of the region's natural and cultural significance and will help them teach this foundational Fifth-Grade unit more effectively
Lori Kella Visual Arts Chair & Teacher, Upper School Florence, Italy | Summer 2024
During her stay, Ms Kella visited and photographed many iconic examples of Renaissance art and architecture at the Uffizi Galleries and throughout the city, gaining a fuller understanding of 15th-century art and culture and its influence on contemporary artists She also traveled to Venice to attend the Venice Biennale, one of the world’s premier showcases of cutting-edge contemporary art Ms Kella focused specifically on artists using photography, video, and installation, as well as those addressing issues of global climate change and environmental justice These insights will be valuable resources for her students and her teaching curriculum The experiences inspired her own art-making and will enrich the range of images and teaching materials that she shares with her students
Faculty Grant
Catherine Butler Visual Art Teacher
Montepescali, Rome, Cotona, Siena Italy | Spring 2025
Kelli Thomas Kindergarten
Ms Butler has been offered the opportunity to travel to Italy with an artist friend and stay at a home in Montepescali This trip will provide Ms Butler with the time to sketch, draw, and paint while visiting numerous museums, galleries, and historic sites in Rome and Siena This experience will not only allow her to recharge but also inspire her to bring renewed energy and creativity to her teaching
Teacher
Sonoran Desert, Arizona | Spring 2025
In Kindergarten, students are introduced to the fascinating world of animal homes and habitats, with their first exploration focusing on the unique environment of the Sonoran Desert To teach this topic more accurately and authentically, Ms Thomas plans to embark on an immersive trip to the desert Her journey will be an in-depth exploration aimed at gaining first-hand experience and insights into this vibrant ecosystem Upon her return, Ms Thomas will integrate her newfound knowledge into her lesson plans, enhancing the curriculum with real-world examples and personal anecdotes Her immersive experience in the Sonoran Desert will not only provide her with a deeper understanding of the habitat but also reinvigorate her teaching with fresh perspectives and enthusiasm L
The Jones Fund for the Education of Faculty Children
Sharing the magic of a Laurel education
The late Brad and his wife, Ann Jones , have been dedicated champions and supporters of Laurel School for many years
Their commitment is deeply rooted in the experiences their three daughters—Susan ’74, Libby ’75, and Ann ’85—had as Laurel students The Joneses were confident that Laurel would provide their girls with not only a strong education but also the skills necessary for their daughters to develop their voices and passions, and to contribute positively to society
They fully appreciated how central the faculty were to this preparation—not only in conveying their expertise but also in helping Laurel School girls develop a sense of self and confidence in their abilities “We used to so enjoy inviting faculty to our home for dinner and engaging in great conversations (we didn’t always all agree on topics!) with everyone around the dinner table,” Ann recalled
These gatherings left a lasting impact on their daughters, who still fondly remember specific faculty members at Laurel According to Ann, the supportive and enriching academic, athletic, and social environment created by faculty, staff, and the broader Laurel community was vital to their daughters' growth and success
In 1992 Brad and Ann Jones established the Jones Fund for Education of Faculty Children with a strong conviction that the children of Laurel’s faculty should have the same opportunities for an excellent education as the students
attending Laurel They recognized that faculty members at private schools may lack the resources to send their own children to private schools or universities and wanted to help make this option available to them
Brad, a University School graduate and retired CEO of LTV Corporation, passed away in 2019 Ann continues to take great pleasure in reading the cards sent by recipients of the fund, learning about their educational experiences, and knowing that she and Brad have contributed, in some small way, to providing Laurel faculty children with stellar educations
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Left to right: Brad and Ann Jones
The Jaros Transformational Learning Fellowship:
Fueling the flame of learning for Laurel
faculty
Carey Jaros ‘96 and her husband, Brett Farmery, believe that outstanding faculty are central to the extraordinary learning and development that happens at Laurel School everyday, as evidenced by Carey's experiences as a Laurel "Lifer", and by the experiences of Carey and Brett's daughters, Frances ‘28, Eloise ‘30, and Madeline ‘33 As a result, the faculty have long been a priority as they considered options to philanthropically support the school
"When I look back at my time at Laurel," said Carey, "it was the energy and excitement, the creativity and magic my Laurel teachers brought to their material and the craft of teaching that made all the difference — and the same thing has been true for our girls We asked ourselves: 'What can we do to expand what's already such a strength and recognize and celebrate our amazing faculty at the same time?'" To that end, the family recently established The Susan and Stanley Jaros Transformational Learning
Fellowship to enable Laurel faculty to pursue significant, custom learning experiences—aligned with their personal passions and designed to bring inspiration and learning to the Fellows, their students, and the broader community
Carey and Brett named the Fellowship for Carey’s parents, Susan and Stanley Jaros, to recognize their decision to send her to the school as a Kindergartener, and their own love of Laurel, as parents and grandparents in the community for more than 40 years
Aligned with the school’s emphasis on purposeful learning, Jaros Fellowships will enable faculty to go on personal learning journeys which will not only impact the everyday classroom experiences of students, but will inevitably lead to development of the kind of innovative, signature programming that distinguishes a Laurel education
AS SUCH, THE FELLOWSHIP PRIORITIZES PROJECTS THAT:
● Deepen or develop interests connected to classroom teaching
● Model risk-taking and innovation
● Show bold thinking
Launched in spring 2024, the Jaros Fellowship awarded $50,000 in its inaugural year and has initial, committed funding for five years This means many faculty members will have the opportunity to become Jaros Fellows —creating a cumulative impact on our curriculum that will build and endure
INAUGURAL RECIPIENTS ARE:
● Diane Landoll | Mrs Landoll is a Middle School math teacher exploring ways for girls to stay curious about math as they progress to more complex coursework Fellowship funds will support a team trip to New York City to visit math-related sites and museums, contributing to an innovative curriculum tied to studies by the Laurel Center for Research on Girls
● Amanda Love | Ms Love is a physical education teacher fluent in Italian who will attend the 2026 Winter Olympics in Italy, providing a “live broadcast” experience for students Before this trip, she will travel to Reggio Emilia, Italy, with a Primary School colleague for a study of the Reggio method, which prioritizes children’s empowerment
● Mindy Byrnes | Mrs Byrnes is a Primary teacher who received a Jaros Fellowship to develop a cohesive STEAM program for Grades K-5 The goal is to create deep, innovative learning experiences across the Lyman and Butler Campuses The funds will support attendance at STEM conferences and exploration of innovative school practices nationwide
Laurel is grateful to the Jaros Farmery family for this incredible gift We will continue to report on Fellowship awardees and the impact their experiences have on our community
The Jaros Transformational Fellowship is named in honor of Susan and Stanley Jaros, Laurel parents and grandparents, pictured here at the Butler Campus with daughter Carey ‘96 and Laurel granddaughter Madeline ‘33. L
LAUREL SCHOOL‘S DIRECTOR OF DEVELOPMENT
A MESSAGE FROM MAEGAN RUHLMAN CROSS ‘03
Dear Friends,
As we reflect on the past year at Laurel, I am filled with immense pride and gratitude for the vibrant community that surrounds our school. Your unwavering support and commitment have been instrumental in helping us empower young women to excel both academically and personally.
This year has been a remarkable one, marked by significant milestones and inspiring achievements. Our students have continued to shine, demonstrating exceptional talent and leadership in every aspect of their education and showing what it means to be fearless, innovative and dedicated.
Laurel‘s continued growth and success are a testament to the strength of our community. Thanks to your generosity, we have been able to enhance our programs, expand our facilities, and provide our students with unparalleled opportunities. We are particularly excited about the Ruhlman Family Center, which will provide our students with improved learning facilities on our beautiful Butler Campus. We are deeply grateful to the Class of 1974 for their impressive commitment to raising funds to support our Middle and Upper School Robotics teams in honor of their 50th Reunion–thank you! As always, we remain deeply grateful for the awe-inspiring support of our Laurel Fund, the foundation of all that we do, as well as the many ways our community philanthropically supports our students. Thank you.
This annual report offers a comprehensive look at the year‘s highlights and the ways in which your support has made a difference. As you read through these pages, I hope you will feel a deep sense of pride in what we have accomplished together. Your contributions have allowed us to capitalize on opportunities and have propelled us forward, enabling us to offer an exceptional educational experience.
As we look to the future, we remain committed to our vision of fostering an environment where every girl can thrive. We are excited about the possibilities that lie ahead and the continued support of our dedicated community. Together, we help to inspire each girl to fulfill her promise and better the world.
THANK YOU for being an integral part of our journey. Your belief in our mission and your ongoing support are what make our success possible.
All my best,
Maegan Ruhlman Cross ‘03 Director of Development
2023-2024 Contributed Income
2023-2024 Laurel Fund Breakdown
ANN CLEMINSHAW LIMBACH ’52
Intelligent, possessing an immense work ethic, and excelling in all endeavors. . . these words were used to describe Ann in the 1952 Laurel Leaves yearbook. Raised by her loving aunt and uncle in Hudson, OH, Ann made the daily commute to Laurel with her sister, Mary Cleminshaw ’50.
A childhood friend and fellow Laurel student, Kay Weidenthal Boyd '50, recalls Ann being a fun-loving, loyal, sincere friend—beautiful on the inside and out. Kay remembers carpooling with Ann from Hudson. They would study in the morning on their way to Laurel and Ann would fill her time knitting on the way home. Kay’s memories of Ann and that time in their lives include skating on the Western Reserve Academy pond and group parties in Hudson filling their weekends. “Ann was a well-rounded girl,” Kay shares. “I can see her now, smiling as her Legacy for Laurel gift continues the school’s work.”
Ann graduated from Wellesley College with a BA in History and received an MA in Education from Harvard University. She married George Limbach in 1957, but she had known him since she was 10 years old. In fact, Ann’s classmates predicted in the yearbook that she would one day marry George. Ann and George moved to California where they raised four children, and after raising her children, Ann went back to school to become an accountant.
Possessed with many talents and a prowess for athletics, Ann was a teacher, homemaker and accountant, and she volunteered her time in her community, most recently, as a reading tutor. She also played tennis and loved to ski. Ann and George enjoyed traveling the world and explored six continents; wherever Ann went, she connected with strangers.
Ann and George built a cabin in the Sierras, which continues to serve as a cherished retreat for family and friends. For Ann, family held paramount importance, as did her education at Laurel. As a Legacy for Laurel donor, she found deep significance in incorporating Laurel into her estate plans.
We are grateful for Ann and her enduring gratitude for Laurel School and her commitment to its future. Her memory will live on in the hearts of all who benefit from her generosity and in the continued success of these dear walls that she cherished.
Membership in Legacy for Laurel is extended to all alumnae, parents, parents of alumnae, faculty and friends who make a provision in their estate plans to benefit the school.
For more information about joining Legacy for Laurel contact Maegan Ruhlman Cross ’03, Director of Development, at mCross@LaurelSchool.org or 216.455.3031.
“ The thing most wor thwhile in life is to have a vision and to see it shape into realit y.”
Sarah E. Lyman
A gift from an IRA can help shape Laurel’s reality.
Consider an IRA Charitable Rollover to Laurel School this year
When you choose to make a qualified charitable distribution directly from your IRA to Laurel School, you can enjoy several advantages:
• The gift is included in your required minimum distribution and does not count toward your gross income: all gifts are non-taxed rollovers.
• The process is straightforward, with the financial institution directly transferring the funds to Laurel School, making it easy and convenient for you.
• An IRA donation is a simple, hassle-free way for you to have a positive impact at Laurel School.
• By reducing the size of your IRA through charitable giving, you may potentially reduce the estate-tax burden on your heirs.
• Traditional IRA donations may be made any time during the course of the year.
Eligibility requirements for benefits under the IRA Charitable Rollover:
• You must be at least 70 ½ years old when you make the gift.
• You must make an outright gift directly from your traditional IRA to Laurel School.
• The sum of your IRA gifts cannot total more than $100,000 per year. If a married couple files jointly, each may contribute up to $100,000!
