Sycamore School Magazine / Winter 2020 by Sycamore School

WINTER 2020

SYCAMORE

NAVIGATING COVID-19 // CATCHING UP WITH NYLE KARDATZKE // SYCAMORE SWEETHEARTS

VOLUME 14.2 FROM HEAD OF SCHOOL

PANDEMIC PLAYBOOK

NYLE KARDATZKE

LANGUAGE ARTS AT SYCAMORE

ADMISSIONS Q&A

SYCAMORE SWEETHEARTS

PARENT ENGAGEMENT

BRADLEY SCHOLARSHIP WINNERS

NEWS + NOTES

SYCAMORE FUND

RIGHT: KINDERGARTEN STUDENT, HADLEY HUMMEL, WITH HER FROG. ON THE COVER: SYCAMORE STUDENTS. BACK COVER: HANNAH SNIDERMAN CROSSES THE FINISH LINE DURING A FALL CROSS COUNTRY MEET AT SYCAMORE.

HEAD OF SCHOOL

HEAD OF LOWER SCHOOL

DIRECTOR OF ADVANCEMENT

DIANE BORGMANN

GLENNA LYKENS

HOLLY LEE

BOARD OF TRUSTEES

HEAD OF MIDDLE SCHOOL

CHIEF FINANCIAL OFFICER

SUMEETA BHATIA | PRESIDENT

TRENT TORMOEHLEN & KATIE BAKER (INTERIM)

PATRICK JUDAY

HEAD OF EARLY CHILDHOOD JENNIFER WILLIAMS

DIRECTOR OF ADMISSIONS DUANE EMERY

SYCAMORE SCHOOL ASSOCIATION WENDY REYMER | PRESIDENT

FIND OUT MORE!

SYCAMORESCHOOL.ORG

DEAR SYCAMORE FRIENDS,

phenomenally and the Marion County Public Health Department required all Marion County schools to implement virtual learning for 1st through 12th graders. So, as of November 19, we, once again, transitioned to our Distance Learning Plan. Fortunately, Preschool, PreKindergarten, and Kindergarten

We are living and learning in a unique time!

were excluded from the order, so we are able

The Greek philosopher, Heraclitus, said,

to continue with all of our Early Childhood

“The only constant in life is change.” I don’t

students in person. Parents and teachers are

think any of us would argue that truth; in

thankful for that opportunity. We all know

fact, we are experiencing it! Since last March,

that the younger the children are, the more

we have been rethinking everything we’ve ever

difficult distance learning is for kids, parents,

done before in light of our new reality.

and teachers.

Last spring, I formed a Reopening Sycamore

In whatever mode of learning we are operating,

Task Force to look at every aspect of operating

there is one constant: our mission. The core

school in a safe, yet robust, way. We not only

of who we are hasn’t changed; our mission is

considered the medical and health implications

still firm and guides everything we do. We will

of our environment; we also considered the legal, educational, and

continue to offer our students a robust Sycamore education in every

facilities implications. I will be forever thankful for that task force

learning environment.

of 21 faculty, staff, administrators, parents, trustees, and medical professionals who worked tirelessly over the summer to create our

In this edition of the Sycamore Magazine, you’ll read some great

Reopening Sycamore Plan. We published our plan on July 10, and we

stories about how things change! You’ll learn perspectives and

returned to school with all of our students in person on August 13.

thoughts from our students. You’ll learn what parents are thinking and feeling. I think one of the most fun changes you’ll read about

Until November 18, we operated very differently, but very successfully

is how Sycamore students’ lives changed when they married other

in person. Our building has had a different look and feel. We removed

Sycamore students! Just think. One of your child’s classmates could

much of our “extra” furniture in order to ensure that we could be

be his/her future spouse!

physically distant in our classrooms. We didn’t have small groups working on joint endeavors unless they were separated by distance

All the work this summer was arduous. This school year is requiring

or by protective plastic barriers. Band, instead of lunch, was in the

all of us to dig deeply within ourselves to meet the challenges before

cafeteria. We didn’t allow parents in the school, so our classrooms

us. But we are doing it! We are making this school year meaningful

and hallways seemed to be missing an element. Kids weren’t traveling

and valuable in new ways. Thanks for your partnership and your

through the hallways much, and teachers had their materials on

support! And thanks for choosing Sycamore for your kids!

big carts. All kids and all adults faithfully wore their masks and kept socially distant from one another. We were very successful for the

Onward and upward!

entire first trimester, with COVID-19 exposure at school almost nonexistent. The kids and the faculty were excited to be back in school and were eager to do whatever it took to make that possible.

DIANE BORGMANN HEAD OF SCHOOL

In November, however, the COVID-19 prevalence and % positive numbers in the broader community skyrocketed. The risks rose

PANDEMIC PLAYBOOK: SYCAMORE RESPONDS TO COVID-19 BY LISA HENDRICKSON How do you follow a moving target —especially one as

had already started doing her homework on COVID-19 while

disruptive and dangerous as the coronavirus? That’s the

keeping a close eye on the growing number of cases. A Distance

dilemma Sycamore and other schools have faced since early

Learning Plan for a potential shift to virtual classes was already in

March, when the looming pandemic entered Indiana. Sycamore

the works. Borgmann met with the school’s leadership team, telling

has managed this enormous challenge by developing a robust

them she was nearly certain that the school would have to close

pandemic playbook that has enabled students to successfully

because of the rapidly rising caseload. Her prediction was accurate,

continue learning both at home and at school.

and she announced that the inauspicious date of Friday, March 13, would be the last day of in-person classes. She hoped the building

On March 10, 2020, Indiana Gov. Eric Holcomb announced that

could reopen in mid-April, following the end of the scheduled two-

12 Hoosiers had tested positive for the virus and urged schools to

week spring break. But soon after, the governor announced that all

“plan now for broader closures.” Head of School Diane Borgmann

schools would be required to close indefinitely. ABOVE: JONATHAN AMOAH, WITH 4TH GRADE TEACHER, JEAN WRIGHT

LEARNING FROM HOME

On Wednesday, March 18, Sycamore’s virtual school went online. Teachers had spent the previous few days scrambling to adapt their lesson plans to accommodate remote learning. In preparation, Tiffany Stahl and her fellow third-grade teachers created and delivered packets to students’ homes. They divided their classes into smaller groups of six and seven, leading lessons using the Zoom videoconferencing platform. Stahl, who teaches

Eighth-grader, Sam Rudavsky, says he “wasn’t a fan of distance learning” because he missed being with friends at school. He also was concerned that he wouldn’t be able to meet with his teachers after school or during study hall. But he was relieved to find that every teacher in his core classes offered optional “office hours” two or three times a week, during which students could log in to a Zoom conference to ask questions. He says these conferences had the additional benefit of helping friends stay in touch and remain emotionally grounded.

science and math, designed hands-on chemistry experiments for her students to follow at home. “I had to think outside the box about

PLANNING TO RETURN

what I could do to have them learn these concepts,” Stahl says. As

The school building remained off-limits to all faculty, staff and

Stahl taught those concepts, teaching assistant, Cara Hermancinski,

students until June.

kept an eye on students’ reactions to make sure they grasped them. Students researched two elements from the periodic table in one

In the meantime, work had started on the creation of the

class, then created and recorded their own lesson for classmates to

playbook that would be required for a return to in-person classes.

watch, using a video presentation program called Flipgrid.

In late May, Borgmann created the Reopening Sycamore Task Force that included 21 teachers, administrators, trustees, parents,

Stahl says the small-group lessons enabled her to differentiate

a physician, and the school nurse. The group began its work by

according to the students’ individual learning needs, but she

reviewing COVID-19 research and considering three options for

missed the personal interaction.

the 2020-21 school year: reopening in full, remaining virtual, or adopting a hybrid approach. A trio of task force subcommittees

“I’m not going to say it was easy, but we got through it, and I

considered facility safety issues, established health and hygiene

think the kids kept learning, which was huge for me,” says Stahl.

protocols, and necessary education and learning accommodations.

Middle School science teacher, David Schuth, agrees that the switch to online classes was a learning process, but he says his

For six weeks, the task force “worked relentlessly and feverishly,”

colleagues and he quickly came together to modify lessons.

says Borgmann.

Schuth recorded instructional videos for his students. “I wanted them to be able to work in-between classes,” he says, “at their

If school were to reopen, classrooms and schedules had to

own pace and at a convenient time.”

be reconfigured. Traditionally, Middle School students move between rooms, while in the Lower School and Early Childhood,

Schuth altered an in-class project in which each student built a

students walk through the building to go to activities. Borgmann

catapult, launched an object, and attempted to hit another student’s

says the task force decided to have teachers, rather than

device. Since that wasn’t possible virtually, the revised assignment

students, travel among classrooms, “so if we had a case, we

required students to hurl a tennis ball via catapult or to make a

might not have to shut down the whole school.”

vacuum bazooka that could shoot a projectile a specified distance. The team members measured classrooms to ensure students “The teachers were so responsive and flexible,” says Jessica Lee,

would be separated by six feet, then removed and stored excess

mother of three Sycamore students. She complimented the teachers

furniture. They placed acrylic shields that separate students

on being able to individualize learning for each of her children.

at work tables and desks. They turned off water fountains and

added water bottle fillers. They had ionization equipment and

coverings and face shields so everyone could be compliant,” he says.

MERV13 filters, which filter out viruses, mold and dust installed on the school’s HVAC system, resulting in a complete air

Siwiec also made a presentation and conducted a question-

exchange every ten minutes. They stockpiled masks and hand

and-answer session with faculty and staff during Welcome Back

sanitizer and marked off six-foot increments on the floors.

Week, helping the group think through processes and procedures and how to handle medical issues that might arise.

“We relied a lot on CDC and public health agencies. We listened carefully to the physician on our task force,” says Borgmann. “All

On July 10, the school published its Reopening Plan. But that

of our efforts are aimed at risk mitigation. We know we cannot

weekend, coronavirus numbers began to climb again. Borgmann

eliminate all risks.”

says the task force considered altering the school calendar to push the opening date from August 13 to September 8 but decided to

Dr. Rob Siwiec, who has three children at Sycamore, brought

remain with the original schedule. The Administrative Leadership

medical expertise to the committee. A gastroenterologist and

Team also developed a set of metrics to gauge if and when school

professor of Clinical Medicine at Indiana University, Siwiec

should return to virtual learning, unless a governmental mandate

emphasized the CDC recommendations of masking, social

required closure. The metrics include a weighted, seven-day

distancing, hand washing, and minimizing face-touching. The task

rolling average of COVID cases per 100,000 people and the

force wondered whether the youngest students would be able to

percentage of positive tests in Marion and Hamilton counties,

keep their face masks in place throughout an entire school day. “We

where 85 percent of Sycamore families live.

were able to find certain products that allowed them to have face ABOVE LEFT: FOURTH GRADER STUDENT, NICK HARTSOCK, WORKING ON EXPERIMENTS DURING THE WATER UNIT. | ABOVE RIGHT: MIDDLE SCHOOL SCIENCE BOWL TEAMS PRACTICING DURING THE FALL.

BACK IN CLASS

Schuth says the first few days back at school required some adjustment by the students. “On one hand, they were excited to be back with their friends, but they had to stay apart to stay safe. After day two, the kids really perked up.” The ability to go outside for recess and let off steam helped. Drought-like conditions in central Indiana meant students could have outdoor time nearly every day. Within a few weeks, they were were “adapting pretty well,” he notes. Because Schuth thinks lab work is crucial to learning, he devised a way for students to work with partners, yet remain socially distanced. “It was a bit tricky,” he says, but an available resource room enabled the addition of round tables divided into four sections by barriers. Schuth and Middle School Science Assistant,

“WE RELIED ON CDC AND PUBLIC HEALTH AGENCIES. ALL OUR EFFORTS ARE AIMED AT RISK MITIGATION.” DIANE BORGMANN, HEAD OF SYCAMORE SCHOOL

Dr. Sam Wendel, split the class in two, each taking a group into a separate room. As a result, they didn’t have to eliminate many labs. Extracurricular activities and before-and-after school care received makeovers, too. Intramural tennis, soccer, and crosscountry teams replaced interscholastic sports teams. Volleyball was canceled, but five outdoor basketball clinics were added. Over the summer, teachers offered virtual camps via Zoom, which proved very popular, reports Director of Extended Programs, Melissa Branigan. Academic teams continued to meet virtually, as well as VEX Robotics, Science, Academic Bowl, and Debate teams. The Middle School Drama Club began meeting again. The school band practiced in person, with the horns’ openings protected by a shower-cap-like covering and masks including a slit for the mouthpiece. Masks, social distancing, and sanitizing hands and equipment were top priorities, and the only snacks served were individually prepackaged. Before- and after-school care programs were also adjusted. Early Childhood students stayed together in one room, and the number was capped at 15, with an additional room available if needed. Lower School groups were separated by grade level. Middle Schoolers could no longer “hang out” in the Hagerman

Commons: that space was reserved for academic work, with tables divided by grade. “We’re constantly looking at what we’re doing to make sure it’s working; and if it’s not, we change it. If we realize something won’t work, we cancel it,” says Branigan.

MASKS AND SOCIAL DISTANCING

Tiffany Stahl says that before school reopened, she was concerned whether students could adapt to wearing masks all day, but it didn’t turn out to be a problem. She helped ease the transition by spending the first two days of in-person classes talking to her students about the ways in which school would be different and how some aspects would remain the same. “I think that helped,” she says, adding that both students and parents understand the importance of masks. “Parents are great about keeping their kids home [if they are ill] just to play it safe.” Students who stayed home could still participate via Google Classroom. Branigan says students became so used to the protocols that “their masks are on; they know the times when they can take them off.” (At school, they’re only allowed to remove masks when they’re outside and socially distanced or when eating and drinking.) “It is interesting to see the kids self-monitor and monitor each other,” she says. A lot of times we’ll hear students say, ‘You need to keep

close again by November 30 because of the rapidly increasing

your distance, or you need to pull your mask up.’”

COVID positivity rates. With one round of virtual classes already under their belt, it was time for Sycamore to shift to round two.

Jessica Lee adds, “They’re very willing to sacrifice things to be safer so they can stay in person. They’ve become very flexible.” Dr. Siwiec agrees. “Not once have I heard them complain about having to wear a mask,” he says. “The Sycamore spirit is definitely alive. Everyone is on board and taking this seriously.”

KEEPING THE FAITH

Teachers, parents, and students agree that spirits remain high despite the necessary restrictions. Although parents have not been permitted to enter the school building, “I am proud that our parents have really kept their upbeat attitudes and are always

THE BEST-LAID PLANS . . .

trying to find ways to keep this small school family united,” says

“Everything we have published includes the caveat, ‘This can

Wendy Reymer, President of the Sycamore School Association.

change at any minute,’” Borgmann said in late October. And in mid-

The organization planned outdoor, socially distanced coffee

November, it did change. Although Sycamore had not had any cases

“meet-ups” on the school grounds, and parents in each grade level

since in-person classes resumed, Indianapolis Mayor Joe Hogsett

got together for outdoor activities. Food trucks have delivered

announced that all Marion County schools would be required to

doughnuts and shaved ice treats for both students and teachers.

ABOVE: KINDERGARTEN STUDENT, ISSA LOUIS, SHOWS OFF HIS FIND DURING THE OWL PELLET DISSECTION.

Parents also have shown support by writing messages to students

been very patient and understanding with the protocols.”

and teachers on sidewalks with chalk, sending notes and cards,

Jessica Lee adds that she’s very grateful for the effort teachers

and providing snacks and meals for teachers during conference

have made to ensure students understand their lessons, going the

times and Parent Information Nights.

extra mile by arranging after-hours Zoom chats.

“Teachers have done a great job communicating regularly and

Although Sam Rudavsky says he’s sorry that he and his classmates

posting pics, so parents can feel comfortable their kids are safe

will miss the annual eighth-grade spring trip to Washington, DC,

each day and enjoying learning,” Reymer says.

he doesn’t feel too bad about it. “During coronavirus, I’m just thankful to have my friends and family be alive and uninjured.

“Knowing we are all in this together is what has gotten us this

I’m just very grateful for every day I get at Sycamore.”

far,” she adds. For additional details about Sycamore’s COVID-19 plan, visit: Third-grader, Violet Pangan, says that while she missed her

https://www.sycamoreschool.org. n

friends and teachers while learning from home, as well as giving and receiving hugs at school, “I like that they are keeping us safe.” Her mother, Catherine Pangan, adds, “I think everybody’s ABOVE: THIRD GRADERS ISAAC REXFORD AND LUCY BAKER

WHY NYLE KARDATZKE WAS THE RIGHT PERSON, IN THE RIGHT PLACE, AT THE RIGHT TIME

When Dr. Nyle Kardatzke came to Sycamore, he was armed

understand their role. The development that Nyle brought to

with knowledge and experience that would propel the school

Sycamore created stability and permanence.”

forward on a course to making it one the country’s top gifted private school. “I had spent 15 years in two other independent

Much of the school’s growth, from 1994 to 2000, is a reflection

schools, so I began to make recommendations that would lead

of his long-range plan, which led to developments that included:

Sycamore to more consciously become an independent school.” Kardatzke became Sycamore’s third Head of School in January

• Clarification of the school’s mission

• Establishment of a regular cycle of curriculum

of 1994, succeeding Alice Bostwick, who had served nearly

seven years following the retirement of the original Head of

School, Gene Eib. “When Nyle arrived at Sycamore, he brought calm and order to the school during a very difficult transition period,” says Dr. Susan Karpicke, who recently retired after 25 years as the Director of Admissions. “He came with knowledge about private schools. He was able to put the school’s first administrative structure in place, encourage professional development, and lead the school through its first full ISACS accreditation in 1998.” During Kardatzke’s first school year, student enrollment reached 400 in Preschool through Eighth Grade, with more than 50 faculty and administrators. He restructured the administration to allow for Division Heads, a Plant Manager, and a full-time Admissions/ Counseling Director. He began his tenure with a long-range plan with the Board of Trustees to set in motion activities to strengthen and improve the school, both in the facilities and with the people who would work to create a strong school environment. “He brought the necessary administrative structure the school was lacking,” Karpicke explains. “He had outstanding leadership, experience, wisdom, professionalism, and he was an excellent role model for staff and kids.” Current Head of School, Diane Borgmann, credits Nyle with understanding what was lacking and how to add. “Nyle brought his knowledge of independent school governance and infrastructure to Sycamore. Sycamore was started by parents and teachers who were most familiar with public schools. Nyle created an independent school model, with appropriate administrators and education for trustees so they would

Writing and refinement

• Introduction of non-salary benefits for all Staff members (1995)

• Purchase of the campus (1996)

• Full accreditation by isacs (1998)

• Successful completion of the school’s first

Capital campaign (2000)

• Expansion of the building to add an early childhood wing and

expand spaces for art, music, computers, science, and spanish

renovation of the middle school wing of the building (2000)

________________________ Kardatzke spent his boyhood near Toledo, Ohio, living on a country farm until 1957. He left to attend Anderson University, graduating in 1962. His first job was teaching math and science as a member of the first Peace Corps group in what was then part of Ethiopia. It was there that he became interested in the struggles of under-developed countries. When he returned from Ethiopia, he earned a doctorate in economics at UCLA and became a professor of economics at Marquette University in Milwaukee. His next career path started when he was asked to become the headmaster in 1978 at a private school, Brookfield Academy, in Wisconsin. From there, he was Head of School at Wichita Collegiate School in Kansas before coming to Sycamore School. In total, he was a leader at private schools for 28 years before retiring. Now he spends his time with his three adult children and 10 grandchildren. He has become a prolific author, writing four books, the first which was published in 2014 (see sidebar). His most recent book, The Summertime of our Lives: Stories from a Marriage, was published in 2019 and recounts the story of his late wife, Dr. Darlene Sayers Kardatzke, who discovered her life’s calling as a pediatrician while still a college student at Anderson. This book

LEFT: NYLE KARDATZKE OFTEN RETURNS TO SYCAMORE FOR SPECIAL EVENTS, INCLUDING AN APPEARANCE IN 2012 DURING HALLOWEEN.

“HIS PERSONALITY DRAWS PEOPLE TO HIM. HE’S SMART AND FUN, AND HE HAS THE ABILITY TO MOTIVATE OTHERS. IN HIS 13 YEARS HERE, HE DEVELOPED A START-UP SCHOOL INTO A THRIVING AND RESPECTED INSTITUTION.”

recounts her journey as a doctor, wife, and mother through years she called the “summertime” of her life. ________________________ Early believers found ways to help Sycamore survive. The school had made it through the early years with that group of committed parents, teachers who believed in the idea, and the faith that they were doing something that was needed in Indianapolis. Without the work of those who felt the need to start a school from scratch, Sycamore would have never been in a position to hire someone like Kardatzke, an experienced leader who could see the future. “Sycamore had a very strong identity as a gifted school, but not as a private independent school. This was problematic,” says Karpicke. “Once Sycamore embraced its identity as a gifted school and as a private independent school it became much easier to market the school appropriately.” After the bumps of growth, Sycamore was a private school poised to grow. “When I came to Sycamore, the school was eight

DIANE BORGMANN, HEAD OF SYCAMORE SCHOOL

years old,” he says. “It had been formed by a large group of parents who wanted a school of a kind that didn’t exist in the public or private schools here. Few of the parents had previous experience with independent private schools.” Some of the most important changes he oversaw included engaging in a fundraising initiative and instituting a plan for the school’s growth. “The first thing we did after I arrived was to ramp up the Annual Fund. It had been a small effort before, and we began to make it more systematic. I also began to work with an excellent board and brought in an experienced consultant to lead the school’s first long-range planning in early 1994. That set the school’s course for the next five years and led us to purchase the campus in 1996.” From 1985 to 1989, Sycamore’s original home was a building leased from a Unitarian Church near Butler University, hosting 110 students in Kindergarten through Grade Five. As enrollment expanded, Sycamore outgrew the space, even after adding portable facilities. The search for a new location centered on finding a

Since 2014, Nyle Kardatzke has authored four books, tapping into his memories of growing up in Ohio, his long marriage to his wife, Darlene, and how faith has shaped his life. “Since 2014, I have been writing and self-publishing books based on various aspects of my personal history.” All the books are available for purchase online. Here’s more about each book:

WIDOW-MAN: A WIDOWER’S STORY AND JOURNALING BOOK (2014)

THE BROWN HOUSE STORIES (2015)

While World War II raged elsewhere, a three-year old boy was Nyle’s wife, Darlene, died in 2010. He notes that widowed men are vastly outnumbered by widows, and they receive disproportionately little attention in their time of grief and recovery. Though widowed men have much in common with widows, their sisters in grief, their journey is uniquely male. The author shares his practical responses to many issues faced by widowed men, including grief, changed relationships, anger, forgiveness, cooking, housekeeping, holidays and weekends, steps toward healing, dating, the possibility

awakening to the world in the Ohio farmhouse where he lived with his parents and two brothers. Most of the stories of that awakening time are based on the author’s detailed memories, including “Scaring the Brown House Bear” and “Stolen Fudge.” Other stories are fictionalized accounts of events the author knows only through his parents’ accounts. Such stories are “Pearl Harbor Day” and “Tragedy Roars By.” The stories may be especially appealing to older adults who experienced the early 1940’s. n

of remarriage, and the ways the readers and their wives may be remembered. The Kindle edition contains brief stories about the widowed life with questions for the readers’ thoughts. The author calls himself a “widow-man,” a term of his own creation to avoid the title “widower,” which he finds unsavory. n

THE CLOCK OF THE COVENANT (2016)

THE SUMMERTIME OF OUR LIVES: STORIES FROM A MARRIAGE (2019)

A passenger train collided with a family car in 1913, killing a mother and a firstborn son. Out of that tragedy, a small church of farmers, factory workers, carpenters, and teachers formed in a northwestern Ohio town. One Sunday in 1945, a young boy thought he heard his minister say that God’s people had carried the promises of God wherever they went in the “clock of the covenant” and assumed it was the very clock that hung in the boy’s church in Elmore, Ohio. That revelation and the boy’s best memories about that small church, its people, and their ways of “doing church” in postwar America became the basis for this collection of stories, The Clock of the Covenant. The book includes comical stories (“Grandpa Webert’s Pants” and “Saying Amen in Church”), historical events (“When the Trumpet Sounded” and “The Hundred-Year-Old Man”), and serious descriptions of church beliefs and practices (“Grandpa Comes to God” and “Baptism in the Portage River”) and more. n

Darlene Sayers Kardatzke, M.D., discovered her life’s calling as a pediatrician while a college student in the city of Anderson, Indiana. This book recounts her journey as a doctor, wife, and mother through years she called the “summertime” of life. Her example of living life to the fullest in the face of her struggle with cancer later in life is an inspiring tale of love and commitment. Darlene herself coined the term, “the summertime of our lives” less than a year before she died of metastatic breast cancer. Her childhood and school years are recounted as well as her decision to enter the field of medicine. There are stories of tent camping with her husband and their experiences as relatively old firsttime parents. As a pediatrician, Darlene was deeply committed to the well-being of infants and toddlers, especially those with developmental issues. Some stories are funny. Others are grim as the realities of cancer treatment are told. Her cancer journey will be especially meaningful to cancer survivors and to friends of current and past cancer patients. n

vacant public school building. Sycamore School completed an

the school never stops improving. There is an obvious sense of

agreement in 1989 with Washington Township to lease the current

confidence and clarity of direction.”

facility, the former Grandview Elementary School, and with the new building, began to serve students through eighth grade. At the

While “Dr. K” hasn’t been in his role as Head of School for nearly

time, it was a 14-acre campus with a 56,000-square-foot building.

15 years, he is still a regular presence at Sycamore events, lending

The campus has since expanded to 16 acres, and the building is

a welcome continuity to the maturation of the school and a link to

nearly four times larger with 200,000 square feet under roof.

a time when Sycamore was going from startup to recognized leader in gifted education, made possible by the guy in the bow tie.

________________________ “I enjoy my limited involvement at the school because of the joy “The school’s mission sets the school apart from others in Indiana

I had there for 13 years and for my friends in the staff and in the

and in the nation,” Kardatzke says. “It also had a powerful,

broader Sycamore community,” he says. “Every time I pull into the

visionary start with a large number of

parking lot, I marvel that I ever had a job

founders. The founding Headmaster, Gene

here. I’m happy to be one of the ancient

Eib, gave it early credibility, and the leaders

historic figures at Sycamore.”

were single-mindedly focused on having an excellent school for gifted kids.” Kardatzke

“I still meet with Nyle a few times a year

also says the teachers gave the school an

to learn his perspectives and update him

extra advantage. “The mission has always

on Sycamore,” Borgmann says. “His

been implemented and refined by the

independent school experience is broad and

teachers. They are guided by a detailed

deep, and I love to explore viewpoints with

curriculum plan that was well advanced

him and to exchange ideas--not to mention

on paper when I came. We always looked

hearing stories about the olden days.”

for teachers with gifted training, credible experience, and personalities that would

After Kardatzke left Sycamore, he

energize their classrooms.”

transitioned to a three-year culminating career at Liberty Fund, an educational

He is also cognizant of the important role

foundation headquartered in Indianapolis.

the parents play at Sycamore. “Parents

“That short career took me back to my

have always had an essential role,” he

earlier days as an economics professor, and

says. “Most importantly, they support their kids and the teachers

it gave me travel opportunities I couldn’t have had otherwise.”

in a program that requires a lot of work from the kids and home supervision by the parents. Parents have always been key

“Nyle’s presence at Sycamore always provides comfort and calm

volunteers in fundraising and fun-raising. The auctions, bingo

and exudes love and passion for Sycamore.” Karpicke says.

games, and Gifts Galore were part of the nature of Sycamore.”

“Sycamore should be forever grateful for Nyle Kardatzke. He was the right person in the right place at the right time.” n

Looking back on his years at Sycamore, Kardatzke is proud of what Sycamore was able to accomplish. “The school took major strides while I was there, and it has gone far farther since I left in 2006. Fundraising has gone from a tiny, half-hearted annual fund to several very successful capital campaigns. Academically, ABOVE: KARDATZKE DURING THE FAREWELL CELEBRATION FOR EILEEN PRINCE, SUSAN KARPICKE, AND DUSTY BURWELL

LANGUAGE ARTS AT SYCAMORE: RISKS & LOVE ________________________

“It is not enough to simply teach children to read; we have to give them something worth reading. Something that will stretch their imaginations— something that will help them make sense of their own lives and encourage them to reach out toward people whose lives are quite different from their own.” -- KATHERINE PATTERSON / NEWBERY MEDAL-WINNING AUTHOR At Sycamore, the way the Language Arts curriculum flows from the youngest students all the way through the graduating class of eighth graders is not an accident. Language Arts teachers across all three divisions (Early Childhood, Lower School, Middle School) work together to provide continuity to engage students in a unique combination of reading, writing, speaking, and listening. A Sycamore graduate becomes a well-rounded learner because what they receive from their Language Arts teachers stays with them. Teachers focus on helping them acquire skills that will benefit them daily with decisions, with relationships, and with discovery. Developing good readers allows for students to gather a perspective on the world. In combination with writing, critical thinking, and an ability to share ideas through speaking, being a self-motivated reader is one of the most important ways a student can learn. Teachers at Sycamore work hard to develop that independence. As we talked to teachers, we asked all of them similar questions: How do you create independent thinking, self-motivated readers? How does Sycamore foster an environment that is supportive of creativity and individual ideas, with reading, writing, and also with public speaking? Sycamore teachers Marissa Argus (Kindergarten), Deb Stewart Second Grade), Chris Herron (Third Grade), and Beth Simpson (Middle School) helped us understand the Sycamore process of teaching Language Arts and ushering students into Early Childhood, through Lower School, to Middle School, and beyond.

TAKING RISKS

Regardless of subject matter, teachers at Sycamore foster environments where students know that not only their work but also their ideas are valued and appreciated. To balance those two pieces requires a pact between teacher and student: The road to knowledge is marked by missteps, and detours, but ultimately, trust will get us to the truth. “In all of my years of teaching, I have always stressed to students that I won’t assign anything that isn’t worth doing,” Deb Stewart, says. “In my class I ask students to take risks, put forth their best efforts, and know that making a mistake is a sign of growth.” “We encourage lots of risk taking by reading all the Kindergarten students the book Bubble Gum Brain, by Julia Clay,” Marissa Argus says. “It was actually recommended to me a few years back by a Sycamore family with two sons in first and second grade. The book is all about fostering a growth mindset and has really great kid-friendly language that we use throughout the year with the kids. Using our ‘Bubble Gum Brain’ is a mantra we come back to week after week, and it really helps the kids remember that trying is what’s important and everyone makes mistakes - that’s how we learn. I try to model as many mistakes as I can in front of the kids so they see I am human.” “It is beneficial to model for my students how I, the teacher, take educational risks and meet challenges,” says Chris Herron. “The first day of every school year I give my kids a script. Whenever I make a mistake, I say, ‘Oh, Mr. Herron!’ and they know that they should echo that phrase. It never fails to make them laugh, and it destigmatizes making mistakes. Students feel safe and empowered to take risks when they see adults doing the same.”

THE PROCESS

With a template that allows for mistakes to happen as they find the right answers, students at Sycamore are encouraged by teachers to take chances, something Language Arts teachers say is critical to higher-level thinking. An important piece in the curriculum is writing and sharing of their work, allowing the students from an early age to feel comfortable getting feedback and knowing how to take it as constructive and not personal. “Even at the young age of five and six, we are practicing facing our audience, speaking loudly, showing the pictures, and being proud of our work,” Argus says of her Kindergarten students. “We are learning to give thoughtful and specific compliments after someone shares and soon we will be learning how to give feedback. Feedback in Kindergarten sometimes looks like asking questions such as, ‘Why did you have the character do that?’ It sometimes looks like a suggestion for an edit, or helping to spell a tricky word. The kids are learning to also accept praise and

feedback and take it both graciously and as a way to grow as a writer.” Stewart helps her Second Graders to understand what the process means. “One way to help students take educational risks is to stress the difference between the process and the outcome. In second grade, we often talk about how a task can be difficult but fun. I also acknowledge that it is much more important to me that a student is willing to participate in class and share his or her thought processes than whether the answer is correct. This is how we learn from one another.” That process of rewriting, revision, and reworking that starts in the youngest grades permeates throughout Sycamore. In Middle School, Beth Simpson carries those ideas to her students all the way until graduation, getting them ready to head to high school. “I am a big believer in the importance of the process over the product,” she says. “Revision and fixing mistakes is one of the best ways for kids to learn, and is hands down one of the most

ABOVE: BETH SIMPSON TEACHING DURING THE 2020-21 SCHOOL YEAR

powerful ways to teach writing. I let kids know that I read every word that they write, and students are almost always allowed, and encouraged, to revise, using the notes I give them. For all of us, the process of writing is rarely finished; work can always be improved with an additional proofread and revision, and I think it’s so important to teach and normalize those skills to our Middle School students.” ________________________

WHAT IS THE HARKNESS METHOD?

Simpson had been a longtime Middle School teacher before joining Sycamore in 2013, teaching in public schools. After arriving at Sycamore, she was encouraged to follow her passion for building a more student-led classroom, which includes teaching with the Harkness Method. Developed by Edward Harkness in 1930, he believed learning should be a democratic affair, with a simple concept: You explore ideas as a group, developing the courage to speak, the compassion to listen, and the empathy to understand. It’s not about being right or wrong. It’s a collaborative approach to problem solving and learning. The primary goal of the method is to place students in the driver’s seat of their learning and to make learning a more participatory process. To achieve this, students come to the table having read a piece of material, and they actively participate in a discussion about the content while the facilitator monitors the discussion, and redirects and interjects when necessary. With the Harkness method, the teacher gives up the need to guide students to the solution. A sign of a high-quality Harkness discussion would be one that requires little to no direction by the teacher; instead the learning occurs student-to-student. In the beginning, Simpson thought there was no way this

are reading to discover their own questions, instead of merely hunting for required answers, the analysis belongs to them and has yet to be lacking in depth or sophistication,” she says. “During our Harknesses, I’m largely quiet, only interjecting if discussion is wildly off track or students have settled on incorrect information. One of the coolest things is that I have seen this transfer to traditional classroom discussions and even students’ written work, and I truly believe it is because they recognize the ownership they have in their learning.” ________________________

method could work with Middle School students. “Honestly,” she says. “When I was initially trained and began using this method, I was incredulous: How could I possibly be sure students would cover all of the important things that I wanted them to discuss? But I realized that not only do they cover what I would have asked, they dig deeper, often making cross-curricular and complex connections I had not considered. Because they

CREATING INDEPENDENT READERS

“The things I want to know are in books. My best friend is the man who’ll get me a book I [haven’t] read.” — ABRAHAM LINCOLN “Independent reading is critical,” Herron says. “Students who frequently read independently improve their comprehension, ABOVE: DEB STEWART

books.” For her, a large part of helping maintain this love is keeping up with the newest young adult titles. “We’re truly in a renaissance of young adult literature, filled with a multitude of genres and diverse topics. I enjoy keeping a robust classroom library in which (during a normal year) kids are allowed to selfcheck out whatever they please. Middle School students at Sycamore also participate in an independent reading contest called Reading Rumble. Students fill out bookmarks about the books they’ve read and earn a point for every page. They may choose to add these points to their class’s total or subtract the same amount from a different class’s total. Winning classes celebrate with a pizza party or treat. “It’s fun to see kids’ competitive spirits awaken,” Simpson says. “All in the name of books.” Stewart believes reading independently and with free choice helps students develop a love of reading. She also says reading increases vocabulary and comprehension. When reading skills improve, students are better able to comprehend materials in all subject areas. “Research shows that students are more engaged when given an opportunity to choose a book based on their stamina, writing, vocabulary, and grammar. These elements

interests,” she says. “This leads to students being happier about

contribute to future success in college and beyond. Most

and more committed to reading. I believe that the most critical

importantly in my opinion, students who are given many

skill for academic success is the ability to read well. When you

opportunities to read independently, and who are empowered to

create space for student choice, students take ownership and

select their own books, are more likely to be life-long learners.

discover a passion for reading.“

Cultivating a love of literature is one of my favorite parts of being a teacher.”

SHARING THE WORK, SPEAKING UP AND BUILDING CONFIDENCE

“I create time for students to read independently each day, and

As one might guess, students have a wide range of comfort levels

this time is purely for student enjoyment,” Stewart says about

when it comes to public speaking. One of skills that Sycamore

her Second Grade students.

students learn, and build on as the progress through the grades, is how to present themselves and their work in front of an audience.

Simpson also believes encouraging independent reading is essential in Middle School. She says that because of the

“Sharing our work with one another is very, very important,”

increased workload and activities that is when student reading

Argus says of her Kindergarten students. “As part of writer’s

can begin to wane. “Technology demands so much of our

workshop, there is always a student share at the end of our time

students’ attention, we feel it’s even more important to remind

together. I choose several students who have either modeled

them of how much they’ve always loved getting lost in great

the skill we just discussed during our mini lesson or who tried

ABOVE: MARISSA ARGUS

something innovative or completely new that I want to celebrate

Simpson says her Middle School students benefit from the

with the rest of the class. These shares not only help model great

teachers who have taught them as they progressed through the

writing, but they bolster the confidence of the writers and help

grades at Sycamore, and the communication among the different

them see themselves as authors. Sometimes, I even use student

grade level teachers can help address potential challenges

writing to guide our next writing lesson.”

students may face. “We have spent many years vertically aligning our Language Arts curriculum, to make sure students’ learning

She cites an example that happened at the end of their first

is scaffolded and is without gaps or repetitions,” Simpson says.

Writer’s Workshop unit when a child in her class, Will, wrote a

“We meet regularly with teachers in grades above and below

book about a trip to a park, getting and subsequently losing a

what we teach.”

red balloon. “I used this book as the catalyst to the next writing unit, Personal Narratives, and his book served as an anchor

That communication with other teachers extends to families of

text for the entire unit. We kept coming back to the idea of

Sycamore students. “When kids know you care deeply about them

‘Will’s Balloon Book’, and we noted all the features of personal

and are interested in them, they are more willing to try and take

narratives it had throughout our study. Using the kids’ own

risks,” Argus says. “I try to go out of my way to communicate

work in this way can sometimes be more powerful than a

with parents, siblings, and even grandparents as often as I can.

famous author.”

When we know the children as people, we may pick up on subtle nuances that affect their learning. I try to make connections to

Chris Herron works with his Third Grade students on public

what the children say to me in conversation as often as I can

speaking from the beginning of their year with him. “Students

during my teaching. The classroom is all about relationships.”

present their work to small groups of their peers. As the school year progresses, the public speaking gets easier through practice.

“It’s important for teachers to provide feedback that is both

We want to provide the students with many opportunities to

honest and constructive, as well as to celebrate student success,”

hone this skill.”

Stewart says. “Most importantly, I want students take pride in their own work.”

“Throughout the year, a student’s confidence grows, and so does their risk inclination,” Simpson says of middle school students.

“One of the things that I love most about Sycamore is the

“It’s hard to teach kids that failure is a large part of being

promise that we make to parents to know and love their children.

creative. I think it helps to model risk-taking as a teacher. Letting

With this foundation in place, students are more likely to ‘buy in’

kids know that sometimes my own ideas fall short of what I’ve

and strive to be contributing members of classroom discussions,”

intended, but that I value what I’ve learned from the experience,

Herron says. “Our students can tell that their teachers love and

is a powerful teaching tool.”

care about them as individuals.” n

SYCAMORE AND BEYOND

At Sycamore, the subjects do not exist as completely separate entities but overlap and interrelate as students make greater sense of the larger world. Language Arts builds skills that help Sycamore students to lay the foundation for future learning and develop abilities to think critically, evaluate, communicate effectively, reason, solve problems, and value diverse viewpoints in all classrooms and subject matter.

THANK YOU, TEACHERS + STAFF

FIRST ROW LEFT TO RIGHT: EMILIE MOLTER, JEFF EASTMAN, JANE LEEDS | SECOND ROW LEFT TO RIGHT: MELISSA BRANIGAN, COURTNEY CORCORAN, AMY DEROSA | THIRD ROW, LEFT TO RIGHT: RACHEL ILNICKI, JULIE CLAWSON, DAVID SCHUTH

ADMISSIONS Q&A WITH DUANE EMERY DIRECTOR OF ENROLLMENT MANAGEMENT As Duane Emery has taken on his new role as Director of

around the school. It also allows us to include links to pages on

Enrollment Management, he has done it in the midst of multiple

our site as well as videos about key aspects of Sycamore. We are

obstacles: school began six months into the COVID-19 pandemic,

offering individual tours to potential families, but some families

he was new to the school, and was forced to forge relationships

prefer the virtual option at this time, and it helps us control the

with existing parents in some non-traditional ways. Along with

number of visitors as we attempt to attract families in the safest

Erica Harrison, the longtime Enrollment Management Assistant,

possible manner.

they had to find the best ways to engage with prospective parents without the traditional face-to-face meetings. He and Harrison

HOW HAVE YOU ADAPTED THE WEDNESDAYS WITH

tackled these challenges, along with numerous others, in his first

SYCAMORE TOUR TO BECOME A VIRTUAL PIECE?

year at the helm. The best way to understand the numerous

WHAT DOES IT LOOK LIKE NOW?

adaptations and innovations that they have put forth is to hear

Since the Wednesday tours have taken place during the school

about them in his own words.

day when students are here, we opted to move these to a virtual event, unlike the Fall Open House that took place on a Sunday

TALK ABOUT SOME OF THE CHANGES YOU HAVE MADE SINCE COMING TO SYCAMORE.

when students were not here. We created a video version of the detailed presentation about the school’s mission, history, divisions,

In addition to spending a great deal of time trying to meet

and enrollment process. Families are asked to watch this at their

current parents to become engaged in the school community,

own leisure prior to the Wednesday for which they are registered.

I have focused on utilizing technology more effectively to tell

They also are encouraged to take the virtual tour of the school

the Sycamore story since it is more difficult to have groups of

on their own. We then meet with the families at 10:00 a.m. via

potential families visit the school. The admissions section of the

Zoom, which allows (Head of School) Diane Borgmann, the

website has been enhanced to include more information about

Division Heads, and the Enrollment Management staff to answer

identifying and understanding gifted students, a more robust

questions. This actually gives families more flexibility in how they

alumni outcomes page, more detailed information about the

experience these events and does not require them to give up two

various visit opportunities, and a virtual tour. Additionally, we

hours or more on the actual Wednesday, which we think families

have begun offering virtual “Wednesdays with Sycamore” events

will appreciate. This format is something we will consider even

in lieu of in-person Wednesday tours. We did offer an in-person

when families can be back in the building during the school day.

Open House this fall, but had had to adapt to keep visitors and our own community safe in doing so.

FOR PROSPECTIVE FAMILIES, HOW HAVE YOU STREAMLINED THE PROCESS?

A NEW VIRTUAL 360 TOUR IS NOW AVAILABLE FOR NEW PARENTS TO ACCESS. HOW HAS THAT HELPED?

I think that the enhancements to the website, the virtual tour, and the online presentation for the Wednesdays with Sycamore events

I think the availability of a virtual tour has always been important,

have resulted in much more information being available to families

but the pandemic makes that need even greater. The tour is very

at their convenience. We also have gone to online applications only,

interactive and gives the users the chance to control how they move

and the teacher recommendation process all is done seamlessly

through the application checklist now, which keeps families updated

partnerships/relationships. These goals would have been the same

on the status of that required item. We anticipate having more

even if we were not experiencing this pandemic, but successfully

individual visits with families at school, which might seem odd,

achieving them might be a bit more challenging given the

especially during a pandemic. But, in that setting, we can actually

circumstances. That said, I have met with many parents and will

individualize the process even more effectively.

meet with more. I have visited classrooms and will continue to do so. I am expanding the roles of parent ambassadors and will be

IN THIS UNIQUE YEAR WITH ENROLLMENT MANAGEMENT,

including more grade levels in the student ambassador program.

WHAT ARE YOUR GOALS?

Forming community partnerships is more challenging due to

My key goals include getting engaged with the Sycamore

limited access to facilities, but this will continue to be central to

community, enhancing the student and parent ambassador

ongoing efforts. I am not one to shy away from a challenge, and I

programs, utilizing technology more effectively in the

think we have a great story to tell. n

recruitment process, and, perhaps most importantly, developing and implementing a recruitment strategy that involves more testimonials from students and parents, increased social media presence, the attraction of more students from historically underrepresented groups, and the development of community ABOVE: THE BEGINNING OF THE VIRTUAL TOUR ON SYCAMORESCHOOL.ORG

SYCAMORE SWEETHEARTS BY MARY O’MALLEY Sycamore has created many life-long friendships in its thirty-six years. Students make friends for life that they know will be at their wedding if not in it. For several alumni, being at their friend’s wedding included them as their spouse.

ERIN JACOBS & JP MOORE ‘98

Erin and JP became friends when he arrived at Sycamore in Fourth Grade because as soccer players, they both wore Umbro shorts and sported Samba shoes. In Seventh and Eighth Grades, they were on the Middle School soccer team and “used to talk on the phone almost every night and hang out on weekends, playing soccer in JP’s basement.” Erin says. They remained close friends all throughout their four years at Brebeuf Jesuit High School. JP graduated from IUPUI, and Erin graduated from Miami of Ohio and received a Master’s in Social Work from IUPUI. After college they were roommates and then “ended up dating” when they were 24. In 2013, nearly 20 years to the day after they met at Sycamore, they were married in Indianapolis at the Eiteljorg Museum and fittingly arranged the seating with photographs at the tables according to the different stages of their lives that they knew each other. Classmate Elizabeth (Stephens) Lee, Erin’s best friend at Sycamore, was the maid of honor; alums Patrick Young and JT King attended the wedding. Currently, JP is a CPA/Director at Katz, Sapper, and Miller. Erin recently left her directorship at a local behavioral health agency to stay home with their two children Evie (5) and Alfred (17 months). Evie attended Sycamore for Preschool and Pre-K. “It was wild seeing the school now and watching our daughter walk the halls!” Erin shares. ABOVE: ERIN AND JP MOORE AND FAMILY

It was wild for some of the staff to see both Erin and JP in the

Celia’s mother, Becky Ristow, articulately states, “The shared

Early Childhood carpool line as parents.

experience of being students at Sycamore gave Celia and Julian a sense of security and a respect for each other’s character and

CELIA RISTOW & JULIAN TOUMEY ‘06

Celia remembers the day that her future husband, Julian, shadowed at Sycamore in the Fourth Grade, and she still has

integrity as their relationship grew.”

NIKKI SULLIVAN & DAVID YANG ‘05

the card he gave her at her Bat Mitzvah. “The whole grade was

Nikki came home from Preschool and told her mother, Annette

invited. We weren’t close friends, so the handwritten message is

Sullivan, that there was a sweet boy in her class named David

very generic, ‘Congratulations!--Julian’ was the sentiment. I love

who needed to be comforted so she would “rub his head, and

that he was there, and I treasure the card!”

he had really soft hair.” Little did Annette ever dream that she’d be planning their wedding 20 years later. Their story is like no

Although they were classmates all through Middle School, they

other. Throughout their educational careers, they went to school

didn’t interact much with each other. Being their Fifth and

together all through Sycamore, Brebeuf, University of Notre

Sixth Grade Language Arts teacher, I can attest to this because

Dame, and Indiana University School of Medicine.

I did not associate one name with the other back then. In fact, looking through the archives, there aren’t any group pictures of

Ironically, the only period in their lives since early childhood

Celia and Julian in the same row. Furthermore, I don’t recall

that they have been apart has been for the past five years

casting them as Romeo and Juliet!

because they did not get a couple’s match for their different medical residencies. David is currently at Mayo Clinic doing

They started dating during their senior year at North Central

his urology fellowship; Nikki is doing a Mohs fellowship in

High School, where they both ran cross country.

dermatology in New Zealand.

Celia attended Haverford College in Philadelphia, and Julian

“They were always ‘best buddies’ throughout school,” Annette

attended Purdue University. After graduation she moved to

notes. Nikki used to ask her mom to put more food in her lunch.

Chicago, and he moved to Madison, WI. Shortly thereafter,

Her mother soon learned it was because she wanted to share it

knowing they wanted a future together, they both moved to

with her friend David.

Connecticut for Celia to pursue a Master’s in Environmental Management at Yale, and for Julian to pursue a Master’s in

Nikki even threw her friend a surprise sixteenth birthday party

Mechanical Engineering at the University of Connecticut.

at the Sullivans. They decided to go to the Junior Prom together. After that they thought why not date each other? The rest is

Due to the pandemic, only their parents, siblings, who are also

history! However, there’s more to the story for me to tell as I was

all Sycamore alumni, and a Sycamore Flag were in attendance

so honored to be a guest at their wedding in 2015 at St. John’s

at their wedding ceremony, which took place this past August at

Church in Indianapolis and spend time with them and some

the Indianapolis Museum of Art.

classmates such as Matt Kroeger and Anthony Sabatino whom I also taught.

“Though we weren’t close friends at Sycamore, we have so many shared memories of teachers, classes, field trips, and friends!” Julian says. Adds Celia, “Not everyone can turn to their husband and say, ‘Remember that documentary about fireworks that Mr. Schuth showed us in Sixth Grade?’”

LAURA PEEK & MATT YACKO ‘00

Laura and Matt were acquainted when he was shadowing Sycamore in the Sixth Grade. It was Mrs. Fair’s band class

where Laura saw him and gave him an “awkward wave.” They immediately liked each other and went on “dates” like Sixth Graders do, going to the movies, cheering each other on at school athletic events, and going to Middle School dances enjoying their song, “All My Life” in what was then the “cafegymnatorium.” She went to Carmel High School, and he went to Brebeuf. Over the years, the two lost touch because their college careers beckoned Laura to Texas and Matt to Missouri. Six years transpired before she randomly reached out to him, knowing that they both were back in Indianapolis. They have been together ever since. They used their Sixth Grade Sea Camp trip photo to inform others to “save the date” for their wedding, which took place in October 2017 at St. Luke’s United Methodist Church. It was practically another Sycamore event with former teachers and classmates, Kellee Miller, Elliott Patrick, and Gregory Martens, who somehow shockingly brought and wore his red Eagles basketball warm ups. No reception speech would be complete, without the mention of the days on 64th Street, and their first wedding dance was appropriately “All My Life.” The couple lives in Fishers. Laura is a doctoral candidate in Psychology and runs a residential treatment unit for courtordered boys with disabilities, trauma, and aggression. Matt helps run his brother’s restaurant. Mr. Jeff Stroebel, long-time Seventh and Eighth Grade History teacher and former Head of Middle School, who taught every

As much as Sycamore would like to take some of the credit, we

one of these students explains, “I am really thrilled to hear

know that not even the in-depth study of Shakespeare’s Romeo

about each of these couples. Knowing what great kids they were

and Juliet in Sixth Grade or the fairy tales they read in Preschool

as 11-13 year olds, it is so nice to see that they have developed

had anything to do with the couples’ “I Do’s.” However, we

relationships that began at Sycamore into life-long partnerships.

certainly do wish them all a “Happily ever after.”

One of the great things about a school like Sycamore is that children have a chance to find ‘their people.’ It’s not necessarily expected to develop into life-long relationships, but it’s certainly wonderful when it does. I had the pleasure to attend Laura and Matt’s wedding. To think that a relationship that started in Sixth Grade eventually became a marriage is really neat. Other marriages are far harder to trace back to Middle School, but I am glad that they found each other.”

LILLIAN TOUMEY & NIKHIL NATARAJAN ‘05

Julian is not the only Toumey to marry a Sycamore classmate; his older sister, Lillian, married Nikhil Natarajan. Julian and Celia were engaged when Nikhil and Lillian had their reception. Someone at the reception said they thought Sycamore couples marrying was unusual. Celia and Julian were sitting nearby at ABOVE: LILLIAN TOUMEY AND NIKHIL NATARAJAN

the time and Celia said, “Well, in the Toumey family it isn’t.” Much like her brother and Celia, Lillian and Nikhil were friendly at Sycamore but didn’t become friends until they went to North Central. They did not have most classes together; therefore, they don’t recall much about each other at Sycamore. Lillian does remember, however, that Nikhil carried a laptop to every class and quadruple-knotted his shoelaces and that he was wellacquainted with Lillian’s best friend, Tina Taliercio, because of their frequent “lunch dates” with Mrs. O’Keefe. Lillian was not invited to attend!

“ONE OF THE GREAT THINGS ABOUT SYCAMORE IS THAT CHILDREN HAVE A CHANCE TO FIND ‘THEIR PEOPLE.’” JEFF STROEBEL

They both went to Indiana University and would often carpool together back and forth from Indianapolis to Bloomington. It was not until after college in 2014 that they started dating. Lillian’s mom, Alison Jester, recalls that they began to date after they went to a Sycamore class reunion at Tina’s house. “What occurs to me is that Sycamore provides an environment for students to get to know one another through scholarship, class trips, social gatherings and other extracurricular activities. Because it’s a smaller school, lasting friendships are made. That’s what I see in my children and their spouses.” In July 2019 Lillian and Nikhil were married at the Indianapolis Arts Garden with their closest Sycamore friends in attendance: Kat Shirrell, Tina Taliercio, Jonathan Pechette, Ian Mills, and the other Toumey siblings Julian, Anneliese, and Elliott. The couple currently lives in Boise, Idaho. Nikhil is working as a software development engineer for Amazon; Lillian has taken a break from teaching this year and is working for the state of Idaho’s Division of Behavioral Health as a community resource specialist. She plans to go back to teaching elementary school post-pandemic. n

NEW SERIES, OPPORTUNITIES FOR PARENT ENGAGEMENT

Technology has played a role for teachers staying in contact with parents. Early Childhood teachers are using a new app called SeeSaw to quickly connect with parents throughout the school day. The app allows for teachers to send photos of whole-class and individual moments. Middle School teachers have adapted many of their extracurricular clubs to online (see sidebar). “Almost all of our typical ways of connecting with parents are not happening this year,” Jennifer Williams, Head of Early Childhood,

As the 2020-21 school year has progressed, the SSA and school

says. “This applies not only to the connection between school

administrators have worked to find opportunities for Sycamore

staff and parents, but also to connections between parents. These

parents to stay engaged and involved with each other and with the

programs can help parents see and get to know each other better.”

school. The SSA has hosted Get Acquainted Coffee meetings in

She says that little things have been important to her. “Greeting and

the Sycamore Pavilion, Diane Borgmann has hosted Zoom calls

briefly touching base with parents in the morning and afternoon

with parent groups, and she continues to write a weekly letter to the

carpools has been great, and parents sharing kind words and thanks

parents to provide updates on the school year from her perspective.

with teachers.”

Sycamore’s Director of Advancement, Holly Lee, has headed an initiative called the “Parent Engagement Series,” with subjects that

“Parents have been extremely supportive of Sycamore during this

range from Cooking Quick and Healthy Meals with Lori Fulk,

time,” Lee says. “They have had SSA meetings outside so as many

Great Books Recommendations, Games with David Schuth, an

people as desire can attend. They decorated the school on the first

online Alumni Panel hosted by Mary O’Malley, and a program on

day of school and continue to find ways to support teachers with

Intentional parenting with Clair White. All of the offerings are

gifts of food and encouragement.”

viewed online. Some are live and some are recorded. Fulk says everyone is doing what they can to make this year the best While nothing can replace in-person, one-to-one conversations, and

it can be. “That is the glue holding us together. Thinking

group meetings, each of these events, whether online or socially-

creatively about how we can be of use to the school and safely

distanced outdoors, seeks to provide a substitute during a year that

maintain a sense of community has been my hardest task in my 13

will continue to be far from normal.

years at Sycamore. It’s been refreshing to see ideas flowing from all corners of the school.”

“During the pandemic, we are all missing social interactions from ________________________

the parents and staff to the preschoolers,” Lee says. “As a result of Sycamore trying to be proactively safe, parents are not currently allowed in the building. The Parent Engagement Series came out

Second semester Parent Engagement Series topics will include:

of a desire to continue parent education that occurs several times a

• Stress management with Dr. Samantha Outcalt

year and socialization that informally happened daily.”

• Executive Function of a Gifted Student with Lori Henderson

• Book Discussion with Diane Borgmann

• Read a book and discuss using the Harkness Method

“There is so much I miss, but more than anything, I miss seeing my community,” Fulk says as she talks about the differences this year. “Friends reached out to me after watching my cooking demonstrations, and it was lovely to touch base. Just the act of seeing one another and hearing each other’s voices lifts my spirits.”

with Beth Simpson n

Several Sycamore parents shared some unsolicited feedback with the school

encouraged his curiosity. Mr. Keith is so committed to Robotics,

about several of our Middle School teachers and their commitment to their

but I also feel that he is committed to my child’s growth and

children beyond the classroom via activities, and noting the dedication of the

maturity. I am so grateful for his time, but I am more grateful for

adults who teach Sycamore students and serve as role models for them as they

his investment in and care for my child.”

grow academically and personally. BETH SIMPSON - DEBATE TRENT TORMOEHLEN – MATH

“I wanted to give a parent perspective on the dedication of

“Mr. Tormoehlen has managed to move his Morning Math and

teachers during COVID times. Teachers have been putting in

MathCounts programs to a virtual setting. He has online meetups

hours of personal time to smooth out all of the wrinkles, big

a few times a week after school. He spends extra time online to

and small, that have arisen from the difficulties of moving such

answer questions for kids that they don’t understand since there’s

interactive clubs to a virtual format.”

no opportunity to ask the questions while at school. With all his extra responsibilities as Interim Co-Head of Middle School,

“The students were so thrilled that they still got to partake in these

I wasn’t sure if the Math program would

tournaments despite all that is going on right

continue as it had in the past, but of course,

now. Mrs. Simpson figured out a way to move

he found a way.”

the entire debate tournament online. She held several mock debates to first troubleshoot the

NATHAN KEITH – VEX ROBOTICS

problems, has been checking in individually

“It is incredible what Mr. Keith has done

with each team via email and during the school

with our school’s VEX program, especially

day to see how they are progressing, and she

bringing it into a virtual format this year.

changed up the entire structure of judging to

He started back in the summer months by

make it easier to do online.”

posting instructional videos and having video calls with the students. He has gone above

“We are so appreciative of Mrs. Simpson’s

and beyond in getting the VEX floors, parts,

dedication to offering debate as a virtual

and fields to people’s houses so they could

extracurricular activity this year. I cannot

practice there instead. While at school, he has

imagine the number of hours Mrs. Simpson

been coaching different teams during lunches,

put into the planning for the first tournament

recesses, and seminar times, whenever he can catch them to

with a whole new format (Zoom) for the debaters and the judges.

talk to them. My son went to his practice at a teammate’s house

It all ran beautifully! Sycamore is lucky to have such a great role

(masked and socially distanced, of course), and Mr. Keith showed

model in creative problem solving for their students.”

up to help coach them, on a Saturday afternoon no less! The dedication Mr. Keith shows to the team not just during the school

TONY YOUNG – ACADEMIC BOWL

day but outside that on evenings, weekends, over the summer, is

“Mr. Young guided the Academic Bowl kids on how to

unparalleled. Parents and students are lucky to have him.”

participate and progress through the first virtual tournament, and this tournament included teams from across the country, so it was

“Prior to the start of school, Mr. Keith was accessible and

not an easy one to manage! (He is) so committed to his students.

responded to his correspondence and made him feel heard. He

The kids and parents were so grateful and appreciative.” n

offered a Zoom call in late July with my son to see and hear his ideas. Mr. Keith listened to him, engaged with his ideas, and

ABOVE: SYCAMORE PARENT, LORI FULK

TWO SYCAMORE STUDENTS ARE BRADLEY SCHOLARSHIP WINNERS While Sycamore has a tradition of students being honored with

She says Sycamore has taught Nate more than knowledge in

scholarships, the unveiling of the 2020 Caroline D. Bradley

school. He has also learned to grow as a whole person, with

Scholarship recipients was a first: Sycamore has two winners.

confidence, integrity, and generosity. Outside the classroom,

Eighth Graders, Nate Liang and Emily Hackwelder, were two

he is involved in extra activities ranging from Science Bowl,

out of the 28 in the U.S. who have been named award recipients

MATHCOUNTS, Vex Robotics, music, and cross country. He

for the class of 2025. No other school in the nation had two

also started the school’s own Quidditch Club.

students honored. Liang and Hackwelder are the only recipients from Indiana.

Nate featured the Quidditch Club in his application to tell the story of who he is. It tells a story of his creativity,

“I think this set us apart in the best of ways,” says Diane

love of literature, commitment, and leadership. “To me,”

Borgmann, Head of Sycamore School. “To have two of 28

Suvannasankha says, “the bigger story behind it is the journey

national winners is phenomenal. I think, foundationally, it tells us

of a child growing up with a Sycamore mentality where

that we are fulfilling our mission. We are providing the stimulating

creativity is treasured. From the first time Nate read the Harry

environment our kids need in order to fulfill their potential.”

Potter series, he was in love. Sycamore is as close to Hogwarts you could have in the real world where anything is possible.

The Institute for Educational Advancement (IEA) annually

Jamie MacDougal (the former Head of Middle School) let him

awards national winners a four-year high school scholarship

be the Professor Snape of Sycamore and lead several more

for gifted learners to attend an optimally matched high school

Harry Potter activities ranging from the Sorcerer’s of Stone

program to help them work toward meeting their unique

scavenger Hunt to all the Quidditch matches.”

intellectual and personal potential. “This scholarship provides financial and personal support so these exceptionally gifted

Kathy Hackwelder says her daughter would not be as successful

students can focus on their quest for knowledge and work toward

were it not for Sycamore. “We are, of course, over the moon

their full potential,” explains Elizabeth Jones, President and Co-

about Emily being selected. While we don’t know what exactly

Founder of IEA.

it was that made them pick her, we’re certain that without the ten years of challenge, love, and nurturing she has received

“This would not at all be possible without the teachers at

at Sycamore, she would not have had this opportunity. Emily

Sycamore,” Liang’s mom, Attaya Suvannasankha, says of her

works hard and has always had tremendous enthusiasm for

son winning the award. “Sycamore has taught Nate to grow as a

learning across all subjects. It’s that enthusiasm and her

whole person with confidence, integrity, and generosity, both in

intellectual curiosity that make her a strong student. Her

the classroom and extra activities.”

Sycamore teachers have nurtured that intellectual curiosity since she was very small.”

Emily, who has spent her entire school life at Sycamore, is currently

Students apply for the Bradley Scholarship in the Seventh Grade

doing homeschooling with her family during the COVID-19

and are required to complete a rigorous portfolio application

pandemic. “In our hearts, we’ve never left Sycamore and she’s still a

process, which includes essays, Middle School transcripts, two

proud Eagle,” Kathy says. “Emily loves to read, bake, participate in

recommendations, and a work sample. Eligible applicants must

academic competitions, and in Pre-COVID times, loved spending

also achieve scores at or above the 97th percentile on nationally

time with her friends and travel with her family. We’ve enjoyed

normed standardized tests.

spending much more time together as a family. We go for lots of family walks and have watched a lot of movies!“

This year’s selection committee process looked different due to the COVID-19 health crisis. Three selection committees,

“Our kids are exactly the kids the Caroline D. Bradley Scholarship

comprised of nationwide high school and university admissions

was created to serve,” Borgmann says. “They are highly gifted and

directors, CDB alumni, and community and business leaders,

need the opportunity to pursue whatever it takes to propel them

met virtually to review scholarship applications. Interviews were

along the path to fulfillment of their potential. Nate and Emily

conducted via video conference. The program, which began in

are amazing Sycamore students and have been all along! Both of

2002, is one of the few merit-based, need-blind scholarships of

them personify the Sycamore student that we want to produce.

its kind in the United States. n

Not only are they both brilliant and respected for their brilliance, they are also both kind, respectful, creative kids.” LEFT: EMILY HACKWELDER | RIGHT: NATE LIANG

SYCAMORE NEWS + NOTES

FAREWELL RECEPTION HELD FOR PRINCE, KARPICKE, AND BURWELL

SUPPORT SYCAMORE WITH BOX TOPS APP

Sycamore’s belated retirement party for

You can simply scan your store receipt

Eileen Prince, Susan Karpicke, and Dusty

with the new Box Tops mobile app

Burwell was held in September outside

to identify participating products and

in the Sycamore Pavilion with many old

instantly add cash to Sycamore’s earnings

friends and staff on hand to celebrate their

online. Twice a year Sycamore will receive

more than 80 years of combined service

a check and can use that cash to buy

to Sycamore. The art room was officially

whatever it needs. n

named after Eileen, Susan was presented with a custom-made blanket, and Dusty

HOW TO SUPPORT SYCAMORE

was given certificates to continue her love

THROUGH AMAZONSMILE

of wild birds. Susan and Eileen each was

AmazonSmile customers can now

also given a memory/scrapbook. n

support Sycamore School in the Amazon shopping app on iOS and Android mobile

SYCAMORE HOSTS SUCCESSFUL

phones. Simply follow these instructions

FALL FOOD DRIVE

to turn on AmazonSmile and start

The annual Spirit Week Food Drive

generating donations.

brought a total of 4,234 donated items for the week that were donated to the crooked Creek Food Pantry. The donations truly make a difference in the lives of thousands of local residents. n

1. Open the Amazon Shopping app on your device. 2. Go into the main menu of the Amazon Shopping app and tap into ‘Settings.’ 3. Tap ‘AmazonSmile’ and follow the on-screen instructions to

LEFT: DUSTY BURWELL | MIDDLE: EILEEN PRINCE | RIGHT: SUSAN KARPICKE

SYCAMORE ALUMNA HIGHLIGHTED IN PRINCETON VIDEO

MAHENTHIRAN CAPTURES TENNIS TITLES, EARNS MENTAL ATTITUDE AWARD

FALL ATHLETES HONORED

Sycamore grad Maya Mishra (‘14) was

Congratulations to North Central High

with the entire Middle School watching as

featured in a Princeton University video,

School senior Ajay Mahenthiran (‘17),

athletes were presented awards for Most

discussing how a NASA internship

who won both the Boys’ Tennis Indiana

Improved, Sportsmanship, and the STAR

changed the trajectory of her life. Now a

State Team Championship, playing

Award for each sport. n

junior at Princeton majoring in Ecology

#1 singles, and the Individual State

and Evolutionary Biology, Mishra was in

Championship. He is also the recipient

high school when she realized that she

of the 2020 Mental Attitude Award (for

could combine her interests in medicine,

attitude, athletic ability, scholarship, and

space and service in the field of aerospace

leadership during the 4 years of high

medicine. Mishra is pursuing certificates

school) selected by Members of the IHSAA

in Global Health and Health Policy and

Executive Committee, the principal, and

Planets and Life. She also participates

the coach. Academically, Ajay is currently

in the Service Focus program, which

ranked at the top of his class. n

Sycamore hosted a special Zoom call honoring all of our fall sports athletes,

combines service and academic work through internships, a peer cohort, faculty mentorship, and coursework. n

LEFT: AJAY MAHENTHIRAN | RIGHT: SYCAMORE ATHLETICS FALL AWARD WINNERS

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LIFE AT SYCAMORE

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Mark Salzinger and Ruth Belin

Mark and Marla Tasch

Jayanth Tatikonda Albert Taylor Bill and Janet Taylor Joanne Tharp Joe and Cindy Thomas Matthew and Mary Thomas Charlotte Thompson Julia Thompson Paul and Carlyn Thompson Andy and Julie Thornburg Bill and Mary Tierney Carol Toft Joe and Robin Tormoehlen Skip and Karen Tucker Glenn and Margy Tuckman Matt and Christine Ullom Greg and Melinda Utken Paul and Marjo Valliere Adrian and Sally Van Osch Dale Varble and Pamela Pangan-Varble Gilbert and Faye Villeneuve Praveen and Karen Vohra Raj and Shireesha Vuppalanchi Robert Walker Kara Wang Karl Wang Sam an Jane Wendel Haynes Whorley Kit and Jennifer Williams Tom and Freddie Williams Olivia Williamson Peter Winters and Heather Grisham-Winters Steve Wolf and Pam Westermann Herman Wong and Gloria Lee James and Liane Wong Barbara Wootten Robert Wootten Nate and Heather Wyatt Yi Xie and Jane Shaye Grace Yang Guangsheng Yang and Ruihua Cheng Michelle Yin James Yin Hai You and Dongwei Yang Tony and Shae Young

IN HONOR OF 3RD & 5TH GRADE TEACHERS

IN HONOR OF EILEEN PRINCE

Pat Murray and Suzette Solomon

Terry Baumer and Pat Gabig

IN HONOR OF DIANE BORGMANN

Janvi Bhatia Bob and Diane Borgmann Dusty Burwell and Heidi Carl

Roberta Jaggers

Patrick Byrne and Jessica DeCook

Irwin and Eileen Prince

John and Nancy Farrar

IN HONOR OF DUSTY BURWELL Austin and Chris Greene

IN HONOR OF ELLEN GRANT The Capital Group Companies Charitable Foundation

IN HONOR OF SUSAN KARPICKE

Emily Gelfman Barry and Jan Glazer Austin and Chris Greene Nyle Kardatzke Jack and Betty Krebs Eric and Holly Lee Joe and Susan Loftus Brent and Cathy McIntosh Janie Radcliffe Michael and Missy Roch Tom Schroeder and Julia Hipps

Terry Baumer and Pat Gabig

Kristen Senetar

Janvi Bhatia

Nick and Tiffany Stahl

Bob and Diane Borgmann

Bill and Deb Stewart

Dusty Burwell and Heidi Carl

The Morse Family

Patrick Byrne and Jessica DeCook

The Noland Family

Rong Chen and Wei Gao

Glenn and Margy Tuckman

Aaron Cohen-Gadol and Isabelle Saparzadeh

Kara Wang

John and Nancy Farrar Austin and Chris Greene

IN HONOR OF MARLA THOMPSON

Nyle Kardatzke

Salesforce

Barry and Jan Glazer

Eric and Holly Lee

IN HONOR OF ROBERT WALKER

Joe and Susan Loftus

Irwin and Eileen Prince

Jack and Betty Krebs

Brent and Cathy McIntosh Michael and Missy Roch

IN MEMORY OF MATTHEW GERDISCH

Tom Schroeder and Julia Hipps

Bob and Diane Borgmann

Janie Radcliffe

Kristen Senetar Bill and Deb Stewart

IN MEMORY OF HELEN O’MALLEY

The Morse Family

Bob and Helen Brody

The Noland Family

Chris Caracciolo

Glenn and Margy Tuckman

Jack Freeman

Kara Wang

Emily Gelfman

Nick and Tiffany Stahl

IN HONOR OF BENJAMIN & SAVANNAH MURRAY Charles and Barbara Solomon

Lynn Giles Paul and Anne Kipetz Eric and Holly Lee Jim Lefevere Michael Pavis Irwin and Eileen Prince Mark and Marla Tasch Tony and Shae Young

LIFE AT SYCAMORE

2020 AUCTION SPONSORS PLATINUM: $15,000 The National Bank of Indianapolis GOLD: $5,000 Goelzer Investment Management, Inc. SILVER: $2,500 Art to Remember Conner Insurance BRONZE: $1,000 Vasey Commercial Heating and Air Conditioning, Inc. SUPPORTIVE SPONSOR: $500 CS Kern

2020 AUCTION DONORS Actor’s Theatre of Indiana Adler Planetarium Dino and Jennifer Alcantara Ted and Marissa Argus Athletic Annex Rick Bains and Anjali Godambe Brent and Katie Baker Brian and Vanessa Barth Behringer-Crawford Museum John and Allison Bentel Ben and Vanessa Bick Sam and Shannon Bloomquist Bill and Lisa Boncosky Bob and Diane Borgmann Kevin and Melissa Branigan David and Katie Brinkmeyer Justin and Amanda Brown Nathan and Nicole Brown Barbara Buffington Patrick Byrne and Jessica DeCook Cafe Patachou Caldwell Farms Hannah Carlson Eugene and Mimi Ceppa Peter and Kate Chan Chicago Botanic Gardens Chicago Bulls Chuy’s Cincinnati Art Museum Cincinnati Museum Center At Union Terminal Cincinnati Reds Cincinnati Zoo & Botanical Garden Julie Clawson Kyle and Kristen Clemens

Climb Time Indy

Max and Naomi Goller

Aaron Cohen-Gadol and Isabelle Saparzadeh

Bradford and Stephanie Grabow

Toby and Jennifer Cole

Gymboree

Columbus Indiana Visitors Center

Scott and Kathy Hackwelder

Complete Office Supply

Daniel Hargrove and Jennifer Thompson

Confectioneiress Cupcakes & Sweets

Chris and Wendy Harlow

Conner Prairie

Tim and Erica Harrison

Cooper’s Hawk Winery & Restaurant

Steve and Jane Hartsock

Chad and Courtney Corcoran

Lisa Haynes

Kyle Cordes

Jeff and Sharon Hearn

Melinda Couden

Heartland Film Festival

David and Carrie Coutant

Lori Henderson

Creation Museum

Marcus and Jennifer Hendry

Randy and Pam Cross

Kevin Heraly and Morgan Howard

Mark and Denise Cudworth

Jay and Cara Hermacinski

Brian and Julie Cunningham

Holiday World & Splashing Safari

DeBrand Fine Chocolates

Hollywood Feed

Deckademics DJ School

Homes By Haley, LLC

Becky Deischer

Hoosier Heights

Dermaceutic Laboratoire

Tim and Cami Hovda

Michael and Amy DeRosa

Tim and Susie Howard

Ankit and Archita Desai

Thomas and Lucy Hubert

Daniel and Jamie Devine

Dan and Cynthia Hummel

Dora Hotel Company

Kyle and Michelle Hummel

Casey Dregits and Jill Mattingly

John and Jennifer Hur

Dryv Corp.

Michael and Whitney Hutchings

Eddie Merlot’s

Illinois Holocaust Museum & Education Center

Eiteljorg Museum

Ben and Rachel Ilnicki

Engineering For Kids

Incredible Vacation Homes

EnterTRAINment Junction

Indiana State Museum

Joseph and Whitney Faires

Indianapolis Indians

Dave Farnum and Shelley Etnier

Indianapolis Motor Speedway

John and Nancy Farrar

Indianapolis Opera

Chris and Matthew Feltrop-Herron

Indianapolis Public Library Foundation

David Fink

Indianapolis Racquet Club

First Start Computer Science

Indianapolis Symphony Orchestra

First Watch

Indianapolis Zoo

Brandon Fitzsimmons

Indy Hoops Academy

Flemings

Indy’s Child

Ryan and Eleanor Fox

Invoke Yoga And Pilates

Paula French

IronFit Boxing

Suzanne Frye

Rachel Jackson

Greg and Lori Fulk

JCC Indianapolis

Full Throttle Indoor Karting

Jonathan Byrd’s Catering

Steve and Doris Fulwider

Charles and Nadine Kahi

FUNdamentals Gymnastics And Ninja Zone

Tom and Linda Kaplan

Joan Gabig

Kiran and Leah Kareti

Jeanie Gensheimer

John and Susan Karpicke

John and Lauren George

Leslie Katz

Go Ape

Nathan Keith

Goldfish Swim School

Kendra Scott

Sunil Gollapudi and Sylvia Ertel

Siraj and Syeda Khatib

Kids Ink

Tom and Kim Papp

Chris and Meghann Supino

Kidscommons

Mehul Patel

Andrew and Sumi Swearingen

Jeramy and Catherine Kirkendall

Wayne Patrick

Lee and Chrissy Sweigart

Kumon Math & Reading Center

Troy Payner and Cara Peggs

Abe and Nadya Swidan

Latea Bubble Tea Lounge

Jeremie Peace

Brian Tabor and Dawn Brooks

Learning Through Games

Jim and Lacy Pearson

Anand and Sweta Tandra

Eric and Holly Lee

Ben Pecar and Leslie Thompson

John and Marcy Taylor

Harold and Jessica Lee

Doug and Lynn Pels

Juan Tejada and Vicky Romero

Jane Leeds

Perfect North Slopes

The Center For Performing Arts

Mike and Megan Leivant

Petite G Jewelers

The Gold Finch Interiors

Lickliter Home Design

Woody and Beth Peyton

The Great Frame Up

Little Village Playroom

Kent and Anna Phillips

The Hot Room

Loaded Dough

Irwin and Eileen Prince

The Legends Golf Club

Joe and Susan Loftus

PRP Wine International

The Little Gym Of Carmel

Brad and Kristi Lowell

Philip and Courtney Pryor

The WEB Extreme Entertainment

Jay and Michele Lugosch

Jeff and Aileen Puno

Fred and Marla Thompson

Mike and Glenna Lykens

Jeff and Kim Pursch

Andy and Julie Thornburg

Mantra Mantravadi

John and Bridget Rabb

Three Kings Athletics

Rob and Cory Martinson

Mike and Jessica Rehmel

Jon Ting and Sam Yeap

Nick and Kristyn Mason

Reis Nichols

Trent and Laura Tormoehlen

Dipen and Sumi Maun

Alex and Ashleigh Rexford

Trader Joe’s

Greg and Megan Maurer

Jeremy and Wendy Reymer

Tom and Maria Truesdale

Andrew McDaniel and Sarah Burgin

LeRoy and Janette Richins

Matt and Christine Ullom

Ryan and Michelle McDonald

Rivino Winery

Union Jack Pub

Doug and Cindy McKay

Michael and Missy Roch

Raj and Shireesha Vuppalanchi

Dustin Mergott and Julia Clay

Katrina Rodriguez

Walt Disney World

Meridian Music School

Royal Pin Entertainment

Curt Warren and Sara Naderi

Greg Merrell and Melissa Kacena

Dennis and Joy Rudnick

Bryan Watson and Caroline Huck-Watson

Meyer Foods dba Culvers

John Vito Salerno and Christina Santangelo-Salerno

Jack and Alyssa Wei

Michele A.Findley, M.D. Cosmetic Medicine

David and Jane Schuth

Westfield Fire Department, Station #4

Linda Mihm

Shedd Aquarium

Kit and Jennifer Williams

Ken and JJ Miller

Kevin and Notch Sigua

Emily Wissel

Shawn and Alexandra Miller

Ross and Beth Simpson

Steve Wolf and Pam Westermann

George and Courtney Mohler

Abhinav Singh and Vidhya Srinivasan

Aaron and Jean Wright

Steve and Ruth Moll

Rob Siwiec and Christine Santori

Leon Xu

Matt and Emilie Molter

Andrew and Annie Skinner

Tony and Shae Young n

Bob Moorthy and Sheila Valluri

Sky Zone

Moyer Fine Jewelers

Alex and Chris Smith

Pat Murray and Suzette Solomon

Andy and Melissa Smith

Scott and Denise Murray

Mark and Jennifer Sniderman

Shekar and Divya Narayanan

Southern Glazer

NCAA Hall of Champions

Jonathan Sprout

Newport Aquarium

St. Elmo’s

Rob and Amy Nichols

Nick and Tiffany Stahl

Michele Noel

Starbucks Coffee Company

Mary O’Malley

Vincent Starnino and Marina Sulastri

Marty and Leslie Obst

William Starsiak and Lisa Martin

Old Gold Barbecue

Stately Men, Inc.

Jared and Samantha Outcalt

Mark and Elizabeth Stetzer

David and Chelsea Overstreet

Bill and Deb Stewart

Lily Pai

Hale Stuart and Rachel Simon

Roland and Catherine Pangan

Sun King Brewing Company

9560

UNMATCHED SERVICE. UNCOMPROMISED VALUES. For more than 25 years, The National Bank of Indianapolis has provided superior service and local decision making to our clients while supporting the community at large. We’ve navigated thousands of clients through the current climate by helping them protect what they’ve built. If it matters to you, it matters to us. At The National Bank of Indianapolis, we’re continuing to use our financial strength, proven expertise and foundational values to benefit you.

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www.nbofi.com

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6/1/20 10:59 AM

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1750 West 64th Street, Indianapolis, IN 46260

Permit NO.984 Indianapolis, IN

SYCAMORE

Sycamore School Magazine / Winter 2020

Articles inside

NEWS + NOTES

BRADLEY SCHOLARSHIP WINNERS

PARENT ENGAGEMENT

ADMISSIONS Q&A

LANGUAGE ARTS AT SYCAMORE

SYCAMORE SWEETHEARTS

NYLE KARDATZKE

PANDEMIC PLAYBOOK

FROM HEAD OF SCHOOL