experience the langley school
Winter/Spring 2011
Langley Introduces New Chinese Language Offering
A Message from the Head of School
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Faculty Notes World Travelers Langley Enhances Assistant Teacher Program
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Sports Spotlight Soccer Teams Take Top Honors Langley Forms New Cross Country Team
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Langley In Depth Building Characters: Langley Introduces Chinese Program Improving with Time: Langley Offers Longer Day for JK
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Campus Happenings
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Advancement Update The Langley Fund Exceeds $625,000 Goal Creating a Culture of Philanthropy
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Head of School Doris E. Cottam Editor & Designer Sharon Ifft Photographers Sharon Ifft Frank McPartland Amy Stephan Advancement Office Warren Sarasin, CFRE Director of Advancement wsarasin@langleyschool.org Meg Clute Director of Parent Relations & Special Events mclute@langleyschool.org Sharon Ifft Director of Publications & Marketing sifft@langleyschool.org Shannon Ryan Director of Annual Giving & Alumni Relations sryan@langleyschool.org Kim Coppi Advancement Assistant kcoppi@langleyschool.org
Alumni News Alumni Profile: Nevah & Brad Stevenson ’79 Alumni Profile: Theodore Shapiro ’85 Class Notes Class of 1979 Reunion
The Langley School Experience is published twice a year for friends and families of The Langley School.
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The Langley School is comprised of students, teachers, parents, and staff who believe that a diverse school community promotes learning and growth, preparing students for responsible and compassionate citizenship in the global community. We administer all programs and policies without discrimination based on race, ethnicity, religion, nationality, gender, sexual orientation, or any other category to the extent protected by applicable laws. The Langley School 1411 Balls Hill Road McLean,VA 22101 Phone: (703) 356-1920 Fax: (703) 790-9712 www.langleyschool.org
Cover photo by Frank McPartland
a message from the
Head of School A
s you’ll see when you flip through the pages of this issue of the Experience, 2010-2011 has been a year of exciting changes at Langley.
This school year we launched two key initiatives that dramatically enhance our curriculum, while propelling our students forward – the addition of a Chinese language offering and the expansion of our junior kindergarten program. By providing Chinese as a language option for our Middle Schoolers, we are exposing them to a non-Western culture and language that will play an increasingly prominent role in our
This fall, we also provided our younger students with stronger preparation for their futures as we expanded the junior kindergarten day from three hours to five hours. After more than a year of research, we concluded that a longer day was more developmentally appropriate for our 4-year-old students. The new structure allows our teachers to continue their high quality of instruction, but at a slightly more relaxed pace with even more individualized attention and additional opportunities for students to interact with their peers. Since our faculty is a key part of Langley’s success, we made an important change this year to enhance the teaching experience. Our 14 assistant teachers are an integral part of our faculty and we offer them a unique two-year training program to help prepare them
to become successful head teachers. This fall, we added a new component to the assistant teacher program – weekly after-school workshops led by our experienced faculty to provide the assistants with a forum to learn and grow. So as we celebrate Langley’s wonderful traditions on the pages that follow – such as the Fall Fair, Grandparents & Special Friends Day, interscholastic athletics, community participation in The Langley Fund, and the success of our alumni – we also celebrate the new programs and initiatives which are now part of our 69-year history. For Langley’s strength lies in our ability to embrace our past while continually looking to the future. L
Doris E. Cottam Head of School
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We have a strong curriculum, wonderful facilities, and fantastic teachers, and we firmly believe we offer the best educational experience around. But our continued success depends on our ability to change and grow. Our strategic plan, “Developing 21st Century Learners,” serves as our roadmap for the future, our mandate to ensure that we continue to provide our students with the latest skills and tools they will need to succeed in an ever-changing, global world.
world. Our Chinese students will leave Langley with a unique and valuable skill that will surely benefit them as they become contributing members of our global society. We’re thrilled to welcome Dr. Xiaoli Wang to our faculty as our Chinese teacher and architect of this exciting new language program.
faculty notes
World Travelers Four faculty/staff members enjoyed enriching experiences last summer thanks to funding from Langley grants.
Discovering the Art & Music of Italy by Sheila Malcolm, Music Teacher
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angley’s Kiernan Grant enabled me to spend almost three weeks touring Italy last summer, combining my passions for music, art, and archaeology. I now understand what D.H. Lawrence meant when he wrote that Italy makes “strange and wonderful chords awaken in us.” My trip began in Naples. I visited the Museum of Archaeology and strolled through the narrow streets and neighborhoods of the city. I discovered that Scarlatti had been the Maestro di Cappella at the vice-regal courts in Naples. Then it was on to Sorrento and the Amalfi coast for a few days, which included day trips to Amalfi, Positano, Capri, Pompeii, and Herculaneum. The second week was spent in Florence, where I explored many of the various churches and squares and spent hours in the Uffuzi and Accademia Galleries. I was especially keen to visit the various Medici family sites in Florence. While
I knew of the family’s importance with regard to music and art, I don’t think I truly understood how vast their influence was until this visit. I also went to the Museo di San Marco to see the frescoes of Fra Angelico, whose work I have long admired. A magical evening was spent sitting outside the Basilica di Santa Croce enjoying an outdoor concert with music by Vivaldi, Scarlatti, and Verdi. The last stop was Venice, home to one of my favorite composers, Antonio Vivaldi. What an incredible city. No wonder Vivaldi’s music is so joyous! To be able to walk through the streets and piazzas where almost 300 years ago Antonio Vivaldi had walked was a dream come true. As I visited sites where he had lived and worked, it almost felt like he was there with me. I also toured La Fenice Teatro where many of Verdi’s operas, including “Rigoletto” and “La Traviata,” were premiered. This trip allowed me the opportunity to gain firsthand experience of some of the major centers for Italian music and a clearer understanding of the composers’ lives, times, and surroundings. Teaching about the composers is something I love to do. I feel this trip will enhance my teaching, making it even more alive and exciting for the children. L
Embracing My Heritage by Thida Lim, Grade 4 Teacher
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angley’s Michalowicz Grant gave me the opportunity to spend three
weeks in Cambodia with my family last summer, exploring the country’s beautiful temples, countryside, and developing cities while learning about my own family history. After 10 hours in airports, 22 hours on airplanes, and three stops, we landed in Cambodia to be greeted by 30 smiling relatives. This was the first time all of my mother’s siblings and their children were together at once. With this very rare opportunity, we made the most of our time together and traveled by bus to visit the most famous Cambodian landmarks. We started our trip at Angkor Wat, an amazing temple complex and ancient capital of Cambodia, and Preah Vihear, a temple on the Cambodian-Thai border which was recently named one of UNESCO’s World Heritage Sites. We also went to Battambang, my parents’ hometown and the province of my birth, and performed a memorial service for my grandparents. continued on next page
Exploring America’s Last Frontier by Kate Peterson, Junior Kindergarten Assistant Teacher
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hanks to the Parent Association of The Langley School summer grant, I was able to travel to Alaska last summer and experience the majestic beauty of America’s “last frontier.” I’ve been visiting national parks since I was young, and Alaska is a place I’ve always wanted to see. I had the opportunity to visit several parks, hike a glacier, and take a boat tour of Resurrection Bay and a maritime wildlife refuge in the Gulf of Alaska.
My favorite place to visit was Kenai Fjords National Park, where I stayed in the small coastal town of Seward. While in Seward, I hiked to Exit Glacier. Along the way, I
Thida Lim, continued from page 2
While in Seward, I also took a boat tour in the Gulf of Alaska, home to abundant wildlife and breathtaking scenery. I saw a baby humpback whale breach (jump) completely out of the water, as well as sea lions, orcas, harbor seals, and bald eagles. At Holgate Glacier, I watched hunks fall from the mountainous wall of ice, sounding like thunder as they crashed into the water and reminding me once again of the impact our choices have made on the environment. Alaska is truly “the last frontier,” and I am grateful to have witnessed and experienced some of the beauty it has to offer. L
t-shirts, and flip flops to deliver to the
a better understanding of my parents, my
poorest families in the area. We visited the
extended family, my people, and my native
site of the house where my sister and I
country.Visiting Cambodia’s countryside
were born and also saw some of the areas
gave me an opportunity to see what my
formerly known as the “killing fields.” Dur-
life might have been like and what my
ing a boat ride through the lush mangroves
parents had to leave behind, helping me
of Koh Kong, we dressed up as Pnongs, in-
gain appreciation for what I have and bet-
digenous mountain tribe people. In Phnom
ter understand the hardships others face.
Penh, I toured the U.S. Embassy, spent a day
I’ll continue to share my experiences with
at the International School of Phnom Penh
my students to help broaden their minds
with former Langley student Alex Allegra,
and hopefully inspire them to help others
and visited the Allegra family’s home.
in need.
My sister and I, with the help of other
This experience was extremely valuable
relatives, gathered rice, noodles, sarongs,
to me for many personal reasons. I gained
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Summer Grants continued on page 5
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My trip started in Anchorage, and I explored the city on foot, stopping by the Anchorage Museum to learn a little about the state’s history, as well as the history of Alaskan native cultures. The long daylight hours (the sun was up until close to 10:00 p.m.!) allowed me to go for a run along the Cook Inlet with a group from a local running store. Along the way, we saw a moose standing in the nearby woods. It was a scenic run, with mountain views in every direction, and I was so excited to see some unexpected wildlife!
learned about how the glacier’s location has changed over time. In just the past 20-30 years, it has receded hundreds of miles! This hike impacted me profoundly, and I found myself returning home with many new ideas about environmental stewardship. I look forward to sharing these ideas with my students throughout the year, as well as when Langley’s big Earth Day celebration draws near.
faculty notes
Langley Enhances Assistant Teacher Program In Their Own Words
Langley’s assistant teachers talk about the benefits of the new program.
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“The assistant teacher meetings have provided us with a designated time to reflect on our practice, think about our educational philosophies, and share teaching strategies. I have also really enjoyed the opportunity to connect with colleagues who I don’t normally see throughout the day.” -Kate Peterson, Junior Kindergarten Assistant Teacher “I think the most helpful part of the program is having the opportunity to work with and observe several teachers. I am able to get an excellent grasp of what teaching practices I want to implement once I become a homeroom teacher.” -Meredith Swift, Grades 1 & 2 Assistant Teacher “The assistant teacher program has allowed me to gain valuable experience in my chosen field of teaching as well as opened up opportunities for me to learn from my peers. I am confident that by the end of the program I will have the skills and experience necessary to be a head teacher.” -Sarah McReynolds, Art Assistant Teacher “Assistant Teacher Coordinator Mary Dobmeier is a dynamic leader. She motivates us to explore our talents and widen our knowledge to become more effective teachers. I always look forward to learning with my peers and sharing our experiences together.” -Suzanne Child, Junior Kindergarten Assistant Teacher “The assistant teacher program at Langley has provided me with relevant classroom knowledge from veteran teaching professionals. It has also provided me with a weekly forum where I feel comfortable sharing my challenges, successes, and ideas with my peers.” -Buki Peters, Kindergarten Assistant Teacher
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angley’s 14 assistant teachers, who work in the Primary and Lower School divisions as well as in several special subject areas, are a tremendous asset to the school. In addition to assisting head teachers, they also help Langley maintain our low student/teacher ratio and provide individualized attention to our students. Our unique assistant teacher program serves as a two-year training program for new teachers, allowing them to gain valuable classroom experience while receiving full professional development benefits from the school, including tuition reimbursement for graduate coursework. After two years, they are ready to have a classroom of their own, either at Langley or another school. “Typically new to the profession, our assistant teachers bring a real sense of enthusiasm to the classroom,” says Director of Academics Kathleen Smith. “Rotating new assistants in every two years helps energize our head teachers and introduces the latest educational trends and best practices into our curriculum.” In order to provide more in-depth training to our assistant teachers, Langley introduced a new aspect of the program this year – afterschool workshops led by experienced Langley faculty. Each Monday afternoon, assistant teachers gather to learn about everything from classroom management, reading instruction, and assessments to setting student benchmarks, writing report cards, and working with parents.
Langley P.E. teacher Mary Dobmeier has taken on the role of assistant teacher coordinator and is leading the program this year. “As a young teacher, I had such empowering mentors,” she says. “So I hope this program can help our newest teachers realize what they are capable of and shape them into the teachers they’ve dreamed of becoming.” During the second half of the school year, assistant teachers began presenting their own observations and experiences to the group. They are able to learn from each other as they share lesson plans, exchange ideas from their graduate coursework, and offer critiques. Through their weekly meetings and several social gatherings, Langley’s group of assistant teachers has developed a shared bond and strong sense of community.
“One of my goals this year is to encourage professional discourse among our faculty, and these changes to our assistant teacher program are helping us accomplish that,” says Ms. Smith. “We can help our assistant teachers achieve their professional goals, while giving our more experienced faculty the opportunity to share their expertise.” L
Summer Grants, continued from page 3
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by Jennifer Tibus, Executive Assistant to the Head of School/Office Administrator
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rom the moment I walked beneath Sir Christopher Wren’s Tom Tower at Christ Church in Oxford, I knew I was in for one of the most enchanting experiences of my life. After being warmly greeted and shown to my accommodations in Meadows Hall by a bowler-hatted
custodian, I enjoyed a welcome reception in the historic Tom Quad followed by dinner in the college’s majestic Tudor Hall, and then an orientation with my 12 new
classmates and Oxford tutor…my first day as a student at Oxford University was off to a brilliant start!
where our tutor gave us a behind-thescenes tour of Henry’s magnificent residence and the Young Henry VIII exhibition.
With the incredible opportunity provided by Langley’s Jeffrey J. Sherman Grant, I was able to combine my love of travel and learning, and was accepted to be a participant in The Oxford Experience, a residential summer program at Christ Church, the university’s largest and most renowned college, in Oxford, England. Because of my personal interest in the Renaissance and the Tudor dynasty, I enrolled in the class entitled “The Reign of King Henry VIII,” and spent one full week engaged in study and conversation with my class, which included students from four countries. Our distinguished tutor guided us through the early life of Henry VIII, Henry’s ambitions as king, the nature of the Henrician court, the break with Rome and the Henrician Reformation, and of course, Henry’s notorious marriages. Additionally, our class took an excursion to Hampton Court Palace,
But my Oxford experience wasn’t just about the amazing knowledge I gained! It was also about experiencing a slice of Oxford student life by living on campus, exploring the bustling town of Oxford, going to Christ Church Cathedral for Evensong, enjoying stimulating conversation and an ale with new friends at the Head of the River Pub, and delighting in afternoon tea and scones at the oldest coffeehouse in England. My time in Oxford also brought to heart the dear memory of Jeff Sherman, with whom I was privileged to work on Langley’s Board of Trustees. It is in Jeff’s memory that this grant was “intended to enrich, fuel, or develop a passion of a faculty or staff member” at Langley, and for this I am grateful, as my time in Oxford was one of the most splendid, unique, and enriching weeks of my life. L
THE LANGLEY SCHOOL EXPERIENCE
Experiencing Oxford
sports spotlight
Soccer Teams Take Top Honors Langley wrapped up another successful soccer season this fall, taking home four first-place and three second-place banners in the Capital Athletic Conference (CAC), the 10-school conference in which Langley competes in seven sports throughout the year. Congratulations to our student athletes and faculty coaches for securing an impressive combined 40-4 record in soccer this season!
Girls’ Varsity
Overall Record: 10-1 CAC Regular Season Finish: 2nd CAC Tournament Finish: Champion
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Highlights: After losing some strong players over the last few years, the varsity girls’ team put up much better results than originally predicted at the start of the season. The team only suffered one defeat – a close 4-3 loss to rival Norwood in the regular season. In the CAC tournament, they took out a very talented Immanuel Christian squad 3-1 in the semifinals, then came up against Norwood again in the final. This time, Langley turned the tables and took the tournament title over their rival, 4-1.
Boys’ Varsity
Overall Record: 10-1 CAC Regular Season Finish: Champion CAC Tournament Finish: 2nd Highlights: The varsity boys’ team went undefeated in the regular season, topping rival Norwood 2-1 in the regular season championship game to earn the top spot. They headed into the tournament with an 8-0 record and faced a strong Immanuel Christian team in the semifinals, winning that game 3-1 in a secondhalf comeback. In the final, Langley went up against Norwood for the second time this season and lost a 3-1 heartbreaker after leading 1-0 at halftime.
Girls’ JV
Overall Record: 9-2 CAC Regular Season Finish: 2nd CAC Tournament Finish: 3rd Highlights: During the regular season, our young JV girls’ team had some nice wins, including two victories over Norwood. In the semifinals of the CAC tournament, they faced Woods Academy, a team they beat in the regular season. The game came down to a nailbiting shootout which Langley lost 2-1 on the seventh penalty shot. The girls faced Norwood in the tournament’s consolation game and won 1-0 to secure a third-place finish.
Boys’ JV
Overall Record: 11-0 CAC Regular Season Finish: Champion CAC Tournament Finish: Champion
In fall 2010, Langley’s Athletic Department formed a new cross country team, providing students with even more opportunities to participate in interscholastic athletic competition. Coached by Shannon Hawrylo and Jim Gleason, the school’s first-ever cross country team included 12 student runners in grades 4-8. The team practiced twice a week and competed in two at-home meets during the inaugural season. Each meet consisted of two one-mile races, one for boys and one for girls. While the Capital Athletic Conference (CAC) – the 10-school conference in which Langley competes – hosts one annual cross country meet each fall for any interested students, this is the first time several of the CAC schools have come together to create a cross country season with multiple meets. Langley students have participated in the annual cross country meet for many years, and the school has won a banner every year since 1989. (Unfortunately, the annual CAC meet this year was cancelled due to rain.) But Langley has never had an actual team of runners to practice and compete throughout the fall season. “This cross country team is long overdue,” says Athletic Director Jim Gleason. “It offers a great outlet for kids who love to run, but don’t want to play soccer in the fall. Many of these kids will run recreationally for the rest of their lives, and we’re helping to plant that seed in them now.” Coach Hawrylo adds, “Having this cross country team is a great addition to the athletic program. It gives more of our students a chance to compete and to participate in something they enjoy. The progress that the kids showed this year was tremendous – they shaved their times on Langley’s one-mile course due to dedication and hard work.” L
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Highlights: Our JV boys dominated the CAC this season, going undefeated with a series of fairly easy wins. They topped Congressional 5-1 in the tournament semifinals, then met an undefeated Green Acres team in the final. In this exciting game, Langley pulled ahead in the second half to take the title 3-0.
Langley Forms New Cross Country Team
langley in depth
Building Characters Langley Introduces New Chinese Program
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he Chinese language isn’t difficult, it’s just different.” That’s what Dr. Xiaoli Wang tells students in her Mandarin Chinese class, a new language offering in Langley’s Middle School this year. A total of 17 students in grades 6 and 7 elected to begin this new language track last fall, forgoing their study of the more traditional Western languages such as Spanish or French to learn Chinese’s complex system of characters instead.
“As part of the global initiatives in Langley’s strategic plan, we redesigned our language offerings to include a non-Western language,” says Head of School Doris Cottam. “The Chinese language is becoming more prevalent in the world today and we need to equip our students with the skills to become global leaders.” In addition,
many high schools are now offering Chinese, so introducing students to the language at an earlier age will help them be better prepared when entering higher grade levels. Since this is the first year for Langley’s Chinese program, the school is beginning with just two sections of an introductory-level course for grades 6 and 7 four days a week in 40-minute blocks. With the goal of building a comprehensive, sequential program throughout the Middle School, a level two course will be added next year and a level three course will likely be added the following year. This progression will eventually allow Middle Schoolers to leave Langley with a solid, three-year foundation in the Chinese language. As part of this change, Langley will slowly phase out French as a language choice, opting instead for Spanish and Chinese. Once the transition is complete, all K-5 students will learn Spanish which will allow the language to be more fully integrated into the curriculum. Students will then have the option of switching to Chinese in Middle School. To develop the new Chinese program, Langley hired Dr. Wang, a Chinese
specialist from Princeton University. She holds a Ph.D. in Chinese language and literature from Beijing Normal University and has extensive experience teaching various levels of Chinese from elementary up through the college level. “It’s always been my dream to teach, and I’m thrilled to have this opportunity to build a Chinese program from the ground up,” Dr. Wang says.
Learning the Language
The process for learning a complex language like Chinese can be challenging and requires students to think differently than they would when learning a Western language. Instead of using an alphabet, Chinese is made up of thousands of characters which can be used alone or combined to make words. For example, the word “computer” uses two Chinese characters – one meaning “electric” and the other meaning “brain.” To help familiarize her students with this new language, Dr. Wang began the class with an introduction to Chinese history and culture and a brief overview of the writing and pronunciation system. Students started by learning basic phrases such as “hello,” “thank you,” “excellent,” and “good morning” which are reinforced regularly through
daily dialogues. Discussions, videos, games, songs, and tongue twisters all help students practice their listening, speaking, reading, and writing skills. To date, the class has learned to write 100 Chinese characters after only five months of study. Dr. Wang also incorporates Chinese culture and traditions into the curriculum, both to help her students learn about the country itself and to provide context for the language. “China is completely different from Western countries,” she says. “If you aren’t knowledgeable about the culture, it’s much harder to understand the meaning behind each Chinese character.” Dr. Wang gives the example of the word “home” which in Chinese is formed with two characters, the character meaning “pig” placed underneath the character meaning “house.” When she explained to her students that owning pigs was historically a sign of wealth in China and made someone’s property or home more valuable, it helped them understand and remember how to form the word “home.”
“So far the new program has been unbelievably successful,” says Head of Middle School Susan Atkinson, noting that more students signed up for Chinese than originally anticipated. “I’m amazed how quickly they have learned this complex new language; these sixth- and seventh-grade students are working diligently and really excelling in Chinese this year.” Mrs. Atkinson also comments that the addition of Chinese as a language option allows for more in-depth integration with existing social studies units on China. At the completion of this level one course in the spring, students will be able to have short conversations in Chinese, read simple texts, write short messages using the 150 characters they will have learned, and be familiar with basic Chinese culture. As the culminating project of the year, the class will take a field trip to a local Chinese restaurant where they will order and converse entirely in Chinese.
Langley’s Chinese students explain why they chose to take Chinese this year and what they like best about this new class. “I took Chinese because it is different and I thought it would be useful.” -Madelyn Warrell “I’ve really enjoyed learning the Chinese characters.” -Jose Maldonado “I wanted to learn Chinese because China is a big part of our world and our culture, so speaking Chinese would be helpful. Also, I have relatives from China, so I thought it would be cool if I could speak to them in Chinese.” -Mary Pelson “One of my favorite parts of the class is watching Chinese videos because they really teach me a lot about the culture.” -Olivia du Pont “I went to China last summer and I thought the language was very cool, so I wanted to learn.” -Hudson Merrick “I wanted to take Chinese because I really wanted to learn about a different culture that I knew almost nothing about. I had also heard that the Chinese language is hard to learn, and I am always up for a challenge.” -Allie Clarke “The thing I like best about Chinese class is our teacher. Dr. Wang is understanding and firm, and works with all the students individually to make sure we learn the material in the best way possible for us.” -Kristin Joostema “I took Chinese because it’s a very common language among the world’s population and it’s a more interesting language to me.” -Lachlan Warrell “I wanted to learn Chinese because it’s nice to be introduced to a subject I don’t know much about.” -Sabrina Kersten “Since I am Chinese, I wanted to learn about my culture and be able to speak to my grandparents.” -Mia Hsu
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Brief lessons focusing on how to address people, lucky and unlucky numbers, the types of schools Chinese children attend, and how birthdays are celebrated provide students with a more well-rounded view of Chinese culture. The class also learns about and celebrates festivals such as the Moon Festival and the National Day of China. In honor of Chinese New Year on February 3, students wrote short essays in Chinese about the holiday’s customs and foods which they read aloud.
Why Chinese?
Growing the Program
While less in-depth than the Middle School class, the seven-week enrichment course offers a basic introduction to Chinese dialogue and culture and will hopefully spark students’ interest in continuing their study of the language.
In order to expose younger students in other grade levels to Chinese, Dr. Wang is currently offering a weekly Chinese after-school enrichment class to students in grades 2-4.
Dr. Wang is researching new textbooks and materials for her Middle School classes and has attended several conferences which allowed her to collaborate with other Chinese teachers. While not likely to happen for several years, the possibility of partnering with schools in China would allow Langley students to interact with Chinese peers and learn about another culture firsthand.
Langley’s new Chinese program is thriving after only a few months, and there are many exciting possibilities on the horizon to further enhance its impact on our students.
“It’s an exciting time for Langley, and for me, as we build this program together,” says Dr. Wang. “My ultimate goal is to develop an interest in Chinese throughout the school in students of all ages. If the interest and enthusiasm are there, learning the language is easy.” L
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Langley Administrators Travel to China In the fall, Langley’s Director of Academics Kathleen Smith and Head of Middle School Susan Atkinson took an eight-day trip to China where they toured schools and learned about the country’s education system. Sponsored by the Ameson Foundation with the goal of fostering an educational partnership with China, the trip included administrators from several area independent schools, the director of global initiatives at the National Association of Independent Schools, and the executive director of Independent Education. The group traveled to six cities, including Shanghai and Beijing, and visited six Chinese public schools where they observed classes, talked with the students and teachers, and met with the local ministers of education. They also attended a twoday forum for Chinese educators which focused on education reform. “I found it interesting that Chinese educators are discussing many of the same ideas
we are here in the U.S., such as assessment, faculty professional development, and green technology,” says Ms. Smith. “It was wonderful to experience how welcoming everyone was and how open they were to learning about our methods of educating students.”
that our students have an understanding of Chinese culture as well.” “We began teaching Chinese as a language offering this year in the Middle School and we really want this new program to thrive,” says Mrs. Atkinson. “So I think it was
Many of the Chinese schools they visited had close to 50 students per classroom and the technology seemed far behind what we have in American classrooms. However, the schools place a strong emphasis on the arts and students spend at least one hour each day learning English beginning in kindergarten. “The students we talked to all spoke impressive English and were as excited to learn about American culture as we were to learn about their culture,” says Mrs. Atkinson. “I definitely gained a better understanding of the Chinese culture,” adds Ms. Smith. “As we strive to prepare Langley students to be 21st century global citizens, it’s important for us as educators to ensure
L to R: Kathleen Smith, Susan Atkinson, and Mrs. Atkinson’s husband, John, at the Great Wall.
extremely helpful for us to experience their culture firsthand and to begin to develop some connections with Chinese schools.” L
langley in depth
Improving with Time Langley Offers Longer Day for JK Students
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Our JK students now spend an additional two hours at school thanks to an expansion of the program from its original three-hour morning or afternoon session to a longer five-hour day. Parents may also enroll their child in an optional two-hour after-care program, called The Leopard Spot, which extends the school day to a full seven hours, offering greater flexibility for busy families. What’s the reasoning behind the additional classroom time for Langley 4-year-olds? One of the priorities in the school’s strategic plan was to assess our programs to determine the ideal structure, schedule, and length of day of each age group. For more than a year, a committee comprised of Langley faculty, administration, and Board members thoroughly examined the school’s divisional and programmatic
structure based on best practice, developmental appropriateness, and market demand. The committee explored many possibilities, and came to the conclusion that Langley should offer a longer day for our JK students. “We feel that this new structure is more developmentally appropriate for 4-year-old children, and allows Langley’s JK team to enrich their curriculum with almost twice the instructional time as our previous program,” says Head of School Doris Cottam. “Most importantly, it better prepares our students for the challenges of kindergarten.” The new JK school day runs from 8:00 a.m. to 12:45 p.m. and is now split into two concurrently running sections – one taught by long-time JK teacher Emmy Bocek and the other by Francie Wharen, who is new to the JK team, but has taught other subject areas at Langley for the past eight years. As with all Primary School classes at Langley, each classroom also has an assistant teacher. Leslie Hettinger, head of Langley’s Primary School, believes the longer JK day is an important stepping stone from our preschool schedule to fullcontinued on page 16
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t first glance, Langley’s junior kindergarten (JK) program may look the same as it always has. Children are actively engaged in a variety of creative activities, teachers are providing individualized attention, and the classroom atmosphere is warm, welcoming, and happy. But this year, Langley enhanced the program with one simple addition – more time.
campus happenings Clockwise from top left:
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Seventh-graders enjoyed a two-day trip to Philadelphia where they explored many of the city’s museums and historical attractions, including the National Constitution Center and Independence Hall.
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In late September, fifth-graders traveled to Camp Highroad near Middleburg,VA, for their first Langley overnight trip which featured a variety of team-building activities. An overnight trip to New York City complemented the eighth-grade social studies curriculum which focuses on immigration in the late 19th and early 20th centuries. In addition to seeing the Statue of Liberty, eighth-graders also toured the United Nations and the Tenement Museum. More than 1,000 people attended Langley’s 56th annual Fall Fair on October 23. The Fall Fair featured fun for all ages, including a dunk tank, arts and crafts, games, races, inflatables, carnival rides, music, magic shows, a rock climbing wall, raffle baskets, and delicious food.
In November, kindergarten students enjoyed a field trip to the Claude Moore Colonial Farm, a restored late 18th century farm. A cast and crew of 62 students in grades 6-8 took part in the Middle School’s fall production of “The Wizard of Oz” during its sold-out run, November 11-13.
Langley preschoolers learned about fire safety and what a fireman’s job is like during their visit to a local fire station. As part of their science hydrology unit, sixth-graders sailed along the Potomac and Anacostia Rivers on an oyster ship. While on board, they identified river wildlife, performed water quality tests, and learned how to navigate a ship.
THE LANGLEY SCHOOL EXPERIENCE
“The Wizard of Oz” featured a new student leadership team, including a stage manager, props master, and technical director, which allowed more students than ever before to participate in the process of putting on a main-stage production.
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campus happenings Clockwise from top left: Lower School students celebrated Halloween with a special parade through Langley’s campus.
14 THE LANGLEY SCHOOL EXPERIENCE
Langley Primary Schoolers donned adorable costumes for a special Halloween performance for their parents. During Grandparents & Special Friends Day on November 23, students in grades K-8 performed a series of vocal and instrumental numbers for their guests in the Sherman Arts Center. More than 400 grandparents and special friends came to Langley from around the country and as far away as South Korea, Turkey, and Ireland. Grandparents spent the morning in the classroom with their grandchildren, making crafts together, playing games, reading stories, or working with technology.
At the end of each trimester, fourth-graders present an “arts share” which allows them to share what each class learned in art, music, or drama. Their November performance featured a play, musical performance, and displayed artwork which focused on American states and tall tales.
More than 100 students in grades 3-5 took part in the annual Lower School Holiday Concert on December 9, including the Lower School chorus, an afterschool group made up of singers in grades 4 and 5. All Langley fourth- and fifth-graders learn an instrument and play in a band ensemble. They made their musical debut this year at the Lower School Holiday Concert. Junior kindergarten students learned about the first Thanksgiving and celebrated the holiday with a special feast.
15 THE LANGLEY SCHOOL EXPERIENCE
The Pat Bush Library’s annual Book Fair in early December was a big success. Bookworm Central provided a wonderful selection of books for children and adults alike to purchase.
Junior Kindergarten, continued from page 11 day kindergarten, helping the children build stamina and develop key social, emotional, and cognitive skills. “Children at this age are capable of and interested in doing more,” she says. “They love coming to school each day, and being here for several additional hours only enhances their eagerness to learn.” Ms. Hettinger adds that the increase in classroom time allows teachers to further understand the individual needs of their students
“But the three-hour day sometimes limited what we had time to do in the classroom.” Each day, students leave the JK homeroom to attend a “special” class such as music, P.E., or library. While these “specials” are a critical part of the curriculum, the time spent transitioning between classes fragmented an already short day. With the new five-hour program, students can attend their “specials” and still have large, uninterrupted blocks of instructional time in the homeroom to
The Leopard Spot 16 THE LANGLEY SCHOOL EXPERIENCE
For those families who want their child to enjoy additional time in the classroom or simply need flexibility in their schedules, Langley began offering The Leopard Spot this year. Led by Langley’s JK teachers, The Leopard Spot begins at the conclusion of the regular JK day and runs from 12:45 – 2:45 p.m. daily. The optional two-hour program includes a variety of planned activities such as centerbased and free-choice activities, outdoor play, nap/rest time, and other experiences which expand upon the social aspects of the JK program. “The more opportunities children have for social interaction the better,” says Head of Primary School Leslie Hettinger. “The Leopard Spot provides them with additional time with their friends and teachers, and certainly helps them develop as a whole child.”
and place greater focus on assessment which in turn drives their teaching. The additional hours also provide teachers with more flexibility when it comes to lessons and activities, she notes. “We’ve always had an excellent JK program here at Langley,” says Mrs. Bocek, who is thrilled with the new structure.
complete projects and lessons. For example, the longer day allows students to finish art projects in one sitting and take part in additional large group activities which introduce them to the concept of working independently, a skill they will need in kindergarten. They also have more time for free-choice activities and cooperative play as they rotate through each of the
six stations during discovery time. In addition, the new structure provides more time on the playground and something new for the JK program – lunchtime. “A big part of the JK year is helping our students develop social, emotional, and physical skills, in addition to the academic ones,” says Mrs. Wharen. “So having more time to interact and resolve conflicts with their peers on the playground or to learn about manners while eating lunch together is crucial. The more time they spend interacting with us and with their friends, the better prepared they will be for kindergarten.” One of the most visible benefits of the additional time is the responsibility and independence the students are developing. With a more relaxed pace in the classroom, children clean up after themselves, pack their own backpacks, and zip their own coats, for example, time-consuming activities that were typically handled by teachers in the old three-hour program. “While these may seem like basic skills, they are crucial when it comes to developing a child’s confidence, independence, and a ‘cando’ attitude,” adds Mrs. Bocek. “I’m so pleased with the progress they are making and that we have the time for them to take on these responsibilities themselves.” With the expansion of the JK program, Langley students will be even better prepared for the next step in their educational journey. Thanks to just two additional hours each day, our 4-year-olds are developing the social, emotional, physical, and intellectual skills they need to make a smooth transition into kindergarten and beyond. L
advancement update
The Langley Fund Exceeds Goal More Than 90 Percent of Current Parents & 100 Percent of Faculty/Staff Participate
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So what is The Langley Fund? As is the case with most independent schools, Langley’s tuition revenues alone do not cover our operating costs. The Langley Fund is the school’s annual
fund which bridges the gap between operating costs and student tuition. It is a vital part of the annual operating budget, contributing to every part of the school’s operation, including fine arts, athletics, technology, professional development, and financial aid. In other words, The Langley Fund provides the margin of excellence that makes a Langley education exceptional. The Langley Fund brings together the giving of our faculty and staff, current and past parents, alumni, grandparents, and other friends of the school to create a successful school year for Langley’s exceptional faculty, staff, and students. Though we have met our monetary goal, we continue to strive for higher participation among those who we consider friends of the school.
Thank You to Our Volunteers The Langley School would like to thank the following individuals for their volunteer efforts in The Langley Fund this school year: Katharine Powell and Mike Mendler, The Langley Fund Co-Chairs Lee Carol Cook, The 1942 Society Chair Ann Maxted Chen ’82, The Langley Fund Alumni Representative Laura & Mark Cowan, The Langley Fund Past Parent Representatives
New Young Alumni Giving Club We invite all Langley alumni who graduated in the last 10 years to join our new Langley Young Alumni Giving Club. This special group is for Langley alumni who have graduated from the eighth grade between 2000 – 2010. When you give a gift of $10 or more, you will earn special recognition in the Langley annual report and an invitation to an exclusive event in the summer of 2011. Visit www.langleyschool.org/supportlangley to make your gift or pledge now!
Please join our committed faculty and staff, Board, and current parents by giving a gift to The Langley Fund today! All gifts, regardless of size, do make a difference and directly impact our students. To learn more about giving to Langley and to make a secure online gift, visit our Web site at www.langleyschool. org and click on the “Support Langley” section. Here you will find additional information about The Langley Fund, a variety of giving forms, and an easy-touse employer matching gift search tool. L
17 THE LANGLEY SCHOOL EXPERIENCE
his fall, The Langley Fund started off with another impressive showing from our faculty/staff and Board of Trustees, with both groups achieving 100 percent participation in record time. More than 90 percent of current Langley parents have already made their gift to the fund, as well as many generous grandparents, alumni, and past parents. Due to the overwhelming generosity of the Langley community, we have already surpassed our goal of $625,000 for the 20102011 school year! Thank you for your support!
advancement update
Creating a Culture of Philanthropy L
angley strives for excellence in its philanthropic efforts; at the same time, the Langley leopard wears its own spots. The Langley culture of philanthropy is rooted in the history of the school, its sense of gentle community, and its mission – “Every Child, Every Day.” Three principles guide this philosophy. 18
Participation
How is money raised? Langley philanthropy depends on in-
stitutional memory and an understanding that educational communities depend on sustained relationships across years, administrations, and generations. It articulates the purpose for each fundraising event. It connects the donor to the mission and demonstrates the value of every dollar and hour spent. “How” depends on many hands; these are gentle hands, but they cannot be embarrassed to reach.
THE LANGLEY SCHOOL EXPERIENCE
The Langley community is inclusive, including past and presWhat have we accomplished? Langley philanthropy funds the ent students, parents, grandparents, teachers, administrators, necessary, encourages creation, and inspires innovation. coaches, trustees, friends, and the community beyond the Langley philanthropy is story telling about specific accampus. Langley philanthropy welcomes and embraces each complishments that connect the power of the educational of these groups, regardless of whethmessage to the philanthropic effort. er or not members are givers, getters, Langley philanthropy acknowledges beneficiaries, or all three at once. donors, but celebrates results. It Langley values the contributions and At its January meeting, Langley’s Board thanks many and praises few. commitments of all members of the of Trustees approved this new charter. community whether those contriThe document was inspired by discusbutions and commitments come in sions at the September Board retreat the form of giving, time, or other Langley philanthropy is passionate and crafted by Board member Jamie endeavors that contribute to campus philanthropy. It is about what LanBaker. “Langley’s Culture of Philanthropy: life. Every dollar and every hour gley is, but also about what Langley The Century Ahead” is meant to be a counts, which means every contribucan become. It is a confident message descriptive document of what Langley is tion and every contributor matters. about the future and our students’ and an inspirational document of what place in the future; it is proud, but we want Langley to become. We hope not content. Langley philanthropy is that the charter will help to institutionalproactive. It doesn’t wait to be asked. Langley philanthropy answers three ize advancement at Langley and become Passionate philanthropy tells us why questions. Langley is the educational town each a roadmap for the future. student is from; its lessons are lasting Why is giving necessary? Philanthropy and relevant. Langley philanthropy is is part of independent school culture not measured in dollars, or buildings, without which schools cannot sustain or fields; it is measured in the individual accomplishments their programs nor excel beyond the moment. At Langley, of every child, every day – the smile at the dinner table that philanthropy is the connection between good and great, and says, “I can.” Langley philanthropy is a legacy passed from between the present and the future. It is the difference beone generation to the next, one teacher to the next, one tween playing an instrument and joining a concert. Fundraisparent to the next, and one student to the next. L ing buys computers; philanthropy creates a global network of school children. Philanthropy opens the door to diversity by providing financial aid to those with need.
Passion
Education
alumni news
First-Grade Flames
Alumni Profile: Nevah Thompson Stevenson ’79 and Brad Stevenson ’79
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hrough the years, Langley has introduced students to a wide variety of new ideas and experiences. For Nevah Thompson Stevenson ’79 and Brad Stevenson ’79, however, Langley introduced them to much more than reading, writing, and arithmetic – for
in first grade. She was petite, pigtailed, and shy,” Brad recalls, adding that she never got into trouble. “I didn’t have a crush on her per se…but I was intrigued!”
“We were both the shortest kids in our class, so we got to sit next to each other in the front row of the firstgrade Christmas program,” says Nevah, who had her first crush on Brad at age 6. “He was the cutest little guy with this bowl haircut, and I remember him being an appealing combination of devilish and sweet.”
Despite a brief conversation over the fishbowl toss at the Langley Fair the following spring, the pair lost touch and went their separate ways – he to Langley High School and she overseas with her family. When Nevah returned to the U.S. and enrolled at Langley High School for her junior year, it was Langley classmate Suzanne Massel Myer ’79 who reintroduced them at a football game. With different friends and interests, their paths barely crossed until senior beach week when they had their first official date. Eight years later, the two were married, cementing their relationship that began almost 20 years earlier in a Langley classroom.
“I remember Nevah being immaculately dressed in bright-colored dresses
Now living outside Salt Lake City in Utah, Brad and Nevah have three sons,
it was here that the now happily-married couple met in first grade.
For both Nevah and Brad, Langley played a central role in their lives. In addition to bringing them together, Langley also provided a warm and nurturing environment in which to learn thanks to the close-knit community of caring parents and teachers. “Langley was a great place for me to broaden my horizons within my comfort zone,” says Nevah, who attended the school for nine years from preschool through sixth grade. She fondly remembers Mrs. Layman’s Pennsylvania Dutch trip in fifth grade and making ornaments to decorate the Langley Christmas tree during the holidays. “My all-time favorite teacher was Mrs. Layman because she both challenged continued on page 21
19 THE LANGLEY SCHOOL EXPERIENCE
For the next several years at Langley, Nevah tried fruitlessly to get Brad’s attention with a variety of creative tactics such as attempting (and failing) to be his partner during the square-dancing unit in P.E. When he left Langley after third grade, she was devastated and assumed the two would never meet again.
ages 9, 14, and 17. A radio advertising sales executive in the broadcast industry for 13 years, Nevah now stays home with their boys, one of whom has a mental disability. She also volunteers with the Utah Developmental Disabilities Council and is writing a motivational book about how to live a productive, upbeat life in the face of challenges. Brad, who is a regional sales manager for Motorola, sells communication systems and equipment and travels frequently throughout the western U.S. An avid reader, he stays active through mountain biking, fly fishing, and archery.
alumni news
Making Music for the Silver Screen
Alumni Profile: Theodore Shapiro ’85
A 20 THE LANGLEY SCHOOL EXPERIENCE
s a child growing up in McLean, VA, Theodore Shapiro ’85 used to sit at the piano in his parents’ home and make up short tunes. Thirty years later, he still sits in front of a keyboard and composes music – but for a much larger audience. A Hollywood film composer with more than 40 movie scores to his name, Shapiro has written memorable music for top films such as “The Devil Wears Prada” and “Marley & Me.” From a young age, Shapiro’s love of music and talent as a classical pianist propelled him into a musical career, one he hoped would lead to film
in movie scores back to the 1981 film, “Raiders of the Lost Ark,” which he first saw at age 9. He was fascinated by the impact the unforgettable musical theme, composed by John Williams, had on the film. At Brown University, where he majored in music, Shapiro began composing music for several plays and even wrote a musical. Then while writing concert music and pursuing his master’s degree at The Juilliard School, he landed his first job in the television/ movie industry – composing music for the MTV show, “The State.” But his big break came in his mid 20s when a
Frankel, Ben Stiller, and John Hamburg to score three to four movies per year. Like most film composers, he works independently which means he selects projects that interest him based on the quality of the script or his relationship with the director. Once he has signed on as the composer for a film, the creative process begins. Although the timing varies depending on the project, typically Shapiro will start composing while the movie is still being shot. Alone in his studio, he watches the film and writes both at and away from his keyboard to develop the main musical themes on which he can build the entire score.
composing. “From the time I decided I wanted to pursue music, film was what I wanted to do,” he says. “I liked the collaborative aspect of writing for film and the fact that your work is exposed to potentially millions of film-goers around the world instead of one audience in a concert hall.”
student at New York University’s film school hired him to score a featurelength independent film which won several awards at the 1996 Sundance Film Festival. Shapiro now had a legitimate film credit, giving him the recognition and the contacts to break into the mainstream film world.
For Shapiro, composing a film score is about much more than creating a catchy melody – it’s about structuring thematic ideas that both complement and enhance the movie’s message. “Music is a critical character in a film, and is such a fascinating part of the filmmaking and film-going process,” says Shapiro, the winner of eight Broadcast Music, Inc. awards. “It can emphasize or de-emphasize a theme. It can infuse a film with a character that doesn’t otherwise exist. And music does all of these things invisibly without the audience even noticing.”
Shapiro, now 39, had many formative experiences watching movies as a child, but he traces his initial interest
Today, Shapiro is thrilled to have a successful career in Hollywood, teaming with leading directors such as David
For example, his score for “The Devil Wears Prada,” starring Meryl Streep and Anne Hathaway, conveys the
“Music is a critical character in a film, and is such a fascinating part of the filmmaking and film-going process.”
energy, excitement, and glamour of the fashion world, while also portraying the main character’s self-actualization and growth. In the Jennifer Aniston comedy, “Marley & Me,” Shapiro’s music is central to the powerful ending. “The emotional wallop of the movie’s last third simply didn’t exist before Teddy composed the gorgeous, elegiac theme that carries the film to its bittersweet ending,” says the film’s director, David Frankel. “Teddy’s range as a composer is astonishing, but even more valuable is his ability to capture perfectly the emotional rhythms of a film.”
After the score is finalized, Shapiro selects the musicians and supervises the final recording of the music. Depending on the production schedule and the amount of music needed for a film – some movies may need 30 minutes of music, while others may require up to 100 minutes – it takes him anywhere from six days to 14 months to score a film from start to finish. It’s easy for an actor to become typecast in Hollywood, and the same goes for composers. Due to his success with comedic films through the years, Shapiro has gained a reputation as a comedic composer. While he enjoys working with this particular genre, he’s
“I’d love to develop the score for a big serial adventure movie like the Indiana Jones films or for an animated film,” says Shapiro, who is currently working on the music for a remake of “Arthur” with Russell Brand and Helen Mirren and “The Big Year” with Jack Black and Steve Martin. Which of Shapiro’s many film scores ranks as his favorite? “Girlfight,” an independent film from 2000, or “Heist,” a 2001 thriller starring Gene Hackman, he says. Although he’s a brutal critic of his own work, Shapiro notes that both of these favorite scores have a unique character and make a bold statement in the film. Shapiro, who lives in Los Angeles with his wife and two young children,
has fond memories of the five years he spent at Langley from preschool through second grade. “Wonderful teachers like Mrs. Pirro and Mrs. Brown made Langley a special place, and I left there as a confident, happy child,” he says. A true film buff, Shapiro still enjoys going to movies in his limited free time, although admittedly he finds himself listening to the score instead of focusing on the plot. “It’s kind of a problem!” he laughs. “When I was first breaking into the field, I would watch movies and try to pay attention to the music, but usually got lost in the plot and forgot about the score.” Now he can’t help but notice each and every note. L
For a complete biography and listing of Theodore Shapiro’s film credits, visit www. theodore-shapiro.com.
21 THE LANGLEY SCHOOL EXPERIENCE
Once the first version of the score is complete, Shapiro uses synthetic samples of instruments to create a facsimile of the music which is cut into the film for the director to review. “The process involves a lot of collaboration between the director and the composer,” he says, noting that the score is often changed at the last minute to conform to any editing that might be done to the movie. “Being a film composer means having a lot of collaborators, and sometimes it seems all of them have opinions about the music. So an important aspect of my job involves being flexible and listening to a variety of opinions.”
always on the lookout for other projects to broaden his repertoire.
Nevah & Brad Stevenson, continued from page 19 me and scared me!” Nevah laughs. For Brad, favorite Langley teachers included Mrs. Booth and Mrs. Piercy. “Mrs. Piercy had a sense of calm that I never forgot,” he says. The school was still quite small in the 1970s – with only about 18 students per grade – so parents and students frequently socialized together through group parties and outings. Nevah’s mother, Karen Thompson, also worked at Langley for 25 years, serving in many capacities including nursery assistant, admissions assistant, assistant to the head, development assistant, and development director. “I’ve always remembered and appreciated the small community feel at Langley,” says Brad. “We all knew each other in a way that I never saw duplicated in other schools. Because of this early bond, we remembered each other and many stayed in touch.” Despite the fact that more than 30 years have passed since their Langley days, the class of 1979 still remains in close contact, holding frequent reunions and keeping in touch through social networking tools. In fact, 12 members of the class gathered last August for a mini-reunion. Nevah talks with her best friend from Langley,Vivian Lichtmann Keller ’79, regularly and often stops by to tour the Langley campus when she is in town. “The teachers at Langley recognized early on where my strengths were and gave me the encouragement and confidence I needed,” Nevah says. “Even 30 years ago before the school had made a name for itself, Langley knew what made a well-rounded, happy child.”
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alumni news
Class Notes To submit your news, log on to www.langleyschool.org or e-mail Director of Annual Giving & Alumni Relations Shannon Ryan at sryan@langleyschool.org.
1971
Ainslee deWolf is living in the Los Angeles area.
1974
Colt deWolf currently resides in Seattle.
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1979
THE LANGLEY SCHOOL EXPERIENCE
Pam Schmid Caranicas is enjoying life in St. Paul, MN, with her husband and young son. Buck deWolf and his wife, Rose, have three children – Sam (9), Tia (7), and Ben (7). Five years ago, they moved from the Bay Area to Westport, CT. Buck is currently a lawyer at GE and Rose is a lawyer for Kaiser Permanente.
Helen Methvin Payne organized a minireunion for the Class of 1979 last August which was held at Vivian Lichtmann Keller’s home. Nevah Thompson Stevenson and her husband, Brad ’79, live outside Salt Lake City in Utah with their three sons, ages 9, 14, and 17. For more about the Stevensons, see the article on page 19.
1983
Congratulations to Jenny Brown Sheehan and her husband, Sean, and son, Owen (pictured below with grandparents, including Betty Brown on far right). They welcomed Andrew Morgan Sheehan to their family on August 22.
Dan Gamota currently works for Motorola in Michigan.
1986
Maria Colantuoni Sheetz and her husband, Guy, reside in Arlington,VA, with their daughters, Emily (5), Jenna (3), and Samantha (6 months). Maria is senior director of national accounts for Choice Hotels International in Silver Spring, MD, where she has worked for 10 years.
1987
Raymond Ellis resides in San Francisco with his wife, Nicole Lipman, and their two sons, Asher Cole Ellis (2) and Leo Hayes Ellis (6 months). He graduated from the University of Virginia in 1993 with a B.S. in systems engineering and from UVA’s Law School in 1997. He currently works as an associate general counsel at Blue Shield of California.
1988
Suzanne Massel Meyer (pictured below) lives in Chicago with her husband, Howard Meyer, and their two children, Joshua (8) and Madelyn (6). Suzanne is a partner at a law firm and practices business, aviation, and employment litigation. Her parents, Lynn and Gary Massel, and sister, Kathy Massel ’78, all live in the Chicago area. Suzanne’s husband is a commercial real estate broker; the couple met while playing Ultimate Frisbee for Chicago club teams in the 1990s.
Allison Lefrak and Diego Kuperschimt are in the early stages of planning a reunion for the Class of 1988. If you are interested in helping them plan this event, please contact Shannon Ryan, Langley’s director of annual giving and alumni relations, at sryan@langleyschool.org.
1989 1985
Teddy Shapiro is an accomplished Hollywood film composer currently living in Los Angeles with his wife and two young children. He has composed scores for more than 40 films, including “The Devil Wears Prada” and “Marley & Me.” See page 20 for more about Teddy.
Benjamin Ellis lives in Highland Park, TX, with his wife,Youjeong Kim. Ben graduated from the Massachusetts Institute of Technology in 1996 with degrees in economics and math, and then received his M.B.A. from Stanford University Business School in 2003. He is now partner in the Dallas office of McKinsey & Company. Chris Hepler and his wife, Jennifer Brandes Hepler, are currently living in
Edmonton, Alberta, Canada, with their daughter, Beverly. Both Chris and Jennifer are writers for BioWare, a company that develops high-quality console, PC, and online role-playing games.
1992
Rachelle Hill was married on August 7, 2010, to Donnie Beavers, a realtor for Keller Williams. Christina Lewis Reiter ’92 was her maid of honor and Annik Baker Schwartz ’92 also attended the wedding. (Pictured below: Christina, at left, with Rachelle.) Rachelle is now working
Members of Langley’s Class of 1979 pictured L to R: Helen Methvin Payne, Bret Peters, Mike Kimsey,Vivian Lichtmann Keller, Nevah Thompson Stevenson, Ronald Van Vierssen, Ceci Mermel MacCallum, Susan Kassing Daly, Lydia Middleton, Maria Dakolias, Anne Glenn, and Brad Stevenson.
Class of 1979 Reunion by Nevah Thompson Stevenson ’79
1994
David Ellis is an associate at the Washington office of Boies, Schiller, and Flexner, LLP, and currently lives in Washington, DC. He graduated from Swarthmore College in 2002 with a B.A. in economics and from the University of Virginia Law School in 2007. Omar Ghadry graduated from St. Albans School in 1999, and has since graduated from Vanderbilt University and received his M.B.A. from Georgetown University.
In the 1970s Langley was literally a parent cooperative school, and many remembered the hours our parents logged painting classrooms and repairing desks. Reunion attendees also remembered favorite teachers Helene Layman and Betty Pirro.
1995
Keith Bogans, a seven-year NBA veteran who played college basketball at the University of Kentucky, recently signed a twoyear contract with the Chicago Bulls.
start-up which has developed a new videoto-mobile phone technology that is used by the Pittsburgh Penguins, St. Louis Blues, Pittsburgh Steelers, New England Patriots, and San Francisco 49ers.
1997
2003
2001
2004
Anne Rousselot is a first-year master’s student at the Columbia University School of Social Work in New York.
Jeremy Kanter is getting his master’s degree in human computer interaction at Carnegie Mellon University part-time, and working full-time for a Carnegie Mellon
Andrew Coston started a new job last fall working for Fairfax County Fire and Rescue as a firefighter/paramedic.
Daniel Kanter is a sophomore at New York University in the Gallatin School of Individualized Study which allows him to design his own major. He took a gap year
23 THE LANGLEY SCHOOL EXPERIENCE
as a senior software test engineer for SRA International. During the holidays, she organizes a toy drive at SRA for foster children from Northern Virginia Family Service and abused and neglected children from ChildHelp. With a passion for rescuing dogs, Rachelle volunteers for Lab Rescue of Potomac where she interviews potential foster parents. In her spare time, she enjoys a women’s boot camp, a tap dancing class, CrossFit, and spending time with her husband, friends, and family. Rachelle and her husband reside in Reston,VA, with their two rescue dogs.
Langley’s Class of ’79 gathered at Vivian Lichtmann Keller’s home in McLean,VA, in August 2010 for a 30+-year reunion. Classmates traveled from as far away as Georgia and Utah to enjoy an afternoon poolside with childhood friends.Vivian, husband Eric, and their children were wonderful hosts, and Vivian’s parents, Dr. and Mrs. Albert Lichtmann, also attended. Thanks to Helen Methvin Payne for organizing the event.
Class of 2007: Mark Your Calendars! Students and parents of Langley’s Class of 2007 are invited to attend a family reunion on Monday, May 30, 2011, from 3:00 – 5:00 p.m. in Langley’s Jeffrey J. Sherman Arts Center. Additional information about the event will be posted on Langley’s Facebook page this spring. Join your classmates for a chance to reconnect before heading off to college in the fall!
“It’s Academic.” Kayla was a contestant on the show and Jordan was in attendance as a member of the Paul VI band. Jordan Weisberg, a sophomore at Paul VI Catholic High School, has been selected as the student representative to the HOBY leadership seminar to be held at James Madison University this May. She submitted an essay and was selected by a committee of school administrators and counselors for this honor. HOBY’s mission is “to inspire and develop our global community of youth and volunteers to a life dedicated to leadership, service, and innovation.” Jordan sends her thanks to Mrs. Millonig for the excellent guidance during her time as treasurer for Langley’s Student Council in 2009!
2010
24 THE LANGLEY SCHOOL EXPERIENCE
and worked for a film production company in Canada where he worked on a movie called “Lullaby for Pi” which was accepted into a South Korean Film Festival where it will make its worldwide debut. Laura Kanter is a music industry major at the University of Southern California.
Griffin Black was featured on the front page of the Style section of The Washington Post last August. Griffin wrote about building his own “Red Dog” telecaster guitar, meeting Mike Campbell (the lead guitarist of Tom Petty and the Heartbreakers), and watching the legendary guitarist play the guitar he built in concert.
In Memoriam Langley alumna Sylvie Cachay ’91 died on December 9, 2010. The 33-year-old fashion designer lived in New York City and designed for highprofile brands such as Victoria’s Secret, Tommy Hilfiger, Marc Jacobs, and Ann Cole in addition to launching her own line of swimwear, Syla. In Sylvie’s honor, friends and family established the Sylvie Cachay Memorial Project. Please visit www.sylviecachay.org for more information. Barba Merriwether, who taught math at Langley in the 1970s and early 1980s, passed away on December 5, 2010. All three of her children – Phillip ’82, David ’84, and Carol ’87 – attended the school. Former Langley parent Katie Roberts, mother of Eleanor ’04 and Bayard ’07, passed away on September 1, 2010. Donations in Katie’s memory can be made to: Friends of Acadia, P.O. Box 45, Bar Harbor, ME 04609 or www.friendsofacadia.org.
2006
Takahiro Nakamura is currently a freshman at Bowdoin College and is a midfielder for the men’s soccer team. The Bowdoin Polar Bears, an NCAA Division III team, advanced to the Final Four this year.
2008
Claire McDonald recently won third place at the Southwest Championship at Arizona State University in her event, Humorous Interpretation. The Southwest Championship is a national circuit tournament hosting speech and debate teams from states all over the western U.S. Claire has competed in speech and debate for three years.
2009
Kayla Sharpe and Jordan Weisberg, both sophomores at Paul VI Catholic High School, made their television debut last fall on the DC-based high school quiz show,
New Langley Spirit Wear Available Alumni, show your Langley spirit! Check out Langley’s new line of Spirit Wear which includes t-shirts, hoodies, baseball caps,Vineyard Vines tote bags and ties, water bottles, insulated coffee travelers, pens, car magnets, and more.Visit www.langleyschool.org/alumni to view a listing of available items and pricing.
Langley Admission Videos Online In the fall, Langley worked with professional videographers to create a series of short admission videos about the school. Log on to www.langleyschool.org and click on the new “Video Library” button on the homepage to view videos on everything from Langley’s academics and athletics to arts and technology.
Stay Connected to Langley… • Submit your news and Class Notes or update your contact information in the alumni section of www.langleyschool.org
• Join Langley’s new alumni page on Facebook (find us under “The Langley School Alumni Group”)
• Visit our online community for alumni at http://alumni.langleyschool.org • Contact your class representative (a list of class reps can be found in the alumni section of www.langleyschool.org)
• Contact Langley’s Director of Annual Giving & Alumni Relations
Shannon Ryan with questions, ideas, or news at sryan@langleyschool.org or (703) 3561920, ext. 871
Nonprofit Org. U.S. Postage PAID McLean, VA 22101 Permit No. 48
The Langley School 1411 Balls Hill Road McLean, VA 22101-3415 www.langleyschool.org (703) 356-1920
Academic Enrichment & Review
summer studi the langley school
Fine Arts
Science
Sports
Technology
CLASSES: Nearly 50 offerings inspire children’s creativity and
self-exploration, including academic enrichment and review, robotics, gymnastics, cooking, golf, digital arts and crafts, and more. Special classes for Primary Schoolers help prepare children ages 3-5 for the school environment.
AGES: Enrolling students in preschool to grade 8. DATES: Five weekly sessions June 20 – July 29, 2011, with most classes in convenient 90-minute blocks.
EXTENDED CARE: Extended care available until 3:30 p.m. for 4-year-olds and until 5:00 p.m. for grades K-8.
LOCATION: Held on The Langley School’s state-of-the-art campus in McLean.
1411 Balls Hill Road, McLean, VA
NOW REGISTERING at www.langleyschool.org/summerstudio