The Langley School Experience Magazine - Summer 2023

Learning to Problem Solve Through STEAM

Langley’s Approach to STEAM Learning

is published twice a year for alumni, families, and friends of The Langley School

Head of School

Michele Claeys

Editor & Designer

Sharon Vipperman, Director of Publications

Director of Strategic Marketing & Communications

Brittany Westbrook

Where vital academics meet a deep respect for childhood Preschool through grade 8 in Northern Virginia

1411 Balls Hill Road, McLean, Virginia 22101 (703) 356-1920 www.langleyschool.org

Head of School’s Message

Feature Story: Learning to Problem Solve Through STEAM

Feature Story: From Student to Parent

Campus Happenings

Congratulations, Class of 2023

Faculty/Staff Celebrate Milestone Anniversaries

Development Update

Class Notes

Alumni Profile: Sydney Lineberger ’14

The Last Word: A Reflection on Langley’s Buddy Program

Dear Langley friends... Head of School’s Message

I hope you are enjoying a restful summer full of special moments with family and friends. Here at Langley, we’ve wrapped up a notable school year that saw the opening of our new Crossroads Building, the milestone celebration of the school’s 80th anniversary, the completion of our strategic planning process which will lead us into our next chapter, and the launch of our beautiful new website.

Speaking of strategic planning, I’d like to thank the many faculty, staff, students, parents, alumni, and trustees who shared feedback, participated in a learning group, or served on a committee throughout this year-long process as we worked to identify and shape our direction for the future. Rather than developing a traditional strategic plan with a fixed end date, we rolled out a set of evergreen strategic priorities that will serve as our ongoing guide for Langley’s continued growth and success.

I shared the following three strategic priorities with our current families in May, and we look forward to highlighting the specific ways we plan to advance these priorities in the upcoming school year.

• Our People: Invest in our people to maximize the power of community

• Our Programs: Enhance our signature inquiry-based and social-emotional learning model to inspire and showcase innovative problem solvers

• Our World: Serve our world to deepen learning and connection

As part of this process, we also rolled out an updated mission statement that better reflects who we are and where we’re headed. You’ll find additional details about our strategic priorities, as well as our refreshed mission and values statements, on the “About” tab of our brand new website at www.langleyschool.org. I encourage you to browse the entire site for an overview of our programs and community, as well as a look at the inquiry-based, child-centered curriculum that sets us apart.

Our integrated approach to STEAM – and the critical problem-solving skills our students develop as a result – is an excellent example of how our curriculum prepares students to ask meaningful questions and solve complex real-world problems with empathy. Read more about how we are using the STEAM disciplines to prepare students to be successful in whatever career field they choose on page 2.

In this issue, we also feature the many current parents who are themselves Langley alumni. On page 7, these alumni share their memories and experiences with us, as well as why they chose to send their own children to Langley. This year also marked significant milestones for a number of our outstanding faculty and staff, and we celebrate the four individuals who completed 20 or more years at Langley on page 16. Finally, be sure to read the reflection on page 25 from recent graduate John Bitar ’23 as he shares his thoughts about a much-loved tradition at Langley, our buddy program.

Best wishes for the remaining months of summer, and I hope to see many of you on campus throughout the upcoming school year!

Warmly, Michele Claeys Head of School

FEATURE STORY:

Learning to Problem Solve Through STEAM

By Brad Lands, Chief Technology Officer

Chances are, you’ve heard the popular acronym, STEAM, and you probably know what it stands for – science, technology, engineering, arts, and math. But how does this multidisciplinary approach to learning benefit students and how are we using it at The Langley School to develop the problem-solving skills and thinking routines our students will need to be successful in today’s rapidly changing world?

At Langley, our unique approach to STEAM immerses students of all ages in hands-on learning that fosters innovation, develops higher-order thinking, and addresses real-world issues. We intentionally integrate inquiry-based learning, design, and social-emotional learning so that students are able to answer meaningful questions and solve complex problems in a global society.

Spiraling STEAM Across Grades

Throughout Langley’s academic program, we collectively use the content areas in STEAM as access points for guiding student inquiry, collaboration, and problem solving. While this work may look different in each grade, all

students participate in STEAM education to engage in a holistic, real-world learning experience.

Students use a wide range of online applications, as well as physical tools and materials, to question, explore, and investigate the world around them. For example, students might learn how to code their own video game, conduct an independent research project, or solve a problem using specific materials as a constraint. Regardless of the academic task, they use elements of STEAM in order to demonstrate their learning.

In our Primary School, preschool and junior kindergarten students explore thematic units that integrate STEAM education. Rather than learning content in isolated subjects, students construct knowledge through hands-on investigation of topics such as outer space, oceans, and rainforests. For example, in each thematic unit, preschoolers use sensory tables, make arts and crafts, and build structures to immerse themselves in the content. This helps our youngest learners to see the “big picture” and understand how different topics are interconnected.

Students in kindergarten through second grade learn about science and technology concepts in a dedicated STEAM class. They meet with our STEAM teacher regularly throughout the year, becoming scientists and engineers as they work together to make discoveries and solve real-life problems. Each STEAM unit begins with scientific exploration and experiences which students are able to apply to engineering challenges. Students work collaboratively to design a solution to a problem, analyzing data and making informed decisions along the way. The curriculum is designed to show students how the topics they learn in science and math connect to the world around them, such as making a stronger glue for the school, creating a container for plants, adding more shade to the playground, or designing noise-canceling headphones for the classroom.

When students enter grades 3-5, they transition out of STEAM class and into separate science and technology classes. This allows them to begin taking deeper dives into content matter while they continue to develop their skills as learners. As future global collaborators and digital leaders, students grow their computer science knowledge, learning about privacy and security, coding software and language, and digital storytelling skills like animation, word processing and presentation tools, and video editing. While practicing basic computational skills, students leverage technology to support the learning process and improve learning outcomes. These years also focus on what it means to be a digital citizen with instruction on online safety, building a positive digital footprint, and combating cyberbullying. Working in collaboration with their peers, students not only learn how to use technology, but also how they can become creators of technology.

When students enter Middle School, they enroll in our Design & Engineering class. This class offers a unique curriculum in grades 6-8 that empowers students to think critically, behave safely, and participate responsibly in our digital world. Students use the engineering design process as they work together to engineer solutions to real-world challenges. They are tasked to identify a need or problem, research the problem, develop possible solutions, select the best possible design and solution, construct a prototype, test and evaluate, communicate the solution, and redesign. Depending on the grade level, these challenges

STEAM IN ACTION

Kindergarten: Engineering Shade for Penny

By Emily O’Grady, K-2 STEAM Teacher

During STEAM class, kindergarten students first dove into the engineering design process while studying weather and the heat of the sun. They were challenged to protect “Penny the dog” from getting too warm in the sunlight. They learned about concepts related to the warming effects of the sun, light and shadow, and animal needs as they engineered a shady shelter roof following the steps of the engineering design process (ask, imagine, plan, create, improve). Students began by brainstorming solutions to the problem and decided to build a shelter. They tested different materials to see what would work best, considering opacity, light and dark heat absorption, shape and size of a roof, and airflow. By going through the whole engineering design process with fidelity, students developed an understanding of and appreciation for how many factors an engineer must consider when tackling a problem.

When our kindergartners worked together to make decisions as a team, they were often faced with disagreements. This project provided an opportunity to practice collaboration skills, like listening to each other’s ideas and compromising. Students also learned to work with constraints. They were all given the same amount of materials, and had to find innovative ways to stretch a material further, like masking tape or tin foil. They also learned about the constraints that the architects and engineers had to manage while constructing Langley’s Crossroads Building, including time, material cost, and weather conditions. Students showed their creativity through the interesting ideas they brainstormed, including a water slide, refrigerator, and TV set in the shelter. They were guided to think empathetically to remember that the shelter was not for them, but for a dog. They had to consider what Penny would most need and want, and had to rethink some ideas for the end user.

can range from developing solutions for digital safety and communication issues to engineering custom art structures from recyclable materials that integrate computer programming and electrical components.

Building Lifelong Skills for Any Career

So what’s the benefit of Langley’s STEAM approach? Why should we invest in high-quality instruction surrounding STEAM? As students encounter STEAM-based interdisciplinary projects and challenges across subject areas, they build key workplace readiness skills such as creativity, logical reasoning, collaboration, problem solving, and resilience. Using a spiral curriculum that integrates the elements of

STEAM IN ACTION

STEAM education throughout Langley’s Arc of Development allows students to practice these skills in different scenarios and learning environments.

Many of these skills can be taught through the use of coding and computational thinking. Starting in kindergarten, coding is introduced as a way for students to create animations and models using visual block-based coding languages. Students use coding skills to create contentbased games and stories, develop interactive models of animals, and program robots to interact with the world and solve problems. What’s more, as students go through the engineering design process, they learn the importance and challenge of improving and redesigning their work, requiring perseverance, grit, and creative thinking when their first, second, or third iteration doesn’t work.

Grade 7: Recycled Art with Electronic Component

By Laura Dixon, Technology & Innovation Teacher

In an exciting interdisciplinary project, seventh-graders embarked on a collaborative design and visual arts endeavor that showcased their creativity, problem-solving skills, and the application of STEAM principles. The focus of this project was on recycled art, with students transforming recyclable materials, predominantly cardboard, into innovative and unique structures.

Throughout the project, students actively engaged in the engineering design process, utilizing various tools such as rulers, computers, and sketches to meticulously plan the design of their structures and incorporate electronics. They considered critical factors like wire length, strategically poking holes for wire placement, ensuring ample space for the battery pack, and creating accessible openings for battery installation. The sequencing of operations became crucial as they carefully determined when to wire, when to glue, how to integrate battery access into the structure, and when to apply paint. Concurrently, they

continuously tested and retested their electronic components to ensure their proper functioning.

Acting as both designers and engineers, students demonstrated exceptional critical-thinking and problem-solving skills as they tackled the multifaceted challenges of this project. The integration of electronics added an extra layer of complexity, as students skillfully incorporated components like LEDs and hobby motors to enhance the visual appeal and interactivity of their art pieces.

This hands-on interdisciplinary endeavor exemplified the power of STEAM education, fostering critical thinking, problem solving, creativity, and technological proficiency in our students. The project empowered them to turn their imaginative concepts into reality, while also promoting environmental sustainability through recycling.

“The problem-solving, logical-reasoning, and communication skills our students learn through their technology and design classes are applied in every subject across the school,” says Head of School Michele Claeys. “These are key ‘durable skills’ they will need for school, career, and life. We’re not teaching coding just because some of our students may become computer scientists, but because learning to solve problems logically and collaboratively with people who have a variety of experiences and approaches is such an important skill for every student to master.”

“Langley’s visual arts program establishes strong connections between the design process and our technology and engineering classes,” says Art Teacher Paige Dunn. “We recognize that students gain a deeper understanding when they encounter failures or make mistakes during their creative endeavors. These experiences serve as valuable learning opportunities, helping students cultivate resilience and refine their problem-solving abilities.”

Developing Curiosity and Empathy

Langley’s STEAM program also goes hand-in-hand with our inquiry-based approach to learning and our emphasis on social-emotional learning (SEL). Through STEAM-based lessons and challenges, we introduce age-appropriate content that is meaningful and relevant to our students’ academic and social development.

Asking questions and conducting research is a natural part of our STEAM approach to solving problems. It is through inquiry that learning is not only joyful, but also rigorous. By solving authentic problems, applying challenging skills, and exploring new concepts, students engage in a level of learning that extends and builds their abilities beyond their current performance.

At Langley, we believe that SEL is critical for our students’ academic achievement, builds their

STEAM IN ACTION

Grade 1: Coding Robots to Send Messages with Sound and Light

By Emily O’Grady, K-2 STEAM Teacher

First-grade students began the year in STEAM class by studying sound and light. They conducted experiments to see how sound waves could cause objects to bounce, built guitars to change pitch, and designed headphones to dampen volume. Next, students studied light waves, focusing on artificial and natural light sources, testing the opacity of materials, and finally learning how light and sound were used to communicate. With this background knowledge, students then applied the concepts to a coding project where they programmed Dash robots to send messages to other students using sound and light.

Langley students are introduced to computer science beginning in kindergarten through age-appropriate tools and projects that are specifically designed to integrate other subject areas. Using a Dash robot, first-graders were highly engaged as they wrote the code on an iPad and watched the robot complete their sequence of commands. This took a great deal of perseverance as they tested, debugged, and perfected their code. Experiencing productive struggle like this is critical to building the resilience and problem-solving skills that Langley students need to become successful adults and lifelong learners.

Once the students mastered the coding and debugging of the Dash robot, they designed their own system of communication. They first looked at ways that sound and light were used to send messages in our communities, such as stoplights and fire alarms. They then coded Dash to change colors and make sound effects, and then drive around the classroom to alert other students. They quickly realized communication required both the sending and receiving of a message, and ultimately created translation sheets so others would understand their robot’s messages. Students also reflected on the reasons for miscommunication, which led to some powerful social-emotional learning discussions about how we speak to others and how easy it can be to get our wires crossed.

STEAM IN ACTION

Grade 8: Design Thinking Project

By Laura Dixon, Technology & Innovation Teacher

In the design thinking unit for my Design 8 class, eighth-grade students embarked on a transformative journey to nurture their innovation and creativity. Through immersive in-class workshops, they developed their problem-solving skills using the design thinking process, while also prioritizing empathy and integrating social and emotional learning (SEL) principles.

Their task was to design creative solutions to enhance the MOD Commons experience for their Middle School peers. Instead of jumping straight to solutions, students began by cultivating empathy, seeking to understand the needs and challenges of their clients (in this case, the Middle School student body). This approach enabled them to gain deep insights into the problems they aimed to solve.

To apply their newfound skills across subjects, our Design 8 students conducted both quantitative and qualitative research. Armed with this data, they brainstormed ideas, refined their problem statements, and diligently created digital prototypes, which included images and sketches of snack carts, vending machines, and a redesigned MOD Commons with food distribution areas, to test their innovative solutions. The result of their efforts was the selection of two large kitchen carts as the eighth-grade class gift. The mobile carts can be used anywhere on campus, from school performances and athletic events to school dances. They provide ample storage space for snacks and offer a generous counter area for attractive displays.

In summary, this unit provided a transformative learning experience for our students. Throughout the design thinking process, they engaged in personally meaningful work, empowering them to express their voices and embrace the power of taking risks. They also learned the significance of collaboration, valuing diverse perspectives and involving peers with varying viewpoints. These skills are highly valuable in today’s world, where teamwork, adaptability, and creative problem-solving are in high demand.

resilience, adaptability, and authenticity, and prepares them to flourish in a diverse and global environment. With this in mind, our approach to STEAM learning reflects and builds upon our custom SEL curriculum. Since most STEAMbased projects are done with partners or in small groups and are purposely designed to allow for multiple solutions or ideas, students learn to effectively collaborate while respecting and valuing other perspectives. As students progress through their STEAM education at Langley, they learn to identify real-world problems and develop thoughtful solutions for end users – building essential social skills in the process such as empathy, understanding, and interpersonal connection.

“Science does not happen in a vacuum, so we work to engage students with the science of real-world issues,” says Science Teacher Deb Kinder. “That requires problem-solving skills, developing resilience, and using both the scientific method and design engineering processes to tackle problems and develop solutions. For example, our students have improved the riparian habitat along the headwaters of Dead Run that traverse the Middle School campus, designed communities with more equitable access to healthy food and green space across the DMV, and created accessible field day games for students with a range of disabilities at Kilmer Center.”

So for us at Langley, STEAM is about so much more than a five-letter acronym and a few interdisciplinary projects. It encompasses an approach to thinking and problem solving – and the ability to develop empathetic solutions –that our students will use no matter what career they pursue.

L

From Student to Parent

Alumni Continue Their Langley Experience as Parents

Throughout Langley’s 80-year history, generations of alumni have been deeply impacted by the formative years they spent here. The lessons they learned and memories they made remain with them long after their Langley days are over. The following group of alumni are continuing their Langley experience in a different role – as parents. These Langley grads wanted their own children to benefit from the same wonderful experiences they had. Note that Sandra (Neto) Panizo ’90 is also a parent alumna, but was unable to participate in this article.

ELIZABETH (FRENCH) SIEGEL ’92

Years as a Langley Student: 4

Children Who Attend Langley: Georgina (Grade 2)

What’s your fondest Langley memory? I have two. On the last day of second grade, my bus driver – the legendary Mr. Grayson – took us to the old two-story McDonald’s in McLean and told us we had to be back on the bus in 15 minutes before dropping all of us off at our homes. And the close second was making donuts in Mrs. Myer’s kindergarten class, where the art room lives now.

What impact did Langley have on you? Langley was a nurturing school with a sweet white house as its anchor where I developed close friendships that lasted a lifetime. It was accessible, not overwhelming. People took time and believed in you. It was close-knit and full of heart and energy. I learned what I wanted to see in a school and what I didn’t.

Why did you send your child to Langley? Langley recognizes and strongly emphasizes the importance of social-emotional learning, and values spending time individualizing students so they understand each child’s unique strengths and can build on them. Having moved back here from two decades living in New York City, it felt like coming home.

What has your experience been as a Langley parent? My experience has been superb. The parents, faculty, and staff have all been incredibly welcoming and kind to both me and my husband, David, and to Georgina.

ANDREW KAPLAN ’87

Years as a Langley Student: 10

Children Who Attend(ed)

Langley: Lane (grade 8) and Cole ’22

What’s your fondest Langley memory? I still have warm memories of some of the great teachers who made school a fun place to be (while sneaking in an education) like our science teacher, Bruce Rinker. I also have strong memories of competing in the various Langley athletic events led by Coach Gleason, who amazingly was still leading the Athletic Department when my children started at Langley.

What impact did Langley have on you? Most of the formative years of my life were spent at Langley; it was my second home. Much of what I did in the years after I graduated can be traced to my Langley experiences in and out of class.

Why did you send your children to Langley? I had such a great experience at Langley that it was natural to think of the school for my children. I remember the first visit when we were considering putting my oldest child, Cole, into kindergarten. Even though it was about 25 years after I left the school, it took about five minutes of touring the campus to get that same feeling of being home.

What has your experience been as a Langley parent? It’s been a fantastic ride and I’m sad to think that it’s almost over. I’ve been fortunate to see some of the same types of great teachers, dedicated administrators, and strong community that I remember from my time as a student. While much has changed over the past three decades, it’s great to see how much of Langley has remained the same.

MICHELLE (MALEK) OLSON ’82

Years as a Langley Student: One year shy of being a “lifer”

Children Who Attend(ed) Langley: Channing (grade 6), Scarlett ’20, Olivia ’12

What’s your fondest Langley memory? When I was at Langley, there was no lunch offering. My friend group turned into a lunch group. We coordinated our meals every day so someone was in charge of fruit, snack, main meal, dessert, etc. It made lunch packing easier for our moms, we learned planning and coordination skills, and we ate well! What stays with me the most, however, is how our teachers were such an integral part of our experience.

What impact did Langley have on you? Langley offered a great education and helped solidify my value system. It’s always given me the feeling of being from a small town even though we are in the suburbs of Washington, DC. We felt supported, safe, and loved while also being encouraged to strive academically, and graduated with confidence, security, and emotional stability because we knew the Langley community would always have our backs!

Why did you send your children to Langley? Washington, DC, has grown exponentially since my childhood and I felt it was even more important for my children to be part of a “small town” community where they could get a great education, become great citizens, develop their confidence, and be in a loving environment.

What has your experience been as a Langley parent? My mother always told me that some of my greatest friendships would come from being a Langley parent. That has proven true. Being a parent at Langley is as impactful and fulfilling for my husband and me as it is for our children.

ELIZABETH CROCKER ’89

Years as a Langley Student: 8

Children Who Attend(ed) Langley: Emma (grade 7) and Chase (who previously attended JK-grade 4) Greenberg

What’s your fondest Langley memory? I have too many fond memories to recount, but any class with Mr. Cole (our generation's Mr. McKinney) would be high on that list! I loved our Middle School trip to Chincoteague, the ropes course at Madeira, sports with Mr. Gleason, hanging out with my big buddy (one of my favorite things about this school), the Renaissance Fair, our Greek Day, and the Fall Fair. It was also cool when Joe Theismann (former Langley parent and Washington Redskins quarterback) came to the Fall Fair to throw the football with students.

What impact did Langley have on you? Langley made an incredible difference in how I saw the world and my role in it. I will never forget reading the Elie Wiesel books, Night and Day, in eighth grade, and then having a Holocaust survivor come and speak to all of us about her experience. It truly helped me become a better human being, even at that early age. That is the kind of learning that transcends the classroom and inspires young people who want to change the world for the better.

Why did you send your children to Langley? I had such an amazing experience at Langley, and I wanted that for my children. It is an incredibly special place, and I want them to understand that academics are important, but so is social-emotional learning and being part of the larger community.

What has your experience been as a Langley parent? Langley parents are some of the kindest and most giving people I have ever met (and I worked in philanthropy!). If someone is going through something difficult, a dozen parents will step up and offer to take a child home from school, make a meal, or set up support and help. I do not think you find that everywhere, and I am so appreciative of this community and the wonderful relationships we have developed over the past nine years.

LAUREN (RABBITT) AIELLO ’92

Years as a Langley Student: 11 (I’m a lifer!)

Children Who Attend Langley: Nick (grade 3) and Ryan (grade 2)

What’s your fondest Langley memory? My fondest memories of Langley are the Fall Fair (where I once won a pet rabbit!), the square dance (when they put hay barrels in the gym!), the annual ski trip to Seven Springs (which my mom planned every year!), and being coached by Mr. Gleason in soccer and basketball.

What impact did Langley have on you? Langley taught me the value of great

ELIZABETH BROKAW ’00

Years as a Langley Student: 10

Children Who Attend Langley: Henry Lisee (grade 1)

What’s your fondest Langley memory? In Mr. Cole’s science class, he did a chemical reaction demonstration where he “accidentally” burned a hole in the lab table. It was so exciting and unexpected. I later learned that it was completely planned, but that didn’t make it any less fun. Another fond memory is of Jazz Band practice and playing silly chaos for “improvisation” with friends during break. Mr. Schmidt established such a wonderful and fun environment.

What impact did Langley have on you? Mr. Cole and Dr. Hren helped me see how fun science can be. I am very grateful for the foundations they gave me.

Why did you send your child to Langley? We were drawn to Langley because of the great teachers and social-emotional learning.

What has your experience been as a Langley parent? Langley has been such a warm and welcoming community. I love how engaged the parents are and the many opportunities to volunteer. The teachers bring such joy to the campus and Henry is always ECSTATIC to say hello to the Langley staff.

friendships, set me up for great academic success in high school, and fostered in me a love of competitive team sports.

Why did you send your children to Langley? Langley is an incredible community that felt like home. Langley's strong values and its commitment to social-emotional learning, as well as academics, drew us to return to the school.

What has your experience been as a Langley parent? It has been such a joy to see the magic of Langley through my kids’ eyes. Many of my fellow parents are also alumni, so it has been fun to reconnect with old friends. It's extremely reassuring to know what great hands my kids are in.

MEAGHAN (KIERNAN) SPARKMAN ’01

Years as a Langley Student: 11 (I’m a lifer!)

Children Who Attend Langley: Davis (JK) and Charlie (who previously attended JK-K)

What’s your fondest Langley memory? I loved attending Langley with my two older sisters and establishing foundational friendships with classmates. And I always loved Field Day!

What impact did Langley have on you? Our wonderful Langley teachers instilled a strong curiosity and love of learning which has helped me continue to grow and take on new business challenges throughout my career.

Why did you send your children to Langley? I sent my children here for the focused learning on early academics and social-emotional development. We love the small classes and prioritization of experiential learning. Most of all, we love the incredible teachers who guide our boys and create joyful learning environments!

What has your experience been as a Langley parent? Incredible! The boys have loved their dedicated, caring Primary School teachers. I’m also impressed by how much the school has grown and transformed over the past two decades. While the buildings are new and evolving, I love that Langley has stayed true to its mission and roots.

PRESTON MILLER ’90

Years as a Langley Student: 8

Children Who Attend Langley: Reese (grade 7), Harper (grade 6), Wyatt (grade 4), Hudson (grade 3)

What’s your fondest Langley memory? Field Day! Back then, the soccer field was natural grass. This meant the field was damp the morning of Field Day, and everyone took their shoes off for better grip and traction to compete in the 50-yard dash race. I loved competing barefoot with the boys in my class.

What impact did Langley have on you? While I was academically challenged, I was safe and comfortable at Langley. Like a cowboy leading his horse to water, my Langley teachers did a laudable job leading me to the “water’s edge,” hoping I would “take a drink” and own the responsibility for my education. I’m grateful for their collective patience and efforts to that end. Looking back, I see the impact and importance of parent involvement in a child’s education. A strong partnership is required early

ASHLEIGH (RABBITT) SEKOSKI ’90

Years as a Langley Student: 11

Children Who Attend Langley: Evan (grade 7), Theo (grade 5), and Ollie (grade 3)

What’s your fondest Langley memory? As a “lifer,” it’s nearly impossible for me to select one memory. I have distinct favorite memories from almost every year, dating back to the “Dinosaur Play” in Ms. Gergen’s kindergarten class. A few that come to mind include the square dance, holiday concert, ski trip to Seven Springs, PA, and Spring Fair from which we brought home several fish and a couple rabbits over the years. I loved Ms. Potter’s computer class in second grade, Mr. Mathyassen’s colonial project in third grade, Mr. Silvano’s lessons about recycling in fifth grade, learning algebra from Ms. Mikey in sixth grade, and playing basketball for Coach Gleason.

What impact did Langley have on you? I think the greatest thing that Langley did for me was spark a lifelong love of learning.

on between the parents and the teachers. My mom, too, served as a Langley Board trustee. She always had close relationships with my teachers at Langley, as well as with Langley’s head of school and administrative staff.

Why did you send your children to Langley? After one conversation with the former head of school, Elinor Scully, my wife, Morgan, and I were convinced this was the place for our kids. Her description of the social-emotional learning curriculum that complimented the traditional academic subjects was music to our ears.

What has your experience been as a Langley parent?

Like most experiences as a parent, you don’t truly know until you experience it for yourself. We have made so many wonderful friendships with other families and teachers at Langley. We’ve traveled to exotic (and non-exotic) vacation spots with these friends over the years, and created cherished, lasting memories. Sharing this period of our lives with these other parents and experiencing our children’s early life milestones together creates a very special bond.

Why did you send your children to Langley? Langley was a safe space for me to explore and grow as a child. Though the world has changed dramatically since I was a student, I truly believe that the teachers want to provide the same environment for my children. I believe that there is an openness at Langley to meeting each student where they are and encouraging students to care for one another and the world around them.

What has your experience been as a Langley parent? The faculty at Langley go above and beyond to partner with my husband and me on this wild ride that is raising happy, healthy, well-rounded, and grounded kids.

PEGGY (REIZES) EVANS ’85

Years as a Langley Student: 7

Children Who Attend(ed) Langley: Megan (grade 8) and Mark ’19

What’s your fondest Langley memory? I still vividly recall the fun I had ice skating with the entire school. My favorite memories are the times spent with my best friends (hi, Amy, Betsy, and Megan!).

What impact did Langley have on you? My mom passed away when I was in kindergarten and Betty Brown was my teacher at the time. I relied on her and my classmates through a really tough period. I am lucky enough to still have her in my life today.

Why did you send your children to Langley? I knew my children would get the academic attention they needed and deserved from a dedicated group of teachers who were invested in their students and the school, and who truly enjoy working here.

What has your experience been as a Langley parent? I have very different children, but they are both kind, happy kids who thrived at Langley. I also made lifelong friends here who are funny, generous, and can relate to everything I experience – even high school graduation. I believe so deeply in giving all students, faculty, and staff the tools they need to accomplish big things that I started volunteering to help with The Langley Fund. That volunteering led to a full-time role here at Langley as director of annual giving and alumni relations. It’s rewarding to raise funds supporting the school that has been such a significant part of my life for so many years.

LARA RAMSEY ’87

Years as a Langley Student: 2

Children Who Attend(ed) Langley: Campbell (grade 3), Blythe (grade 1), and Forbes (who previously attended K-grade 2)

What’s your fondest Langley memory? In kindergarten, I LOVED going to the library with my class. A group of us had the same favorite book: Alexander and the Terrible, Horrible, Very Bad Day. At some point during the year, the librarian had to put a line of red tape on the floor at the door of the library to hold us all back until it was our class time. It became the starting line of a race, so we would line up in ready position and when the librarian said it was time, we raced each other to the section where we could find our favorite book.

What impact did Langley have on you? Langley is where I learned to read. In kindergarten, I had a wonderful teacher named Camille Passarella who was as patient and kind as she was persistent. She instilled in all of us a love of books and learning that felt natural, exciting, and endured for my lifetime.

Why did you send your children to Langley? Kristin and I wanted our children to spend their days in an environment where they were known, loved, and thoughtfully challenged. I knew Langley had been that for me, but when we toured the campus, I was blown away by how much the school had evolved and become even more intentional about the things that had been important in my life.

The Langley students on our tour were poised, confident, generous, and prepared. In every classroom we visited, we saw teachers whose joy was contagious and students who were engaged and eager. Though we were applying for kindergarten, and we loved the warmth of the Primary School, we were just so taken by the older students who were living examples of the type of students and people we hoped our kids would be someday.

What has your experience been as a Langley parent? Not surprisingly, the kind of school environment we love at Langley attracts a stellar community of families. So, while we chose Langley for our children, the biggest bonus has been the parent community. It’s easy to volunteer and become part of the school when you’re in such brilliant and fun company. I’m just glad our kids started in Primary School so we still have many more years of Langley ahead of us.

1. In January, Langley’s faculty and staff were treated to a delicious lunch courtesy of the Parent Association of The Langley School (PALS). This annual appreciation luncheon –which boasted a 1980s theme in honor of the school’s 80th birthday – was organized by 60 parent volunteers.

2. Langley partnered with the Phillips Collection in DC to create a collaborative art installation that was on display in the museum this spring. Kindergartners gathered soil on campus to make paint, which they used to create a map of the Potomac River, while grades 4 and 8 made hanging spheres interwoven with burlap displaying words students associate with being part of the Langley community.

3. Fifty students in grades 6-8 brought the tale of the ugly duckling to life during their spring musical, “Honk! Jr.,” in March. Students took part in all aspects of the performance, from acting and directing to costume design and sound.

4. Langley focused on caring for our planet during Earth Day celebrations that included creating Earth-themed art and poems, making signage with environmentally-friendly tips, planting flowers around campus, and learning why we need to protect the Earth during special assemblies.

Campus Happenings

5. Langley welcomed best-selling author Susan Verde to campus in April for a series of presentations about her books for students in preschool to grade 5. A yoga and mindfulness instructor, she also invited students to practice some yoga and mindfulness movements.

6. At the annual Capital Athletic Conference (CAC) track and field meet, Langley came in first place overall, taking the league title and making it our 16th title in the last 17 years of the competition. Students in grades 5-8 from the six league schools competed in the three-hour meet, including more than 50 Langley students. In all, the meet featured 30 events.

7. At Langley’s STEAM Fair in February, students honed their creativity, critical-thinking, problem-solving, and collaboration skills while participating in a variety of interactive, STEAM-based challenges that included making snowflakes with geometric shapes, creating binary code bracelets, and building marble roller coasters.

8. Students in grades 1-8 joined together for outdoor fun and collaboration during a much-anticipated annual event, Field Day, in May. Students took to the field in mixed grade-level teams as they rotated through favorite events like the water balloon toss, sponge relay, tug of war, and fill-the-bucket relay.

CLASS OF 2023 GRADUATION:

Congratulations, Class of 2023!

The Class of 2023 celebrated the culmination of their years at Langley during their June 9 graduation ceremony. The 43 members of the class displayed their confidence, poise, and maturity as they each reflected on their Langley experiences during heartfelt speeches. We wish them a fond farewell as they move on to high school in the fall.

“Langley has taught me many valuable lessons, in class and outside of class. I have learned to look at things from other angles, to believe in myself, and to organize my work.”

-Milena ’23

“Langley focused more on creative thinking and problem solving rather than just standardized lessons and tests, while still teaching about all the stuff we need to know. We learned by tinkering, experimenting, and exploring.”

-Charlie ’23

“Langley has taught me how to be an emotionally aware and kind person, as well as a good student. I’ve learned to speak up for what I believe in and to stand up for what’s right.”

-Emily ’23

“My favorite part of Langley is the teachers because they have always been there for me to help me through anything that I have needed.”

-Bailey ’23

Class of 2023 High School Acceptances

American United School*

Bishop O’Connell High School

Bullis School*

Choate Rosemary Hall

Collège du Léman International School*

Connelly School of the Holy Child

Edmund Burke School

Episcopal High School

Flint Hill School*

Georgetown Day School*

Georgetown Preparatory School*

Georgetown Visitation Preparatory School*

Gonzaga College High School*

Holton-Arms School*

Landon School*

Langley High School*

Maret School*

McLean School

Mercersburg Academy (PA)

National Cathedral School

Paul VI Catholic High School

Oakcrest School

St. Albans School

St. Andrew’s Episcopal School

St. James School (MD)

St. Stephen’s & St. Agnes School*

Stone Ridge School of the Sacred Heart

The Baylor School (TN)

The Field School*

The Hill School (PA)*

The Lab School*

The Madeira School*

The Potomac School*

Walter Johnson High School*

Yas Academy School, U.A.E.*

Yorktown High School*

*Asterisks indicate the schools our students will attend in the fall

“Langley has taught me that it is okay to make mistakes, and you can learn from them. All of my teachers have emphasized this and mistakes have helped me grow academically and in life.” -Molly ’23

“Eighth grade was my best year at Langley as we got to experience being the leaders of the entire school. We had a lot of freedom which I greatly enjoyed, but we gained that freedom and trust from the teachers.”

-Luke ’23

“My favorite part of my Langley experience has been the community. Our grade is really close; we are all friends with each other and care a lot about each other.” -Shalin ’23

“My favorite part of my time at Langley was the trips we took as a class. I made some incredible memories, and the trips were always the highlights of the year.” -Claire ’23

Faculty/Staff Celebrate Milestone Anniversaries

Celebrating 30 Years: CHUCK SCHMIDT

Band Director/Instrumental

Music Teacher

What's your favorite unit or lesson to teach?

During my first year of teaching in New York, I came up with a project where eighth-graders interviewed a parent or grandparent about what music they enjoyed when they were a teen. I have given roughly the same set of questions for eighth-graders to use as an interview tool for 35 years. Observing the answers change over nearly two generations has been fascinating.

What part of your job do you most enjoy?

I enjoy the process of taking music we can barely get through when sight reading it to finally performing it for the community. I also find great satisfaction in seeing the longitudinal long-term musical growth in my students, as well as changing/adding to my own musical goals in ways that benefit students such as incorporating World Music Drumming or ukulele into our music curriculum.

What’s the biggest positive change you’ve seen during your time at Langley?

As a school, the biggest change I have witnessed is how much more diverse the faculty has become. When I started at age 26, no one else on the faculty was anywhere near my age and there were only five men. Seeing all the younger energetic colleagues on the faculty and welcoming the viewpoints of colleagues of all different identifiers has made Langley such a richer and more interesting place to be.

What do you hope your students take away from your classes?

I never approach my teaching with the thought of preparing professional musicians. I want every student who plays an instrument with me to learn the unmatched sense of accomplishment that comes with a learning process that is not achievable with instant gratification outcomes. This can carry over to any endeavor in life. But in making music, we get all the group dynamics skills from playing in an ensemble. We also get the joy, fun, and beauty of making this music!

Celebrating 25 Years: ELENA MESCHIERI Director of Data Services

What do you like most about being part of the Langley community?

The people. After 25 years at Langley, I feel fortunate to have built relationships with many current and former members of the Langley community.

What part of your job do you most enjoy?

I just moved to a new position as the director of data services, where I will work on implementing new technologies and data management procedures to help all Langley departments. I also look forward to continuing working on Search Engine Optimization (SEO) and analyzing data. I love taking on new challenges!

What accomplishment are you most proud of in your role at Langley?

In my more than 20 years as Langley’s webmaster, I’m proud to have helped redesign and launch the school website five times.

Which new technology has had the biggest impact on Langley during your time here?

From when I first introduced the iPad and Google Apps as personalized mobile teaching and learning tools at Langley in 2010 until now, the evolution of mobile and remote teaching and learning has been amazing.

What’s the biggest positive change you’ve seen during your years at Langley?

It’s difficult to mention just one. First, the establishment of PALS. It’s amazing what parent volunteers do every year for Langley! Second is the creation of the DEI Committee to support the school’s efforts to cultivate a culture of belonging and respect among all of us.

Celebrating 20 Years:

RYAN McKINNEY Science Teacher

What’s your favorite unit or lesson to teach?

I have always enjoyed teaching students how to use unique characteristics to help identify rocks and minerals. After all, rocks are the “history books” of Earth’s ancient past. Kids of all ages love to learn about how to “read the rocks” in class.

What part of your job do you most enjoy?

I enjoy being a part of a community that is filled with faculty, staff, and families who all want to cultivate a better world. I know that I am a spoke in the wheel, but each spoke plays a part in keeping the wheel rolling and I’m proud to be a part of this.

What’s the biggest positive change you’ve seen during your time at Langley?

Changing K-2 science classes to the new STEAM program developed by Emily O’Grady has been the most impressive change Langley has made in our science program.

What accomplishment are you most proud of in your role at Langley?

Having recently attended Langley’s Class of 2019 reunion, I think I’m most proud of the relationships I form with each of my students. Now that I have been here at Langley long enough to visit with students who have grown up, I know that my time with them made a difference. There are very few things in life that can make you feel better than knowing you really helped someone grow.

What do you hope your students take away from your classes?

I hope my students learn that the scientific process is a way to investigate real-world problems, and I hope they will put science into action by using it to solve problems and create a better world.

Celebrating 25 Years:

GEORGE DAILY, Technologist

What do you like most about being part of the Langley community?

I appreciate the shared purpose we all have to better children’s lives through education and the day-to-day support I receive from my co-workers.

What part of your job do you most enjoy?

I enjoy solving technical problems to help the learning and working environments for our students, faculty, and staff run more smoothly.

What accomplishment are you most proud of in your role at Langley?

I try to be oil to Langley’s engine, and working directly with departments other than IT to develop solutions for Langley as a whole is gratifying.

Which new technology has had the biggest impact on Langley during your time here?

High-speed internet for sure! When I started at Langley, it took a long time to load images on the internet. Now, we can watch high-definition videos and participate in video conferencing which allows for seamless global communication and learning online.

What’s the biggest positive change you’ve seen during your years at Langley?

The grounds have been improved dramatically with many new facilities.

Other faculty/staff milestone anniversaries include: Karen Duvall, Kathleen Jennings, Emily O’Grady, and Walter Saravia (15 years); Caroline Cook, Patty Dokken, Devon McEnroe, Taylor Renaud, and Jessica Robinson (10 years); and Dung Huynh and AnnMarie Rudd (five years).

Renovation of Langley’s Campus Green

Over the summer, Langley is regrading and landscaping the large open area in the center of campus – known as the campus green – to become a more functional and versatile area for events and classes. Working with our contractor, LSI, we will address the accessibility and operational needs of the space while also making the green a more attractive and usable area for a variety of purposes.

The new design will feature an amphitheater and a large paved outdoor classroom space for faculty to bring learning into new areas on the campus. Large community events, like our Fall Fair, will have greater flexibility with the new layout.

Patti’s Park, the beloved garden named in honor of former student Patti Schmid ’81, will be repositioned in front of the Pirro Studios building and a new O’Kane Family Garden will be added to the green, near the Betty Brown Lower School building.

Successful Langley Fund Allows for Exciting Enhancements

The 2022-2023 Langley Fund raised more than $600,000 to support school programs and activities, including athletic equipment, musical instruments, faculty and staff appreciation throughout the year, guest lecturers and visiting authors, community events, and investments in our facilities. “We were thrilled to exceed 80 percent participation in honor of our 80th anniversary – far more than the national average in independent schools and a testament to our dedicated community!” adds Head of School Michele Claeys.

The success of The Langley Fund also allowed us to make the following exciting enhancements for the 2023-2024 school year:

• A new Epson Lumen laser projector in the Solomon Athletic Center will upgrade the technical capabilities of the upper gym, enhancing all-school assemblies, special events, and community gatherings.

To learn more about the campus green project, visit langleyschool.org/giving/capital-projects.

• In the Sherman Arts Center auditorium, new light and sound boards will provide professional-quality technical support for productions and assemblies, and allow students interested in technical theater to learn on industry standard equipment.

• New chairs in the Sherman Arts Center Café, where students in grades 3-8 eat lunch daily, will make lunchtime more comfortable.

To learn more about The Langley Fund and how you can support our students and teachers, visit langleyschool.org/giving/the-langley-fund.

80th Anniversary Gala Raises Record Revenue

Thanks to the generous support of current and alumni families and other Langley friends, the “Celebrating Our Story” 80th Anniversary Gala set a fundraising record, raising more than $620,000 for teacher excellence, including professional development and teaching resources.

Nearly 400 guests attended the gala in person on May 13 at The Conrad in Washington, DC, and many others participated online. Langley offers sincere appreciation and gratitude to the event’s co-chairs, Melanie Bielski, Aly

Brokenshire, and Allie Miller, and the entire gala committee who produced an incredible night for our community. We are also grateful to our many event sponsors, and especially appreciate the ongoing support of Hilton Worldwide as the Diamond sponsor.

Proceeds from the gala have a direct and immediate impact on the school’s ability to maintain an exceptional, diverse, and competitively compensated faculty and provide an outstanding educational experience for our students.

Pictured clockwise from upper left: Cocktail hour and silent auction; gala co-chairs with Head of School Michele Claeys; Grade 2 Teacher Brooke Smith speaks about the value of faculty professional development; and attendees “Raise the Paddle” for our faculty.

Class Notes

Connect with former classmates and families by updating your news and contact information at langleyschool.org/community-life/alumni/class-note.

1998

Steven Schneider and his wife, Karen, live in Phoenix, AZ, with their two young daughters and their old greyhound. Steve is a lawyer for ASM America and welcomes reconnecting with any old classmates.

2005

Amanda (Mandy) Coston earned a Ph.D. in machine learning and computer science from Carnegie Mellon University in spring 2023. In fall 2023, she will be getting married to Sid Ancha, whom she met while getting her Ph.D.

2009

Jordan Weisberg is a travel specialist with AAA Mid Atlantic, operating out of the Fairfax office. She also works at the Shakespeare Theatre Company, where she is a member of the front of house staff, and tutors high school students in Latin.

2011

Steve Lee is in a master’s course at Korea University majoring in law. His siblings, Joon ’13 and Young ’15, are studying hotel management at Korea University and playing bassoon at Yonsei University in Seoul, respectively.

Veronica Merril graduated from the University of Virginia’s architectural history program in 2021 and is working as a land use planner at DLA Piper in Northern Virginia where she assists attorneys with zoning entitlement projects. She is excited to return to UVA in the fall to attend the School of Law.

Ethan Weisberg manages the tasting room at the Vineyards and Winery at Lost Creek, an award-winning winery, and its sister restaurant, Echelon Urban Wine Bar, both located in Leesburg, VA.

2014

Gabriela Chambers earned her master’s degree in education with a concentration in curriculum and instruction from Virginia Tech this past spring. She will start her teaching career as a fourth-grade teacher at Gilbert Linkous Elementary School in Blacksburg, VA, in the fall. She returned to Langley this spring to visit with some of her former teachers (pictured here with Langley grade 4 teacher, Thida Lim).

2015

Amy Chivavibul graduated summa cum laude from the University of Michigan and received a B.S. in information analysis. She plans to stay in the Northern Virginia/DC area to pursue tech consulting with a focus on user experience analytics and data-driven design. After graduation, Amy traveled through Italy and stopped by Rome, which reminded her of Mrs. Gustin's fifth-grade history class!

Isaac Feldman recently graduated with a bachelor’s degree in computer science from Dartmouth College.

Samantha “Sunny” Feldman graduated cum laude from Boston Conservatory at Berklee with a B.F.A. in contemporary theatre. She is now working with Gloucester Stage Company, assistant directing three shows this summer.

2017

Andrew Kolebuck is a rising junior at Boston College studying finance with a minor in managing for social impact and the public good, which focuses on the ESG and the sustainability side of business. Currently, he is interning in the DC area as a business summer analyst at Accenture and will head to Ireland in the fall to study for a semester at University College Dublin’s Commerce (Business) School. Andrew is grateful for the foundation he received at Langley, but more specifically for the lasting friendships he made at Langley.

2018

Dimitrios Owen attends Duke University where he is studying biomedical engineering. Since arriving on campus, he has joined the cheer team which allows him to travel with both the football and basketball teams. He is also involved in Model United Nations and hosting the Duke University Model United Nations Conference.

2019

Ana Burka was awarded the Chancellor’s Scholarship to Vanderbilt University. This prestigious scholarship recognizes students with outstanding leadership, strength of character, academic achievement, and a deep-seated commitment to diversity and social justice.

In Memoriam

• Ruth Goodchild, a long-time Langley substitute teacher, tutor, and reading and writing enrichment teacher in our Summer Studio program, passed away on November 14, 2022, at the age of 96.

• Betsy Hahn, mother of Kate (Hahn) Byrd ’02, passed away on December 17, 2022, at the age of 77.

• The Honorable Ronald Sarasin, father of Douglas ’13, passed away on March 27, 2023, at the age of 88.

• Lonnie P. Taylor, father of Lonnie Paul ’01 and Mary Elizabeth ’03, passed away on June 6, 2023, after an extended illness.

Help Our Eighth-Graders Transition to High School

HIGH SCHOOL BUDDY PROGRAM: Fashioned after Langley’s long-time buddy program which pairs kindergartners with eighth-graders and first-graders with fifth-graders, we are launching a new high school buddy program to ease the transition from eighth grade to high school. Langley alumni who are established in their high school will reach out to recent graduates who enter the same high school. They may meet during the summer, touch base in the fall, and have lunch together at school, providing a friendly face and an easier adjustment to high school.

LIFE AFTER LANGLEY ALUMNI DIRECTORY: In our ninth-grade survey, grads told us they would have loved to speak with a Langley alumnus who attended their high school of interest to learn about culture, transition, and other questions. So we are launching a new Life After Langley alumni directory to meet this need. When paired with our Life After Langley parent directory, it will provide eighth-grade families with valuable resources during the high school application process.

High school-aged alumni who are interested in participating in either of these efforts should email alumni@langleyschool.org

ALUMNI PROFILE:

Sydney Lineberger ’14

Since she was a young child, Sydney Lineberger ’14 has always loved being on – or in – the water. While she often spent her summers sailing in New England, it wasn’t until she attended a Connecticut summer camp called Project Oceanology, during which campers explored the marine life of Long Island Sound, that she discovered her passion for the ocean and its ecosystem. Nearly 15 years later, Sydney is following her dream of studying manta rays as she pursues a master’s of professional science degree in exploration science at the University of Miami.

As part of her master’s program, Sydney is beginning an internship this summer with the Florida Manta Project, an organization that studies endangered manta rays and their habitats to promote conservation. “I’ve always wanted to dive with and study manta rays,” says Sydney, who hopes to one day research mantas in Indonesia where there is a more abundant adult population. “It’s fascinating to see these large, majestic creatures swim through the ocean. Yet we don’t know that much about them, so it’s important to understand their behaviors and needs so we can develop policies to protect them.”

While manta rays have uniquely identifying markings on their underbellies that can help scientists track their movements through the ocean, researchers at the Florida Manta

plished divers. And for Sydney, diving is the part of the job she likes best. She laughs at the random way she was first introduced to the world of diving, noting that her parents didn’t know what to get her for Christmas one year in high school, so they gave her snorkeling gear and a certificate to an online scuba certification class. She fell in love with the challenge and excitement of diving and has earned professional certifications as a dive master, a rescue diver, and a scientific diver who is trained to collect data underwater.

“Diving is exhilarating, but it can also be scary knowing there are 130 feet of ocean between you and surface air!” Sydney adds. “You develop a unique connection with the people you’re diving with because you have to really trust each other.” She recently had a memorable diving experience during an underwater archaeology class in her master’s program when she and her classmates used imaging software and dove to collect underwater data to create

Project are investigating whether similar markings on their backs can be used to identify specific mantas. “If we could identify mantas from the markings on their backs, then we could use drones and planes to locate mantas aerially and track them much more easily,” says Sydney, who will be assisting the project during her six-month internship by flying drones, snorkeling, and collecting and recording photos of the mantas’ markings.

In order to collect data on manta rays or any marine life, however, marine exploration scientists need to be accom-

maps of 14 shipwrecks in the Florida Keys, most of which were more than 300 years old.

While majoring in marine science and biology as an undergrad at the University of Miami, Sydney had a poignant experience that solidified her desire to pursue a career that involved scientific diving in the field – not research in a lab. She spent a life-changing semester living in the Galapagos Islands with other marine science students where they learned about everything from the zoology of the animals to the biophysical processes that come with

“We were exposed to the sciences at Langley at such a young age that those career fields never seemed out of reach or too challenging to pursue. Langley made me feel it was possible to be a marine biologist.”

Sydney Lineberger ’14 on one of many dives.

equatorial circulation in the ocean. “Each day, we attended lectures in the morning then spent our afternoons snorkeling with parrot fish or walking on the rim of a volcano, for example,” she adds. “Those amazing adventures made me realize I didn’t want to spend my life in a lab.”

Interestingly, Sydney might never have pursed marine biology as a career had it not been for the nine formative years she spent at Langley from kindergarten through eighth grade. While her passion for marine life and diving was primarily cultivated during the summers away from Langley, the encouragement and support she received from her Langley teachers made a career in the sciences feel achievable.

“I would be involved in marine activities during the summers, then study some of those same things in the classroom at Langley,” she recalls. “This solidified for me that what might have seemed like just a fun camp activity could be used in the real world as a real career. We were exposed to the sciences at Langley at such a young age that those career fields never seemed out of reach or too challenging to pursue. Langley made me feel it was possible to be a marine biologist.”

Sydney still remembers the thrill of traveling to Costa Rica with her eighth-grade class, the challenge of dissecting a shark in eighth-grade science, and the fun she had making a model of a watershed in sixth-grade science. She credits the school with giving her a well-rounded education outside the sciences that included playing lacrosse, acting on stage in several plays, and playing cello in the string ensemble.

“As a student with ADHD, I received the support and resources I needed at Langley,” says Sydney. “I gained confidence, learned to advocate for myself, and came out of Middle School as a well-developed, self-aware person who was ready to begin my future.”

Alumni Connect with Current Students

Alumni Journalists Share Their Experiences with Middle Schoolers: Two Langley alumni participated in an assembly for Middle Schoolers in April which focused on the world of journalism. Lucas Flaherty ’21, a photojournalism student at Maret School, and Kayla Sharpe ’09, a digital journalist and deputy newsletter team leader at Bloomberg Government, joined the virtual panel which featured reporters, videographers, photojournalists, and editors who discussed their roles, how they got started, and the benefits and challenges of being a journalist today.

Alumna Returns to Educate Fifth Grade on Digital Safety: Langley alumna Scarlett Olson ’20, a rising senior at Madeira, returned to Langley in May to share a presentation on digital safety with the fifth grade. After several family members became victims of online scams, Scarlett realized the importance of education in preventing digital attacks. With the help of her father, she began a project to track potential online scams targeting her grandmother. She shared the details of this project, as well as tips for students to protect themselves online, with Langley fifth-graders.

Restrepo Family Continues Their Langley Connection: While participating in a workshop at the Constitution Center in Philadelphia, PA, Langley seventh-graders enjoyed a presentation from L. Felipe Restrepo, United States federal judge for the Court of Appeals for the third circuit, who discussed the first amendment and freedom of speech and press in schools. His mother, Maria Restrepo, taught Spanish and French at Langley for 24 years, and his brother, Daniel ’85, is a Langley alumnus. Felipe is looking forward to doing some additional work with our students in the future.

Felipe Restrepo pictured above third from left with Langley faculty and staff.

Scarlett Olson ’20 works with a fifth-grader during her presentation at Langley.

Class of 2019 Reunites

Each year, Langley holds a reunion for alumni before they head off to college. On May 24, about 50 alumni and parents from the Class of 2019 returned to campus to reunite, reminisce, and reflect on the foundations and friendships that began at Langley. Below are some of the colleges and universities these high school grads will attend in the fall.

Boston College

Bowdoin College

Case Western Reserve University

Colby College

Colgate University College of the Holy Cross

Columbia University

Florida Tech

Hampden-Sydney College

Lafayette College

Northeastern University (5)

Occidental College

Penn State University

Pitzer College

Pratt Institute

Purdue University (2)

South Carolina Art and Design

Tufts University

Mark Your Calendar for the Alumni Open Gym!

Providing time and space for alumni friends to reconnect is important! Grab your classmates and come to campus for our first Alumni Open Gym on Tuesday, November 21 from 1:00-3:30 p.m. All of our alumni are invited to an informal open house-style afternoon where you can play a pick-up basketball game and enjoy time with your friends. Watch for more details in the Langley Legends e-newsletter.

Tulane University

University of Alabama (2)

University of British Columbia

University of California at Berkeley

University of Miami

University of Michigan

University of North Carolina at Chapel Hill

University of Notre Dame (3)

Class Gift from Our 2023 Graduates

Tradition dictates that the graduating class gives back to the school that gave them so much. Led by SCA Advisor Laura Dixon and Alumni Representative Lucie Weed, the Class of 2023 raised over $500 through a bake sale to purchase two carts for Middle School snack bar sales and two plantings that will be placed in the newly constructed green space in front of the Doris Cottam Middle School building.

University of Pittsburgh

University of St. Andrews, Scotland (2)

University of Virginia

University of Vermont

Vanderbilt University

Williams College

Pictured: New Middle School snack carts purchased by the Class of 2023.

The Last Word: A Reflection on Langley’s Buddy Program

By John Bitar ’23

As an eighth-grader coming to the end of my time at Langley, I’ve been reflecting on some of my favorite memories during my nine years here. Up there with Field Day, the Fall Fair, and the fifth-grade Camp Highroad trip, the buddy program comes to mind.

A long-time Langley tradition, the buddy program pairs kindergartners with eighth-graders and first-graders with fifth-graders. It’s synonymous with the community values Langley stands for and gives students an opportunity to build strong bonds across grades. It also gives the older buddies a chance to take on a leadership role.

I have been fortunate to have been a little or big buddy four times during my Langley career (in kindergarten, first, fifth, and eighth grades). When I became an eighth-grader, I couldn’t wait to find out who my little buddy would be. I was paired with an energetic kindergartner named Carlos. During our weekly time together, I always looked forward to seeing his next drawing or running away from him in a game of tag on the Primary School playground.

During the Fall Fair, I was able to meet his parents, and by pure coincidence, it turned out I gave them a tour of Langley as a student ambassador the year before! Throughout the next few months, I participated in the Halloween parade with Carlos and I enjoyed hearing about his winter break experiences with extended family in Colombia. I also had an opportunity to get to know Carlos outside of Langley when I attended an NBA Wizards vs. Heat game with him and his father.

Being a big buddy this year made me think of my big buddy when I was in kindergarten, Adam Adelstein ’15. I distinctly remember my days as a kindergarten buddy and the excitement I felt when I got to spend time with an eighth-grader. I still recall writing a Hanukkah card for Adam and playing hide and seek with him on the same playground where I now play with Carlos. I decided I’d like to reconnect with Adam, so I contacted Langley’s Alumni Office to find out how I could reach him.

Adam and I connected through FaceTime in early February, and it was great to talk with him again after all these years. He spoke about his current experiences as a pre-med student at UVA, and said that he formed many bonds at Langley that continued after he left. He was happy to hear that many of the teachers he had as a Middle Schooler are still at Langley. In fact, we found that we even shared the same Middle School advisor, Ms. Millonig. He shared that his favorite Langley memory was the fifthgrade cricket match. Adam also expressed an interest in visiting Langley in the near future, and he encouraged me to make the most of my time left in Middle School. We have kept in touch since our conversation, and this experience made me want to stay connected to my little buddy, Carlos, after I graduate in June.

During my years as both a little and a big buddy, I’ve learned the importance of friendship, community, and making connections with people outside of your age group. I’ve also learned more about what it means to be a leader and a role model to a younger student, and the lasting impact our relationships can have. I look at Carlos and see the wonderful opportunities he has ahead of him at Langley. I am sure that he will create the many special memories at Langley that I know Adam wished upon me when I was in kindergarten. L

John with his little buddy, Carlos, at a Wizards game.

Where vital academics meet a deep respect for childhood

Preschool through grade 8 in Northern Virginia

1411 Balls Hill Road, McLean, Virginia 22101-3415

www.langleyschool.org

(703) 356-1920

SAVE THE DATE:

Langley Day at Nationals Park!

Mark your calendar for our inaugural Langley Day at Nationals Park on Saturday, September 9, 2023! Join past and present students, parents, and teachers for the Nationals vs. Dodgers game at 4:05 p.m.

We’ll sit together in sections 201, 202, and 203 of the left mezzanine. Tickets in Langley’s block of seats are $39 per person with proceeds benefiting the school.

Explore Langley’s 80th Anniversary Podcasts

Our new 80th anniversary podcast series features nine episodes full of voices from Langley’s past and present. Listen to a fun conversation between Science Teacher Ryan McKinney and one of his predecessors, Henry Cole. Learn about the evolution of PALS from its founding to today during a chat with 2022-2023 PALS chair, Heidi Narang, and one of its co-founders, Nancy Catron. Or reminisce about Langley’s band program with Band Director Chuck Schmidt and one of his early students, Gerald Pierce ’99.

Visit https://bit.ly/3rr9ScA

Listen now at langleyschool.org/ about/publications/podcast