The Center for Early Education, a socio-economically and culturally
diverse independent school for children, toddlers through grade
six, strives to graduate students who are joyful, resilient, life-long learners. The Center embraces a philosophy of education that
combines a nurturing, inclusive learning environment with an increasingly challenging academic program that addresses the developmental needs of each child.
Core Values Responsibility | Honesty | Inclusion | Caring
Contents 4
MESSAGE FROM DAVID MESSINGER, PRESIDENT, BOARD OF TRUSTEES
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2018-19 OPERATING RESULTS
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MESSAGE FROM MARK BROOKS, HEAD OF SCHOOL
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MESSAGE FROM JENNY LOUIE AND JAMIE ZINBERG, CO-PRESIDENTS OF THE PA
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BEYOND "WE ARE ONE": TEACHING INCLUSION IN YOUNG CHILDREN
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A NEW HERITAGE ANTHEM AT CEE
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MAKING OUR OWN MARKS
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CELEBRATING DIWALI, LUNAR NEW YEAR AND DÍA DE LOS MUERTOS
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DIVING DEEP IN SUPPORT OF GALANTIS
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SINGING ALL THE WAY TO CARNEGIE HALL
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PROFESSIONAL DEVELOPMENT HIGHLIGHTS
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2018-19 SUPPORTERS
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OUR EVOLVING CAMPUS
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ADMINISTRATION AND ADVANCEMENT STAFF
FROM THE PRESIDENT OF THE BOARD OF TRUSTEES
Dear Center Community, With the 2018-19 school year behind us, the Board of Trustees is pleased to report that The Center is well-poised for the future. We have a strong financial position, we are on the verge of having a revitalized campus, and we have an enduring culture rooted in a diverse, inclusive and developmentally-focused learning environment for children. As you may know, the Board works with Mark Brooks to support the school’s mission and to ensure the long-term sustainability of The Center, and we are fortunate to have such an outstanding group of talented and committed Trustees. I have deep respect and admiration for each and every one of them, and we collectively benefit from their oversight and steady hand. Our school continues to prosper from its strong financial health. Since tuition alone does not cover the operating costs of the school, we thank you for your ongoing generosity to the Annual Fund and in support of the Gala, both of which enable us to attract worldclass faculty and staff, to uphold our commitment to financial aid, to provide professional development opportunities for our accomplished teachers and staff, and to create educational enrichment programs for the students. Our campus enhancement project is elevating our physical facilities to match the outstanding level of our academic program. We proudly share that the construction remains on time, and we commend the school, our construction advisors, and the construction company for their ongoing diligence, disciplined management, and tireless efforts. Most people who have lived through construction at their home or in their neighborhood talk about the evolution they have experienced. At first, the inconvenience is jarring, and one feels that life has been upended. Then, one confronts the chaos head-on, makes some logistical shifts, and daily life greatly improves. Finally, when construction is in the rear-view mirror, one can barely remember how tough it was along the way. I don’t know if our community will lose its cognitive memory of living through construction, but, last year, we made some helpful adjustments and weathered gracefully while living through a campus in transition. For instance, the stunning “GALANTIS hallway” transformed a bleak, utilitarian passageway into a soothing underwater oasis gleaming with marine life and glowing with phosphorescent colors. Now, the end of construction is in view. We are already seeing students exploring new classrooms and specialist areas in the new building; young children are enjoying the protective space of the Toddler Center; and, with fresh air and sunlight flowing where Building B once stood, we can already see the promise of the soon-to-be-finished expansive field. The new spaces have already been helping to invite parents, grandparents, friends, and alumni back to campus more regularly. Additionally, from hosting events to supporting classroom activities to serving on committees, we can consistently rely on our community’s active involvement. Our school and the children benefit from your efforts, and it’s greatly appreciated. 4
As is the case every year, we have recently welcomed new families, administrators, and teachers. We look forward to getting to know them better. After all, no matter how wonderful our campus is, it’s the people who make our community so special. With this sentiment in mind, we already miss last year’s sixth grade class and the many families who graduated along with them. We had another strong year of secondary school placement which is a testament to our impressive hard-working students, the guidance and support of our outstanding teachers, and the value of a Center education. As a Board, we take pride in supporting our school’s core values and our culture. The Center encourages us to celebrate differences, to graciously support others who need a hand or a friendly smile, and to see the inherent goodness of other people. Most importantly, The Center believes in the enduring capacity for children to become joyful lifelong learners and thoughtful world citizens. For these reasons and more, we are fortunate that The Center for Early Education has brought us together and united us with a common purpose. On behalf of the Board of Trustees, we thank you for your continued commitment to our school and community. Respectfully yours,
David Messinger President of the Board of Trustees
From left to right: Alexandra Misczynski, Mark Siegel, Veronica Cajigas, John Bracker, Kawanna Brown, Jenny Louie, Jack Angelo, Jennifer Tolbert, Tom Staggs, Denise Barta, David Messinger, Mark Brooks, Dennis Gies, Amy Flemming, Eric Esrailian, Mai Lassiter, Holly Gores, Matt Kline, Brian Potiker, Viveca Paulin-Ferrell, Charles Nelson, Michael Guerin, Marcus Lollie. Not pictured: Betzàbe Gonzàlez, Damien Granderson, Bobby Kotick, Charles Stringer, Robert Tuttle, Sunny Whang
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REVENUE
$16,223,500 Tuition & Fees $3,448,000AFD & Events (net) $1,205,000 Auxilary Programs $269,000 Other Income EXPENDITURES
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$13,232,200 Salaries and Benefits $4,995,000 Operating Expenses $2,187,600 Financial Aid
$2,309,700 Annual Fund Drive $1,184,700 Gala/Auction (net) $5,242,000 Capital Campaign $212,400 Restricted Gifts and other fundraising (net)
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FROM THE HEAD OF SCHOOL
Dear CEE Community, Looking back on the 2018-19 school year I will remember the impressive modeling of optimism and resilience by our families, faculty, and staff. Together we carried on the programs and traditions that make CEE the unique place that it is for families, all while undergoing major campus construction. Your flexibility and commitment to The Center means that we are now well-poised to complete the final phase of campus enhancement, building the central playfield this fall after opening the new Clinton Building on the first day of school. We often talk of the CEE “magic” or “secret sauce.” Those descriptions, however, imply that the unique teaching and learning at CEE somehow happens out of thin air. The reality is that the level of instruction and engagement by our students and faculty doesn’t just happen. What makes CEE such a special place is the intentional teaching done by our faculty. This teaching is reflective of our mission of meeting high academic standards, with a focus on the socialemotional wellbeing of our students, teaching and modeling our core values, and participation in both service learning and community service. This year, the high quality of instruction continued and grew as our physical surroundings evolved. As you may know, professional development opportunities for our faculty can have a profound, direct, and immediate impact on our students. This year, nine faculty members served as Leadership Fellows (funded in part by the Annual Fund Drive), spending the year becoming “educational experts” in their fields. As you’ll read about in this report, from teaching woodworking techniques through a ‘Maker’ movement lens to enhancing our antibias education approach for our students, these fellows made an immediate and lasting impact on their students and our ongoing aspiration to be the best place for a child to attend school. In the 2019-20 school year, we will introduce our newly designed school day schedule based on the latest research, intended to promote community and connection and maximize opportunities for learning in our new spaces. With deep gratitude, I acknowledge the CEE Board of Trustees for their ambitious, intrepid leadership and clear-eyed vision this year. Put simply, their efforts turn dreams into reality. Many thanks to David Messinger for his generosity in time and spirit as President of the Board. We anticipate another fruitful year working to serve the best interests of the children of The Center. It is our sincere hope that Center students discover that learning, collaboration, empathy, service, and open-mindedness make for a better world. Many thanks to our generous, loving community for living these values daily, and supporting our children through all that you do. With my true appreciation,
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Mark A. Brooks Head of School
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FROM THE CO-PRESIDENTS OF THE PARENTS' ASSOCIATION
Dear CEE Community, THANK YOU. To our PA Board, parent volunteers, inspiring teachers, administrators, and staff, we thank you for your immeasurable support throughout the past two years. Thank you, Mark, for steadfastly championing our Parents' Association. Your time and partnership have been invaluable. We have been honored to serve the CEE community, and we are especially proud of the school spirit and creativity that have continued throughout our campus construction. For example, inspired by our extraordinary teachers, our community transformed our breezeway into a vibrant Love Wall dedicated to those who guide our children every day. We were transported through the Galantis hallway into the inaugural Diwali festival, and enjoyed Anthem: Voices of Change celebrating Black History Month. Our Community Service committee spearheaded several initiatives to engage CEE students of all ages. Our robust Parent Education series enlightened us with tools to instill healthy sexual behavior, navigate issues of race, and empower our children. What a remarkable job our parents have done infusing CEE's core values into each of our 40+ committees. This fall, as we celebrate the spectacular Clinton Building opening and welcome families back to campus, we are excited that our evolving landscape features a beautiful space for parents to gather and connect... AND more parking! We hope to see you as we come together for morning assembly, coffee, and impromptu collaboration throughout the year. Thank you all for generously sharing your time, resources, and talents to enrich our children's journey at CEE. We are proud to pass the baton to our new wonderful PA Co-Presidents, Catherine Blagden and Peter Chang. We look forward to supporting them and this wonderful community in this exciting next chapter for CEE. See you around campus,
Jamie and Jenny Co-Presidents of the Parents' Association 2017-18 & 2018-19
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BEYOND “WE ARE ONE”:
TEACHING INCLUSION IN YOUNG CHILDREN
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Teaching inclusion and empathy is an essential Center value and has been since the school’s founding in 1939. Today, that focus continues to drive the school’s mission to provide a diverse, nurturing learning environment focused on social-emotional wellbeing. The Center is committed to equipping students with the skills they will need to recognize bias and champion equity for all. Parents and teachers alike know that young children are naturally curious about differences they observe, whether they be in physical appearance or skin color, family makeup, ability, socio-economic status, or gender. Research shows that the “colorblind” approach to teaching young children “we are all the same,” is not effective and does not address the questions that children have about differences. Some adults may believe that talking about our differences in more depth will prompt kids to “notice” differences for the first time, when in fact children are categorizing people by skin color and gender as early as six months old. A few years ago, a group of Early Childhood teachers started to examine their approach to teaching these mission-driven values to the youngest Center students. They delved into research on the best practices for addressing bias with preschool-age children and discovered that while much of what they were doing fit into the new paradigm, they had an opportunity to incorporate more anti-bias practices into the regular school day and classroom space. Describing their process, they were clear that an “effective anti-bias curriculum is more than an activity-based lesson plan or a monthly theme.” With the goal of creating an environment in which acknowledging differences, questioning biases, and promoting tolerance are the norm, the teachers found inspiration in the work of Julie Olsen Edwards and Louise Derman-Sparks, authors of Anti-Bias Education for Young Children and Ourselves. In their book, Edwards and Derman-Sparks lay out the four major goals of Anti-Bias Education.
Goals of Anti-Bias Education (Olsen Edwards and Derman-Sparks) 1. Each child will demonstrate self-awareness, confidence, family pride and positive social identities.
2. Each child will express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections. 3. Each child will increasingly recognize unfairness, have language to describe unfairness, and understand that unfairness hurts. 4. Each child will demonstrate empowerment and the skills to act, with others or alone, against unfairness.
In evaluating the curriculum through the lens of these goals, the team felt that the existing program regularly met goals 1 and 2 in helping children build self-awareness and confidence in themselves while celebrating diversity. Early Childhood students have ample opportunities to share their family culture and traditions with their classmates regularly during the year. Classes create and share family identity boards with photos that depict the students’ family background and culture, and students enjoy personal birthday celebrations during which they can 13
share things most important to them at home and at school. When discussing questions about immigration last year, for instance, teachers guided students through activities in which they examined who they are, where their families came from, why people immigrate, and what it means for our society. In the classroom, teachers work with their students daily to stretch their perspectives by exploring, inquiring about, and celebrating differences through visual arts, sensory play, and literature. Dramatic play corners have dolls with various skin colors, and clothing that represents a range of cultures and experiences. Mirrors are placed strategically around the classroom to encourage children to see themselves and recognize the similarities and differences in one another’s physical appearance. Teachers encourage students to use accurate terms for who we are, ensuring that children have the language to thoughtfully engage with these issues. Exercises like these help children become comfortable talking about physical differences as a normal part of their school day. Picture books are also a powerful way for teachers to introduce empathy, compassion, and inclusion. An effective anti-bias library is full of books that provide both “windows” into the lives of people different than the students, and “mirrors” so the students can see themselves reflected in stories. Books that address stereotypes, such as “The Big Bad Wold Turns Good,” subtly address bias and discrimination by challenging archtypical narratives. Others, like “My Princess Boy,” use explicit language to talk about diversity and acceptance. Both stories provide an opportunity to discuss ideas of equity, fairness, and justice. Accomplishing Anti-Bias Education goals 3 and 4—recognizing unfairness and acting against it—is more complex, especially with younger students. Finding ways to discuss emerging issues with children and empowering them to act against prejudice must be done at a developmentally appropriate level. 14
As former EC1 teacher and current Interim Assistant Director of EC Programs, Jenna Janzen, explains, “In the world we live in today, children come in asking questions we’ve never heard before—on the topic of police brutality, for example. Students were asking, ‘Are policeman good or bad?’ ‘Why do policemen carry guns if they are good guys?’ ‘My mom said that sometimes policemen arrest the wrong people. Is that true?’ As educators, we felt a responsibility to answer these questions honestly instead of dismissing them. It is our job to address sensitive topics at a developmentallyappropriate level so the conversation is safe and empowering for all kids.” Jenna notes how it is preferable to say to a child that you don’t know the answer when faced with a difficult question, and opening the opportunity to explore the answers together, instead of providing an inaccurate answer or shying away from the source of the question. Approaching tough questions this way gives children the support to learn more and develop their ability to see and act against unfairness. Beyond Early Childhood classrooms, teachers across grade levels create opportunities to examine bias and build empathy. In second grade/EC1 reading buddies, students form meaningful relationships with smaller children through reading and storytelling. In fifth grade as well as EC1, the teachers created a unit on consequential “Changemakers,” and introduced stories of young children around the world who are making a difference by speaking up against unfairness and inequality. Teachers are continually finding new opportunities to increase representation in their curriculum in order to achieve the goals of anti-bias education. As research and teaching practices evolve, CEE faculty and students will build upon these layered experiences to empower them to act against injustice and promote equality for all.
Books are a key mode for teachers to introduce ideas of representation and promoting empathy. Sometimes books that represent a new image, such as “My Princess Boy,� can be sufficient to drive conversation, whereas other books use explicit language to talk about diversity and acceptance. Students and teachers explore ideas of equity and fairness when reading aloud and reflecting on these stories together.
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A NEW ANTHEM AT CEE
In February, the Heritage Family African-American Affinity group realized their goal of hosting an all-school evening celebration of Black History.
As the group began brainstorming for the event, they grappled with the sheer depth of Black History and how to best give focus to the topics at hand. During these discussions, a parent shared thoughts on the book Anthem: Social Movements and the Sound of Solidarity in the African Diaspora by Dr. Shana Redmond, who studies Black History through the lens of music and sound.
The book helped solidify the idea that the event theme should be music-based, centered around musical styles and the histories they represent. “Anthem: Voices of Change” was born. Parent volunteers created a series of large-scale educational displays in the Community Center representing a journey through time, each with a related interactive activity. The layout of the event showcased the vast array of Black History, from the “Sounds of West Africa” to “Hip Hop and the Resistance.” Families traveled from station to station, taking in the historical context the detailed displays provided while engaging in activities such as naming all of the countries in Africa, creating protest posters and talking drums, and enjoying a face painting station. People from across the community spent the evening engaged and learning while also enjoying food stations that aligned with each time period. The night concluded with rousing speeches, song and dance from CEE parents and students, and dancers from the Debbie Allen Dance Academy. Looking back on the inaugural Anthem, co-chair Tanya Perara '83 thoughtfully reflected, “Events like these provide rich opportunities for families to experience each others’ culture, and make space for asking questions and exploring together. This spirit defines CEE and we look forward to expanding on this opportunity in years to come.” 17
MAKING OUR OWN MARKS
How the Maker Movement inspires students and teachers to build practical skills while expressing their creativity and exploring new ways of seeing and doing
The 3D printer hums as it fabricates a piece of a student-designed robot. A sixth grader plugs in a hot glue gun to finish up a roller coaster project. A class of third graders participates in a design challenge using LittleBits electronic components. It’s 2 p.m. on a Thursday, and the CEE Innovation Center buzzes with activity. In the more than 6 years since it opened, the Innovation Center (IC), on the fourth floor of Building C, has evolved into a campus hub. Students and teachers continue to find new ways to merge explorations in technology, design, and hands-on learning into the broader academic curriculum. Innovation classes began as a forum to promote making and tinkering, teaching approaches that encourage problemsolving and creativity through open-ended experimentation. Matt Argüello, CEE’s Director of Innovation, explains that “the maker movement grew because skills that students would traditionally learn in ‘shop’ had been phased out of education over the years. Educators lamented students losing those opportunities and brought back teaching skills like using hand tools and woodworking.” Today, teachers and students incorporate a wide spectrum of hand, power, and tech tools 18
EC1 Job Chart
in their experimentation, supported by a robust technology program led by Matt and CEE Technology and Innovation Specialist Melissa Hoang. For example, Melissa’s fourth grade classes dive into physical computing with Makey-Makey, building and coding with everyday materials that control a screenbased experience.
to these projects. “The making process is exciting for the students,” Matt describes, “because they build their capacity to solve problems that may have seemed previously out of reach. The students can then say to themselves things such as, ‘I know how to use a motor to get an arm to move’, which can be very empowering when they turn to their next project.” During the 2018-19 school year, three faculty members began two-year Maker Fellowships during which they are studying maker theory, conducting maker projects with their classes, mentoring other teachers, and taking on personal skill building projects. As a fellow, EC1 teacher Shannon Sarnowski invited her students to create a classroom job chart (shown left) using woodworking, a skill she had studied independently for the fellowship. Throughout the building process, Shannon gradually introduced real tools, including saws and hammers, to her preschoolers, starting with safety rules and practicing in small groups. As children became more comfortable with their skills, they tended to “scaffold” off one another, picking up skills by observation or sharing tips and tricks.
C6 CARNIVAL GAME
The maker ethos overlaps with much of the Center student experience. “Now, the IC and the tools we have there have become part of the wider tool kit we have as a school,” Matt explains. This past spring, third grade relied heavily on the IC, building “learning artifacts” representing the Native American housing styles they were studying in social studies. Using electric hand saws and other professional tools added a level of difficulty
What started as a simple woodworking exercise to create the job role chart, however, evolved into a more significant learning experience when the students brainstormed together on which roles they needed in their classroom. Much of the organic discussion focused on how they could support each other best as a classroom community, and the children came up with the “Friend Captain” role, defined as someone who looks out for others. The Captain greeted each student as they entered the classroom with a high five or hug, helping everyone feel welcomed and comfortable at school. In fact, feeling cared for and loved was part of the class charter, a set of norms that the students adopted at the beginning of the school year. Moments like these, when a 19
skill-building exercise leads to expanding students’ awareness of how to be a supportive classmate, can make a lasting impact on the children as they grow to understand the power of their imaginations to make tangible change in the world. Second grade teacher and Maker Fellow Karen Weng found inspiration in working with her class to create “Bar Model Puppet Shows,” reenacting a math story problem using three-digit numbers. The groups came up with a problem, created character puppets that had moving parts, and made backdrop displays using various materials. Karen found that this type of maker-driven learning experience gives students the chance to problem solve across disciplines, using math, technology, and language arts. Throughout the building process, students happily engaged in self-driven exploration as they worked their way through the complex project. Once completed, the students reflected on how they overcame challenges and considered what they would do differently next time. Meanwhile, Maker Fellow Carol Brasfield led sixth grade students through an original carnival game project. Students completed research on game types, narrowing to three choices. Then, using trial-and-error, the students made a prototype game using cardboard, which helped determine what materials were needed for the final game. The assignment also required that they create a unique game brand, which they did using the Innovation Center’s vinyl cutter to make logos and designs. The sixth graders had the chance to share their carnival games with the members of their CEE “families” and at the STEAM Festival in April. The maker philosophy allows students to have control over how they express what they know. As Matt describes, “Traditionally, a student might complete a written assignment or a visual presentation to show their knowledge. Making not only gives 20
students another way to pick up skills, but also provides new ways to demonstrate knowledge and can be an important avenue for students who thrive with hands-on or technology-based learning. Providing open time for kids to tinker with different materials, play with their thoughts and experiment with working out a solution can help them develop a ‘can-do’ mindset they can rely on throughout their lives.” As the years go on, CEE students and teachers find that the maker philosophy, and its focus on looking carefully, facing problems with an open mind, and engaging in unstructured experimentation can be applied anywhere across the curriculum and in life. Teachers continue to discover the myriad ways a lesson can be adapted to encourage more open-ended thinking, empathy and collaboration, valuable skills which Center students can take with them throughout school and into adulthood. From figuring out how to build a mechanism, to finding ways to solve problems or foster community and inclusion, learning through the maker lens helps students build confidence, character, and understanding— in the lab and beyond.
"The maker ethos overlaps with much of the Center student experience. Now, the IC and the tools we have there have become part of the wider tool kit we have as a school."
Students of all ages gain hands-on experience in design, engineering, and building. Sixth graders, center, display their custom made carnival game.
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Lunar New Year The Asian American Affinity Group hosted another vibrant Lunar New Year celebration in honor of the Year of the Pig this February. Families enjoyed a selection of delicious food and participated in interactive craft stations and a photo booth. The evening concluded with a thrilling dragon dance for all!
DĂa De Los Muertos In honor of DĂa de los Muertos, the Latin American Affinity Group created a festive evening in November. The popular film, Coco, played on the big screen as families and communities commemorated loved ones by bringing photos to display on a community altar. Children had their faces painted as the guests enjoyed a wide selection of Mexican delicacies.
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Celebrating Diwali
as a Community
Each fall, millions of people around the world celebrate the four-day Hindu festival of light, Diwali. Each day of the Diwali holiday evokes a different celebration, though all focus on honoring life, family, prosperity and progress. The Diwali lights and traditions inspire unity, togetherness, and forgiveness for people around the world. In years past at CEE, parents hosted individual Diwali celebrations in their children’s classrooms in order to share the Diwali experience and values with the students, but no school-wide event was held. Diwali co-chair, parent Amy Walia-Fazio, explained “Diwali is a major celebration for the Indian community, and CEE is the kind of community that welcomes all traditions.” That idea led members of the Indian Affinity Group, who had been inspired in recent years by the success of Lunar New Year and Día de los Muertos, to host the first-ever schoolwide Diwali festivity in the Community Center in November 2018. The lively evening featured Indian music, Bollywood dancing, craft stations, and delicious food as a means to share traditions in an accessible, welcoming and fun way for elementary families. As students and parents arrived, they entered a 'transformed' Community Center with Indian decor using rich and vibrant fabrics. On view was a hand-made rangoli, a traditional art form that uses materials like rice, flour, and sand to create a colorful pattern intended to bring good luck (courtesy of Ash Shah!). Arpita Devani, who also co-chaired the event, shared that “It was a great turnout! We enjoyed a high level of participation from our families, and the group is really excited to build upon these successes next year.” We can all look forward to another colorful Diwali celebration this fall, honoring community and expanding awareness and the spirit of Diwali! 23
With Building B slated to come down in June, the 2019 gala chairs had a brilliant idea: temporarily transform the blank, white-walled hallway into an immersive, undersea experience to promote and celebrate the CEE Gala, the theme of which was “GALANTIS” (a nod to the lost civilization of Atlantis).
DIVING DEEP IN SUPPORT OF
GALANTIS
Those of us who have spent time on campus over the past two years are familiar with the “hallway to the future” connecting the new La Cienega Building Gym to existing Building B.
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CEE Parent Sei Shimura, an acclaimed artist who specializes in large format murals, volunteered to complete the project. Sei explains that he gained inspiration from his love of black lights and fluorescent paint as a child, when he would transform his bedroom into an entirely new space. In order to create a glow-inthe-dark underwater experience, Sei first traced illustrations of ancient ruins and sea creatures onto the background, filling them in with paint. Then, he and his team of artists and volunteers used gap foam filler to build a tactile representation of coral, which the children enjoyed touching and playing with as they passed by. The group spent several late nights over Winter Break finishing the hallway before the students returned for classes in January. Children, families, and visitors found the hallway to be a joyful addition to campus. It brought an element of unexpected delight to school and became a positive, child-centered space for all to enjoy together. The installation captured the imagination of students of all ages, many of whom found creative ways to play and engage with it. For example, EC2 Teacher Jerrie Lowe invited her students to imagine going through the hallway as though they were swimming underwater, and in the mornings children pulled their parents in with them to share the experience together. While the GALANTIS Hallway has now been taken down, the spirit of parents volunteering their time and resources to create something special for the community lives on at the heart of all we do at CEE.
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Singing All the Way to
Carnegie Hall On Thursday, March 28, the CEE A Cappella Choir boarded a plane bound for New York City. The flight was the culmination of a year of preparation, long rehearsals and commitment.
The by-audition choir (made up of 26 third, fourth, fifth, and sixth grade students) had been selected the year prior to participate in the National Middle School Choral Festival. The highlight of the weekend would be performing at the famed Carnegie Hall in Manhattan. CEE had the youngest students there, including one nineyear-old, singing alongside the middle school students. CEE Choir director Ellen Gerstell explained the amount of preparation involved: “Our students were the youngest there, but totally prepared. We received the music in time to begin learning it in January, and the members had all the songs learned and memorized by the end of February. We were able to learn one song a week.” All members of the choir went on the trip, accompanied by Mark Brooks, Ellen, CEE chaperones, and parents. Once they arrived in New York, the students enjoyed a mix of sightseeing and rehearsing. The group made visits to Ellis Island, the Statue of Liberty, and Central Park. One evening, the highlight was a performance of ‘My Fair Lady’ at Lincoln Center. The day before the Carnegie Hall performance, the choir completed a sixhour rehearsal with all of the participating schools. On Sunday, March 31, the choirs sang six songs on the renowned stage: ‘Thankful,’ ‘Come, Ye Sons of Art,’ ‘Dry Bones,’ ‘Old Joe Clark,’ ‘Susi Kushangilia,’ and ‘Festival Sanctus’. It was an exhilarating experience for all, and the A Cappella Choir will remember the unique opportunity to perform at Carnegie Hall for a lifetime!
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PROFESSIONAL DEVELOPMENT:
MAKING CONNECTIONS
This year, CEE faculty and staff participated in over 120 conferences, workshops and courses through the Professional Development program. Nassim Shandy, Director of Teaching and Learning, shared that, “today, there are a range of experiences in which faculty and staff are interested that align directly with our mission. The school and the Board are highly committed to Professional Development.” Standout programs include everything from a long-term leadership forum to a one-day workshop for women in education, to courses on teaching diversity, STEAM education, reading and writing, yoga, student activism, and wellness for children. In February, the faculty attended the NAIS Conference in Long Beach where they had a chance to connect with educators and professionals from independent schools around the country and world. In 2018-19, many faculty and staff completed Professional Development focused on anti-bias and social justice themes. Todd Liu, fifth grade teacher, led a cohort of SEED (Seeking Educational Equity and Diversity) fellows from the CEE faculty and staff through a year-long program designed to provide an opportunity to safely share experiences, explore topics of identity and equity, and empower teachers with varying approaches to use with their students. Some of the other workshops and conferences included the People of Color Conference (POCC), a long-popular NAIS meeting for Center employees, as well as others focused on racial equity in education and developing a diversity-responsive curriculum. Sixth grade teacher Sharon Greene reflects on her experience at POCC: “It is important to connect with other educators of color, both professionally and personally. The workshops, keynote speakers, and the affinity groups all provide a safe space to discuss ideas and curriculum, to see if our curriculum and faculty reflect diversities.” Professional development at CEE not only provides valuable learning opportunities for faculty and staff, but also supports the school’s mission of fostering lifelong learning which lives at the heart of who we are and always have been. 29
We are
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grateful
to you! 31
What supporting
the Center means to us Niroupa Shah and her husband Ash have four Center children: Anya ‘19, Maia, Bodhi, and Ravi. When looking for a school for their oldest daughter, Anya, the Shahs were attracted to The Center’s approach to diversity. It was important to Niroupa and Ash that their children attend an independent school with students from all backgrounds, and they looked for a school that took financial aid seriously.
"We committed to helping The Center be as wonderful as possible."
Now, with Anya off to secondary school and three other children at CEE, the Shahs reflect on their years supporting The Center. Niroupa laughs, saying, “Sometimes it seems like our children are at school more than they are at home. We committed to helping The Center be as wonderful as possible, similarly to how we try to make our home life happy for our children.”
Niroupa remembers advice she got from another parent early on that stuck with her: “They suggested to us, ‘your child’s school should at least be in your top three charitable donations’ and for us that made sense since we want to support The Center’s programs as much as we can. The only way that works is if all CEE families give in a meaningful way.” The Shahs invite others to give their time and talents to the school community, too. “You can give in many ways—to give in all ways is so important. As we know, the cost of tuition does not equal the cost of a CEE education, and each one of us can contribute to help The Center continue to be the special place for children and families it is.”
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Amy Andelson and Sean Lubens ‘94 both grew up in Los Angeles and always hoped that when they had kids one day, their children would have the opportunity to go to CEE, just like Sean had. “There is something so unique about The Center community and the students who graduate from here. They are articulate and confident in who they are because they’ve been taught to celebrate their individuality, and because they feel the support of a strong community that celebrates diversity (of all kinds) within our larger city,” explains Amy, whose son Samuel entered kindergarten at The Center this fall. The couple was involved at CEE before Sam was born. Sean has been an active member of the Alumni Council for many years, and served as Alumni Council Co-Chair from 2016-18. Now that they are CEE parents, Amy and Sean find supporting the school even more central to their lives. They volunteer on campus and give regularly to the Annual Fund Drive. Sean describes why they continue to support The Center, year after year: “We feel so blessed to be able to give our children the foundation of a Center experience, to establish a lifelong love of learning and to be a part of a community that reinforces our shared core values. We want to do our part to make that opportunity available to a broad range of families. Amy and I are also acutely aware of the fact that tuition doesn’t cover all the costs of a CEE education, so it is incumbent on us collectively to bridge the gap by making meaningful contributions. Our goal is to help provide every student with the opportunity for the full experience.” Amy and Sean feel that in today’s world, “Now more than ever, we realize that not everyone shares our core values of diversity, inclusion, and kindness. We need to be actively supporting new generations of holistic citizens, ensuring that we can make a brighter future for our children and generations to come.”
“we feel so grateful to be able to give our children the foundation of a Center experience, to establish a lifelong love of learning and to be a part of a community that reinforces our shared core values."
Looking to the future, the family is appreciative that “The school is never stagnant—but rather always incorporating improvements to stay on the leading edge. The ethos of the school has endured through construction and fostered an even stronger sense of resilience among the students, and we are looking forward to the reaffirmed sense of community that will come with transitioning out of the construction phase!”
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A Special Bond:
Grandparents Reflect Connie and John Meigs have been part of the CEE community for over ten years, with three grandchildren who are Center students: Avery ‘17, now at Marlborough, and current students Isabella and Calla. Connie shares why she loves connecting with CEE as a grandparent: “There is so much joy in being with our grandchildren, and any time we “There is so much joy in being with our have the ability to be with them, or grandchildren, and anytime we have the participate in something with them, we ability to be with them, or participate in love it. The word that expresses how we feel about being grandparents at something with them, we love it.” The Center is ‘connected’—there is a positive sense of community at CEE, and it is such a welcoming environment. Whether you live 5 miles away or 2,000 miles away, there are so many different opportunities for involvement.” “We have never felt like strangers at CEE. When our grandchildren started here, I was surprised to learn that I can just walk in, visit my grandchildren, and participate in the school life. The faculty and staff are so friendly and welcoming; they have always made us feel at home!” For John, coming to The Center to pick up his grandchildren is a highlight, and he describes how “seeing them with their friends, then looking at the expressions on their faces when they see you, and then going through each of their friends and saying goodbye is a joy.” He reflects that “watching the way the kids interact, I appreciate that there is such a spirit of community here.” The Meigs take opportunities to participate in daily life at The Center, whether they can be on campus or not. As Connie describes, “I love getting the weekly Bulletin and being able to livestream events. Grandparents, no matter how near or far we are, are invited into the community that way.” She encourages other grandparents to attend the Grandparent Council Meetings to connect with each other and do what they like to do best: “sharing what we love to do with our grandkids.” 50
CEE grandparent and alumni parent Wendie Dox describes being a member of the Center community for over 30 years. “My daughters are Katie Segal ‘94 and Hayley Dox-DaCosta ‘99, and my stepdaughter is Morgan Dox ‘82. I started coming to CEE in 1985 to pick up Morgan, who was a student of Reveta Bowers in the preschool. Our family has always been happy here.” Wendie reflects on the meaning of a CEE education. She shares, “I credit The Center with who Katie, Hayley, and Morgan are today. Center graduates are incredibly compassionate, giving, and generous.” What’s it like to come back as a grandparent? “It is absolutely joyful to be here with my grandsons, Charlie and Henry. I come through the doors and it’s like home. Seeing the same teachers’ faces who have been there for decades, like picking up Henry at kindergarten with “It is absolutely joyful to be here with my Roger, who was one of my grandsons, Charlie and Henry. I come through daughter’s teachers, is a the doors and it’s like home.” magical experience. It’s hard for me not to start to cry when I think about it! Watching alumni come back with their own kids to The Center is amazing. These old friends now bond as parents, continuing their lifelong friendships. I am also still close with many of the parents I went through The Center with, too.” Wendie attends most Grandparents’ Council meetings, and volunteers at community events when she can. “The speakers and activities are great. The Parade of Nations/International Food Tasting Day is one of my favorite days when the kids are so happy. I also serve pizza lunch on Fridays, and that is great fun. The kids are so polite; they always say ‘thank you’ and I love seeing them.” Wendie encourages other grandparents to get involved: “Any hour you spend at The Center will probably be the happiest hour of your day. If you are not spending time here, you are missing an opportunity to interact with your grandchildren and their friends, and see them in such a positive environment.” Grandparents, friends, and alumni grandparents, to learn more about getting involved at CEE or attending council meetings, please email Jessica Gersh at gershj@cee-school.org.
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8/19
OUR EVOLVING CAMPUS SAYING FAREWELL TO THE 'PINK BUILDING' (BUILDING B)
During the 2018-19 school year, construction continued on the new Clinton Building in preparation for its September 2019 open date. The building, which now houses EC1 through 2nd grade classrooms in addition to administrative offices and specialist rooms, features state-of-the-art learning, play, and community spaces. Parents, alumni and friends will be invited to tour the new building this fall.
In June 2019, construction crews began taking down Building B, or the 'Pink Building', as The Center entered the next phase of the campus enhancement plan. The central campus sports field will take Building B's place when it opens in January 2020. When completed, the La Cienega Gym doors will open directly onto the field! 61
Administration and Advancement Staff 2018-19
Administrative Team Head of School Mark A. Brooks Director of Elementary Programs Natalie Adams Director of Technology Mike Gillett Director of Admissions Deedie Hudnut Assistant Head of School for Operations Erika Johnson Director of Advancement and External Affairs Laura Maher Director of Student Placement Gabby McHale Director of Early Childhood Programs Tashon McKeithan Interim Director of Finance Teresa Owen
Special Thanks Matt ArgĂźello Mark A. Brooks Arpita Devani Wendie Dox Jenna Janzen Erika Johnson Jenny Louie Amy Andelson and Sean Lubens '94 Andy Mallett Jessica McKay Connie and John Meigs David Messinger Tanya Perara '83 Shannon Sarnowski Niroupa and Ash Shah Sei Shimura Lynde Tomori Trussell Amy Walia-Fazio Karen Weng Jamie Zinberg Design and Printing Design by Jeri Heiden, SMOG Design, Inc. Illustrations by Ryan Corey Printing by Colornet Press Editorial Director of Communications Jessica Levin Financials Teresa Owen
Advancement Team Director of Advancement and External Affairs Laura Maher Advancement Associate Aliyah Daniels
Photography Jessica Levin Danny Moloshok Sean Twomey CEE faculty and chaperones
Assistant Director of Advancement Jessica Gersh Director of Events Melissa Maxwell All efforts have been made to ensure the information in this report is accurate. We sincerely apologize for any inaccuracies or omissions. Should you find any, please contact Director of Communications Jessica Levin (levinj@cee-school.org).
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ODDS A N D E N DS Table of CEE Measures 65 = Number of CEE student zip codes Alexander, Henry, and Madeline = Most popular student name(s) 54 = Number of students born in November (most popular birth month at CEE) 22 = Number of families with 3+ siblings currently at CEE 894 = Number of auction items donated for GALANTIS 2019
Table of Time Measure 60 seconds = 1 minute 60 minutes = 1 hour 24 hours = 1 day 7 days = 1 week 30 days = 1 calendar month 12 months = 1 year 365 days = 1 common year 366 days = 1 leap year 100 years = 1 century Table of Dry Measure
18% = Percentage of families receiving financial aid
2 pints = 1 quart 8 quarts = 1 peck 4 pecks = 1 bushel 1 cord = 128 cubic feet
20 = Number of students entering the new full day Toddler program
Table of Liquid Measure
702 = Number of pizza slices consumed each Friday at Pizza Lunch
4 gills = 1 pint 2 pints = 1 quart 4 quarts = 1 gallon 311/2 gallons = 1 barrel 2 barrels = 1 hogshead
360 Tons = Amount of structural steel in Clinton Building
Table of Paper Measure
36 = Number of years the CEE Olympics have been held
3,809 cubic yards = Amount of concrete placed to date on Clinton Building
24 sheets = 1 quire 20 quires = 1 ream 10 reams = 1 bale
100% = Percentage of steel from the Building B demolition that was recycled
Table of Linear Measure
450,000 = Approximate construction worker hours to complete Clinton Building > 1900 = Tons of materials diverted to recycle and reuse facilities 140,038 lbs. = Weight of the heaviest piece of construction equipment used, the High-Reach Excavator
12 inches = 1 foot 3 feet = 1 yard 161/2 feet (51/2 yards) = 1 rod 660 feet = 1 furlong 320 rods (5280 feet) = 1 mile Miscellaneous Measures 12 units = 1 dozen 12 dozen = 1 gross 12 gross = 1 great gross 20 inits = 1 score 1 hand = 4 inches 1 fathom = 6 feet 1 knot = 6086 feet 3 knots = 1 league The diameter of a circle x 3.1416 = it's circumference Atmospheric pressure is 14.7 lbs. per sq. inch at sea level 131/2 cubic feet of air weighs 1 lb.
Class of 2013 College Matriculation American University in Rome Amherst College Brown University Chapman University Colgate University Cornell University Dartmouth College Duke University Emory University Georgetown University Harvard University Loyola Marymount University Massachusetts Institute of Technology New York University Oberlin College Portland State University Rensselaer Polytechnic Institute Sarah Lawrence College Southern Methodist University Stanford University Texas Christian University Tulane University UC Santa Cruz University of Chicago University of Colorado, Boulder University of Pennsylvania University of Southern California Vanderbilt University Washington University in St. Louis Yale University Class of 2019 Secondary School Matriculation The Archer School for Girls Brentwood School Campbell Hall School Cathedral Chapel School Crossroads School Harvard-Westlake School Immaculate Heart Middle School Marlborough School Oakwood School Pilgrim School Windward School Viewpoint School
