The Willows Voice Spring 2015 by The Willows Community School

ideas

“Youth Comes but Once in a Lifetime”

DK-8 Advantage From Idea to Reality

The Willows Hits the Road

www.thewillows.org

Making Ideas Come to Life

The Power of The Willows‘ Maker Movement From Idea to Invention

Young Willows Inventors

SPRING 2015 | IDEAS

THE WILLOWS spring 2015

what's the big idea

IDEAS

MESSAGE FROM LISA ROSENSTEIN, HEAD OF SCHOOL

What's the Big Idea?

ideas table of contents 1

Message from Lisa Rosenstein Head of School What's the Big Idea?

From Idea to Reality The Willows Hits the Road

Recycling & Revitalizing Ideas Kindergarten Home Unit & 5th Grade Willowsburg

Making Ideas Come to Life The Power of the Maker Movement at The Willows

Musical Inspiration Hitting the Right Note for Middle School

When Good Ideas Take Root Mindfulness Expanded Alum Returns to Co-Teach

From Idea to Invention to Patent Ayla Mandel, A Young Willows Inventor

Still Lifes Spark Ideas

Ideas@The Willows

DK-8 Advantage

A Confluence of Creative Ideas 6th & 7th Grades Blend Poetry, Art & Music

Embracing a New Idea RULER & The Yale Center for Emotional Intelligence

Beyond The Willows: Secondary School Placement

Director of Student Life

An Idea Travels Internationally Teachers Teaching Teachers: Creating a Sustainable In-House Professional Development Program

Classroom Questions Lead to New Experiment 1st Grade Compares the Rainforest To LA

Creative Inquiry Generates Ideas Elijah Smith: Problem Solving Real World Issues

The Idea of Success What Makes a “Win” for The Willows

Ideas as Storytelling 8th Grade Willows 20-Year Documentary

Alumni News

pend a day on our campus, and it's easy to see that The Willows is a place of big ideas.

OUR PHILOSOPHY

The Willows is committed to a balanced yet demanding progressive curriculum rooted in experiential learning and social values. We teach and model a zest for learning and the courage to take risks. We challenge children to challenge themselves and set high standards for academic excellence, which they pursue with energy and joy. We nurture a sense of compassion and community that begins at home, reinforcing what it means to be a respectful, involved citizen-of-the-world. We believe that great minds grow in a near-infinite variety of ways. In the spirit of the willow tree itself, our “great minds” are flexible, resilient, and beautiful at every stage of development.

Lisa Rosenstein Head of School The Willows Community School

Big ideas come from our teachers, who are constantly collaborating and innovating to design lessons that will challenge and engage. Big ideas also come from our parents, who have partnered with us to design and create a warm and welcoming physical campus that is child-centered and devoted to inquiry and growth. Most importantly, big ideas come from our students, whose boundless creativity is evident in their classroom conversations and hands-on projects. Whether they’re exploring themes in literature, solving word problems, composing music in our electronic music lab, drawing from observation in the art studio, or programming a robot in our STEAM Lab, our students embrace the process of asking a single important question: “What if?”

“The only way of discovering the limits of the possible is to venture a little past them into the impossible.” –Arthur C. Clarke

We believe that creative inquiry is the foundation of authentic learning. It’s not enough to be force-fed information for the sake of knowledge itself. Learning must have context and relevance in order to be meaningful and memorable, and students will genuinely embrace challenge if they feel that their questions are valued. We believe that children need to develop critical thinking and problem solving skills to complement the foundational skills of reading, writing, and mathematics. Then, our children will be well-equipped to forge their own way into a future that we can’t yet envision. If we want our students to feel comfortable originating ideas and taking intellectual risks, then creating an environment where students feel safe and supported is essential. For this reason, our teachers are thoughtful and deliberate in formulating the questions they ask and the challenges they pose; the goal is for students to have the confidence not just to think outside the box, but also to fail and persevere. Our teachers are also encouraged to think outside the box. With numerous opportunities for professional development throughout the year—as well as our in-house “Teachers Teaching Teachers” program—faculty learn about the latest in best practices and adopt those strategies that fit best with The Willows’ mission and philosophy. We are not just slaves to the “new.” When we have great ideas that stand the test of time, we incorporate them as school traditions. As we celebrate our 20th anniversary, we honor many big ideas—and we look forward to establishing the traditions of tomorrow.

THE WILLOWS spring 2015

what's the big idea

For five weeks leading up to their trip, the seventh grade teachers welcomed James Boyda, an instructor in the Division of Media Arts + Practice at USC, for a project called “Literacy Through Photography.” The students participated in photography and writing activities that challenged them to explore how people tell stories through images. Teacher Steve Futterman explains: “In our weekly sessions with James, students had to think critically about what they could learn by looking at the landscape around them—including the people, the natural landscape, and the built environment.”

FROM IDEA TO REALITY

The Willows

Hits the Road How do you make history come alive for students? Take them to the source!

For many years now, Willows fifth graders have traveled to Massachusetts each spring to visit sites associated with American colonial history and the Revolutionary War, while eighth graders spend a week each fall in Washington, D.C., to enhance their study of American history from 1860 to the present.

In seventh grade, students study the Civil Rights Movement. The compelling stories of the people and the politics of the time—not to mention the influence of music and pop culture— make for an exciting inquiry for the students.

Washington, D.C. for Documentarians

A high point was the students’ visit to the World War II Memorial, where they encountered a group of WWII veterans from St. Louis. Cameras were rolling as students conducted on-the-spot interviews with the veterans (now in their late 80s and early 90s), who shared memories of the Battle of the Bulge and landing on the beaches at Normandy.

These trips are great examples of how The Willows not only capitalizes on great ideas with new programming— as with the Memphis trip—but also updates beloved traditions with fresh ideas, as teachers did with this fall’s trip to Washington, D.C.

Last fall, the teachers posed a big “what if”: What if we could bring our students south, so they could see first-hand some of the places they had been reading about? The city of Memphis held particular appeal due to its musical heritage and the overlap between music and political protest during the period.

The eighth graders were deeply affected by their real-life encounter with history and the incredible personal connections they made to events they just studied. “It was amazing to actually hear the stories from soldiers who were really there,” one student said. “It made the history come alive for me.”

This “what-if” ultimately led to a weeklong adventure that included visits to the National Civil Rights Museum, Graceland, Stax, Sun Studios, Central High School in Little Rock, the Clinton Presidential Library—and even a rousing gospel service led by the Reverend Al Green.

This fall’s eighth grade trip to Washington, D.C. was framed with a similar challenge: to make a documentary. The class was divided into small groups, with each group responsible for filming at an iconic site—such as the Vietnam Memorial, the Jefferson Memorial, or the Air and Space Museum.

How do you prepare students for an experience that for many would be far different from any other trip they had taken? Train students to be observers—and to look with a photographer’s eye.

STAX MUSEUM OF

AMERICAN SOUL MUSIC

SUN STUDIOS

GRACELAND

BOSTON MUSEUM

NASHUA RIVER CANOE TRIP

OF SCIENCE

FREEDOM TRAIL

THE WHITE HOUSE

B.B. KING'SCOLLECTION WITHERS BLUES MUSEUMCLUB & GALLERY

NATIONAL CIVIL RIGHTS MUSEUM

THE WASHINGTON, D.C. DOCUMENTARY SERVED AS A SPRINGBOARD FOR THE MAJOR PROJECT OF THE 8TH GRADE: THE WILLOWS 20 YEAR DOCUMENTARY. STORY ON PAGE 34.

FULL GOSPEL TABERNACLE AL GREEN'S CHURCH

B.B. KING'S BLUES CLUB

Eighth grade teacher Brian Tousey explains that the goal was to have students be more thoughtful about the meaning and impact of each locale: “Students researched and shared information about their site,” he says, “and then they captured footage, interviewing visitors, park rangers, and fellow students to explore different perspectives on the monuments.”

Then, every student headed south with a digital camera to put ideas into action—and the results were both engaging and thoughtprovoking. “With cameras in their hands, students couldn’t just be passive travelers,” says Steve. “They enjoyed the challenge of recording what they saw, knowing that the way they framed each image would impact the viewer’s perception of the experience.”

Last spring saw the launch of an exciting new history trip: as a complement to their study of the Civil Rights Movement and music history, the seventh graders traveled south, to Memphis and Little Rock.

Heading South, With a Photographer’s Eye

IDEAS

FORD'S THEATRE

KENNEDY CENTER

VIETNAM MEMORIAL LINCOLN MEMORIAL

STURBRIDGE VILLAGE

SMITHSONIAN MUSEUM

WORLD WAR II MEMORIAL

NATURAL HISTORY MUSEUM

NATIONAL

NEWSEUM

GALLERY OF ART

CAPITOL BUILDING

AIR & SPACE MUSEUM

CLINTON MUSEUM CENTRAL HIGH SCHOOL

MUSEUM OF FINE ARTS

BLUE MAN GROUP

AT CHARLES PLAYHOUSE

PLIMOTH ROCK & PLIMOTH PLANTATION

BOSTON TEA PARTY REENACTMENT

HOLOCAUST MUSEUM JEFFERSON MEMORIAL

THE WILLOWS spring 2015

what's the big idea

IDEAS

WILLOWSBURG REVOLUTIONIZED! MAKER IN ACTION! HISTORY IN ACTION!

Kindergarten Home Unit & 5th Grade Willowsburg THERE’S NO PLACE LIKE HOME: WHEN YOU ‘MAKE’ IT YOURSELF! Each year, during the Kindergarten Home Unit, students study different types of homes, families, and traditions. Each class explores homes throughout the world and the geographic impact on building materials, as well as what it takes to make a house a home. Kindergarteners select a theme, design a “blue print,” and then build, paint, and embellish individual dream houses from recycled materials. They dictate stories to their fifth grade buddies to go along with their homes and make animated movies using laptops and the program Animation-ish. The unit also includes a field trip to Olvera Street to visit Avila Adobe, the oldest house in Los Angeles. This year, the Kindergarten Home Unit underwent a “Maker” Style addition: two Kindergarten Playhouses constructed by the Kindergarteners and their eighth grade buddies. “I originally envisioned individual playhouses built out of PVC plastic pipe integrated into the Home Unit curriculum,” explains Doug Klier, Middle School Dean, Science and Maker Teacher. “Working with the Kindergarten teachers, it was decided that the optimum experience would be for each class to build their own house. This was the perfect opportunity for our eighth graders to partner with the kindergartners and help them with the design and construction.” Before building began, each Kindergarten class discussed the elements needed to build a house and the different jobs that exist when real homes are built, such as architects, construction

workers, and decorators. The eighth graders worked with PVC to become more fluent with the material before building. The constraints of the project were also detailed with both the eighth grade and kindergarten students including the fact that the PVC pipe would be cut into one, two, three, and four foot lengths. To accustom them to this, each kindergartener, with their buddy, participated in a dimensional scale activity using small strips of paper cut into one, two, three, and four inch strips of paper which they glued onto one piece of paper to show general designs. Then both grades worked to design, discuss, and build the playhouse. Next, the decorating! In Maker classes, the kindergarteners fully accessorized the house by creating each element including a fully functioning air conditioner made from a pool noodle, PVC, an ice cube, a small fan and littleBits circuits; an alarm system created from a sensor and buzzer; window boxes with pipe cleaner flowers; a PVC periscope; fabric door mats, curtains, pillows; and a phone system that connected the two Kindergarten houses. “The addition of the playhouse to the curriculum added problem solving in design and construction,” continues Doug. “There was brainstorming at every step and working together to determine what we needed and how to make it happen. Our eighth graders took a leadership role in the planning and troubleshooting throughout the project.” This renovation of a home with a new idea was a true revitalization of learning adding new dimensions to curriculum and inspiring deeper learning.

Taylor Stacey, an alumna from the Class of 2003 and a current Willows teacher, remembered Willowsburg as one of her favorite learning experiences at The Willows and encouraged the fifth grade faculty to consider bringing it back into the curriculum. At her request, they explored it with Lisa Rosenstein, and since we are celebrating our 20th anniversary this year, what a great time to bring back “Willowsburg,” a beloved and effective curricular unit. However, we revolutionized it with a new twist! Using the original curriculum as a foundation, the teachers expanded it to incorporate Maker elements into the Willowsburg dioramas like circuitry with lights and motion to move pottery wheels and light stained glass windows. The fifth grade studies American history from the first Europeans through the Revolutionary War in the colonies. The class travels to Boston and the surrounding area in the spring to enhance their curricular studies and bring their “learning to life.” Willowsburg is the name given to an imaginary colonial village or colony. Each fifth grade student becomes a resident of Willowsburg and selects a trade or role in Willowsburg. This year’s colonists included a blacksmith, tavern keeper, schoolmaster, wig maker, cooper, and saddle maker. Prior to their Boston trip, students conducted research on their particular role and then were asked to find their place of business or person to talk with in the reenactment museums of Sturbridge Village or Plimoth Colony.

“Our study of Colonial America is super immersive, not dry and dusty,” remarks Alex Wolfe, fifth grade teacher. "The student actually takes on the life of a colonist and delves deeply into that life through critical analysis, an in-depth written description, and impersonation, which makes it so real and personal. They discover they have so much knowledge.” The docents and guides at The Freedom Trail remarked on how well informed and well prepared our students were. Joanna Bertsekas, Head of the Education Program, Boston Museum of Fine Arts, wrote “the docents here were all talking afterwards about how prepared, curious, engaged and well behaved all of your students were.” Integrating with Maker, the fifth graders created dioramas of their character or shops using littleBits circuits and other elements to create potter wheels that spin, candles, fire, and sheep sounds. They also made an artifact associated with their

character. For example, the colony artist made a fake bladder to hold paint just as the artist did in colonial times. “Willowsburg has helped our students remain immersed in Colonial life,” explains fifth grade teacher Alex Wolfe. “Whatever your interests are, you can find it in Willowsburg so it keeps the momentum going. Our students know the colonial world and these people.” A Living Museum showcased Willowsburg and its Colonial residents at the end of the year culmination.

“ The docents here were all talking afterwards about how prepared, curious, engaged and well behaved all of your students were.” -Joanna Bersekas, Boston Museum of Fine Arts.

THE WILLOWS spring 2015

what's the big idea

The Power of The Maker Movement at The Willows

Making Ideas COME TO LIFE The Willows’ commitment to big ideas is a perfect fit for the Maker Movement, which embraces the philosophy of creative problem solving and learning by doing–foundations of The Willows educational program. Over the years, The Willows has embraced the Maker movement, inspiring young Makers from DK through eighth grade with enhancements to our Innovation Lab, the addition of our S.T.E.A.M. (Science, Technology, Engineering, Arts, and Math) Lab, and the launch this year of the TMI (Tinker.Make.Innovate) Lab—all this in addition to dedicated spaces for making within the Developmental Kindergarten and kindergarten classrooms. The creativity at the core of the Maker Movement activates and energizes learning, expanding curriculum and empowering students through authentic learning and design thinking. All Willows students use a range of materials—from high-tech, programmable robots and modular electric circuits to low-tech cardboard tubes and duct tape—to think, wonder, explore, test, and build. Making at The Willows takes place across our curriculum in all our classrooms, not just in our dedicated Maker spaces. So, what does our Maker curriculum look like, and what are its benefits? Amy Dugre, Director of Technology; Doug Klier, Middle School Director, Science and Maker teacher; Dr. Gary Stager, Ph.D., Special Assistant to the Head of School for Innovation; Kristy Acero, DK-5th Art Teacher, and Brent Weiss and Lynne Blumenfeld, Kindergarten teachers, share their thoughts on Making at The Willows. What makes the Maker Movement a good fit with The Willows’ philosophy? Amy: Maker principles, and a hands-on approach to learning, have always been important to The Willows; our students were programming with LEGO/LOGO in 1998. We’re not embracing a new movement as much as we’re “adding colors to the crayon box,” or increasing the range of media available for expression. Gary: The Maker mindset isn’t just focused on engineering and the latest technology: it’s also about empathy and being able to consider other perspectives, which is a Willows value.

Doug: Our Maker curriculum emphasizes creativity, grit, and persistence, all part of The Willows “can do” philosophy. When kids are designing and making, they often bump up against reality as they overcome obstacles. They never think they’ve failed; they just consider it as part of the process.

Kristy: I consider the Maker Movement and STEAM (science, technology, engineering, art, math) an excellent fit with The Willows’ philosophy. I ask three questions of the STEAM integration with the curriculum: Is it relevant and will it motivate students to dig deeper? Is it developmentally appropriate? Is it challenging? I look at the lessons through the lens of STEAM to see where STEAM naturally fits, and surprisingly that’s everywhere. It’s a natural part of art. How does a student learn to be a “maker”? Brent: In kindergarten, we start with the students tinkering and using various tools like tape, screwdrivers, glue, and wire-cutters. By familiarizing themselves with these tools, students learn to self-start and become more independent. They develop a bank of tools and skills that help them to solve problems and accomplish daily goals. In this way, Maker principles promote independence. Doug: We give students the space to have good ideas, but we don’t assume that they know how to use all the tools. We structure projects so they can build a repertoire of skills to make their ideas reality. Amy: Another important step in the process is to help students build a familiarity with the properties of different materials and an understanding of what they can do with them. Students need to practice with different tools and develop an understanding of basic engineering principles. Gary: Technology has also evolved so that tools are accessible to kids in a way that they never were before. We used to explore circuitry in fifth grade, but now we have gadgets called LittleBits, which have made circuitry modular and accessible to students as young as kindergarten. What makes a good Maker project? Gary: The best thing a school can do is to prepare kids to solve problems their teachers don't anticipate. So we start with the kids’ own curiosity and questions. Amy: This fall, our fifth graders were given an open challenge to use the resources available to make whatever they wanted. The freedom to think creatively, tinker, and problem solve really resonated with them—many of the students opted to do Maker at lunchtime every single day. One student made a cannon-pult, a kind of tube with rubber bands that would shoot projectiles. The process he went through to create a working prototype required all the skills that we value: creativity, problem solving, and persistence. Kristy: I want our students to see the connections between the disciplines in projects. In the real world we have to problem solve, think critically, and analyze, and sometimes all at once.

Brent: Inspired by a wind tube we saw during a professional development workshop, Lynne and I decided to build our own wind tube during our Kindergarten Air Unit. We challenged our students to create something that would fly high in the wind tube and hover. This maker project strengthened our curriculum by inspiring greater student curiosity and critical analysis. They were making and modifying things to fly while dealing with weight, symmetry, gravity, and aerodynamics. We delved even deeper into concepts involving air. Doug: In first grade, I challenged the students to design their own “Beebot bowling” game, using only the Beebots (a small programmable robot shaped like a bee) and recyclables. It was amazing to see how all the students interpreted the challenge differently—and how many effective ways they came up with to create a working game. As they built bowling “pins” and modified the Beetbots to be effective “bowling balls,” they were learning so much about key science concepts, like mass, weight, speed, and inertia. Gary: The goal is for us to create “on ramp” experiences that challenge children while also giving them the sense of excitement that comes with translating creativity into reality. Students can take that Maker mindset—as well as their Maker skills—with them into any discipline. Lynne: The Maker Movement here at The Willows has made us more thoughtful in all our teaching. Our scaffolding of questions has translated throughout our teaching, and we are conscious of having our students learn by doing and having learning come from them.

IDEAS

Dr. Gary Stager, Ph.D., a major force in the Maker Movement, is The Willows’ Special Assistant to the Head of School for Innovation. In his role, Gary works closely with Technology Directory Amy Dugré to provide professional development and mentoring to our faculty and craft meaningful experiences for our students. An internationally recognized educator, speaker, and consultant, Gary is the Executive Director of The Constructivist Consortium and founder of the Constructing Modern Knowledge summer institute. Books and Articles by Gary Stager: “Outside the Skinner Box” Independent School Magazine (www.nais.org) “Invent to Learn-Making, Tinkering, and Engineering in the Classroom” (www.inventtolearn.com) www.constructingmodern knowledge.com

“ Schools have overvalued learning with your head. The future is going to require people who can learn with their head, heart, and hands.” – Dr. Gary Stager, Ph.D.

THE WILLOWS spring 2015

Musical

Inspiration Hitting the

right note for middle school

It's a tall order, but The Willows' faculty under the direction of Kristie Toomath, Director of the Music Department, rises to the challenge. During the course of their middle school careers, students participate in a range of classes that include musical theory, songwriting, instrumental instruction, music appreciation, and performance. The goal, according to music teachers Greg Blum and Mike Stocksdale, is to give every student the basic tools—as well as the confidence— to make and enjoy music. Greg notes, “It’s important to provide the students who are passionate about music with experiences to stretch themselves, but just as important to give everyone the chance to participate, because you never know who will discover that music is a passion.” Here’s a sampler of some of the music courses in the middle school:

Advanced Songwriting

In this trimester-long class in the electronic music lab, students work with LogicPro and GarageBand to write and record original songs. Lower School students, who have already taken electronic music classes, have a chance to build on their skills and layer their tracks with more complex rhythms, instruments, and vocals; students new in sixth and seventh grade have opportunities for one-on-one help to get up to speed. As students generate their own ideas for songs, Electronic Music teacher Greg Blum offers guidance by leading discussions about song form and genre, often playing samples of other songs for inspiration. “There’s a great deal of sharing that goes on,” says Greg. “I try to create the safest environment possible so students feel free to take creative risks. As a songwriter myself, I often share what I’m working on to model the creative process.”

Mindfulness Expanded what's the big idea

IDEAS

WHEN GOOD IDEAS TAKE ROOT

ALUM RETURNS TO THE WILLOWS TO CO-TEACH MINDFULNESS The Willows is fertile ground for good ideas. When a

teaching strategy or resource is a hit in one classroom, teachers are quick to share the good news with their colleagues— and in this way, good ideas take root and spread throughout the school and sometimes into our extended community. Case in point: The Willows' mindfulness curriculum and alumnus Richard Vishnevsky '04 co-teaching.

Rock Band This popular elective, offered every trimester, is a favorite among the middle schoolers. Open to all, the students meet weekly to work on a few songs under Greg and Mike’s direction. With multiple students on each instrument, students work on songs in different combinations depending on skill level and interest. The rock band has numerous opportunities to perform throughout the year, at events like Arts Night and the end-of-year Step Up celebration.

All Things Music This survey course, taught by middle school Core teacher Brian Tousey, is a music appreciation course that incorporates history and popular culture. Students listen to seminal popular music from the 20th and 21st century while learning more about the cultural backstory that led to various trends and genres. “Middle school is the time where many students are discovering new music and finding the music that really speaks to them,” Brian says. “This course gives them the cultural context to understand some of that music.”

ower School teacher Andrea Passarella brought mindfulness into her first grade classroom a few years ago. The practice of mindfulness was meaningful to Andrea in her own life, as someone who meditates regularly: “I saw how its application could be incredibly useful to my first graders and help them to settle into the day and be more present in their daily routines,” she explains. The faculty established an inquiry group to explore effective ways to teach mindfulness. Starting this fall, Andrea provided weekly curricular guidance for all Lower School teachers,offering strategies to share during morning meetings, from guided meditations to breathing exercises. Andrea’s good ideas also spread to the Middle School, where alumnus Richard

Vishnevsky ’04 is co-teaching a sixth grade mindfulness class. Richard, who is a therapist with a master’s degree in counseling from UCLA, brings his own passion for mental health and wellness back to The Willows community. Richard explains, “We have talked about how the brain works and is impacted by stress, worry, and fear. We’ve also covered how simple mindfulness practices can help students become more aware of their feelings and bring their focus to the present. We’ve practiced a variety of mindfulness skills, including deep breathing exercises, mindful tasting, mindful listening, and journaling. We’ve also spoken to middle school parents about how they can support these efforts at home.” Richard adds, “The students are really focused and provide amazing feedback about how mindfulness can be incorporated into their daily lives.”

“THE STUDENTS ARE REALLY FOCUSED AND PROVIDE AMAZING FEEDBACK ABOUT HOW MINDFULNESS CAN BE INCORPORATED INTO THEIR DAILY LIVES.” RICHARD VISHNEVSKY '04

Guitar Starting in sixth grade, students meet in small groups

for regular instruction with Mike Stocksdale. Students learn to read both standard musical notation and tablature, and they practice a range of picking and strumming techniques. After short, focused lessons, students break out into smaller groups to practice the skills. Mike notes, “There’s a set curriculum but room for movement depending on each student’s level of skill and interest. Students work on assigned songs, but they also choose songs for independent study based on their own musical interests and tastes.”

The Eighth Grade Musical Every spring, eighth graders spend the trimester collaborating on a class musical to culminate their time at The Willows. These plays run the gamut of Broadway classics, from West Side Story and Guys and Dolls to Grease and Little Shop of Horrors. “There’s an opportunity for everyone to shine,” says Liza Monjauze, the musical director. “Some students love being on the stage, but students participate in a range of ways, from building sets to coordinating costumes and makeup. Everyone feels part of the process.” 1st and 2nd Grade Loop and Mindfulness Teacher Andrea Passarella and Mindfulness Teacher Richard Vishnevsky '04 after teaching a class together.

THE WILLOWS spring 2015

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IDEAS

From Idea to Invention to Patent Ayla Mandel, A Young Willows Inventor “ The Willows helped me think that maybe this could happen. The Willows helped me think outside the box. School taught me to really imagine things. Like we wrote in our group poem there is a “wilderness of possibilities.” Ayla Mandel, a Willows’ fourth grade student, had a problem! Her showers were taking way too long! Since she has been at The Willows since Developmental Kindergarten, Ayla took The Willows’ approach: How do I creatively solve this problem? What can I do? She thought, “I’ll put a clock in the shower to remind me when I’ve reached 10 minutes.” From that initial step to answer her own issues, Ayla creatively progressed with some deep thinking and explored how an invention to guide a child to perform tasks could be just the answer. Ten-year old Ayla started her journey as a young entrepreneur that culminated in a United States Patent as the inventor of a device Guiding a Child to Perform Tasks. “Initially I thought of the invention as a toy or a doll that would light up, but then it skyrocketed,” explains Ayla. “The patent is just a beginning. I presented the invention to graduate students and a professor at MIT, and we are doing so much more with veterans and people with special needs in mind.” A good idea led to a patented invention. Ayla shares that she has learned a great deal about business, attorneys, illustrators, hiring people to carry out ideas, and all that it takes to create, design, build, and market an invention.

Ayla Mandel //DK

Ayla Mandel // 4th Grade

Ayla Mandel // 2015

What are your other plans with your invention? Now, I would like to use the invention not to just help children but also veterans, who have brain damage from combat, to help them perform basic tasks. Basically, have a child version and a version for those with any disabilities. Also I want to sell it on the Apple Store. How would a veteran use your invention? If he or she lost the ability to remember things like brushing teeth, my invention in a timely manner would remind him step by step telling him and visually showing him how to brush your molars and other things. It directs you through in a comforting, calm voice. Also, the invention has levels so eventually the person using it should at some point be able to quit using it. The idea is that it will help a person improve their memory and not always rely on the invention. Hopefully it will be a temporary help. Who supported you with this work? My dad definitely. My Willows teacher Kristy Acero talked with me about it. I could not have done it without the support of The Willows and my parents. My mother is a psychologist, and when I was disappointed when work on the patent slowed down, I talked with her. My friends, Ava and Helena,

encouraged me. They are Willows “can-do” girls. When my spirit was sinking or I was scared about the future, my friends were my elevator to happiness and helped me push forward. What is your favorite subject in school? I love art. I am currently illustrating the Emma Lester series of books. Also I love comics and drawing illustrations. What else do you do outside of inventing? I take ballet at the Marat Daukayev School of Ballet. Have you invented anything else? I am already working on other inventions. Some may be competitive with this patent. What do you want to be? An inventor? I would like to be president, but not just any president. I want to be a president who has impact on the world and makes the world a better place. Since Ayla is already impacting the world, there is probably a very good chance of becoming a president of the U.S., or at the very least of her own company!

THE WILLOWS spring 2015

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IDEAS

Still Lifes Spark Ideas 2009 2009

2005

To celebrate our 20th anniversary, we showcased some of our beloved traditions— great ideas that have “stuck.” Each year, for example, we kick off the art curriculum with a schoolwide still life: art teachers Susannah Funnell and Kristy Acero create installations in the art rooms—often based on our schoolwide theme—as the starting point for art projects.

Here’s Susannah on the importance of the still life in The Willows art program. “Generally recognized as a great way to learn drawing and painting, a still life teaches you how to look at objects and see them with a perceptive awareness of their outline, shape, proportions, tone, color, texture, form, and composition. This is one of the reasons I value the students having a still life to greet them each time they return from vacation. While the still lifes at The Willows hone observational skills, we also appreciate still lifes for creating a shared schoolwide experience that can lead to further learning and connections. We often connect the still life to an artist’s work or a grade’s area of study. For example, one still life of blue objects led to an exploration of Gershwin’s “Rhapsody in Blue” in both art and music classes. Borrowing stuffed animals from the Natural History Museum afforded close examination of Californian animals and birds.

2007

2012

Sometimes, the still life is set up, ready for the students to draw or paint from. Other times students build the still life. For example, after making newspaper rods students designed one large structure for the school to draw. Or deconstructing plastic water bottles and hanging them from the ceiling provided not only a beautiful still life but also a great starting point for thinking about the environment. Occasionally our still life has evolved throughout the year. One year, we used the packing boxes that the school’s laptops arrived in. First, we stacked and painted the boxes various colors to provide a still life that required careful color mixing. The boxes then became the canvas for a Cubist face that evolved into a Day of the Dead skull. Next, the boxes were painted white, and with some removed, the focus of learning became negative space. Finally, the boxes were adapted by students in myriad ways. The re-used boxes created a dramatic ever-changing backdrop to the classroom environment, and the artwork and discussions they inspired were priceless.”

2012

YEARS OF

STILL LIFES

2009

2007 2003

THE WILLOWS spring 2015

what's the big idea

IDEAS@ THE WILLOWS Ideas@The Willows is a collaborative community generating and exchanging ideas to enhance the knowledge of parents, expand the vision of educators, engage life-long learners, enlighten our community, and enrich the classroom experience. Ideas@TheWillows is dedicated to illuminating and inspiring participants through continued educational growth opportunities and a network of shared ideas that lead back to the classroom, into the home, and out into the world. Our events, workshops, professional development, partnerships,

IDEAS

“Great minds discuss ideas.”

— Eleanor Roosevelt

mentoring, research, and inquiry are designed to continue the education and inspire the growth of great minds. Educational leader Sir Ken Robinson states, “The role of a creative leader is not to have all the ideas; it’s to create a culture where everyone can have ideas and feel that they’re valued.” “Creating this type of collaborative school culture and collegial environment here at The Willows has been my goal since the founding of the school 20 plus years ago and the foundation of our Ideas@The Willows program,” explains Head of School Lisa Rosenstein.

Superheroes of The Maker Movement A fantastic day of workshops and panel with three super-talented young makers: Sylvia Todd, the Host and Producer of web-based “Sylvia's Super-Awesome Maker Show.”

“ Being a life-long learner is essential for all human beings. We simply need to grow. Ongoing learning opportunities give educators and parents encouragement and inspiration.” Lisa Rosenstein, Head of School

Schuyler St. Leger, a speaker and tech wiz featured in Make magazine, the web, and The New York Times; and Quin Etnyre, CEO of his own tech start-up, QTechKnow.

OUR 2014-2015 ACCLAIMED SPEAKER SERIES, WORKSHOPS, AND PARENT EDUCATIONS EVENTS:

“The Willows Does it Right” Madeline Levine, Ph.D. psychologist, New York Times bestselling author & founder of Stanford University’s Challenge Success Program, spoke to parents and educators from The Willows community and throughout Los Angeles. More than 650 people representing 94 schools and organizations listened to Dr. Levine’s sage advice on “How to Teach Your Children Well.”

Parent/Faculty Follow-Up Breakfast led by faculty members to discuss together the main ideas presented by Dr. Levine in her talk the night before.

We Make our Maker Nights Public! In addition to our own Family Maker Night for The Willows community, this year we opened our cutting-edge Maker Events to all of Los Angeles with two very special activities–our Maker Panel and Superheroes of the Maker Movement.

Maker Panel Our panel of Maker experts discussed the benefits of Making, the role of the Maker Movement in Education, and that “making” and “doing” are the natural way to learn. Our panel included: Amy Dugré The Willows Director of Technology; Willows alumnus Wilder Buchanan '14, Loyola High School; Gary Stager, Ph.D., co-author of Invent to Learn, founder of the Constructivist Consortium, principle of Constructing Modern Knowledge, and The Willows Special Assistant to the Head of School for Innovation; Sylvia Martinez, Educator and co-author of Invent to Learn; and Jean Kaneko, Designer and Founder of The Exploratory.

Michael Thompson, Ph.D., internationally acclaimed psychologist, parenting expert, and New York Times bestselling author of Raising Cain mixed anecdote, clinical experience, and research to offer warm-hearted insight and ideas for both our parents and faculty this year with interactive sessions at our Dads’ Breakfast and Moms’ Communicating with Sons Luncheon, as well as workshops with our faculty and middle school boys. Our ongoing professional development with Dr. Thompson refreshes both parents and teachers building upon ideas that Dr. Thompson has introduced in previous years.

Common Sense Parent Education Evening was a Media Event on the topic “Raising Kids in Our 24/7 Connected Culture: An Overview of Today's Media Landscape.” Open to the Los Angeles community, Common Sense Media Los Angeles Regional Director Yalda Uhls offered practical parenting advice tailored to raising 4 to 14 year-olds in the digital age.

Marc Brackett, Ph.D., the Director of the Yale Center for Emotional Intelligence and co-creator of RULER, an evidence-based program designed to teach social and emotional intelligence skills, shared the theory of emotional intelligence developed at Yale in his dynamic talk “Emotional Intelligence: From Theory to Everyday Practice.” Dr. Brackett concludes from decades of research on the relationship between emotional intelligence and important life outcomes that “Emotions matter, and they matter a great deal in school. “

Diversity Evening 2015 featured Justyn Patterson, Ed.D., Willows parent and UCLA Diversity and Outreach Professional, who shared the results from the surveys, interviews & focus groups he conducted last year exploring The Willows Culture of Care; Phaizon Wood, Ed.D., Diversity and Inclusion Consultant-Educator, helping The Willows develop a strategic approach for diversity and inclusivity; and Willows parent and LAUSD faculty member Bridgette Blue, who led a follow-up discussion to Dr. Levine’s talk, “What Does Success Mean to You?”

THE WILLOWS NURTURING, CHILD-CENTERED DK-8TH GRADE EDUCATIONAL PROGRAM OFFERS STUDENTS DISTINCT, COMPELLING ADVANTAGES IN COMPARISON TO OTHER MODELS:

THE WILLOWS spring 2015

• A safe environment in which to express themselves and take appropriate risks at each stage of development. • Students develop empathy as they form strong multi-age relationships and experience multi-age learning opportunities. Our buddy programs and cross-disciplinary and grade level learning experiences promote this. • Childhood is preserved a bit longer. Children are allowed to truly remain children and behave as adolescents at the appropriate time. In a DK-8 environment, the social and academic pressures of upper school are eliminated. During the vulnerable adolescent stage, students benefit from being the oldest. Our students experience age appropriate activities and events. This structure eliminates much of the mimicking of older high school students. • Opportunity for leadership and responsibility are present. The older students are leaders and role models. They have responsibilities. Their behavior and actions matter. They learn to be aware of the impact of their actions and words on the younger students in their world. • Younger students look up to older students as role models and form friendships with them. They gain confidence through these interactions and start their journey toward leadership and responsibility.

DK-8 ADVANTAGE

• Students of all ages interact with a rich, wide community of all ages. Multi-age learning opportunities and buddy programs strengthen interaction and friendships across all ages. • Greater growth in academic achievement (8th graders in K-8 schools score higher on standardized tests than peers in traditional middle school settings[1]. The academic success of K-8 students was due to the focus on math and reading instruction.[2]

“Youth comes but once in a lifetime.” Henry Wadsworth Longfellow

A young boy of five runs across the yard to high five a middle school boy heading to his next class. Two 7th grade students turn the jump rope for a group of Kindergarten girls. An 8th grade girl talks with a Developmental Kindergarten boy as she ties his shoe. Anything special? Not really, just another day at The Willows, but yes . . . very special. Our students of all ages develop school-wide friendships and interact naturally with each other. Our middle school students display patience and compassion. They become leaders and role models. Our young students discover that the older kids are not so intimidating after all. Together, they develop respect, empathy, responsibility, understanding, and the knowledge that friendships come in many forms. The Willows’ Developmental Kindergarten (DK) through eighth grade program is one of our greatest strengths. We believe, and extensive academic research supports the idea, that a nurturing DK/K-8th grade community offers students the very best educational model-academically, developmentally, and socio-emotionally.

“ If I could design psychologically safe schools, every elementary school in the United States would go from kindergarten through grade eight . . .” writes Michael Thompson, renowned child psychologist and New York Times Bestselling Author

With this exact type of structure, The Willows is able to focus on the education and development of the DK-8th grade child, which is vastly different than that of a high school student. There is a balance between intellectual maturity and emotional growth in a safe, creative, challenging environment. The continuity of the program and arrangement of individual Lower Elementary, Upper Elementary, and Middle School buildings, adjacent on one campus, enhances both developmental individuality and community connection, which leads to self-esteem and a sense of belonging. The Willows’ middle school students are not in the “middle” in this arrangement but are our leaders. Our Lower School students have role models to look up to and interact with.

• Curriculum continuity builds from grade to grade. • The faculty and administration develop a continuity of knowledge about each student over a longer period of time. A stronger bond also develops between the faculty and families with greater, continuing parental involvement. • A DK-8 faculty is specifically dedicated to working with lower and middle school age groups and devoted to forging lasting bonds with students. Our teachers are experts in the age groups they teach and collaborate across grade levels. • Students in a DK-8 setting are given time to discover their passions and who they are. At 8th grade students are developmentally ready for a transition. • By 8th grade, parents and the school know their child as a learner, and the high school choice is a team effort. A child’s strengths, interests, and learning styles are understood, and the student at this age is also an active participant in the secondary school selection. • When the students in a class all leave together at the distinct end-point of 8th grade, the strength of the bonds they have formed are lasting. They leave with strong friendships, bonding experiences, and a firm academic and social-emotional foundation that supports them in secondary school and beyond. • A foundation for lifelong learning is established in a DK-8 program. Engaging, hands-on learning, curiosity, and creativity are encouraged at The Willows. Learning is exciting. Being a part of our community of learners instills a love of learning. [1]

Look, K. (2009). The great K-8 debate. The Philadelphia Education Fund. www.philaedfund.org/notebook/TheGreatK8Debate.htm

[2]

Abella, R. (2005). The effects of small K–8 centers compared to large 6–8 schools on student performance. Middle School Journal, 37(1), 29–35.

Research indicates that student achievement is greater and anxiety is reduced with a reduction in school-to-school transitions. In “Focus on Wonder Years – Challenges Facing the American Middle School,” the authors state that their extensive research also shows that “Separate elementary schools and middle schools cause transition problems for students that can negatively effect their developmental and academic progress.” 1 Avoiding a transition during the onset of puberty can be very beneficial to the student. In addition, the DK-8 setting eases the entry into adolescence and can make the impact of puberty less stressful.2 Laura Rogers, Co-Director of the School Psychology Program, Department of Education, at Tufts University, says that one consistency she has found among K-8 schools is that “kids tend to say they feel safer.” 3 The Willows DK-8 structure offers our students a safe environment to enter adolescence, the lessening and easing of transitions, and numerous leadership opportunities. In our DK through 8th grade community, all our students grow through the years at The Willows, discovering their strengths and passions. They move from early childhood to adolescence deeply connected to a community that understands and values them. By 8th grade they understand themselves as individuals and as learners. They leave The Willows empowered to shape their futures as they take their next steps at a secondary school, knowing they are always treasured members of The Willows community. “ Focus on the Wonder Years Challenges Facing the American Middle School” Jaana Juvonen, Vi-Nhuan Le, Tessa Kaganoff, Catherine Augustine, Louay Constant Rand Corporation 2004 Santa Moncia, CA

“Middle Schools Fail Kids, Study Says” Shelly Banjo The Wall Street Journal September 1, 2010 “Is Middle School Bad For Kids?” Cladia Wallis Time Magazine August 1, 2005

http://www.gse.harvard.edu/news/ed/12/09/do-middle-schools-make-sense

THE WILLOWS spring 2015

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IDEAS

A Confluence OF CREATIVE IDEAS 6th & 7th GradES Blend Poetry, Art, and Music

On Poetry Night 2015, a group of ten sixth and seventh graders performed “The White Clothesline,” a poem representing the work of all sixth and seventh grade students with fragments from each writer stitched together into an ancient poetic form known as the cento. During the past semester Head of the Art Department Susannah Funnell and Poet-in-Residence Deb Studebaker blended art with poetry in a lesson involving light and shadow, time, and observation. Students sketched, painted, wrote, and shared ideas. The project evolved into a mixture of words, images, and music presented on Poetry Night. The intro music was Raymond Scott’s “Good Duquesne Air” from Raymond Scott Rewired. Raymond Scott was Ms. Studebaker’s father.

The students sketched and wrote from a still life (see still life article on page 12) of a clothesline. Together they explored empathy in the social commentary of Degas’ Women Ironing and imagined the stories hidden in the clothesline. “Confluence: a place where things come together. Confluence came to work with me over the last few weeks: blending art with poetry,” explains Ms. Studebaker. “Piecing together fragments written by 100 students into an ancient

form–the “cento” poem. Mixing 6th and 7th graders’ voice and perspectives. Bringing ten of those students onstage to speak the truths hidden within a white towel, a pair of white ski pants, and a tiny white sweater. Adding a musical introduction that was a mash-up itself!” A confluence is a meeting or flowing together of two or more streams. This past semester there was a confluence of poetry, art, and music resulting in a rich overflowing of creativity on Poetry Night by our 6th and 7th graders.

The clothesline a string that tells a story holding the identity of its household until its job is done memories blow like winter leaves the rain comes along with the sorrow the storm, the gale, the line snaps time passes and things must be renewed or forgotten Winslow Morgan, 6th grade student

Deb Studebaker, Willows Poet-in-Residence

Towel on the Line once folded neat used every day now hangs limply on the clothes line it has been dry for days and waits to be taken down but as time passes and shadows expand creases and wrinkles seep into the white hope fades faster than color now it knows this is where it will stay forgotten Nina Yankovic / 6th grade student

THE WILLOWS spring 2015

what's the big idea

EMRACING A NEW IDEA

RULER & the Yale Center for Emotional Intelligence

IDEAS

The RULER training will also extend to the parents in a Family Education Night scheduled during the next school year, when parents and children together will learn more about RULER. Teacher Research Dr. Brackett and a team from the Yale Center for Emotional Intelligence will also be conducting research with The Willows faculty involving the effects of teacher mood on student response, grading, and other classroom activities.

Mood Meter App link to app store: http://moodmeterapp.com A dynamic tool designed to teach emotional intelligence, and the key skills of self-awareness and self-regulation.

Teri Baird, Lower School Director; Doug Klier, Middle School Director; Lisa Rosenstein, Head of School; and Marc Brackett, Director of the Yale Center of Emotional Intelligence.

Lisa Rosenstein has long recognized the RULER at The Willows during the importance of social and emotional 2015-2016 school year. RULER, an intelligence in the development of the evidence-based program designed to child and always emphasized character incorporate emotional intelligence skills and heart as essential to The Willows’ into learning communities, was developed definition of a ‘great mind.’ over a 20-year period at Yale. “Our life skills program focuses on In April, our administration, faculty, and communicating honestly, practicing inclusivity, working collaboratively, contributing meaningfully, and expressing empathy,” says Lisa. “When I heard Marc Brackett, the Director of the Yale Center for Emotional Intelligence, speak and learned about RULER at a CAIS (California Association of Independent Schools) conference, I immediately knew that this —M arc Brackett, Ph.D. Director of the Yale Center for program would be a pefect fit with Emotional Intelligence and Co-Creator of RULER The Willows’ mission and philosophy and integrate well with our DK-8 curricular and developmental goals for staff began the intensive workshop our children.” training with Marc Brackett, taking the At that point, The Willows arranged first steps to integrate this unique, for Dr. Brackett to speak to our parent effective social emotional curriculum. and extended Los Angeles community A dynamic and engaging speaker with a and to embark on the integration of vital message, Dr. Brackett also offered

insight and advice, thoroughly supported by research and data, to more than 750 people from throughout the Los Angeles area discussing Emotional Intelligence: From Theory to Everyday Practice as part of our Ideas@TheWillows Speaker Series. The training process will continue this summer, when Lisa Rosenstein, along with Director of Student Life Christina Kim and faculty members Michael Lin, Andrea Passarella, and Alex Wolfe, attend the Yale Center’s Anchors of Emotional Intelligence Institute and return to train our faculty during August. “Our entire community is excited to be implementing RULER,” says Lower School Director Terri Baird. “This program will give us a unified, sophisticated language for students, teachers, and parents from DK through eighth grade to identify and discuss issues and emotions in themselves and others in appropriate ways.”

“ Emotions Matter, and they matter a great deal in school.”

EMOTION REVOLUTION #emotionrevolution.org The Emotion Revolution.org, a partnership between Lady Gaga's Born This Way Foundation and the Yale Center for Emotional Intelligence, was recently launched. The goal of the initiative is to build awareness of the critical role emotions play in young people’s learning, decision-making, and overall wellness. To participate in the Emotion Revolution's unprecedented online survey of high-school age youth, exploring how young people feel and want to feel, visit: http://bornthisway.foundation/emotionrevolution

THE WILLOWS spring 2015

what's the big idea

IDEAS

Beyond The Willows:

Secondary School Placement

We are proud to share the success of our eighth grade students during this year's secondary school admission's process. Congratulations to the Class of 2015 as they continue their journey to the finest, most competitive, independent schools in the Los Angeles area and beyond:

THE WILLOWS CLASS OF 2015 SECONDARY SCHOOL ACCEPTANCES

" The most important factor in selecting a high school is finding the right match for your child. The fact that Willows students attend secondary schools all over the city is testament to the diverse range of interests, skills, and passions in our student body.” –LISA ROSENSTEIN, HEAD OF SCHOOL

Visit any secondary school in Los Angeles, and odds are you’ll find a Willows alum. Our graduates enroll in the finest high schools throughout the city: independent schools, public charter and magnet schools, programs dedicated to humanities, science, and the arts. The secondary school placement process at The Willows is carefully personalized and designed to help each family identify and explore multiple options. The end result is the best match for the student. “Our small middle school affords us the luxury of being able to work closely with each family,” explains Head of School Lisa Rosenstein. “Rather than letting parents get caught up in the 'buzz' about which school a child ‘should’ attend, we help parents really see their children and understand what they should be looking for in a high school setting. We want all of our alumni to find schools where they can thrive academically, socially, and emotionally.” The Process Beginning in the spring of seventh grade, school administrators meet with parents and students to start the process. “We meet with the seventh grade parents as a group to talk about the nuts and bolts of the process,” explains Lower School Director Terri Baird. “Then we meet individually with each family to discuss the options for their child.” Together, administrators and parents generate a list of school options, and families are charged with taking time during the summer to research the schools and visit websites and campuses to learn more about the schools. Then, in the fall of eighth grade, the process begins in earnest. Students who plan to apply to independent schools register for the ISEE (Independent School Entrance Exam), a standardized test administered by the College Board in December and January. Families visit schools, and students schedule in-person interviews. Our eighth graders participate in an admissions prep course during the first trimester. In this class, working with teachers, students discover more about schools in the area, work on applications, receive advice on essays, and practice interview skills. “We want our students to be confident and well prepared going into their interviews,” says middle school teacher Lil Mingail, who taught the course this year. “So we try to simulate a real interview, with questions that they are likely to get.”

Meanwhile, teachers and administrators are assembling transcripts, recommendations, and other materials for each student’s admission portfolio. For students who demonstrate particular skills or passions—such as writing, photography, painting, or music—teachers also submit samples of student work. By midwinter, applications are in—but The Willows hasn’t finished! Lisa Rosenstein, Head of School, personally meets with many of the admission directors to discuss each child’s application and to advocate on his or her behalf. “We know each of our students extremely well—which enables me to speak knowledgeably to the admission directors and answer any questions they may have.” Secondary schools announce their decisions in early March. At that point, Lisa explains, the goal is for every student to have at least one option that is recommended as a good fit. “We strive to make the secondary school placement experience be a positive one,” Lisa explains. “When families work cooperatively with the school throughout the process, we ensure that we launch our students in a way that will help them find success in the world of a secondary school.”

Academic achievements, critical thinking skills, creative abilities, and character are the keys to the success of our eighth grade students. We congratulate each one of them as they go forward as confident, wellprepared individuals with a strong sense of community and a true passion for learning. Lisa Rosenstein, Head of School

Archer School for Girls

Marymount High School

Arete Preparatory Academy

New Jewish Community High School

Besant Hill School

New Roads School

Brentwood School

Notre Dame High School

Buckley School

Oakwood School

Campbell Hall

Ojai Valley School

Chadwick School

Orange County School of the Arts (OCSA)

Crespi Carmelite High School

Pacifica Christian High School

Crossroads School

Pacific Hills High School

Dunn School

Pacific Palisades Charter High School

Hamilton High School Humanities Magnet, Music Academy

Pilgrim School

Harvard-Westlake School

Rolling Hills Preparatory School

Immaculate Heart High School Le Lycee Francais de Los Angeles Los Angeles County High School for The Arts (LACHSA) Loyola High School

Relativity High School St. Monica Catholic High School Viewpoint School Vistamar School Westmark School Wildwood High School

Marlborough School

Windward School

Director of Student Life Position

A New Administrative Structure Best Supports Our DK-8 Program

uring the 2015-2016 school year, we will be introducing an exciting, innovative restructuring of our administration to better serve our children and enhance our Developmental Kindergarten through eighth Grade model. A key position in our new administration is the creation of the position of Director of Student Life, who will work closely with students, parents, and faculty on social emotional issues. We are pleased to announce the addition of Christina J. Kim to our staff as the Director of Student Life, starting in July 2015. Christina holds a Master of Education and Master of Science in Social Work with a concentration in clinical work with families and children from Columbia University; a Master of Education, Special

Education and Elementary Education from Bank Street College and a Bachelor of Science from New York University’s Steinhardt School of Education. She most recently worked at The School at Columbia University as the School Social Worker. Christina was also a Fulbright Scholar in the Teacher’s Program in New York consulting Japanese educators and parents. She has also worked at the Manhattan School for Children, The Town School, and the Jewish Board of Families and Children. As the Director of Student Life, Christina will be a liaison with all parents and faculty. She will be leading our diversity initiatives and life skills programs and work with students on social emotional issues such as conflict resolution, learning

Christina Kim, Director of Student Life

support, and inclusivity. In addition, she will be implementing our new emotional intelligence program RULER into our curriculum. Terri Baird will be the new Director of Program, and Doug Klier will be the Middle School Dean and devote more time to teaching and developing our Maker program. As we move into our next twenty years, our new organizational framework will build on both the long-term relationships developed between administrators, parents, and students and the continuity of our academic program. We have reflected and determined that this fluid structure will allow an administrator to follow a child from DK through eighth grade, knowing the whole child.

THE WILLOWS spring 2015

what's the big idea

AN IDEA TRAVELS

1ST GRADE COMPARES THE RAINFOREST TO LA

INTERNATIONALLY

Teachers Teaching Teachers: Creating a Sustainable In-House Professional Development Program

ur faculty continues to experience our acclaimed program of professional development, which is now attracting international attention. Head of School Lisa Rosenstein, Director of Technology Amy Dugré, and Fifth Grade Teacher Jo Ben Whittenburg headed “down under” to present our innovative model, “Teachers Teaching Teachers: Creating a Sustainable In-House Professional Development Program” at the ACER (Australian Council for Educational Research) Excellence in Professional Practice Conference 2015 in Sydney, Australia. The team has also shared the Teachers Teaching Teachers program at the E.R.B. (Educational Resources Bureau) Conference and the CAIS (California Association of Independent Schools) Trustee/School Head Conference. Our innovative and meaningful program highly values continual learning, encourages leadership, as well as personal and professional growth, and builds collegial connections beyond the walls of The Willows. “Teachers Teaching Teachers”

IDEAS

is recognized as an essential ingredient in maintaining The Willows’ strong faculty and vibrant, cohesive school culture. Our model is being adapted in many schools as a robust, cost-effective program that fosters collaboration, mentoring, and creative, research-driven curriculum development. Our research and data over the past eight years supports greater teacher engagement, easier integration of new curricula and technology, and a definite emerging growth mindset on the part of our faculty. Our professional development model also reaches far into our own community, linking us through public-private partnerships illustrated by our Willows STEM Group, faculty members who assist local schools in setting up their own STEM/STEAM nights for their community. Our 2nd Mar Vista STEM Night is an ongoing example of this outreach arm of our professional development program. Willows teachers, who are members of our STEM Group, worked with Mar Vista Middle School faculty assisting them with their STEM program.

Classroom Questions Lead to New Experiment At the beginning of the year, when the first grade studied the rainforest in their science classes, first grade student Jackson asked, “If it rains each day in the rainforest, where does all the water go? Does the rain pile up or does it go down into the dirt?” Another student asked, “Does it lay in a big pool?” The students’ questions prompted first grade teachers Genna Roegner and Andrea Passarella to design an experiment in response. “The entire class was so interested in this aspect that we wanted to take advantage of this and keep them engaged. So, we created an experiment to capture their attention that would tie into our curriculum as easily and effectively as what we had already planned.” Addressing the current event of the Los Angeles and California drought, the teachers set up an experiment comparing the rainfall in Los Angeles to the rainfall in the rainforest. This would then combine the exploration of the rainforest with a real world issue, making it relevant to the students’ everyday lives. Students filled two trays with dirt (one representing Los Angeles and one representing the rainforest) and placed them under the trees in the yard outside their classroom. They poured one inch of water into the rainforest tray (the equivalent of rainfall in the rainforest each day) and when it rained in Los Angeles added that amount of water.

The students described what happened with the experiment and the differences in the two trays of dirt: Esme says, “The Los Angeles tray looked lighter.” Eileen points out, “The rainforest one was wet, but there wasn’t water piled up. Ours wasn’t wet.” Schuyler states, “In the Los Angeles tray, the dirt hardened and was cracked. Plants started to grow in the rainforest.” Classroom conversations with our students often lead to new opportunities for deeper, authentic learning. Student-driven ideas and questions offer real world experiences that Willows teachers are encouraged to take advantage of to make the curriculum even more personally engaging and experiential for their students.

2nd Grade Maker Project: A Rainforest Jeep

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Willows classrooms are designed to be a bridge to real world learning with our students analyzing problems and applying knowledge to find the answers. “Elijah’s success in bringing his idea to life shows not only the solid foundation he has received in science, math, and technology, but also his ability to analyze, synthesize, apply, and communicate his knowledge,” says Head of School Lisa Rosenstein. “Also, his confidence and ability to express himself. He represents the bold risk taker, visionary, and engaged citizen we ask all our students to aspire to be.” Elijah is working today to solve California’s problem–asking important questions that don’t have easy answers and offering a creative solution. The future is bright with young leaders like our Willows students preparing to answer the questions of tomorrow.

IDEAS

Elijah shares his thoughts about the app he designed, his interests, and The Willows: When did you start at The Willows? I started in Developmental Kindergarten, and now I am in middle school in sixth grade. What inspired you to create the grey water app? I was trying to think of a problem that I could fin a solution to, and I thought of the drought in California. I knew about a gray water system. So I started thinking about how I could get a lot of people to start using gray water. How did you come up with the idea of the app? I thought about how people you their phones for so many different things that an app would be a good way to reach people. I wanted to motivate them and set up competition.

Elijah Smith // DK

Do you have a grey water system in your house? No, not right now, but we are seeing about adding one.

Elijah Smith // 6thGrade

CREATIVE INQUIRY GENERATES IDEAS

A gray water system pipes the water from a shower or washing machine into a holding tank making it possible to use for watering in landscaping.

Do you have a favorite book? The Harry Potter series of books. What else do you like to do outside of school? Right now I am trying to make a game. I am designing it with friends from school. We are working on coding. I’ve taken coding classes here at The Willows and sometimes outside of school.

Problem Solving Real World Issues

“WHAT IF?” “HOW?” “WHY?” “WHAT CAN I DO?”

Willows students are encouraged each and every day to ask questions, to think deeply, and to critically analyze in all disciplines. Then, they are asked to apply their knowledge as concerned citizens of their community and the world. Sixth grade student Elijah Smith did exactly this recently when he attacked the very real-world problem of drought here in California. Elijah devised an ingenious app in response to the California drought and Governor Brown’s recent mandate for all California residents to reduce their water usage. The app helps people quantify how much water they save when installing grey water systems (grey water is the run off generated by showers or clothes washing machines that is piped into holding tanks for reuse in irrigation) used in their homes. Elijah created a system that measures the grey water in a holding tank using Arduino technology. The data is then sent to the phone app where the daily savings is averaged and connected and shared through social media. This adds a competitive aspect to encourage people

What inspires you about The Willows? I like that The Willows is open to new ideas and not very restrictive. You can express yourself. The average household uses an average of 320 gallons of water day. A gray water system saves approximately 40% of that water.

to save more water. The people who save the most water would receive the most points and be rewarded in some way. Elijah’s vision is that the app would be adopted by the state of California, “Imagine the state of California embracing this app and rewarding the community that saved the most water with a park or playground. That would be cool.” Elijah has entered the Young Scientists Challenge (http://www. youngscientistchallenge.com/2015challenge), sponsored by the Discovery Channel and 3M for students, grades fifth to eighth to offer a new, innovative solution that could solve an everyday problem and is awaiting results in October.

What are your favorite subjects in school? Art and science. I like abstract art and science experiments.

Elijah's innovative app measures the gray water that an individual saves comparing it to other people to motivate people to continue to save or to save more.

What advice would you give to other young inventors and entrepreneurs? I would say “don’t give up on your idea even if it seems silly or that it sounds stupid. If you look on Kickstarter (an online fundraising platform), there are some very strange things that people have sponsored.”

“I like that The Willows is open to new ideas. You can express yourself.”

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what's the big idea

What Makes a “Win” for The Willows

The IDEA of Success “The Willows Does it Right” Madeline Levine, Ph.D., New York Times Bestselling Author of Teach Your Children Well: Parenting for Authentic Success

IDEAS

THE WILLOWS spring 2015

Moments, Meaning & Memories 20-year members of our community, faculty, board members, alumni, parents, and students reflect on their own “defining moments” and success at The Willows.

“ Educational leader Sir Ken Robinson states, 'The role of a creative leader is not to have all the ideas; it’s to create a culture where everyone can have ideas and feel that they’re valued.' Creating this type of collaborative school culture and collegial environment here at The Willows has been my goal since the founding of the school 20 plus years ago and the foundation of our Ideas@The Willows program.”

I love that as much as The Willows is innovative and open to change educationally, The Willows, philosophically, is always true to its core and spirit, and recognizable. So, the school that we came to visit in 2000, at its heart, is still the school I see today when I walk through the doors. What I treasure the most is that both of my children found who each one was here. They were able to explore themselves without any regard to who they thought they needed to be. They were given the confidence to be who they are. As a parent, that is an important piece to me. As a trustee, I feel that we have secured the future of the school. We have not only found a physical home, but also strengthened what The Willows is. I am confident that The Willows will be here for my grandchildren and their children.

Phil Lee, Founding Faculty, Kindergarten Teacher and Current Parent

Nature versus nurture. It is both that makes the child become the person they will be. Nurture is essential, and this is where The Willows excels helping to develop exceptional students who become remarkable adults. George Perkins and Judy Ranan, Founding Family

what's the big idea

IDEAS

As I reflect in my past 20 years at The Willows, what I've loved about working at The Willows with Lisa, Terri, and my fellow colleagues is the constant vision and movement to become a better school and the best educators. As an educator, I have received a better education through our professional development in-service, speakers, books we have read as a faculty, and the many relationships I have formed with everyone I have come into contact with. Watching my children grow up at The Willows and become the caring, hardworking, curious, engaged students they are means success to me. Because of the teachers they have had at The Willows, whom I'm lucky enough to call my friends, they feel successful as students and human beings. Bea Herrera, Founding Faculty Member and Alumni Parent

Wendy Felson, Board Chair and Alumni Parent

THE WILLOWS

Lisa Rosenstein, Head of School

The Willows has given me the confidence to use teachers, professors, and even senior attorneys, as guides to becoming better–to not be afraid to go to someone in authority to help you. That is a major lesson I learned from The Willows. It’s such an amazing program that prepares you and nurtures you for the rest of your life.

A lot of things change, but one thing is still the same: the children's love of learning which has been continual and constant. The students at The Willows love to come to school; that has not changed since day one. That's The Willows: we instill love and create a safe place to come and learn.

Igor Kleyman, Class of 2001, UCLA, Loyola Law School, Attorney, Wenderoff Solomon, LLP

When I first started working at The Willows, I was impressed with the visionary, creative curriculum the administration and teachers were constructing. Then I realized that not just the academic needs of the students but the emotional and social needs were being met as well. I was determined to help students find the perfect reading book to tickle their desire to know more, travel to uncharted worlds, experience magic, or just escape. The Willows does empower students through a nurturing environment where students can stretch their imagination, question, research, think, and create.

@ TWENTY YEARS

The Willows set me up to be who I am today. I was able to fall in love with learning and music and sports because of the powerful staff, the relationships I made, and the open and free environment The Willows provides. When I was going into fifth grade, Greg Blum [electronic music teacher] said, ‘I am teaching an elective called Rock Band.’ That just sparked everything. That lit a fire. I had my first music performance at The Willows, and to this day, I am performing at Kenyon College, here in Los Angeles, and recording music in many different genres. It’s all thanks to that Rock Band Elective in Computer Music class.

As a longtime member of The Willows community and The Willows Board of Directors, there are many accomplishments, milestones, and “wins” that I have had the privilege of witnessing while on my journey with The Willows. We first toured The Willows not knowing much about it or anyone connected to it. At that time, the campus consisted of Willows 1 and Willows 2. Linda and I were touring many schools. We immediately recognized something unique about The Willows; it was a place of great energy, enthusiastic teachers, incredibly engaged kids. It struck a chord deep within us. Little did we know just how meaningful that instinct would prove to be true. Erwin More, Member, The Willows Board of Trustees, Former Board Chair, and Alumni Parent

Evan More, Class of 2007, Kenyon College Graduate 2015

Cathy Leverkus, Director of Library Services

THE WILLOWS spring 2015

what's the big idea

Twenty years ago, I was fortunate to be a part of the very beginning of The Willows, and I watched as Lisa’s vision to create a place where kids could flourish unlike anywhere else that existed at the time came to fruition. The success that The Willows has had over the past 20 years is because of the school Lisa first envisioned – students, families, and teachers who collectively believe in the power of learning, and the power of community. Success is not measured in tangible things, but rather in the experiences we create, and the people we share them with. This is a philosophy that I continue to use in my own business which, much like The Willows, is built on the cornerstones of family, respect, and creating community. I am proud to have had the unique experience of being a part of The Willows community as a teacher, a friend, and now a parent.

The Willows captures the most startling talent in each child and expands on it, honors it, and showcases it, thereby allowing children to take risks that allow them to learn and grow in profound ways. Judith Glickman, Past Board Member and Alumni Grandparent

As a founder, past Board Chair, and now a current member of the Board of Trustees, I have experienced many different phases of The Willows' development and growth. A significant realization of the true success of The Willows occurred when I rejoined the Board of Trustees in 2010 after a lengthy absence and feeling like I was coming home again. The vision, passion, and commitment of the school's administration, faculty, board, and families hadn't changed from the school's inception. The spirit of the community was very much alive. I still believe, as I said in 1994, you can never underestimate the passion of a parent when it comes to their child. Gary Yale, Founder, Former Board Chair, Current Trustee and Alumni Parent

THE WILLOWS

Mark Solomon, Founder and Alumni Parent

Susannah Funnell, Founding Faculty, Alumni Parent and Head of the Visual Arts Department

environment for all–children, teachers, and parents–a vibrant community where everyone shares ideas and learns from each other. To me, success at The Willows and for me, is helping children be rooted and engaged in the world around them. Success is students returning to our campus and sharing stories of their achievements or simply moments of their life and what they are doing.

@ TWENTY YEARS I remember the positive effect each teacher had on me, even my DK teachers, and I only hope to have the same effect on The Willows students now. Overall the school feels exactly the same to me. It has the same community, same closeness, and same excitement.

Everyone appreciates creativity within the school, and I continue to be excited to display the students’ work. One thing I like to impart to my students is that virtually everything in life can be inspiring. This community inspires me to keep learning.

Success is creating a learning

Lisa Rosenstein, Head of School

Daryl Moss, Founding Faculty and Current Parent

Looking back, there is nothing more spectacular in my history then to see something start from a blank piece of paper to what it is today, and literally that’s what we had–a blank piece of paper. Starting The Willows was truly a labor of love for all involved. We knew we had something special even with our first class. I look at The Willows today with incredible pride at how it’s grown. In fact, in my world, which is the world of litigation, there will not be much of a legacy when I’m done practicing law. The Willows was my chance to create one. I couldn’t be prouder of what’s been created with Lisa Rosenstein, wonderful teachers, and a handful of families committed to building the best educational institution for our kids that we could. That’s what we’ve done, and that’s what The Willows stands for, and what I hope it will stand for in years to come.

IDEAS

I stepped through the doors of The Willows in September of 1994 as a parent of a Kindergartner and a 4th grader, and although my children have long since graduated, I am fortunate enough to have been a staff member since 1996. As the Director of Admissions, I have had the privilege of working with a visionary school head, a dynamic and dedicated faculty and staff, a supportive Board of Trustees, and incredible families. The success of The Willows could not have happened without the commitment of everyone. Kim Feldman, Director of Admissions and Marketing, Alumni Parent, and First Willows Parent Association Co-Chair with Lisa Olshansky

“I have never worked with a group of colleagues who are more inspirational and passionate about teaching, united in our common goal of giving every child the best possible education.” Stuart Knox, Willows faculty

Lily Solomon, Class of 2006, Eugene Lang at The New School University, Current Willows Kindergarten Teacher

Moments, Meaning & Memories 20-year members of our community, faculty, board members, alumni, parents, and students reflect on their own “defining moments” and success at The Willows.

THE WILLOWS spring 2015

what's the big idea

Moment, Meaning & Memory

IDEAS BECOME STORIES

Lights, Camera, Launch of The Willows Middle School Film Program

“ The 20-year evolution of The Willows is the story of drive, determination, and passion.” The Willows Eighth Grade Student Documentary Thesis

In the Middle School this year, a new idea was introduced with the beginning of the film program at The Willows. Head of School Lisa Rosenstein felt that a documentary would be the perfect format to inaugurate our film program, taught by Middle School teachers Brian Tousey and Liz Ganem. This offered a nuanced, meaningful approach to history for the eighth grade. “A documentary offers a hands-on approach to history, English, and creative writing,” says Lisa, “and also the skills we wish to instill in our students: critical analysis, decision making, organizational abilities, and discernment.” To celebrate the school’s 20th anniversary, using the guiding principles of “moment, meaning, and memory,” Lisa suggested that the class produce documentaries about the history of The Willows using the StoryCorps model to approach history not as a timeline of events, but a collection of individual stories. “We wanted our students to capture the personal stories of our community,” Lisa explains, “and realize how these stories inform our mission today and offer a deeper understanding of the “big stories” of history and our community. We felt this work would deepen their understanding of history but also

strengthen their ties to our community.” The eighth grade students began their study of documentary and film techniques exploring cinematography, editing, storyboarding, planning, developing interview techniques, and more. Students participated in an online Skype session with Sam Pollard, editor of the documentary Four Little Girls, directed by Spike Lee. Brian Weisbord, Willows Class of ’08 and currently a junior at Chapman University's Dodge Film School, shared his knowledge of filmmaking. James Boyda, USC Instructor of Media Arts, taught a Literacy Through Photography class, where students studied photography to develop visual, verbal, and textual literary skills. They kicked off their actual hands-on training with a short project during the Washington D.C. trip (See article on pg. 2) and met with a producer of the documentary Eyes on the Prize. Then, telling the story of The Willows and the intense work on the 20th year documentaries began. All aspects of the documentary were student-generated, starting with the thesis. “Making an argument in a completely new medium was a new experience for our students, “ says Brian Tousey. “Film is all around us here in Los Angeles. This documentary project was an excellent way to use all the resources available to our

students in a way that celebrated The Willows and furthered curriculum goals and student research and study skills.” The students then selected four topics and created a documentary for each topic: 20 years of Sports; Faculty and Lisa Rosenstein; Campus Life and Tech; and Student Life. They learned to use The Willows’ archives to view old footage and photos and began their yearlong process of videotaping, interviewing, and culling found footage and photos. “Each set of students had their own innovative approach,” explains Liz Ganem. “Students were creative but also had to defend their thesis. They learned the importance of pace, how to edit, and perhaps most importantly, critical analysis: if the footage doesn't connect with the thesis then you have to eliminate it.” Eighth grade student Jenna Soong, who along with her documentary partner Bella Latt-Wiatt, is editing the final compilation of all the 8th Grade 20th Anniversary Documentaries, shares her insight on The Willows 20 Year Documentary Project and expresses the moment, memory and meaning she found in the experience: Was the documentary experience inspiring? The experience definitely was inspiring. Since Middle School, I’ve known working in the field of technology was something I was interested in. I just wasn’t sure what field in technology. The documentary helped me explore another field. I really enjoyed editing and learned so much. Also, hearing how far The Willows has come developed many new morals and lessons. One night, when I was sharing my favorite part with my parents, they said, “Wow! I can’t believe you did this.” I responded, “I know I can’t believe I did this!” This whole process really empowered me as a student.

IDEAS

Did the documentary project integrate well with the curriculum? The documentaries definitely integrated into our curriculum. Throughout the year, our curriculum has been focused on world wars or other profound moments of American history. I was trying to piece all the events together and look for a more significant way they connect. I recognized all of these events had an outcome of change. In conclusion, it ties into our curriculum because we learned about the things that changed The Willows. Did you learn anything new about The Willows? Listening to all the interviews, I learned a lot more about The Willows that made me appreciate the technology we take for granted today. I learned about the evolution of technology at The Willows, and it occurred to me how dedicated The Willows is to innovation. Something really striking to me was how much emphasis Lisa Rosenstein put on the idea of teachers being fluent and adept with technology as the most important factor when teaching technology. In her interview in my documentary, she explains, “You can have a lot of technology at your fingertips, but if your teachers don’t know how to use it it’s not the tool that it could be.” I think the little things I already knew but never really acknowledged had a bigger impact on me than new things learned. A little secret about our documentary is the storyboard is completely different from the final product. One day, Lisa Rosenstein brought the grade together and told us that part of making the documentaries is the unpredictability of it all. My partner, Bella and I embraced her words. We had visions for parts and snippets in the documentary, but when stitching the documentary together, we had a lot of impromptu changes and additions. Before The Willows documentary was introduced, we made documentaries focused on Washington monuments. I believe that prepared me for the Willows 20th Documentary. Seeing those documentaries helped me brainstorm for our documentary. I learned the impact of inspiration depends on how one decides to embrace it. I really benefited from the other documentaries.

“This whole process really empowered me as a student” —

Jenna Soong, 8th grade student

Alumni Spotlight

Alumni News

THE WILLOWS spring 2015

Creativity and Cuisine: Q&A with Dash Nathanson '05

what's the big idea

IDEAS

The Willows Class of 2011 College Acceptances

AN ARTFUL IDEA “ I just wanted to say thank you for believing in a random idea I had! It has made all the difference :).” Danyelle D’Andrea Danyelle shared an idea for an Alumni Art Class with the Director of Art Department Susannah Funnell, Alumni Engagement Associate Casey Baird '03, and Head of School Lisa Rosenstein, and the result was a fabulous art class with Susannah.

Congratulations to the alumni from the Class of 2011 on their college acceptances:

Amherst College Chapman University Colorado College Columbia University Dickinson College Emory University Georgetown University Harvey Mudd College

Howard University Kenyon College New York University Oberlin College Pepperdine University Sarah Lawrence College State University of New York, Purchase

A Conversation with Dash Nathanson '05 Talking to Dash Nathanson will make you hungry. Like many Angelenos, food is a passion for him, and his excitement about sampling parsnip frittitis at Chi Spacca or finding a place that makes croque-monsieurs after 10:00 p.m. (yes, there is one in LA!) is contagious. But Dash is more than a consumer of delicious food: he’s also a creator, and since graduating from the University of Colorado Boulder, he has been making his way in the world of cuisine as a budding chef. Currently Dash is the Head Chef at the Soho House Roof Top Bar/Cafe in New York City and was previously a line cook at A.O.C.

What got you interested in cooking? Dash>>Food was always a big deal in my house: my mom is very passionate about cooking, and I grew up enjoying delicious meals at home. It was ironic, though: I used to be a very picky eater. Later, I got more adventurous: I decided I wanted to be a food critic and started eating everything. I started a blog with a friend called Two Hungry Angelenos, where we posted stories about our experiences in restaurants around Los Angeles. Then, one day, I saw a video of Jacques Pepin making an omelet. I decided that I wanted to try to master his technique, and I was hooked.

Syracuse University

Did you study cooking as an undergrad?

Tulane University

Dash>>No: I was actually a Chinese Studies major! I spent a year studying abroad in Asia, and I wrote my thesis on the democratization of China. I think my experiences eating abroad definitely influenced my interest in food and cooking, though.

How did you get your start in the L.A. restaurant world? Dash>> About a year and a half ago, I got a job at a friend’s restaurant, and I decided to try it for a year. It’s a terrible and amazing job: you work 12-hour shifts, you don’t have a social life, you’re covered in burns, there’s a high level of stress…but there’s a huge adrenaline rush every single day. You’re putting out this amazing food and working in a place where everyone’s really passionate about what they’re doing. When I worked at A.O.C. as a line cook, it had a really familial feel. I’ve been lucky to have the chance to crosstrain at a lot of stations, which has given me a great breadth of experience.

How does your Willows experience inform your identity as a cook? Dash>>My time at The Willows and at Crossroads was hugely important in developing my creativity and my willingness to take risks. I learned how to ask a lot of questions and to ask “what if,” which has opened a lot of doors for me. I was always encouraged to think outside the box, and the confidence and creativity I developed has helped me jump into new experiences.

University of Arizona

“ Coming back to do art with Susannah has been a dream come true. . . Everyone always has such an amazing time and honestly, we are so thankful to The Willows and to Susannah for being there.” Danyelle D'Andrea

University of California, Los Angeles University of California, San Diego University of California, Santa Barbara University of Chicago University of Colorado, Boulder University of Hawaii

Jarrett Blaustein, Class of 2000, has published a book Speaking Truths to Power, Policy Ethnography and Police Reform in Bosnia and Herzegovnia and will be joining the faculty at Monash University in Melbourne, Australia, to continue social science research in international criminology. His mother Mari Blaustein writes, “Just remember this: The Willows’ approach matters. Writers Workshop, positive guidance, peaceful conflict resolution and the patience of Willows teachers come to fruition. Jarrett’s first academic book will be published by the Oxford University Press in summer 2015. . . Your work matters and reaches farther into the future than can be imagined in the present.”

University of Maryland University of Oregon University of Southern California University of the Incarnate Word, Media and Design University of Wisconsin Whitman College University of Wisconsin Yale University

Available online: http://ukcatalogue.oup.com/product/academic/series/policing/csc/9780198723295.do

Adam Bernstein, Class of 2011, was named one of 20 U.S. Presidential Scholars for The Arts. His mother Lynn Bernstein writes, “We have no doubt in our minds the important role that The Willows played in nurturing the creative spirit and intellectual curiosity in both of our children!”

Jacob Goodman '11 received a Harvard Westlake School Senior Art Award.

Alumni Reunion Class of 2011

Annual Alumni vs. Faculty Basketball Game

Alumni Pizza Social

PRESORTED FIRST CLASS MAIL U.S. POSTAGE

PAI D LOS ANGELES, CA PERMIT NO.

Celebrating 20 Years of Innovation & Excellence

FPO If you have an apple and I have an apple and we exchange these apples then you and I will still each have one apple. But if you have an idea and I have an idea and we exchange these ideas, then each of us will have two ideas.” –George Bernard Shaw