The Willows Voice Magazine Winter 2013

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Part of a Nation's Culture

One World, Many Lives

Understanding Leadership

Multicultural Programming

Who We are = What We Do...

Green Culture

The Culture of Character

Math and Science in the Garden

www.thewillows.org

WINTER 2013 | CULTURE

THE WILLOWS winter 2013

culture table of contents 1

Message from Lisa Rosenstein Head of School where great minds grow

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Part of a Nation's Culture Understanding Leadership at The Willows

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Who We Are = What We Do‌ The Culture of Character

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A Cultural of Continual Learning Professional Development & Parent Education Opportunities

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Green Culture Math and Science in the Garden

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The Culture of Artistic Expression Visual Arts

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How Storytelling Builds a Culture of Community Parent Mentors Spearhead Young Storytellers Project

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One World, Many Lives Multicultural Programming at The Willows

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The Culture of Creativity Tabletop Filmmaking at The Willows

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Express Yourself A Culture of Giving Back

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The Willows' Master Plan A Foundation for Our School Culture

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Alumni Spotlight

THE WILLOWS MISSION STATEMENT

At The Willows, we believe each child brings our community an extraordinary gift: a curious mind, ready to explore and eager to learn. Our mission is to grow that gift by challenging our students to uncover meaning and significance in the world around them so they become capable, confident individuals who demonstrate character, engagement with the community, and a joyful passion for creative inquiry across a lifetime.

where great minds grow

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MESSAGE FROM LISA ROSENSTEIN, HEAD OF SCHOOL

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ince our founding in 1994, our faculty, board, and parents have continually worked at establishing, developing, and nurturing the culture of The Willows.

Lisa Rosenstein Head of School The Willows Community School

So how do we describe the culture of The Willows? Put simply, The Willows is a place where great minds grow.

The sense of joyful purpose you feel when you walk through the front doors is not accidental: it’s the result of an ongoing, community-wide conversation about how we can best meet our students’ needs and help them succeed.

Our school culture centers on a definition of learning that is so much deeper than just being “book smart.” Our academic program builds foundational and critical thinking skills, but is also structured to help students learn about themselves as learners and discover optimal ways to express themselves and excel through arts, athletics, and other activities.

And that’s not all. In our school culture, the definition of a “great mind” includes an emphasis on character and heart—the ability to communicate honestly, work collaboratively, take responsibility, and contribute meaningfully to the community. We prepare our students to become adults who value empathy, make sound decisions, express joy, and practice ethical behavior.

Part of developing a culture of character at The Willows is making room for all kinds of learners and individuals. In the words of Susan Cain, author of Quiet: The Power of Introverts in a World That Can’t Stop Talking, we must recognize that not every student is an extrovert; some are introverts or ambiverts, or somewhere in between. It’s important to also embrace the “transcendent power of solitude” and give every child the space to discover his or her own values, needs, and learning style.

We pay attention to who each child is. While fundamentally a collaborative community, we know that every child learns differently—some do best by engaging frequently with classmates while others are more successful with less interaction. We create an environment where each student can thrive, no matter who they are, and send the message that all kinds of children are valued in our community.

With this in mind, our commitment to helping great minds grow results in a developmentally structured academic, arts, and athletics program complemented by a rich and thoughtful life skills and service learning curriculum.

As we state in our mission, we know that each child brings an “extraordinary gift” to our community. We cherish our students’ curious minds and embrace every opportunity to help them flourish emotionally and intellectually.

That is how we help great minds grow.

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“A nation’s culture resides in the heart and in the soul of its people.”

- Mahatma Gandhi

Part of a

Nation's Culture Understanding Leadership at The Willows HERE ARE YOUR CHOICES FOR PRESIDNET: Vote for one MISCHIEVOUS PRESCHOOLER BUCK-TOOTHED NEW GIRL STEREOTYPE-BUSTING PENGUIN

WHO GETS YOUR VOTE? Sounds silly, but this election was serious work for The Willows’ kindergarteners, who nominated three beloved picture-book characters for president and discussed which would make the best leader.

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This fall, Willows students from Developmental Kindergarten through eighth grade participated in projects and discussions exploring the “big questions” about leadership, the democratic

process, and making good choices as thoughtful citizens.

Timed to coincide with the fall elections, these projects gave students hands-on, developmentally appropriate ways to understand local and national events. “We plan special curricula during every presidential election year,” says Head of School Lisa Rosenstein, who explains that election-related curricula is a natural fit with The Willows’ school culture.

“Part of our mission is developing

children’s character, and an important component of character is an understanding of what it means to be a good leader and a good citizen.”

–Lisa Rosenstein

A Penguin for President?

That’s where the odd candidates for kindergarten president come in.

The kindergarten teachers read three short stories—David Shannon’s No, David!, Patty Lovell’s Stand Tall, Molly Lou Melon, and Helen Lester’s Tacky the Penguin—and then facilitated a discussion concerning which main character would make a good leader and why.

where great minds grow

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Sample of Fourth Grade Leadership Essays Jackie King is a leader every day. She can light up the world when it’s dark, and she makes sure that nobody is feeling alone. She likes to do fun things with me like going shopping or going to the movies. Jackie is my mom’s best friend, so she has known me since I was a little baby. What I love most about Jackie is that she is a great listener and can solve problems. She always helps me figure out things that I don’t understand. I’m glad I have someone I can trust so much in my life. Jackie loves to help people, and she always gives great advice. These qualities make Jackie King a great leader! — Tess R.

“This storybook framework was a great way for the children to express their own ideas about leadership,” says kindergarten teacher Lynne Blumenfeld. “Students easily related to the characters’ situations, which helped them reflect on each character’s ability to solve problems, work with others, and demonstrate other leadership skills.”

Honoring Mentors In fourth grade, students also made personal connections to leadership by writing essays about mentors. As the national conversation about the presidential race heated up, the fourth grade teachers gave their class's conversation regarding leadership a more immediate context.

“We challenged fourth graders to think about the adults who personally impact their own lives and to identify those qualities that make their mentors effective and memorable,” explains fourth grade teacher Jane Lewine.

In thoughtful essays, fourth graders selected the adults who made a difference in their lives—parents, teachers, coaches, and family friends.

After examining campaign slogans across the years, fifth graders designed their own slogans, focusing on creating informative as well as catchy phrases.

Choose My Candidate!

This election season, the upper elementary conducted a unique mock election. The third graders chose astronaut Sally Ride as a noteworthy public figure, while fifth graders chose Liv Arneson, the first woman to ski solo and unsupported to the South Pole, as their public figure. Each grade advocated for their candidate as the leader to elect based on her achievements and character; then the fourth grade coordinated the election, from designing ballots to supervising the election booths.

While the candidates and the campaigns were fictional, the issues the students discussed were very real indeed, and teachers helped the students make real-world connections to the American electoral process. When students asked, “What happens if there’s a tie?” for example, teachers made the link to the 2000 BushGore election.

Lessons from Ancient History In the middle school, the study of Latin goes far beyond verb conjugations and noun declensions: its focus on the history and culture of ancient Rome provides an opportunity for real-world case studies in leadership. Starting in sixth grade, students study the periods of the Roman monarchy, republic, and empire, focusing on Rome’s great—and not so great— leaders, from Caesar to Nero.

“We compare current public figures with individuals from ancient history,” says Latin teacher Kyle Smith. “By middle school, students are able to draw parallels and reflect on the kinds of skills that make a successful leader.”

Lisa Rosenstein emphasizes that projects like these effectively bring current events into every classroom in a relevant way. “For younger students in particular, a focus on the actual candidates in an election is not always optimal, due to strong parental opinions and a glut of information in the media,” she says.

“Instead, we use alternate scenarios to highlight the larger themes of democracy, citizenship, and making wise choices as a community member.”

“We want our students to grow up to be active, engaged, and informed citizens,” she adds. “We achieve this by helping students find their voices, and recognize that their voices impact the world.”

(Oh, by the way, Tacky the Penguin won the kindergarten election for president!)

Second graders created their own candidates complete with slogans, promotional materials, and a campaign platform.

Middle School Latin project.

Students looked at the political cartoons that led to the use of a donkey and elephant in today's political logos. They then designed the logo they would use to represent themselves!

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THE WILLOWS winter 2013

Who We Are = What We Do

The Culture of

Character

where great minds grow

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“ The thing that is really hard, and really amazing, is giving up on being perfect and beginning the work of becoming yourself.”

– Anna Quindlen

At The Willows, everything stops on the day before Thanksgiving vacation.

Students gather in mixed-age groups to fill hundreds of paper bags with the daily necessities a person might need and a heartfelt handmade card. The bags are delivered to P.A.T.H. (People Assisting the Homeless), a Los Angeles nonprofit dedicated to ending homelessness. This longstanding tradition is one of many projects that make up The Willows’ robust service learning program.

But service learning is simply the beginning.

The Willows’ “culture of character” is much broader. Service learning is only one part of our wide-reaching character development program, which infuses everything our students do from Developmental Kindergarten through eighth grade on a day-to-day basis.

Character education also includes a school-wide commitment to modeling and reinforcing kindness and empathy; the development of strong relationships between students and mentors; and a structured and meaningful life skills curriculum.

In the words of Head of School Lisa Rosenstein: “Education without character is meaningless.

Our mission is to help children understand their power as individuals to live responsibly and make the world a better place.”

Introverts, Extroverts, and “Ambiverts” The first step in creating a culture of character is a commitment on the part of faculty and staff to nurture children’s hearts and souls, as well as their intellects.

“It has become dangerously easy these days for schools to veer from this inclusive approach to teaching and learning,” Lisa says. “It can be tempting to focus on a ‘culture of personality’ that celebrates a narrow definition of achievement, rather than a ‘culture of character,’ that supports students in their efforts to be kind and tolerant.”

Part of this process involves recognizing the range of temperaments in a school community—the introverts, extroverts, and “ambiverts” that Susan Cain describes in her book Quiet: The Power of Introverts in a World That Can't Stop Talking. Cain reminds us to look beyond personality and points out that we have much to learn from introverts who possess the essential skills of observation, active listening, and reflection.

“One of the greatest gifts we give a child is a better understanding of how he or she relates to the world,” Lisa points out. “Students can then be true to themselves and show grit in the face of challenges.”

Meaningful Mentors Students strengthen character by watching people with character in action. “The structure of The Willows makes it possible for teachers to mentor students in multiple contexts, beyond the classroom,” says Middle School Director Doug Klier. “Students pursue activities they’re passionate about—athletics, music, dance, technology—and their coaches and teachers play an incredibly important role in their lives.”

Similarly, with our Science Buddies program, middle school students use their knowledge of science concepts to create hands-on lessons for Lower School students. When the second graders study the oceans, for example, the middle schoolers help the second graders dissect a sea star.

“The older and the younger students are not simply reinforcing science concepts,” continues Doug. “In teaching the lessons middle schoolers practice leadership, mentoring, and also learn about planning, patience, and communication. The younger students develop relationships with their older student mentors.”

Projects like The Willows’ Day of the Dead installation each year reinforce this notion of valuing mentors. Following the Mexican tradition of Dia de los Muertos, Willows students create two- and threedimensional works of art that honor the loved ones— and mentors—in their lives who have died.

Upstanders versus Bystanders The Willows also promotes a culture of character through a life skills curriculum embedded in daily activities at every grade level. Life skills are continually reinforced through the classroom constitutions posted on the walls of every Lower School classroom and weekly class meetings.

Teachers also use ‘teachable moments’ in the classroom as starting points for important life lessons like the art of conflict resolution and learning from mistakes.

In the upper grades, The Willows’ life skills program includes structured lessons and activities that focus on responsibility, honesty, and tolerance. Students participate in workshops, join discussions, and perform in skits and role-plays exploring strategies for navigating the challenges in their lives. Middle school students participate in advisory groups, where they check in with teachers and build relationships outside the classroom.

At the basis of The Willows’ “culture of character” is the nurturing of compassion and a sense of community, and the reinforcement of what it means to be an empowered individual, as well as a respectful, involved citizen of the world.

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THE WILLOWS winter 2013

A CULTURE of

P R O F E S S I O N A L D E V E L O P M E N T AT T H E W I L L O W S

Why do cliques form? What are the differences between boys’ and girls’ social groups? Why are some children excluded? How can parents and teachers help?

These are a few of the many questions teachers, administrators, and parents have been pondering as part of The Willows’ ongoing professional development and parent education programs.

One area of focus this fall for the Willows faculty was the issue of bullying. During professional development workshops, teachers worked with Dr. Jaana Juvonen, Ph.D., who has conducted years of research on peer relationships and peer harassment. The teachers focused on identifying the underlying factors of bullying and ways to convert “bystanders” to “upstanders,” who take the risk to advocate for victims.

Dr. Juvonen’s research backs up the notion that The Willows’ DK-8th grade structure supports positive character development and reduces the incidence of bullying. “It’s vital for students to feel part of a caring, cohesive community,” says Lower School Director Terri Baird, “and important for them to build strong relationships across grade levels.”

In January, The Willows also welcomed psychologist and parenting expert Michael Thompson, Ph.D. Dr. Thompson is the author of the New York Times bestseller Raising Cain and has worked for 35 years as a clinical psychologist and education consultant specializing in children and families. Dr. Thompson spoke to our extended community and conducted workshops with teachers and students on the topic “Best Friends/Worst Enemies: Friendship Development, Popularity, and Social Cruelty in Childhood.” He offered valuable insights on the relationships children form and offered powerful pointers for parents, educators, and middle school students to deal with popularity and exclusion among children.

“The work that Jaana Juvonen and Michael Thompson did with our community is so valuable,” says Head of School Lisa Rosenstein. “It inspires parents, teachers, and administrators with energizing ideas and concrete ways to navigate the complex topic of bullying.”

I had the pleasure of attending Dr. Thompson's Best Friends/Worst Enemies lecture last night and wanted to thank your school so much for hosting such an amazing event. Dr. Thompson was brilliant, personable, hilarious, and full of anecdotes that helped me remember what it felt like to be a child.”

-preschool director

The Michael Thompson event was fantastic. It was informative and fun, and such a relief to know that with just one friend your child can be ok.” – Willows parent Thank you for organizing this fantastic event and for including the community at large. Dr. Thompson was not only highly informative, but also humorous. He deftly dealt with a sensitive topic and gave me valuable insights on the relationships our children establish.”

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- preschool parent

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Math and Science in the Garden

GreenCulture “ No occupation is so delightful to me as the culture of the earth, and no culture comparable to that of the garden.” - Thomas Jefferson

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he Willows' garden is thriving — and taking root across the curriculum!

For many years now, Willows students have studied the cycles of life as they tend plants and track their growth in our garden, which is a delicious starting point for cooking activities. Our students cook with fresh produce and learn to make healthy and nutritious eating choices, as part of our gardening and sustainable environment programming.

The garden also continues to be an inspiration across the curriculum as teachers discover new ways to integrate “green culture” in other disciplines.

Kindergarten and third grade students use the garden as the starting point for select math activities, incorporating linking cubes and rulers to estimate and measure the dimensions of garden beds and the heights of plants.

In the middle school, the garden offered a great hands-on connection for the seventh grade study of genetics and heredity.

Students worked with science teachers Erin Carter and Wendy Amster on a unit that referenced the work of 19th-century scientist Gregor Mendel, who established the study of genetics through his observations of the inherited traits of pea plants.

“We realized that the sweet peas growing in the Willows garden were a perfect opportunity to connect to the students’ studies,” says seventh grade science teacher Erin Carter.

Erin and Wendy “harvested” some peas and brought them into class, giving each student a chance to identify and compare specific traits on different plants, much as Mendel himself had done.

“It was a real-life look at something that most students usually only see illustrated in their science books,” Erin says, “and the garden gave it to us!”

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THE WILLOWS winter 2013

The Culture of A

" If art is to nourish the roots of our culture, society must set the artist free to follow his vision wherever it takes him." – John F. Kennedy

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Artistic Expression

*All artwork by Willows students.

THE WILLOWS winter 2013

How Storytelling Builds Community

Parent Mentors Spearhead Storytelling Project FADE IN: Actors take the stage on the gym at The Willows Community School.

We hear the MURMUR of the crowd, full of parents and students, and the RUSTLE of scripts as a cast of professional actors prepares for a dramatic reading of a brand-new screenplay. Just offstage, the screenwriter smiles as she watches the actors bring her words to life.

She is twelve years old.

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his scene occurred last October, when the Young Storytellers Foundation held their annual gala, “The Big Show,” in The Willows’ gym to celebrate the achievements of the student screenwriters in their program. Last fall, The Willows launched an exciting partnership with Young Storytellers to bring storytelling workshops to The Willows while also helping to expand YSF’s outreach in the Culver City community.

Everyone has a story to tell—and knowing how to tell your story is the key to your future success. That’s the premise behind the Young Storytellers Foundation (YSF), a local nonprofit dedicated to developing children’s literacy through the art of storytelling. YSF runs a “Script-toStage” program in Los Angeles schools, pairing students with mentors who are professionals in the entertainment industry.

For nine weeks, each student works with his or her mentor to create a five-page screenplay. The program culminates with “The Big Show,” where professional actors (who have included Cory Monteith from Glee, Ben McKenzie from Southland, Josh Radnor from How I Met Your Mother, and Raven Symone from That’s So Raven)

meet with the student writers and the mentors. The students cast their shows on the spot, hand out scripts, and the actors present staged readings of the final drafts.

As two institutions dedicated to helping children find their voices and demonstrating the power of the written

word, Young Storytellers and The Willows are a perfect team. This partnership came about thanks to the efforts of Kary Antholis and Ness Hamaoui, two Willows parents on the board of Young Storytellers. Kary witnessed first-hand the impact of Young Storytellers when his daughter participated in the program. He became passionate about extending the organization’s reach and thought there

might be a way for Young Storytellers and The Willows to help each other fulfill their missions.

“I was aware of The Willows’ commitment to its relationships within the Culver City community, and its focus on literacy and the arts as part of everyday learning. I was also aware that Young Storytellers was deeply involved in the Culver City public schools, so I thought there might be a good fit,” Kary explains.

So last spring, Young Storytellers began offering an enrichment class at The Willows. During each course, Willows fourth and fifth graders work with mentors from the entertainment industry, learning screenplay format, creating written outlines, and developing full-fledged scripts with action, dialogue, fade-ins, and blackouts. The course culminates with a staged script reading performed by professional actors.

All the tuition revenue from the Willows enrichment classes is donated to support the Young Storytellers programs in the Culver City public schools.

One element that makes the Young Storytellers project at The Willows so unique is the level of involvement from the community. Three Willows teachers and many current Willows parents who are professionals in the entertainment

where great minds grow

industry trained as mentors. When the student screenplays come to life on The Willows’ stage, several Willows parents, who are professional actors, are part of the acting company.

opportunity to support the public schools, but the program has also enabled us to build strong bonds within our own community, between parents, and among mentors and students.”

“I was aware of The Willows’ commitment to its

relationships within the Culver City community, and its focus on literacy and the arts as part of everyday learning. I was also aware that Young Storytellers was deeply involved in the Culver City public schools, so I thought there might be a good fit.”

This high level of parent involvement has been very exciting to Head of School Lisa Rosenstein. “The Willows has always been committed to giving back to Culver City,” she says, “We’re delighted with this

Last fall’s gala performance on The Willows’ campus—“The Biggest Show”— celebrated YSF’s many achievements by showcasing four of the nearly 700 scripts written by students during the previous

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year. At the event, the scripts were performed by the cast of the hit show Glee.

One of the four scripts selected for the evening’s performance was written by a Willows student, a sixth grader named Siena T., who was mentored by Willows parent Barry Schkolnick, a writer and producer on many shows, including In Plain Sight and The Good Wife. Like other students who have participated in these workshops, Siena found the process transformative.

“I liked that we could write about anything we wanted,” she says. “It was amazing to see my own story being performed by real actors—it was a great feeling.”

Scan this QR code or visit http://www. youngstorytellers.com/category/video/ to see the video from the 2012 Young Storytellers Gala at The Willows.

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THE WILLOWS winter 2013

Multicultural Programming at The Willows

One World

MANY LIVES

The Los Angeles Almanac estimates that the residents of Los Angeles speak 92 different languages. With such a diverse wealth of cultures right on our doorstep, it’s a pleasure for The Willows’ Cultural Programming Committee to bring the world to the students of The Willows.

Each year, an array of artists, musicians, dancers, and storytellers share their gifts and perspectives with our community.

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Cultural Programming at The Willows 1 Hammer Museum Sound Artist, Composer, and Musician Chris Kallmyer 2 Shakespearean Acting Troupe 3 Dia de los Muertos (Day of the Dead) Celebration 4 STEP Dancers, Iota Phi Theta Fraternity, University of Southern California 5 Island Rhythm Steel Drum Band – A Calypso Concert Featuring Trinidadian and Caribbean Music 6 Naser Musa, Oud Virtuo-

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so, Middle Eastern Bedouin Music Duo

7 Ballet Folclorico do Brazil, Afro-Brasilian

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Dance, Percussion and Song

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THE WILLOWS winter 2013

A Culture of

Tabletop Filmmaking at

The Willows

A little black box, about 9 inches square. Inside the box: a meticulously designed movie set made of paper in the background, paper puppets in the foreground. Facing the box: some miniature gel lights and an iPad set up on a stand.

LIGHTS, CAMERA, ACTION!

Contents of tabletop filmmaking kit

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This moviemaking setup is a common fixture at The Willows, where students across the grades are discovering tabletop filmmaking as an innovative way to share their knowledge, integrate technology, and practice communication and collaboration skills.

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This technology comes to The Willows courtesy of Brick Maier, an educator and filmmaker, who trains Willows teachers and works directly with students.

Brick developed his system after spending a year in Ireland on a Fulbright Scholarship, using video to build literacy skills.

Inspired by the “paper theater” movement of the Victorian era, he realized that the iPad made the tabletop filmmaking process relatively straightforward.

“At first, I worked with students on standard video projects but ran into logistical gaps between the enthusiasm for the students’ creative ideas and the reality of being able to pull it off,” Brick says.

With tabletop filmmaking, Brick says, it’s easier to simplify: “The miniature spaces force students to think critically about how they tell their story. The kids are less distracted by the complications of traditional film and video and can focus instead on important skills, like creative problem solving, sequential thinking, and creating a compelling story with a beginning, middle, and end.”

The media literacy skills students develop are also noteworthy.

An iPad equipped with a video camera, iMovie, and access to the

tabletop theater to give life to a favorite inanimate object. DK students created short penguin “documentaries” using sock puppets they created.

Impressed by the degree to which the culture of innovation infuses the curriculum at The Willows, Brick says, “It’s amazing how quickly The Willows acts when they decide they want to move forward!”

Head of School Lisa Rosenstein agrees with Brick’s assessment.

Internet for images and printing gives young filmmakers the necessary tools to take a project from creative idea to finished product.

Willows teachers are embracing this new technology, devising unique student projects across the grade levels.

Eighth graders studying American history created movies retelling key moments in the Civil War, such as Lincoln’s assassination. Students researched and recreated backdrops from Ford’s theater, designed the president’s box, and used photos from Google images to create puppets representing Abraham Lincoln, Mary Todd Lincoln, and John Wilkes Booth.

This fall, seventh graders created one-minute films about cultural events significant in their lives. The results ranged widely, from topics like the Mars Rover landing to a touchdown pass by Tom Brady. All reflected a creative, thoughtful, and highly engaged approach to storytelling.

Teachers in the Lower School are also generating ageappropriate ways to harness the technology. Second graders participated in a stop-motion animation workshop, using the

“We are fortunate that we have the flexibility to immediately implement new programs that are a good fit. With our focus on integrating technology in creative ways, it makes perfect sense for us to train our teachers in this new technique.”

The Willows’ infrastructure for training and technology also made the adoption of tabletop filmmaking seamless. Teacher training took place during the year as part of “Willows Academy: Teachers Teaching Teachers,” The Willows’ in-house professional development program. The Willows’ Technology Department supported the new project by deploying and maintaining the school’s iPads.”

So now, Willows students have a new resource in their technology toolbox when it comes to creative avenues for narrative and storytelling. The only limit to their stories is their imagination— and what they can fit on a tabletop!

You can read more about tabletop filmmaking at www.tabletopmedia.org.

Scan this QR code or visit http://www.cast-away.com/Lincoln.html to see the 8th grade movie recreating the Lincoln assassination.

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THE WILLOWS winter 2013

The best way we can model a culture of character for our students is by “walking the walk”—and with this in mind, our teachers reflect on the ways they work with students to make the world a better place.

Teachers walking (left to right): Susannah Funnell, Kyle Smith, Ronit Liberman, Dakota Smith, Steve Futterman

Express Yourself:

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Giving Back

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RONIT LIBERMAN

second grade teacher

For the last 18 years, my students have participated in a book drive benefiting BookEnds, a nonprofit organization that recycles children’s books through student-run book drives and places them in schools and youth organizations. Since we started the book drive, we have collected over 60,000 books! We partnered with Bookends when they were first starting. The organization was developed by a middle school student; this fact really makes an impact on the children, who are struck by the idea that anyone can make a difference, no matter how old or young.”

SUSANNAH FUNNELL

art teacher

I am the co-chair of the Culver City Connections Committee, a group that facilitates volunteer activities and co-ordinates events that expand and foster the relationship between The Willows and Culver City. In addition to participating in those events, I am able to use my blended role as Committee Co-Chair and Art Teacher to host Girl Scout art workshops on campus and visit Culver City Schools to share art projects with staff and students. As a resident of Culver City and as an art teacher, I am proud of The Willows' commitment to arts education throughout the community.

STEVE FUTTERMAN

middle school Core (English and history)

Eleven years ago, I initiated The Willows Middle School’s participation in the AIDS Walk as part of student service learning. The walk is very personal to me. I tell the students why I walk, and I share a story about my friend Tony, who died from AIDS. I have played students a mix tape that Tony created for me or shown photos or a music video of friends in the 1990s. I approach the story differently each year but always personalize it. I want our students to feel a sense of ownership about what they do out in the community—to make community service personal. I stress that if you find a personal connection and focus on what is important to you, then community service becomes much more meaningful.

KYLE SMITH

middle school Latin

I’m actively involved in the state and national organization for the Junior Classical League (JCL), a group that celebrates and facilitates competitive and enrichment activities for middle school Latin students. I’m the California co-chair in charge of academics and serve as a writer and reader for the Open Certamen contest at the national convention. Each year, I coach The Willows’ JCL team and bring them to state conventions—in the summers, I also chaperone current Willows students and Willows alumni at the national convention. I love being part of an organization that makes the classical world so engaging and exciting for middle school students—our Willows kids have a blast at the conventions, and they excel in every competitive category!

DAKOTA SMITH

third grade

I traveled to New York City this past fall to run my first marathon. When Hurricane Sandy derailed that plan, it was clear I had to help out in some way. So on marathon Sunday, I joined other runners on Staten Island and ran to the places that were hardest hit, delivering supplies, food, help with the clean-up, and whatever support we could provide. The experience turned out to be more meaningful than I could have expected. I shared my story with my students as an example of putting aside personal setbacks to help others in urgent need.

The Willows Culture: DK Super Hero Service

The Willows Culture: Toy Drive

Aids Walk

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Sustaining the Future of our School

The Willows Campus

Master Plan The dream becomes a reality as the purchase of Willows VI creates one secure, contiguous campus. A heartfelt thank you goes out to our Board of Trustees, parents, and extended community for their diligence in pursuing and launching this dream. The generosity of our donors will now set the pace for this campus regeneration.

THE WILLOWS FOOTPRINT

acres

124,404 72,973

buildings total

square feet

square feet

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WILLOWS IV

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WILLOWS II

WILLOWS VI

WILLOWS V

WILLOWS I

WILLOWS III

aerial view of The Willows School Community School

WILLOWS I

1994 Lower Elementary Building leased Purchased in 2009

WILLOWS IV

2003 Gymnasium and Theatre Building leased long-term WILLOWS V

WILLOWS II

1998 Middle School Building leased Purchased in 2009

2009 Building Purchased 2012 Three Dedicated Sports Courts & Warner Drive additional parking under construction

WILLOWS III

WILLOWS VI

2000 Upper Elementary Building leased long-term

Formerly WorldPac Building 8510 Warner Drive Purchased in December, 2012

To see photos from the demolition and construction of Willows V, scan this QR code or visit: http://www.thewillows.org/about-us/willows-v-update/index.aspx

THE WILLOWS winter 2013

Alumni Spotlight // A Culture of Service

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Q&A with Maggie Raiken ’ : Making a Difference

Willows alumna Maggie Raiken is passionate about making a difference in the world and has wasted no time in finding worthy causes where she can dedicate her time, skills, and heart. After graduating from The Willows in 2000, she attended Marymount High School in Los Angeles and then the University of Wisconsin, where she majored in political science and history. She’s currently the Development Coordinator at the Westside Children’s Center, a local nonprofit organization providing services to preschool children and their families.

How did you start your career in nonprofit work?

Maggie>> After college, I spent four years on the campaign trail, fundraising for the Democratic party focusing on the 2008 presidential campaign and the 2010 and 2012 congressional races.

I loved the excitement of the campaigns and the feeling that I was making a difference for candidates I believed in, but last year, I decided to leave politics.

I was sick of life on the road and wanted to find a place where my fundraising skills could make a direct improvement in people’s lives.

What brought you to the Westside Children’s Center (WCC)?

Maggie>> I was excited to come work at WCC because its mission resonated so strongly for me.

WCC currently serves about 450 families in the area: there are 116 children in our early education center, in addition to the families involved in our foster care,

adoption, and family preservation program, as well as our Early Head Start program. I am responsible for coordinating all volunteer efforts and fundraising through special events and individual donations, raising $1-2 million each year for the organization, or approximately 20% of the annual budget.

What do you enjoy most about your job?

Maggie>> As Development Coordinator, I plan three big fundraising events each year, and I work closely with individual donors. I really love event planning, but one thing I’ve learned about myself is that I enjoy what I do because I know that it’s making a difference…

I don’t think I’d have the same sense of gratification planning events if they were for private individuals.

How did your experiences at The Willows influence where you are today?

The Willows, through the PATH lunch program [where students make an extra lunch each Wednesday for donation to a local organization that helps the homeless]. My service work at The Willows and Marymount opened my eyes to the range of people in my community and the ways I could help them.

It’s a great coincidence that The Willows and WCC have had a service learning connection for the past eight years. The Willows’ sixth graders come to WCC each month to work and play with our preschoolers.

It’s part of my job to coordinate these visits, so I see Willows teachers and students on a regular basis!

HERE ARE A FEW OF OUR COLLEGE ALUMS IN SPORTS:

Matthew Arrow ‘07 Baseball Cody Baird ‘08 Cross Country Ray Barry ‘06 Basketball Caroline Coster ’09 Crew Lewis Dix ’07 Basketball Emmanuel Ellner ‘07 Soccer Bronson Green ‘06 Football Khaliq Ghani ‘08 Football Miles Gueno ‘07 Basketball Marc Huberman ‘08 Baseball Noah Morayniss ‘07 Basketball Louis Murray ‘07 Football Kunal Patel ‘07 Baseball William Pleskow ’07 Soccer Taylor Weakley ‘07 Volleyball Connor Wilhelm ‘06 Football To read more alumni news visit http://www.thewillows.org/alumni/

Maggie Raiken (center with scarf) with The Willows 6th grade students at the Westside Children's Center.

Maggie>> I really got into service when I was at

The Willows' athletic program is rooted in the philosophy that every child should have a successful experience playing team sports. Our “everybody plays” policy encourages each student to explore athletics. Many of our alumni continue playing sports during their high school and college careers and after. And of course, return to play in our Annual Alumni vs. Faculty Basketball Game. (see photos on next page // alumni @ the willows sidebar)

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Maggie as a student at The Willows.

University of Redlands Pomona Pitzer College Amherst College Hobart and William Smith Colleges Morehouse College Union College Dartmouth Yale University Oberlin College University of Southern California Kenyon College Stony Brook University Washington University University of Washington Dickinson State University California Lutheran University

“it takes courage to grow up and become who you really are.” ­ — e.e. cummings

alumni the willows where great minds grow

Alumni Then & Now

CULTURE

Cody Walker ’02 has been designing and implementing internet and mobile applications and developing software for two computer programming companies, Claveo, an entrepreneurial business offering a mobile platform for transaction and data security, and Bitmatic.

He assisted in the development of security software, including a cryptographic benchmark for SGI super computers. Recently he competed in an international financial technology competition and was one of the ten finalists who competed in the competition finals in Osaka, Japan. He graduated with a B.S. in computer science from the University of California at Santa Barbara www.claveo.com

Alumni Graffiti artists: Megan Lee ’10, Cameron Robinson ’09, Sam Haskins ’09, Greg Blum ’99 and Chris Avolio ‘09, Jillian Weisbord '08 (not pictured)

Photo far left: Cody from The Willows 2002 Yearbook

Wynn Haimer ‘08 is attending Bard College on a full, four-year Distinguished Scientists Scholarship. He will also study with researchers at the Rockefeller Institute in New York City.

Photos at left: Wynn in science class and as a mad scientist at The Willows Halloween Celebration 2004 Alumni gathered to graffiti the walls of the Willows V Building at a Demolition Party at Book Fair.

Ashlee Cline ’00 has launched a new clothing line called Sunset Attitude (www.sunsetattitude.com). What is Sunset Attitude? It’s edgy, California-inspired apparel and also a lifestyle store featuring Ashlee’s own private label and hand picked up-and-coming designers. Or as Ashley puts it: Sunset Attitude – embracing our historic home on The Strip with an edge that cuts through traffic like only a native can.

On the Alumni Basketball Team: Brandford Bland ’11,Adam Feldman ’11, Quinn Feldman ’03 and Zach Ellis 04.

Simona Kessler ’06 is producing and starring in W.I.L.D., a web series parody of teenage rehabilitation programs, that aims to shed light on the real life pressures many of today’s teenagers face in a comedic way. W.I.L.D. stands for the fictional “Wellness. Introspection. Learning.

Detox. Rehabilitation Program.”

Photo on left: Simona in Bye Bye Birdie, the sixth grade play at The Willows in 2004. Photo on right: Simona with W.I.L.D. cast.

Jake Morayniss ‘03 is working at UTA (United Talent Agency) in Los Angeles as part of the UTA Agent Training Program learning all aspects of the talent agency business and preparing to be a talent agent in the entertainment industry.

Photo on left: Jake (in middle) performs in Guys and Dolls at The Willows in 2000. Photo on right: Jake playing on the alumni team in 2010's Alumni vs. Faculty Basketball game.

Annual Alumni basketball game.

Willows Class of 2012 Alumni at Book Fair: Benny Duffin, Max Anstey, Laura Schkolnick, Nichole Baza, Anna Eisenman, Eliza Wilson and Sarah Wagner

NONPROFIT U.S. POSTAGE PAID LOS ANGELES, CA PERMIT NO. 1494

Celebrating 18 Years of Innovation & Excellence

“ Culture is the widening of the mind and of the spirit.”

-Jawaharlal Nehru

The Willows Culture: Volunteerism & Philanthropy (The Lisa Olshansky Memorial)

www.thewillows.org