TODAY MAY–JUNE 2015 Retirements Page 3 Gates Invention Page 6 Grandparents 10 Alumni News 11 Golf 12 Inside this Issue: WEAR YOUR OWN CLOTHES The Personalized Path to Leadership By Gail Hill, Director of Curriculum and Instruction Students aren’t the only ones who benefit from Graland’s trips program. Last fall I was fortunate to accompany our eighth grade class on their Civil Rights tour of the south. It was an eye-opening experience, and one particular message keeps coming back to me: wear your own clothes. On the second day of our trip, we attended a service at the Ebenezer Baptist Church in Atlanta and Wear Your Own Clothes was the title of the minister’s sermon. As he stood on the pulpit where Martin Luther King, Jr. once preached, he shared that over the years many parishioners asked him how he felt about carrying on MLK’s legacy. This expectation was a heavy burden for him to bear and it took him time to come to grips with the fact that he couldn’t be the same type of leader that MLK had been; in other words, he had to wear his own clothes. Some leaders are charismatic and outwardly influential while others are more introverted, lead by example or make a big impact while avoiding the limelight. History shows us that the strongest leadership teams are made up of people with varying strengths and styles. Graland works to foster this model around campus. According to seventh grader Anna Bock, “Our Peer Leader continued on page 9 Gail Hill, Director of Curriculum and Instruction WHAT’S ON THE HORIZON FOR GRALAND? Tuesday, May 12 | 7-8:30 p.m. Anschutz Commons Join us as we reveal plans to invest in Graland’s campus, faculty and financial aid to take EXCELLENCE to a whole new level. Adults only, please. Cocktails, appetizers and dessert will be served. RSVP to [email protected](303-399-8370) by May 8. CLIMBING MOUNTAINS An Evening for Graland Parents
Transcript
TODAYMAY–JUNE 2015
Retirements Page 3
Gates Invention Page 6
Grandparents 10Alumni News 11Golf 12
Inside this
Issue:
WEAR YOUR OWN CLOTHES The Personalized Path to LeadershipBy Gail Hill, Director of Curriculum and Instruction
Students aren’t the only ones who benefit from Graland’s trips program. Last fall I was fortunate to accompany our eighth grade class on their Civil Rights tour of the south. It was an eye-opening experience, and one particular message keeps coming back to me: wear your own clothes.
On the second day of our trip, we attended a service at the Ebenezer Baptist Church in Atlanta and Wear Your Own Clothes was the title of the minister’s sermon. As he stood on the pulpit where Martin Luther King, Jr. once preached, he shared that over the years many parishioners asked him how he felt about carrying on MLK’s legacy. This expectation was a heavy burden for him to bear and it took him time to come to grips with the fact that he couldn’t be the same type of leader that MLK had been; in other words, he had to wear his own clothes.
Some leaders are charismatic and outwardly influential while others are more introverted, lead by example or make a big impact while avoiding the limelight. History shows us that the strongest leadership teams are made up of people with varying strengths and styles. Graland works to foster this model around campus. According to seventh grader Anna Bock, “Our Peer Leader
continued on page 9
Gail Hill, Director of Curriculum and Instruction
WHAT’S ON THE HORIZON FOR GRALAND?
Tuesday, May 12 | 7-8:30 p.m.Anschutz Commons
Join us as we reveal plans to invest in Graland’s campus, faculty and financial aid to take EXCELLENCE to a whole new level. Adults only, please. Cocktails, appetizers and dessert will be served.
“I want parents to feel that being a part of their
child’s day-to-day life at Graland is accessible.
My job next year is to continue to build a strong
parent community, and I’m passionate about it.”
–Shannon Burke, GPA President 2015-16 (see story page 14)
This year we completed the Assessment of Inclusivity and Multiculturalism (AIM) with the help of students, parents, faculty/staff, alumni and trustees. Survey results allow us to celebrate our growth, consider future initiatives and address immediate concerns. Our results are grouped as Healthy Scores, Priority Concerns, and High Priority Concerns.
Based on responses, Graland has made great strides with the initiatives and programs focused toward
inclusivity, diversity and multicultural education since our last survey in the 2009-10 school year. Among the Healthy Scores that help to display this growth from this year’s survey, Graland has:
• a caring environment.• a community of adults working at the school who are
responsive to the needs of others in the community.• a positive spirit on campus.• a commitment to ethical values and character development.
The Priority Concerns and High Priority Concerns provide an opportunity to determine what needs to be addressed in the years to come. Some Priority Concerns that came out of the survey were:
• Continued Professional Development for faculty/staff, as well as Forums for parents focused toward diversity/multiculturalism/inclusivity
• To actively take steps to ensure that all families (single parent and dual working families) can participate in school activities
• Continuing to take action to create a diverse student body and faculty
We will update the entire Graland community with an in-depth report as our next steps are determined for the 2015-16 school year and approved by the Strategic Planning Committee.
Compared to the previous AIM survey, our response rate greatly improved and I would like to personally thank everyone who shared his or her “voice” during this process. Your input is valued and appreciated. Stay tuned for more on this exciting process!
UPDATE ON INCLUSIVITY SURVEYBy James Foreman, Diversity Coordinator
James Foreman, Diversity Coordinator
GRADE 2 BIOGRAPHY TEAWednesday, May 20
8:30 a.m.
KINDERGARTENRODEO
Friday, May 22 8:30 a.m.
Graland Today I 3
Drama Teacher Tony CataneseGood actors are a dime a dozen, but good drama teachers are much harder to find, which is why Graland was lucky to land Tony Catanese in 1987. At the time, he had 10 years of professional acting experience and another six years as a teacher, plus a bachelor’s degree and two master’s degrees in drama. He clearly loves the stage.
“I use educational theater to help kids explore who they are and to build self esteem,” Tony says. “People can use these skills regardless of what they do in life. I also want to make every student fall in love with the arts.”
Of Tony’s countless accomplishments, many will remember his dedication to promoting diversity and inclusivity at Graland. He helped start the Seeking Education Equality and Diversity group for faculty and staff, served on two committees for the Assessment of Inclusivity and Multiculturalism, and worked to stock the library with books on diversity.
With retirement only days away, Tony has an impressive list of future plans. He will teach tai chi, work with Therapy Dogs International to help dyslexic kids learn to read, and spend more time with his young buddy, Ali, a child he has mentored for the past four years. At some point, Tony would also like to visit New Zealand, Australia and Japan with his wife, Cindy. Of course, he will also continue acting.
With fondness from all of us: Break a leg, Tony.
Third Grade Teacher Susie CookWhen Susie Cook joined Graland in 2002, she was already a seasoned teacher with 27 years of experience in elementary education. She found her home here in a third grade classroom, where she says students are “eager to learn, fun, funny, warm, loving and creative.”
“I really love to teach math,” Susie says. “I love to see the light go on and I think the Math in Focus curriculum has such a logical way of presenting concepts. At the beginning of the year students will sometimes say, ‘I don’t like math.’ I say, ‘Just wait.’”
Susie is Graland’s resident expert on Responsive ClassroomTM, a teaching approach that encourages kids to be responsible, respectful and resourceful. Besides training her peers at Graland and other schools in the techniques of Responsive Classroom, Susie also wrote an article for the organization’s magazine last year.
Although her last year at Graland was spent treating and recovering from breast cancer, Susie will soon have the flexibility to enjoy more time for the activities she enjoys. On the list of plans are visiting grandchildren in the midwest and on the east coast, a river cruise on the Danube in Europe, working with student teachers and adult literacy students, and possibly writing children’s books. As usual, Susie will devote her customary energy and attention to making the most of her retirement years, accompanied by her husband of 48 years, Julian.
Best wishes, Susie, and thank you for all your years of service and devotion.
TWO LONG-TIME TEACHERS RETIRING IN JUNEIt’s very natural for faculty to come and go as life brings people into the Graland community and also draws them away. Two long-time teachers are taking their turn to say goodbye after a combined 40 years of teaching Graland students. Here’s more about where these educators have been and where they’re going.
4
Lower School News
For many years, Graland third graders gained an abundance of knowledge about our great state through their social studies curriculum on Colorado history. New this year, we took lessons to the next level by not only teaching the basics of our history, but also telling meaningful stories of historical figures who shaped our state, as well as using interactive technology to enhance the lessons.
Life Zones and GeographyWe begin in the fall by researching
Colorado life zones -- unique places where animals and plants live -- and discuss the varying elevations, climates and adaptations. Special activities during this unit includes a hike up Chief Mountain in Evergreen, life zone dioramas, and well developed and comprehensive reports. Using Google Draw, students manipulate an online, interactive map to learn about Colorado geography and topography such as regions, directions, major cities, bordering states, the Continental Divide, rivers and the sites of important historical events.
Art AppreciationThird graders visit the American Museum of Western Art, the Anschutz Collection, to appreciate the beauty and history of the American West. At this point in the year, students are ready to embark on a historical journey from the early 1800s through present day.
Native AmericansGoing back in history, our first stop focuses on the Ute and Plains Indians who had a significant impact on Colorado. Students understand each group’s culture and lifestyle while discussing conflicts between Native Americans and non-natives. Using iPad apps, they create a graphical representation of key historical events before making e-books of important figures like Chief Ouray, Buckskin Charley and Little Raven. Third graders learn how Native Americans are resourceful caretakers of the environment and they are able to identify parts of a buffalo and describe how each was used. The unit includes a visit to the Plains Conservation Center, an outdoor education facility.
CommerceWinter brings our next unit of study on Colorado Trappers and Traders. Students discuss how successful business practices were realized through constructive problem solving, communication and trading among early settlers. Using the Pic Collage app and persuasive writing, students develop posters to advertise an item for trade. Mountain man Doc Grizzly comes to Graland and
spends the day demonstrating how to survive in the wilderness. Finally, we study William Bent and Bent’s Old Fort National Historic Site in La Junta. After a virtual field trip to the fort, third graders create their own interactive, online fort by comparing it to Graland’s campus.
ExpansionNext we examine westward expansion and the lives of the Colorado gold miners and pioneers. We even become prospectors ourselves and try our hands at gold panning. All this learning leads up to our trip to the Four Mile Historic Park, where our students do farm chores, play pioneer games, and make butter and quilts. They learn about the Pikes Peak gold rush, Cripple Creek gold mining and Leadville silver mining through the stories of real life settlers. To show their understanding of the dire conditions these brave men and women faced as they attempted to establish their new homes, students create iMovie trailers. Our study of early Coloradans culminates with a visit to History Colorado Center.
StatehoodOur final unit of study, Statehood, is kicked off with a visit to the State Capitol and Governor’s Mansion. Spring finds students studying law-making, memorizing the state symbols and learning about our early leaders. The Colorado History Affinity Project takes us through the end of the school year as students choose a piece of Colorado history and research it more deeply. Third graders create a photo essay, as well as a project of their choice to demonstrate their understanding.
ServiceOnce our third graders become experts on Colorado, they play an important role in an official Naturalization Ceremony to welcome new American citizens. This is a meaningful way to connect our updated social studies curriculum to our service-learning project. The third grade social studies curriculum tells wonderful tales of adventure, hard fought battles and courageous peacemakers. By the end of the year, third graders leave our classrooms with a new appreciation and understanding of the great state of Colorado.
GRADE 3 DELVES INTO COLORADO HISTORY A Year of Social Studies in ReviewBy Julie O’Connor, Third Grade Teacher
Julie O’Connor, Third Grade Teacher
Chief Mountain Hike 2014
Graland Today I 5
As your child’s most important teacher, families have an important role in motivating children to read over the summer. Here are a few new and exciting ways you can promote summer literacy.
Outdoor FunSummer leaves lots of time for outdoor activities. Build research, reading, and writing skills with a gardening project from ReadWriteThink.org. It involves reading a book about gardening, planning a garden, reading seed packets and recording growth in a gardening journal. You can also take this idea and apply it to other outdoor activities.
Book ClubMany libraries and organizations offer
fantastic reading programs with great incentives to motivate young readers. Try these:
Trading CardsKids love trading cards! On ReadWriteThink.org, your child can dive deeper into summer reading by creating trading cards to describe story characters. The activity helps children identify traits such as appearance, feelings, and actions and apply the same analysis to real-life people to gain a deeper understanding
of the elements that make up a fully developed character.
Game NightBoard games are a great way to enjoy quality family time, build literacy and have fun.
• Scrabble Junior: Fosters literacy and language skills.
• Boggle Junior: This is one of the best learning games! It teaches letters, words, spelling and matching skills. Players link pictures to letters and words. Older children can hide the written words and spell the word just using the picture.
• Zingo: This game encourages matching skills and quick thinking skills.
• Monopoly Junior: Builds on reading, reasoning, math and social skills.
Go OnlineAt startwithabook.org, you’ll find engaging ideas for getting kids hooked on reading, exploring and learning. You can also subscribe to a free e-newsletter from ReadingRockets.org, a national literacy organization, to get new ideas all summer long.
Write it DownJournal about your summer adventures or find a penpal at Amazing-Kids.org. There are more great summer writing ideas on startwithabook.org/summer-writing.
IT’S SUMMER READING TIME! By Kristin Newman and Jacqueline Purdy-Davis, Literacy Specialists
graland.org/summerfun
2015 SUMMER CAMPSfestival of fairies
reading rainbowsoccer
french cooking
babysitting
lacrosse
skateboarding
future engineerscrafty creatures
math bakery
6
Middle School News
The 15th annual Gates Invention Competition is in the books, and once again we were wildly impressed with the creativity our inventors displayed.
Discover and DesignThe adventure starts in the fall, when Middle School students are challenged to think about the world around them. What problems exist? What difficulties need to be solved to make life better? What products already attempt solutions, and can those products be improved? Research into these queries takes several weeks.
“THERE’S A WAY TO DO IT BETTER—FIND IT.” Thomas Edison
Next, working alone or with a partner, inventors conceptualize their ideas while keeping detailed notes in their inventors’ logs. With a lab full of tools and custom-ordered supplies, each invention begins to take shape over the course of many more weeks. Guided by Gates coaches, challenges in the building stage are met with determination. The designs almost never build out as the inventors imagine and modifications become commonplace. It’s all accepted as part of the discovery process.
“I tried to assemble my invention using different types of glue,” said Bradley Donaldson, Grade 8, “but the none of the glue would hold and I had to find another solution.”
“I HAVE NOT FAILED. I’VE JUST FOUND 10,000 WAYS THAT WON’T WORK.”
Thomas Edison
Display and DemonstrateThe next part of the invention process is the presentation aspect, which is twofold: verbal and visual. During the expo, students talk to more than 100 curious peers, teachers, parents and judges. They prepare an “elevator pitch,” or a short description of their ideas, as well as longer speeches in case they are chosen as finalists for the awards. Students also create a compelling display showcasing their invention and its benefits.
Working prototypes in place, students stand in front of their displays equipped to explain and discuss their ideas in a science fair-type expo that demands the entire gym floor. Over the course of more than two hours, inventors share their elevator pitches dozens of times and answer countless questions.
INVENTION PROGRAM CONJOINS DISCOVERY AND INNOVATION
5/6 DIVISIONFirst Place:
Ava Barish and Catalina Rodriguez, “Acca Aid”
Second Place (tie): Sara Musani, “Plan e Pal”
and Grace Dale, “Toasty Tootsies”
7/8 DIVISIONFirst Place, Patent Nod:
Sophie Goldberg, “No Skin Skis”
Second Place: Alec Romo-Nichols, “Thermo-Break”
PATENTS AWARDEDOliver Greenwald and Sam Nassif, Grade 8
Erin O’Shaughnessy and Lacey Rifkin, Class of 2012
Graland Today I 7
“The sheer number of projects was impressive, and I noticed more students experimenting with electronics and programming,” said Mike Soltys, Ph.D., a Gates judge.
“IF WE DID ALL THE THINGS WE ARE CAPABLE OF, WE WOULD LITERALLY
ASTOUND OURSELVES.” Thomas Edison
Acknowledge and AwardOnce the expo closes and the inventions are carefully packed away, the waiting begins. Judges sequester themselves to give their full attention to vetting the best of the best ideas. Finalists are invited back the next morning to address the panel of judges. The top three winners get cash awards while patent contenders can go on another journey that may result in the award of a US patent. This year, four Gates inventors received their patent awards for inventions designed in 2012.
Finally, the time comes to announce the results. To cheers and applause, several inventors are called forward to receive their prizes. As the assembly slowly fades away, coaches reflect on the year of innovation, perseverance and achievement.
“This year more than in the past I saw the kids celebrate their failures,” said Marty Twarogowski, Gates coach and director of information services. “They were willing to talk about their mistakes and how they overcame them. That’s such an important part of developing a growth mindset about learning.”
THE GATES REVOLUTIONBy Josh Cobb, Head of Middle School
This year’s National Association of Independent Schools conference, entitled “Design the Revolution,” focused on fostering innovation. I was particularly fascinated by two speakers, John Maeda, former president of the Rhode Island School of Design, and Neri Oxman, professor of media arts and sciences at MIT. Maeda talked about moving from a traditional approach that avoids mistakes to a creative approach that embraces mistakes as part of the learning process. Oxman demonstrated that creative approach with examples of how to model inventions on natural, organic processes. Her “wearable skins,” designed to replicate biological systems and help humans survive on other planets, were especially striking.
Less than a week after I returned from this conference, I spoke to the Gates Invention Competition participants, telling them that Charles C. Gates ‘34 was as revolutionary as anyone I heard present. When he established the Gates Invention and Innovation Program in the late 1990s, he had already grasped a concept that many educators considered avant-garde almost 20 years later. He envisioned children as pure innovators with a natural curiosity and an entrepreneurial spirit. He believed in giving them the freedom to explore, create and ultimately problem-solve for the benefit of others.
Each year at the competition, the process students go through to imagine, design and craft their inventions impresses me. This Gates experience, facilitated by skilled coaches, is an innovative, dare I say revolutionary, pedagogy that should not simply be contained to the Gates program. Every class, whether academic, athletic or artistic, can follow the same approach: pose a question and let students develop their own answers. Although simplistic, when done well this pedagogy cultivates creativity, resilience and critical thinking and inspires a lifelong pursuit of innovation and discovery. We have Mr. Gates to thank for introducing Graland to his version of “design the revolution” through the annual invention competition.
Nassif & Greenwald, Grade 8 O’Shaughnessy & Rifkin, Class of 2012
Gates coaches 2014-15
8
Earlier this year we attended the Courage to Risk Conference and had the privilege of hearing Sara Ward speak.
A leader in the education community, Ward is a speech and language pathologist and co-director of Cognitive Connections. She is committed to working collaboratively with teachers and learning specialists using research based teaching approaches that develop strategic learning skills for students in any educational setting. Ward, along with Kristen Jacobsen, M.S.,CCC/SLP, has devised an innovative approach to facilitating executive function (EF) skills. “Executive functioning” is described as the brain’s CEO in charge of making sure things get done from the planning stages of the job to the final deadline. This area of the brain is not fully developed until early adulthood. Some children lack these skills or are delayed in the development of these skills.
Children with EF challenges have trouble with several aspects of time, initiation, organization and project management:
• Keeping track of time• Planning backwards as well as forwards• Meeting deadlines • Multitasking• Problem solving• Analyzing ideas• Making modifications/incorporating feedback• Focus and sustained attention There are effective strategies that someone with these challenges
can practice to develop the EF area of the brain and better manage day-to-day and long-term activities.
STOP to Read a RoomThose who lack EF skills struggle with “situational intelligence,” or reading the physical components of a situation. In order to build situational intelligence, children can use the pneumonic STOP (space, time, objects, people). This strategy teaches children to read a room and quickly assess a situation.
Space: Where am I? What is going on? What is expected?
Time: What is happening now? What is happening in the moment? What is coming up?
Objects: How is the room organized? What is the purpose/priority of objects?
People: What are the facial expressions? What is the body language?
Picture ThisTo help children with EF challenges, use visuals like photographs instead of words or lists. Here is a real-world example: If your child struggles with getting ready for school, instead of creating a checklist of tasks, take a picture of her properly dressed with all school materials in hand to show her what “ready” looks like. This technique is useful for many situations: the locker, the bedroom, materials needed for a particular class, etc. A picture is quick and easy and requires no prompting. The child is to match the picture.
MIME a Future Time In order to prevent prompt dependence, children need the ability to pre-imagine the future. This type of nonverbal working future memory is called “mimetic ideational information processing.” Children with poor EF skills cannot create images in their minds to match the task at hand. Therefore, these skills need to be coached.
M: Make an image of the space.I: What do I look like?M: Move through space.E: Emotion of the future—How will I feel?The child needs to do each step in order to create an image in
his mind. Without imagining the future the child can experience shutdown. A future image consists of task planning, task executing and self-monitoring. A child must begin by imagining a task “Done” rather than starting with “Get Ready.” Visualizing the completed task empowers a child to create ideas and gather the materials needed in order to do the work. Self-talk, verbal working memory, is more anxiety-based and is less effective than nonverbal working memory.
Clock ItTime blindness is another side effect of EF issues. These children are unaware of the passage of time or pace of work, making it difficult to meet deadlines and complete large projects. An analog clock is the best tool to help. By predicting how much time a task will take, a child can self-monitor by visually seeing the passage of time and readjusting her prediction. This prevents her from spending too much or too little time on a task. A planner is also very helpful in breaking down large projects into smaller, more doable pieces.
The goal for children who lack executive functioning skills is to reduce the number of prompts necessary to achieve a task and create independence and effectiveness. Through deliberate practice of these strategies and self-monitoring, executive functioning can improve.
HOW TO OVERCOME EXECUTIVE FUNCTIONING CHALLENGES By Elky Dorman and Leah Noyes, Learning Specialists
Graland Today I 9
group is varied which makes us stronger.” When 7/8 Peer Leader members were asked to describe their leadership styles, they gave these answers: enthusiastic, positive, impulsive, confident, quiet, and action-oriented. It sounds like they have it covered.
“I LIKE THE DETAILS PEOPLE–THE PEOPLE WHO GET DOWN TO WORK AND START USING THE IDEAS TO ACTUALLY DO
SOMETHING WITH THEM.” Joey Waldbaum, Grade 7
Inspire LeadershipAt Graland we take fostering leadership skills seriously. Inspiring leadership is even one of our guiding principles. Faculty members take this responsibility to heart and provide a variety of opportunities for students to take the lead. In kindergarten, students act as line leaders, classroom welcomers, and “Wise Owls” who help run meetings. By third grade, students are learning about philanthropy through the Penny Harvest Program. Fourth grade students lead the way with their Unified Neighborhood project, and in Middle School there are additional, organized leadership groups such as Student Council and 7/8 Peer Leaders. These are just a small sampling of the student leadership opportunities at Graland.
Leaders affect others, plain and simple. On a small scale, student leaders affect the classroom environment. According to second grade teacher Justine Hall, “They are a very positive force in the classroom because others can look to them to figure out what’s going on.”
On a larger scale, student voice affects community change and paves the way for new ideas on campus. Laurie Chandler, sixth grade team leader and math teacher reflects, “Student leaders get to shape experiences whether social or service related.”
Drama teacher Tony Catanese agrees, “It’s the students’ community as much as it is ours. Students have opportunities to decide how they want their community to be, look, and feel. When they leave Graland, they feel like they’ve left a part of themselves here.”
Look BeyondLaurie also believes leadership opportunities foster personal growth. “They help students take a step toward looking outside of themselves. Part of growing up is learning to look beyond your own personal self or experience and gain empathy for others. Graland offers a safe and supportive environment for students to try out their leadership skills.”
“I LIKE LEADERS WHO TAKE OTHERS’ IDEAS INSTEAD OF
JUST TAKING THEIR OWN IDEAS; THEY CONSIDER
ALL THE IDEAS AND THEN MAKE THE DECISION.” Jeremy Naiman, Grade 8
However, leaders don’t always emerge while they’re at Graland. Tony recognizes this and notes, “Maybe some Graland students don’t take the risk of being a leader until later, but the capacity for leadership is within them because they learned the skills while here at Graland. Not everyone’s a leader while they’re here, but they see other peer leaders in action and that may inspire them to be leaders down the road.”
Personally, I agree with eighth grader Andy Sevilla who shared, “Everyone in this
school is a leader even if they don’t know it. There are so many different types of leaders at this school. Everyone does their job to make this place run smoothly.”
I’m honored to be a leader at Graland and am proud to be part of a community who takes teaching this real-world skill seriously. As I walk into classrooms and observe changes to our community over time, I can confidently say that we have a lot of faculty, staff and students wearing their own clothes.
continued from page 1
Wear Your Own Clothes
Gail Hill, far right, on the Civil Rights trip in 2014.
The Ebenezer Baptist Church in Atlanta
10
It was a very exciting Friday on April 17 when we welcomed as many as 600 visitors to the Graland campus for Grandparents and Special Friends Day. They arrived from across the street and across the Pacific Ocean to join students for this annual, much-anticipated event.
“I love being with the kids and seeing what they do,” shared Maher Tadros of Fort Lauderdale, grandfather to Lower School students Casey and Lyla Eidson. The sentiment was echoed by other visitors who said, “There’s nothing that would keep us away from Grandparents Day.”
Before joining students in the classrooms, guests enjoyed a light breakfast and entertainment by The Sirens, our Grades 7/8 girls a cappella group. The girls performed Somewhere Over the Rainbow and Run to You for the captivated audience, showcasing the talents of soloists Anna Belfance and Sadie Jenkins.
Board President Christopher Hunt took the podium next to welcome guests and describe the school’s “unwavering commitment to academic excellence” and “students who fully embrace the Graland experience” as just two of the many remarkable aspects of a Graland education. Head of School Ronni McCaffrey followed
him and spoke about Graland’s dedication to professional and curricular development, diversity, and flexible spaces to better support learning.
Student smiles brightened the gray weather when guests arrived into bustling classrooms following the presentations. For the next two hours, students helped their visitors create crafts, work math problems, and solve educational games.
“I was very impressed with the communication between students and teachers and the way students are able to articulate their learning,” said Dick Keigher, grandfather to the Rhine children, Hailey, Brooks and Katherine.
A new feature this year was the opportunity for students to walk their guests around campus to see artwork on display for the final day of the Spring Art Show.
“You would need hours to properly view all of this art in a museum!” declared Larry Wolff, grandparent to five Graland students: Michael and Jesse Chapman and Naomi, Josh and Zeke Wolff.
Along the way, grandparents and special friends learned more about Graland’s unique learning environment. Mia Sanchez’s aunt and Graland alumna Bobbi Sanchez ’86 Glauthier noticed that school is “now much more hands-on.”
At noon, students were dismissed for the day to enjoy special family time. Kindergartner Kaden Sultan took his grandparents, Robert and Carol Jancar, to the Denver Museum of Nature and Science to see dinosaurs.
Our volunteer team of Yvette Frampton, Selena Roth, Blake Fisk and Kellie Jenkins did an amazing job planning and executing this wonderful event. To our grandparents and special friends, we look forward to seeing you next year!
A GRAND DAY AT GRALANDBy Robin Morris, Development Service Coordinator
Graland Today I 11
For many in the Graland community, Cranmer Park holds meaning and memories. Remember soccer and lacrosse games on the grass fields, photos before school dances at the sundial, or using the park as extension of the classroom to explore, read and write?
For many in the Graland community, Cranmer Park holds meaning and memories. Remember soccer and lacrosse games on the grass fields, photos before school dances at the sundial, or using the park as extension of the classroom to explore, read and write?
Alison Koff ’11 calls Cranmer Park an “integral part” of her life: “I’ve lived a block from the park all my life. Graland events, soccer games, family walks and graduation photos -- this place is important to me.“
As a sophomore at Kent Denver, Alison learned about efforts to restore the sundial plaza, which is a landmark on Colorado’s Most Endangered Places list. Moved to contribute in a meaningful way, Alison wrote a business plan to raise funds, and then put her plan into action with help from volunteers with the Save Our Sundial Fund, a project of The Park People, a Denver non-profit agency. She spent many hours organizing a
summer outdoor concert to benefit the restoration, coordinating the musicians, equipment, permits, and publicity.
Unfortunately, a heavy rainstorm put a stop to the event on its planned date. Alison was undaunted and persevered to reschedule the concert. Dubbed Here Comes the Sundial, the rescheduled concert highlighted bands and various musicians covering songs about the sun and included performances by Graland alumni and musicians Zach Heckendorf ’08, Sophie Levine ‘11, as well as former parent and past trustee Mike Fries.
On the big day, the sun did indeed come out along with lots of supportive residents, neighbors, and alumni of the school. Alison’s effort raised more than $120,000 for the restoration project, which is expected to cost around $1.5 million.
“I got to work with a lot of people and learned to be persistent,” she explains. “I found out you can’t get discouraged when people don’t respond right away.”
Alison also solidified her interest in the media field. She is is finalizing her plans for the fall and will be pursuing a degree in communications and marketing. For more information about the sundial restoration project, visit saveoursundial.com or theparkpeople.org.
PRESERVATION, PERSEVERANCE AND PERSONAL GROWTH Graland Alumna Helps Save the SundialBy Kristin Eklund ’88 Weber, Director of Alumni Relations
COLLEGE AMBASSADORS HELP YOUNGER ALUMNI
The Graland Alumni Ambassador Program provides new college students with a personal resource during their college decision-making process and transition by connecting them with Graland alumni at universities all over the United States.
College Ambassadors:
• Answer questions and provide advice regarding admission.
• Connect with incoming freshmen who are fellow Graland alumni.
To participate in the program as an ambassador or new college student, contact Kristin Eklund ’88 Weber ([email protected] or 303-398-3623).
CLASS OF 2015 HIGH SCHOOL PLACEMENT
1Boarding Schools: Concord Academy (MA), Deer�eld Academy (MA), Fountain Valley School (CO Springs), Phillips Exeter (NH)
2Other: Cherokee Trail H.S., Denver School of the Arts, George Washington H.S., Rangeview H.S., St. Stephens (FL), South H.S., Thomas Jefferson H.S.
Boarding School1
Cherry Creek High School
Colorado Academy
East High School
Kent Denver
Mullen
Regis Jesuit
St. Mary's Academy
Other2
6%6%
6%
14%
20%
15%12%
16%
5%
12
Graland student golfers are encouraged to participate in the 9-hole, par 3 golf Junior Eagle Invitational, which is open to experienced players who know the general game of golf, can carry their own clubs and keep proper score, and are independent enough to navigate the course on their own with a playing partner (fellow Graland student).
Prizes will be awarded to the 1st, 2nd and 3rd place players, as well as contests such as “closest to the pin” for boys and girls. The minimum number of players in the tournament is 18 and the maximum is 36. Fee includes tournament play, food and drinks, goodie bag and range time.
JUNIOR EAGLE INVITATIONAL SPONSORSHIPThe Alijani Family
JUNIOR EAGLE INVITATIONAL
Thursday, May 14, 3:30-6 p.m. CommonGround Golf Course, Lowry$30 per player | graland.org/golf
FOR STUDENT GOLFERS
FRIDAY, MAY 15: EAGLE COFFEE FROM 8:30-10 A.M. AT COMMONGROUND Non-golfers unite for a fun morning of coffee and conversation!
RSVP at graland.org/eaglecoffee
Graland Today I 13
TITLE SPONSORS OF THE 2015 EAGLE INVITATIONAL GOLF TOURNAMENTThank you to the following sponsors for their generous support of this Graland tradition.
Please thank them in person by patronizing their businesses.
GREEN SPONSORS:A Brighter View – The Wissner FamilyThe Asarch, Asarch, Corrigan and Dvorak FamiliesThe Borus FamilyBroncosBus - Varsity Golf Team
– The Boswell, Eklund, Kirkpatrick, and McMurtry Families
Carpet Exchange – The Odette FamilyColorado Monty LLC – The Montgomery FamilyErnst & Young – The Belfance Family
HOLE SPONSORS:#1 The Hamilton Family
and Daniels Petroleum Company – The Baker Family
#2 The Kintzele Family#3 The Fowler Family#4 Class of 2020 – The Hatcher, Gulick, Reed
and Youssi Families#5 The Gowen Family#6 Lariat Partners – The Coughlon Family
and Ovation Partners – The Simmons Family#7 The Reiman Family#8 Sodexo#9 Peepers Optical#10 Dean Electric – The Bomgaars Family#11 Red Seal Realty – The Bivens Family#12 The Gillis Family#13 Platt Park North – The Wilson Family#14 Alvarado Development – The Geller Family#15 Platte River Equity – The Whalen and Eidson Families#16 Ronni’s A-Team and Graland Board of Trustees#17 The Coleman and Sissel Families#18 Sage Hospitality – The Isenberg Family
NEST EGG SPONSORS:The Lord FamilyThe Hamilton Family FoundationSafeSplash Swim School – The Preisser FamilyGreat Play – The L’Herault Family
SPONSOR A TEACHER:The Decker FamilyThe Burke FamilyThe Esson Family
IN KIND SPONSORS:Colorado State Bank & TrustCommonGround Golf CourseGlenda Cebrian Photography – The Cebrian FamilyGolfTec – The Gart FamilyInverness Golf Club – The Beardsley FamilyLarabar – The Merriken/Nelson FamilyLittle Pub Company – The Berzins FamilyOuray Sportswear – The Boris FamilyPeepers OpticalRitz-Carlton Bachelor Gulch – The Wolf FamilySage Hospitality – The Isenberg FamilyWizBang Solutions – The Soudani Family
2015 EAGLE INVITATIONAL EAGLE SPONSOR
Colorado State Bank and Trust BIRDIE SPONSORThe Finke Family
PAR SPONSORThe Brown Family
BOGEY SPONSORKAABOO Del Mar
BIRDIE SPONSORThe Boris Family
14
Shannon Burke, mother of Caroline Burke-Dullinger, Grade 7, has been an involved Graland parent since her daughter started kindergarten nearly eight years ago. “It doesn’t occur to me not to be involved in a place in which I’m so invested,” she says.
Shannon’s journey as a Graland volunteer began as a library helper and a room parent. Her commitment has continued to grow since then. “I’ve had almost every GPA position there is,” she says. “I’ve worked on most of the fundraisers, overseen operations and served as treasurer, vice president of communications and president-elect. I’ve been a carline
volunteer with the same group of parents every Thursday for the past four or five years, which is probably my favorite volunteer job. I love welcoming the kids to school in the morning.”
Graland has been a great fit for Caroline, which fuels Shannon’s passion for the school. “My daughter has received a great education, and we’re both really integrated into this community,” Shannon says.
“I appreciate Graland’s philosophy to educate the whole child. It’s not just about MESH (math, English, science and history), but it’s also about art, music, drama, world languages, sports, trips and service learning. Caroline has been involved with Penny Harvest every year and loves it.”
Next year as GPA president, Shannon says she looks forward to working with “the amazing group of women” slated to serve with her on the executive team. “I get to work with nice people who also want to make Graland the best place it can be,” she says.
“I want parents to feel that being a part of their child’s day-to-day life at Graland is accessible,” Shannon continues. “Whether you can give an hour once in a while or several hours every month, there’s a place for you here. My job next year is to continue to build a strong parent community, and I’m passionate about it.”
When she’s not volunteering at Graland, Shannon is a realtor working side-by-side with her dad at Burke & Associates. Before transitioning into real estate, she was an entrepreneur in the healthcare industry, where she started her own company, sold it and helped the acquiring company take it public.
Go online to learn more about the Graland Parent Association and how you can get involved. graland.org/gpa
MEET SHANNON BURKE, GPA PRESIDENT 2015-16 THANK YOU PARENT
VOLUNTEERS!Parent volunteers are constantly toiling behind the scenes to benefit Graland. Please be sure to thank the following GPA committee chairs and their cadre of helpers for all their work on these signature programs and events:
• Lower School Sock Hop Kara Bjork, Aimee Coleman, Kate Gulick, Kim Jacoby, Catherine Safieddine (food donation), Abbie Smith and Mor Zucker
• Parent Education Network (PEN) Holly Farmer, Kim Jacoby and Shannon Bell
• Volunteers of America (VOA) Theodora House Mitzi Beardsley and Shannon McDonald
• Spring Book Fair Cari Wolff and Laura Wolf
• Spring Art Show Tobey Borus and Rebecca Petty
• Ice Cream Social Martha Strieby
• Grandparents and Special Friends Day Yvette Frampton, Blake Fisk and Selena Roth
• GPA Nominations Donna Mandava
• Golf Tournament Anne Boris, Kim Montgomery, Angela Pak and Suzanne Simmons
• Graland Carnival Mary Smith
STEP RIGHT UP!
Graland Today I 15
Step right up and watch in amazement as the Graland
Carnival comes to campus again this year! The annual
celebration is a sure sign that summer is just around the
corner. The all-inclusive* admission wristband, available
for $20 online in advance (or $25 at the door), provides
unlimited access to a climbing wall, inflatable bouncy
house, bungee run, obstacle courses, and a jumbo slide,
as well as midway games, face painting, tattoos, and
mask decorating.
It also includes entry into several competitions like pie
eating, the cupcake walk, limbo, and hula-hooping and
unlimited fresh popcorn, cotton candy, and snow cones!
In addition, there will be several hydration stations. The
Graland Grill will be selling hamburgers and hotdogs for
$5/plate, including chips and watermelon, so plan on a
fun dinner with the whole family! Sodas and bottled water
will be available to purchase for $1 each. Take-home
options are sure to be delicious - choose from casseroles,
baked goods, and other yummy selections at the Carnival
Kitchen. Gluten-free selections will be available at both
the Graland Grill and Carnival Kitchen. Watch Graland
Online and your Room/Advisory Parent newsletters for
volunteer sign-up opportunities. We would appreciate
your help. Can’t wait to see you there!
*Ticket does not include items from the Graland Grill or Carnival Kitchen.
GRALAND CARNIVAL IS COMING!
FRIDAY, MAY 29, 3:10-6 P.M. | PREISSER FIELD & GRALAND FIELDHOUSE
TICKETS*: $20 online in advance; $25 at the door | GRALAND.ORG/CARNIVAL
