an MCDS MAGAZINEOnward Winter/Spring 2015

p. 8 Luke’s Lega

cy

p. 14 New Campus Plan

MCDS fields its first High School Boys Varsity Soccer Team, under head coach Mark Childs.

Luke W. Felker Head of School

Onward ContributorsDana Asmuth Director of Marketing

Holly Bobula Graphic DesignerCourtney Comer Parent Volunteer

Robin Garcia Director of DevelopmentEmma Henke Parent Volunteer

Beatrice Jones School Secretary Ann Schwede Parent Volunteer

Jamie Wojcik Development Assistant

Onward PhotographersMaheen Ott

Greg AndersonBonnie Manley

Wendy Upadhay

Board of TrusteesSandra Fernandez, EdD Chair

Erick Hallick, BS Vice-ChairThomas Shorter, JD Secretary

Lynn Kaminski, CPA, BBA TreasurerKathy Baus, MD

James Gallegos, JDKimberly Hazen, MA

Mark Louden, PhDPatrick Riha, MBA

Suzanne Rusch, BBAJohn Schaffer, PhDEric Schmidt, MBA

Jerry VanKirk, MDiv, ThMSheila Young, BA

Honorary TrusteesErica Christman, MHA

Terry Haller, MAEric McLeod, JD

Christopher Priebe, MFABeverly Simone, EdDLuke Felker, ex-officio

Advising TrusteeJulian Pozniak ’10, BA, MCDS Alumni President

To add someone to the mailing list or to submit questions or comments about the magazine, email us at onward@madisoncountryday.org.

Head’s Letter 2The Buzz 3

MCDS Moments 4In Focus with Faculty 6

Teamwork & Triumph 22Character & Community 24

Sustain & Thrive 26Alumni Pages 29

FeaturesLuke’s Legacy 8

New Campus Plan 16

“Second star to the right and straight on ’til morning.” —J.M. Barrie

In every great vision there is a bit of wonder, a dose of dreaming big. Day by day we typically remain grounded in the comfort of the experiences and relationships of school and family. As MCDS looks to the future and our campus expands, we have the opportunity to imagine what will come next for our students and teachers. It is with this pervasive sense of wonder and excitement, generated in great part from the energy of our classrooms, that we have spent the better part of the past two years planning, discussing, and completing our most recent strategic plan in 2012 and, now, the school’s first campus master plan.

As you page through the future of an MCDS education, I ask you to pause occasionally and dream. “Why,” you ask? When I first came to MCDS, I was an ardent rule-follower. Taking a risk and dreaming was never a smart idea as I stuck with what was tried and true through my own education. During my career at MCDS, this school, this student body, my colleagues, have taught me to take risks and to imagine what’s possible. Early in this school’s history there were those who doubted whether the vision of MCDS would take hold in Wisconsin. And yet, through the will and commitment of many, we are a thriving school of over 400 students with a bright future for our campus and community. So, peruse, pause, ponder, and then join us on the journey of this next grand adventure: to continue building a school for both this generation and the many that will follow.

Onward,

Luke W. Felker Head of School

Letter from the Head of School

Mr. Felker shares the Campus Master Plan with intrigued middle school students.

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MR. HEBEBRAND, our next head of school,

starting July 1, 2015.

Welcome

MATCH POINT!

observed and cared for

are learning strings (violin or cello) in addition to piano.

8 students

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start the tennis program at MCDS!

first graders

24 guppies and pond snails,

of third graders st

uden

ts

plus algae, duckweed, and myriophyllum as they studied freshwater ecosystems.

83%

to Danielle Welch ’16 who is already in her second Spanish course at UW-Madison, receiving high marks, and on her way to advanced Spanish at the university level.

KUDOS!

402MCDS celebrates this monumental

milestone in student enrollment!

97MCDS soccer players (including 13 members of the faculty team) had a ball this fall!

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The Buzz

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Chemistry Lab with Mr. Nasrallah Grandparents Day Kindergartners with their Fourth Grade Buddies Middle and High School Fall Musical, Really Rosie Saying Goodbye to Visiting Japanese Students Pre-K Science

MCDS MOMENTS1 2 3 4 5 6

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Onward: Differentiation specialist is a new position at MCDS. Tell us about the job.

LR: Differentiation—i.e., striving to engage the rich variety of readiness, interests, abilities, talents, and skills in any given classroom—is part of what every teacher has been practicing long before my arrival. Now MCDS is bringing greater continuity to the school’s efforts in this regard. My position serves as a liaison for teachers, staff, and parents, providing a global perspective from grade to grade, discipline to discipline, and year to year. As Differentiation Specialist, I help identify the specific learning needs of students and help teachers develop learning opportunities and materials to meet those needs. And I provide a common thread of communication for monitoring students’ progress. Our goal at MCDS is to ensure that every child feels known, appreciated, and supported, both as a unique individual and as a vibrant member of the community.

Onward: Who will you be working with in this position?

LR: I am thrilled to partner with Kim VanBrocklin and Stacy Mattson in the lower school and Devon Davis in the middle school. We form a multidisciplinary team to collaborate with teachers and parents to find effective

ways of meeting the learning needs of each child. We all work to support strategies for teachers to provide hands-on differentiation. We do whatever it takes to ensure that every child is engaged and equipped to tackle the next level of challenge.

Onward: What has your day-to-day work been like so far?

LR: Well, in the first few months I visited classes so that I could get to know the teachers, the students, and the curriculum. I’ve also been sitting in on meetings with parents, teachers, and administration to collaborate about specific student learning plans. During our Measures of Academic Progress (MAP) testing, I jumped in to help proctor assessments. I enjoy working with a few lower school students for math enrichment and

I love how MCDS focuses on growth, because every child, at every level, needs to be able to grow and learn in order to thrive.

“

”

In Focus with FacultyGetting To Know Dr. Lorie Raihala

This past fall, MCDS welcomed 14 new faculty and staff members including Lorie Raihala, the school’s first differentiation specialist. Onward sat down with Ms. Raihala to learn about her evolving role.

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supporting a number of the middle school students in guided study. I’ve also been working with Shelley Petzold on organizing extracurricular activities and will manage this responsibility next year. I feel lucky to be able to move between grades and forge relationships with teachers, parents, and students at all levels—literally!

Onward: We heard you gave an impressive interview and were a stand-out for the position. Tell us more.

LR: These are kind words indeed! I can’t speak for Luke and Stacy, who interviewed me, but I suspect that it had to do with my enthusiasm for the community spirit of MCDS, my conviction that every individual plays a key part in the life of the whole, and my insistence that learning is a dynamic process—never impossible and never done. My own life reflects my commitment to lifelong learning: I finished my Ph.D. two months before my third child was born, started working and advocating in K-12 education as my children grew, and earned my secondary teaching license in English/language arts as my oldest was moving off to college.

I thrive on collaborating with creative, hard-working peers, and I’ve had the good luck of developing great networks through my years of service on educational

advisory committees in Madison and on the board of the Wisconsin Association for Talented and Gifted (WATG). When I encounter a question and don’t have a ready answer, I’m grateful to have helpful colleagues around the state with whom I can consult for tips and ideas on how to improve students’ learning. Finally, I presented an individualized learning plan for a hypothetical student during the interview. I am committed to doing whatever it takes to help students maintain their zest for learning!

Onward: Your son Matthew ’17 is a high school student at MCDS. What inspired you to want to work at MCDS?

LR: I love the MCDS philosophy that every child has an extraordinary capacity to learn and that effort is generally more important than ability. Every child—every person— is a unique combination of strengths and needs, and every one of us is a distinct part of the vibrant mosaic that is MCDS. Both as a parent and as a faculty member, I love how MCDS focuses on growth, because every child, at every level, needs to be able to grow and learn in order to thrive. Enhancing strengths and supporting needs makes the whole community stronger!

Differentiation Specialist Lorie Raihala (center) in her weekly meeting with Stacy Mattson (left) and Kim VanBrocklin (right).

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At its very core, Madison Country Day School

is a group of people—a diverse, dedicated

community of faculty, staff, parents, students,

trustees, and volunteers—working together

to bring to life an intellectually stimulating and

personally enriching vision of education.

Onward celebrates one of our most passionate

community members, the man who led us

through a time of uncertainty

to a time of strength:

Luke Felker

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Luke FelkerA legacy of relentless effort, thoughtful leadership, and passionate belief in the mission of MCDS.

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the week of Thanksgiving. That fall I wore multiple hats at MCDS, teaching at the elementary level and serving as Director of Research. One evening that week the phone rang. Standing in the kitchen, I picked up the line; I remember the long, twisty cord. The Board Chair at that time, Dan Stewart, asked if I would be willing to step in and assume the interim MCDS Headship the following year. I wasn’t expecting the call, but that autumn at MCDS we had learned to expect the unexpected. After one glance at my wife, Kimberly, we knew the only answer. We didn’t question it for a moment. I knew I loved my work. I knew I loved our school.

Mr. Felker also partnered with two other big fans of MCDS, his wife, Kimberly, and his son, William ’11. They came together as a family when William was in third grade, and when the pace picked up in 2005 both Kimberly and William found a multitude of ways to give back.

Beating the OddsMr. Felker took over the reins of MCDS during a time of uncertainty. Without access to the generous financial support of the school’s founder, MCDS needed to restructure financially and organizationally to keep its doors open for another school year.

“It still amazes me that this young twenty-something man took over the school during the greatest crisis it has ever faced and worked so hard to bring the community together to create something wonderful,” marvels MCDS Business Manager Barb Spurlin.

Mr. Felker rolled up his sleeves and worked item by item through the budget; met one-on-one with teachers, parents, and students; gave motivating pep talks at faculty meetings; and infused everyone with an entrepreneurial spirit.

“With massive amounts of time and effort, Luke was able to make changes slowly over time to not only the financial way we were run but to how the school itself was organized. More expectations were put on the teachers, but we really had the opportunity to take ownership of the ISACS recommendations and follow through with them,” notes Lower School Music Teacher Danika Rzentkowski, who joined the faculty one year before Mr. Felker.

In just eight months, Mr. Felker proved to the entire MCDS community that he was the right person for the job. He became the official Head of School in October

2006. His fellow faculty members gained a deep appreciation for his leadership

So began the inspiring, undeniably successful, nine-year tenure of Head of School, Luke Felker.

The BeginningMr. Felker’s MCDS career began in the first grade classroom. Upon graduation from Dartmouth College, he joined the MCDS faculty and entered the world of first grade teaching where he and his students learned and journeyed together as a community. Mr. Felker was a beloved teacher, and known for his love of cupcakes, reflection walks, interactive history lessons and making learning fun. His leadership role in MCDS’ first ISACS (Independent Schools Association of the Central States) accreditation process gained him the respect of his colleagues and the attention of the board of trustees.

In March 2006, Mr. Felker became the MCDS Interim Head of School, but was so committed to the students in his first grade class that he continued to teach every morning and afternoon with another teacher filling in midday.

This compassion for his students and relentless work ethic would become two of the key ingredients driving Mr. Felker’s future success.

“Luke embodies the MCDS credo of ‘got effort?’ When he came into the headship position nine years ago, he may not have had all the skills and experience of a seasoned head, but no one worked harder than Luke to learn every single aspect and nuance of the school and turn this opportunity into a brilliant success story for our entire community,” asserts Sandra Fernandez, current chair of the board of trustees and trustee since 2005.

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Mr. Felker with lower school students celebrating MCDS

and diligence. “In his first head job, he took a school that was close to folding and riven by dissension and first kept it alive, then doubled the population during a global recession while staying true to the school’s mission. Very few people could have achieved what Luke accomplished,” shares MCDS English and IB Theory of Knowledge teacher Mark Childs.

Building upon the Foundation: Curriculum and FacultyDuring Mr. Felker’s tenure, MCDS has grown in size and stature. The first high school class graduated under his leadership in 2007. Mr. Felker led and supported enrollment growth, from 240 students in 2006 to more than 400 students today, developing relationships with one family at a time. Faculty and staff grew accordingly during this time, from 30 employees to just over 70 today. He cultivated a strong and supportive faculty culture centered on the mission, hiring and developing MCDS’ most important assets—the teachers.

“Luke has helped to build a community in this school,” reflects Mrs. Rzentkowski. “He is a good listener and has supported me countless times. Luke has always reassured the faculty that he has us in mind first. He doesn’t just give us ‘lip service’ and then forget about it. He really follows through with finding ways to try and make our school better.

MCDS music teacher and music department chair Jon Schipper adds, “Luke always takes the time to write handwritten notes to the faculty and staff. This is a wonderful, human gesture that we really don’t see much anymore from people, let alone a head of school who has hundreds of things to do each day.”

Mr. Felker partnered closely with faculty and staff in all educational matters. Over the years he has directed

significant school-wide curricular evolution and review, including launching the International Baccalaureate Diploma Programme, creating departmental standards and benchmarks, and initiating the school’s first formalized department chair structure.

“His work with the faculty to develop the K-12 curricular alignment has been truly remarkable.

Luke has left us with one of the strongest and most fluent K-12 curriculums that I have seen

in my teaching career both nationally and internationally,” asserts Fernandez.

Mr. Felker worked seamlessly between big picture planning, leading the school through two strategic plans, a second successful ISACS accreditation cycle, and our new campus master plan (see

page 16), as well as day-to-day operations, effectively managing budget growth and financial stability. All the while he developed and sustained a culture of philanthropy, with annual giving increasing significantly and the spirit of volunteerism always present in school life. His work has gained him regional and national recognition. Mr. Felker now sits on the ISACS Board of Trustees and the Wisconsin Council of Religious and Independent Schools Board of Trustees, and he serves as president of the Wisconsin Association of Independent Schools. He has led eight ISACS accreditation visit teams.

“Luke brings a strategic understanding to any school he visits. This understanding is no doubt a main key to his success at MCDS,” contends Keith Shahan, ISACS past president. “Luke thinks deeply and comes out with creative solutions.”

Today’s exceptional middle school program can be counted as one of Mr. Felker’s great accomplishments. From 2008 to 2012, Mr. Felker served as the de facto Head of Middle School. During this time Mr. Felker and the middle school faculty reinvented the middle school experience from the ground up. They developed and launched an effective, inclusive advisory program, and established a social-emotional support structure tailored to the needs and realities of middle school life. The numbers speak for the success of his efforts—average attrition for the fourth to fifth grade has dropped from 28% to 10%, and middle school enrollment has doubled from 65 students in 2008 to 130 students today.

Mr. Felker catches up with Paige ’15 and Mr. Childs after an engaging TOK (Theory of Knowledge) discussion.

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Creating Community: Connecting with StudentsAs a leader, Mr. Felker will always be remembered for his genuine connections with students.

“Luke knows how to read the nuances, emotions, and body language of children, parents, and faculty, and how to reach them on an emotional level. This is the hallmark of a master teacher and administrator and compassionate human being,” observes MCDS first grade teacher and educational resource coordinator Kim VanBrocklin who began the same year as Mr. Felker and taught with him in first grade.

“Luke is truly a tireless champion of kids and families,” agrees Assistant to the Head of School Caitlin Stade, who is often tasked with the job of clearing his calendar to help a student.

Students do not hold back when asked about Mr. Felker.

In defining his special connection with his students, Mr. Felker explained, “part of the reason I connect with kids is that I’m inspired by them. After a busy day of meetings there is nothing better than going into Pre-K where happiness abounds. Or stopping into a high school classroom to join an intellectual discussion. Kids impress me at every turn, every single day. I have grown as a person, an educator, and a leader from my work with our students.”

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“Over the years of receiving emails from Luke, I came to love how he would always end both celebratory notes and problem-solving discussions with the closing of ‘Onward.’ It was a positive, forward-thinking, motivating way to send us on our next step and our next day.

When Robin Garcia and I were tasked with launching MCDS’ first school magazine, the name ‘Onward’ instantly came to my mind—in honor of our fearless leader and the wonderful sentiment behind the word he used to inspire his staff and the organization.

And so, Luke leaves behind another legacy— the name of this very magazine, Onward.”

—Director of Admissions and Marketing Dana Asmuth

The Bright Future AheadThanks to the strategic decisions, strong relationships, and dedicated effort of Luke Felker, MCDS does indeed sit in a position to thrive for the next 100 years and beyond.

“Luke has strengthened and solidified our school’s foundation, which will carry us far into the future,” affirms MCDS trustee and treasurer Lynn Kaminksi. Adds MCDS math teacher and lead college advisor Lynn Schweber, “Luke has built this place into a school that is now on many important radars.”

When asked about his biggest success at MCDS, Mr. Felker responded, “Every year I am overcome with emotion as we witness the culmination of our mission at high school commencement. I watch accomplished, interesting young leaders and thinkers walk across the stage; this is our

most poignant evidence of MCDS’ flourishing mission. Collectively, we have built a school that will be here for generations to come.”

“Not only did Luke believe in the future of the school for one more year, but forever,” concludes MCDS math and science teacher Sarah Kendrick. “Luke’s legacy is establishing MCDS as a solid and reputable school. With his unparalleled passion for MCDS, he worked hard within his ISACS networks to make a name for us. In every action he took, Luke has always had the best interests for the future of MCDS.”

As we look to a bright future ahead for our school and our students, we congratulate Luke Felker on all of his success. We thank him for his tireless leadership and saying “yes” to that phone call nine years ago.

Mr. Felker leads the annual tradition of ringing in the school year with new faculty.

Man of Many Hats:

—Caitlin Stade, Assistant to the Head of School

“Luke is a

red-striped, sorting, and the occasional wig.

He has a tremendous sense of humor and the ability to laugh at himself along the way.”

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Every February, Mr. Felker brings fun and excitement to the school by starting up the annual chicken dance. The first year the chicken dance started I thought it was the weirdest thing, but now it feels like a holiday or a tradition for the whole community.

—Amy Riha ’20

I have always enjoyed standing with Luke for a few minutes in his office, looking out at the birds and the prairie before we start a meeting. It’s nice that he

takes the time to smell the roses. Or watch the kids play in the snow. Or greet the returning cranes in early March.

—Lynn Schweber, P’20, ’07

I remember sending him a letter in first grade about recess. When I got a response, I honestly felt starstruck. It was like a celebrity responded to the letter. The moments he would come in and read to our class were just magical.

—Patrick Coy-Bjork ’19

Memorable Moments with Mr. Felker

During assembly once or twice a year, Mr. Felker reads The Camel Who Took a Walk. When we were younger, we thought it was just for fun, but as we get older, we realize what he was trying to tell us.

—Alexander Peek ’18

It was everyone’s favorite recess. When Mr. Felker would set down his suit coat and lace up his running shoes. Chase Mr. Felker! Fifty hyped-up children sprinted around the playground, weaving through the trees, grabbing at Mr. Felker’s legs to take him to jail.

—Keegan McCance ’18

The Felker legacy at MCDS is not just about one person, but about a family. Mr. Felker’s wife Kimberly and their son William ’11 both played significant roles in helping to build MCDS.

Mrs. Felker’s role began as a trailblazing parent volunteer—creating the high school’s first homecoming celebration, launching the first art gallery night, and initiating the community-building Grandparents Day tradition. Over the last three years, she took on the formal role of MCDS’ marketing associate and event planner, making a significant impact on every MCDS event and moment she has touched. Kimberly’s ability to visually represent the best of the MCDS mission and community helped to triple the revenue of the annual auction, raising earnings from $50,000 in 2010 to $145,000 in 2014. “Kimberly is one of the ‘unsung heroes’ of MCDS, always on the edges, yet tending to us all,” glows Felker.

William brought his own talents and determination to MCDS. As a high school student, he developed the technology support for the theater program, led technology electives for middle school students, and built MCDS’ first computer lab. William also authored two successful grants for theater funding support and in his second year of college redesigned the MCDS website. “We affectionately call William the ‘Technology Whisperer’ as he is the quintessential problem-solver, always ready to lend a hand,” remarks Felker.

With Mr. Felker taking on the headship at The Bay School in San Francisco, the Felker family will be closer to William who is in his junior year at California College of the Arts majoring in interaction design.

“We are excited for our next adventure, but MCDS will always be a part of who we are,” says Mr. Felker with a twinkle in his eye. “We cannot wait to come back and visit and see all the places MCDS will go!”

A Family Effort

Mr. Felker with his wife Kimberly and son William

Trivia! —Annalivia LaPlante

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Rendering of new Academic Stack walkway under consideration

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New Campus Plan: A Vision for the FutureIn September 1997, MCDS opened its doors at the River Road campus with a mere 22 students enrolled. The school’s first board of directors sought to design a welcoming campus that stimulated academic and physical development and encouraged a strong community, while embracing the best curricula of the world and raising the bar on American education.

Today that campus philosophy still holds true as we embark on an expansion plan that aligns with our current strategic priorities and enhances the strong community we have built together.

“Over the years, our school facilities have been renovated and expanded to accommodate increases in enrollment,” says Sandra Fernandez, chairman of the MCDS Board of Trustees. “We now have over 400 Pre-K through Grade 12

students, a thriving lower school and middle school, and our high school continues to grow each year. The time has come for us to upgrade and expand our buildings.”

Dr. Fernandez emphasizes that the campus master plan brings MCDS’ current strategic priorities to life. “Realizing this vision will ensure sufficient space for our growing high school, growth that will take us to the ultimate enrollment goal of 525 students,” she adds.

“It’s actually a wonderful problem to have, to be bursting at the seams,” says James Gallegos, MCDS trustee and chairman of the campus development committee. “We are excited about the possibility of taking our amazing campus to the next level and creating enough inspirational space for future generations of MCDS students.”

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CAFETERIA Flexible gathering space for student groups • Hearth of the school • Commercial kitchen • Sustainable, zero-waste food program

LIBRARY Lower School library • MS/HS library and media center • Tutoring resources • College advising center • IB study work space • Collaborative student work space • Extended Day space

ATHLETICS / PHYSICAL EDUCATION: OUTDOOR FACILITIES Tournament-capable tennis facility • Terraced seating and concessions

EVENTS LOBBY Supports athletic and arts events • Art gallery • Ticket booth

G

A

H

B

MIDDLE AND HIGH SCHOOL SCIENCE ENHANCEMENTS Biology, chemistry, and physics labs • General science lab for expanded electives and technology applications

C

ENTRY SIGNAGE (GATEWAY)

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CENTRALIZED ADMINISTRATIVE OFFICESN

NG

F

J

EB

I K

ATHLETICS / PHYSICAL EDUCATION: INDOOR FACILITIES Second gymnasium accommodates growing high school enrollment • Supports expanded athletic competition

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LOWER SCHOOL SITE IMPROVEMENTS Lower school drop-off and pick-up • Pedestrian connections • Dedicated parking

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LOWER SCHOOL LOBBY UPDATES Reception renovation • New furniture and storage • New finishes

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LOWER SCHOOL RENOVATIONS Renovated classrooms • Flexible classrooms enable instruction by class and small study groups • Cubbies adjacent to renovated classrooms

L EXPANDED MIDDLE AND HIGH SCHOOL FACILITY 16 new, flexible classrooms supporting large and small group instruction

D

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NEW MUSIC FACILITY Performing arts center • Orchestra, band, and choir ensemble spaces • Music classrooms and practice rooms • Expanded instrument storage • Digital lab

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MIDDLE AND HIGH SCHOOL SITE IMPROVEMENTS Enlarged parking area • Two-way drive • Pedestrian connections

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EXPANDED MIDDLE AND HIGH SCHOOL FACILITY AND AMPHITHEATER 16 new, flexible classrooms supporting large and small group instruction • Dedicated world language classrooms • Two-dimensional middle and high school art classrooms with shared three-dimensional art space • Digital arts studio • Art terrace walks onto the lawn • Faculty studio • Fine arts gallery and critique space • Fitness center • Weight room • Additional locker banks

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TWO-WAY DRIVE

EXISTING TRACK & PLAYING FIELD

COURTYARD/PLAYGROUND

ACADEMIC STACK

PERFORMING ARTS CENTER

CAFETERIA/LIBRARY

GYMNASIUM

PRACTICE FIELD(S)

TENNIS COURTS

TERRACED SEATING

LS ENTRY LOBBY

MS/HS ENTRY

EVENT ENTRYENTRY

TERRACEOUTDOOR

AMPHITHEATER

PLAZA

PLAZA

RECEIVING

PARKING (+/- 165 SPACES)

EXISTING PARKING (+/- 200 SPACES)

PARKING (+/- 110 SPACES)

CONCESSIONS BUILDING

(BELOW PLAZA)

New academic building as imagined in the Campus Master Plan

Madison Country Day School has an impressive history. Our Pre-K-12 community, the curriculum, the faculty, the campus and building, and the arts all speak to the unique, nurturing environment between the school’s leadership, the younger and older students, the faculty, parents, and trustees.

Our intentional, unprecedented growth presents MCDS with a wonderful set of opportunities. With thriving lower and middle schools and a growing high school, the master campus plan has arrived right on schedule.

You Talked, We ListenedFeedback from parents, faculty, and staff informs every major decision at MCDS.In March 2014, J.H. Findorff & Son Inc. and Bray Associates Architects facilitated a series of input sessions with MCDS stakeholders, including over 16 faculty groups and 20 parents. The goal of these sessions was to prioritize key improvements needed for the MCDS campus to fulfill its academic mission and strategic plan. Participants were asked to identify what is working well with the current school, and what additional opportunities might be desired. The areas of need identified by these

input sessions were then categorized into specific facility improvement projects and prioritized based on their urgency of need and relevance to the MCDS Master Plan Guiding Principles. The key priorities identified through this process culminated in a vision for our campus master plan celebrated on these pages.

So how do we do it all?Building the master plan is a significant endeavor so we take it in steps. We protect our financial health by keeping admissions strong and staying committed to annual contributions. Together, tuition and the annual fund secure the current budget and that financial stability is essential before more buildings can be added to our beautiful campus. Thankfully, enrollment and the support of families and extended families is keeping us on target.And we need to secure the future. Endowment is essential to every independent school because it provides an important revenue stream and, ultimately, diverts pressure from tuition income and the annual fund. It also provides a safe haven for investments designated specifically for programs that MCDS is deeply dedicated to supporting: scholarships, professional development, and as important, our campus and its facilities.

New Campus Plan: Next Steps

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Then we build.We build in phases. And we build smart. At its foundation, the campus master plan is a vision of what our strategic planning requires: dedicated facilities that support growth in the high school and within middle and high school programs; expanded science, technology, athletic, and arts facilities; our new libraries and media center; and the school’s hearth—home to healthy and delicious food choices and a central place to be together, as a community. But we build one piece at a time. The school’s board, administration, and development counsel are managing a responsible strategy to launch a major capital campaign that will occur in phases. We can expect the new academic stack (visioned here) first, with new facilities and major renovations to follow in a sequential and thoughtful way.

What does it take to get us there?Belief. Investment. Trust. Planning. Readiness. We know that families have a vested interest in a school that supports its students today and for generations to follow. It will take your partnership as advocates and investors to build the ideal campus for every generation. We know that the potential is there but it will only be supported by families

who are as ready as we are to take the next steps in campus development.The students, faculty, administration, and board are ready. We’ve taken the time to truly listen to the needs for our school and we’ve worked to design the best facilities to address them, all while maintaining our special culture and way of learning.Some of you have already begun expressing what you will do to support this major endeavor. You ARE ready. And, there are those of you who need to learn more. We’re here to answer any questions to help you be as ready as we are.

We can do this.We can do this if we approach it the MCDS way: smart, dedicated, and together.

To learn more about the MCDS vision for the future, visit www.madisoncountryday.org/planning-for-the-future/.

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Mae ’20 serves it up in Middle School Volleyball.

MCDS athletics

Teamwork & Triumph

Volleyball ranks among the top three women’s sports in the United States. As volleyball competitions gain prominence around the world, all eyes are on introductory volleyball programs. At MCDS, volleyball is a key sport for middle and high school girls.

Onward caught up with middle school coaches Kristina Luedtke P’25 and Melissa Boyce P’20, ’18, ’16 to learn more.

Onward: Why is volleyball a great choice for middle school girls?

KL: Our no-cut policy at MCDS gives girls of all abilities the chance to experience being part of a team, gain confidence, and find success outside of school work. It’s also a way for girls to connect socially during a period in their life when social interactions can be tense or difficult.

Onward: What are some of the challenges and triumphs you’ve seen on and off the court?

MB: It has been great watching the girls truly become a team. And as a coach, it’s important to find several different ways to teach skills; different things work for different players, and I want to be sure that I find something that works for everyone. When that’s working, it’s fun to see.

Onward: Has there been a special moment this season that you makes you especially proud as an MCDS coach?

KL: I was especially proud to see the girls applying the skills we had practiced to games. Things like hitting the ball three times before sending it over the net have made me so proud!

MB: A special moment for me is when a player started feeling success with her serves—to see a player begin to believe she can accomplish that is a great feeling.

Coach’s Corner

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Maisie ’19 runs the distance in Middle School Cross Country.

MCDS’ first Tennis Team ready at the net!

Andrew ’16 drives to the basket.

Raman ’16 makes a fast break on the

first MCDS High School Girls Varsity

Basketball Team.

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Character & CommunityIn the spotlight

Ninth Grade Academy: Embracing Community Jobs

Ariana ’18 helps Pre-K students unpack and get ready for their day each morning.

From dining with the first graders to high-fiving students entering

school to comforting a kindergartner having a rough morning,

our freshman class impacts the MCDS community

positively every day. The Ninth Grade Academy

focuses primarily on three values: community,

confidence, and leadership.

The community jobs aspect of the academy encompasses all three themes by developing relationships across grade levels; positively influencing students, parents, and teachers; understanding the importance of a mere 15 minutes a day dedicated to meeting the needs of those around you; and knowing the importance of timeliness and a positive attitude.

Community jobs have expanded since the first Ninth Grade Academy class three years ago. Ninth graders are placed in a variety of positions throughout the day, depending on their passions, interests and talents. This year, jobs include morning classroom assistants for Pre-Kindergarten, first, and second grades; second grade math assistants; first grade lunch buddies; kindergarten lunch readers; morning door holders; lost and found organizers; art helpers; Camosy assistants (a highly coveted position); bulletin board creators; ensemble set-up; fifth grade buddies; locker helpers; and athletic assistants.

The impact of the individual positions might be subtle, like when a Pre-Kindergarten student whispers excitedly to his mom, “That’s my morning teacher!” or it might be more overt, like the huge grin on a young boy’s face when he gives a high-five to Grace ’18, one of the morning door holders. While the young students feel recognized and encouraged through interaction with their older friends, the ninth graders feel the same. Ariana ’18 claims, “Helping Pre-Kindergarten kids

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My community job is so rewarding. The parents who are dropping off their kids at school are so grateful not to have to hold the door, and the kids are happy to prove their worth through the strength of their high five.

—Grace ’18

“

”

I love my job! Helping Pre-K kids in the morning is the best way to start my day.

—Ariana ’18

“”

in the morning is the best way to start my day!”

Sophie ’18 states, “It’s great to look forward to talking, eating, and laughing with some fun first graders. It’s so nice to hear them say they can’t wait for their next lunch with a high schooler!”

Learning, likewise, extends beyond the lower school students. Jade found that eliminating an extra task for teachers is a big help. Ethan discovered (Mom and Dad, take note!) that he sort of enjoys cleaning. Sophia learned that she is better with young children than she initially thought. Perhaps an important lesson for all of us to take to heart is what Matt learned: “Even something as small as a high-five and a smile can get someone really pumped about what they are walking into.” And what better place is there to walk into than the MCDS community?

Grace ’18 welcomes lower school students in her community job.

Ryan ’18 enjoys lunch once a week with first grade admirers.

Giving back within our communitySustain & Thrive

What common goal links national champion rower Chris Dry P’22 and world-class dancer Dianné Aldrich P’21? Both the crew team coach and the dance club leader use their expertise to inspire MCDS students to connect with their physical being and make fitness an important part of their lives.

Chris, who took charge of the MCDS Crew Team last spring, competed in the sport in college and afterward, rowing all the way to the 2000 Olympic trials. Student athletes coached by Chris quickly understand that in crew they must work together. “A lot of people consider crew to be the epitome of teamwork,” Chris notes. “You’re dependent on every single person in order for the boat to go or not go, which applies to the rest of your life. One person can make a difference for the whole team.”

Crew is open to sixth through twelfth graders during the spring sports season. Chris explains that the heavy

physical demands of rowing and carrying the boats make sixth grade a good starting point. While learning to row, students develop their sense of responsibility to the team and respect for other team members. They also get to know the joys of competition and the benefits of a physically demanding pastime. “I really hope that they gain a sense of lifelong fitness,” Chris says.

Dianné danced professionally in New York City and around the world. The lifetime of experience she shares at MCDS spans all aspects of the art: performer, choreographer, manager of her own dance company, booking agent, and, of course, dance teacher. Dianné guides her students to think of dance as way of playing music; she wants dancers to see their bodies as their instruments. She teaches club members to “dance from the inside out.” She explains, “Part of that is physical, when we speak about our core muscles, and part of that is how our passion translates outside of ourselves.”

Dianné feels that the body awareness students gain through dance brings them confidence in all aspects of life.

Chris Dry P’22 helps the crew team get ready for another day on the water.

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“How we train our bodies, how we work in the studio,” she says, “is how we learn to be good, healthy, and conscious people in the world.” This year, dance club’s more than 30 members showcased their efforts in a performance during Fine Arts Week. In lower school, dance club members are first through fourth graders, while Middle and High School Dance Club serves all older students, though this year the dancers are sixth, seventh, and eighth graders.

Chris and Dianné stress that both crew and dance club are open to all interested students, regardless of experience. They want to share their message with the MCDS community as a whole: training the body is not separate from training the mind.

Dianné Aldrich P’21 keeps young MCDS dancers on their toes every Wednesday afternoon.

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Sixth Grade portraits [L–R]: Rhea ’21, Alexandra ’21, Clara ’21, Carmen ’21, Sydney ’21, Tierney ’21, Paul ’21, Petra ’21, Kierra ’21

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Dear friends,

As MCDS students, we became part of our close-knit school. We may not be on campus, but we are still a valuable part of the MCDS community. As president of the Alumni Association, I can tell you that we want to hear from you. And we want to celebrate you!

We welcomed over 20 alumni to campus on December 19. Our classmates spent the day reconnecting, visiting faculty, learning about plans for the future growth of MCDS, and, of course, playing Mat Ball. Alumni took it 14–5! School is never short on laughter when the alumni come home.

But don’t wait for the next Alumni Day to reconnect. We are always welcome on campus. I hope you’ll join me for coming events this year.

Or just let us know what you’re doing. If you have preferences for where to receive communications (by mail, text, and/or email) please contact Robin Garcia at MCDS to update your information: (608) 850-6000 or rgarcia@madisoncountryday.org.

The alumni—over 50 strong—mean the world to MCDS. We are advocates and ambassadors, loyal supporters and lifelong friends. Most of all, we are living proof of how an MCDS education set us onto the path to success.

Thank you. I’m proud to be a part of this great school. Always.

A LU M N I C O M I N G E V E N T S

Jazz Showcase January 30Join us at the alumni table for an unforgettable evening with the MCDS community at the 2015 Jazz Showcase.

Hands On! April 25 Come for a day of community service to our school. This is an intergenerational “love our school” event that allows all of us to give back to MCDS in a very hands-on way.

Rocky’s Fun Run! May 15Participate with the MCDS community for a run through the prairie. Proceeds benefit the MCDS Boosters.

Senior Breakfast May 28Celebrate our seniors at a breakfast in their honor. Join us in welcoming our graduates to the MCDS Alumni Association.

Field Day May 29Return to school for an alumni picnic and Field Day! Earn 100 points for your house just for showing up!

Commencement May 30Congratulate the graduates. Visit with faculty. Celebrate with the entire MCDS community.

Prairie Hawk Open August 3One last hoorah before summer’s end! The Second Annual Prairie Hawk Open is a fun-filled, no-talent-required golf event where birdies, bogeys, and boosters meet to support MCDS Athletics.

Mark your calendar!

T H E A L U M N I P AG E S

Teachers and graduates reconnect on Alumni Day.

Julian Pozniak ’10, MCDS Alumni President

The Alumni Pages

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The Alumni Pages

“I graduated with a BA in Spanish language. My degree served me well as I worked with families in my local community. But I actually realized I wanted to become a teacher during finals week of my senior year at UW.”

In her last semester at the university, Natasha took a service learning course and tutored students in an after-school program in downtown Madison. There she found inspiration for her next steps after college. “I saw kids falling through the cracks and knew I could help. It was as simple as that. I chose a teaching program that let me keep volunteering, and before long, I was working in classrooms all over Madison.”

The degree was a great step for Natasha. Today, she is using her degrees in Spanish and education to help ELL (English Language Learner) students, who may speak another language at home, grow in their capacity for

Bilingual resource teacher Natasha Williams ’07 brings her passion for education and her knowledge of the Spanish language to help young students find success at Huegel Elementary School in Madison. “The MCDS community inspires me in my teaching. I always try to pass on the values we learned and the participatory culture we created in the classroom,” says Natasha, a UW-Madison graduate taking on her first teaching position with enthusiasm.

P A R A E N S E Ñ A R

Natasha talks with Onward from Huegel Elementary School.

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Sustainability

English use and understanding. “I work on everything from storytelling to problem solving throughout the day. I love finding ways to make the curriculum accessible for my students and love even more seeing them have their ‘Aha!’ moments. MCDS led me to a well-rounded undergraduate degree that helped me feel comfortable jumping into teaching full-time.”

But she isn’t stopping there. In addition to teaching, Natasha is working towards her masters in bilingual education from Edgewood College in Madison.

Natasha, who started at MCDS at age nine, was a member of the school’s first graduating class. In many ways, she is one of the school’s pioneers: a group of students who evolved with the school and who continue to connect to its powerful sense of community.

Natasha commented that “it was great to be on the frontier of the school’s development, and we were lucky to have teachers who had some freedom to be creative in their classrooms. By the time we graduated, our class consisted of me and a handful of guys I’d known and studied with for years.” She adds, “I got to grow up with a family at school, something that many kids are not lucky enough to have.”

As a founding alumna, Natasha has a special perspective on MCDS history. Her first head of school

was Nora Flood who, she says, “inspired us to smile every day.” Adds Natasha, “I loved spending time with my teachers one-on-one and taking a break from the rest of my day with music or art. I still do that to this day. I loved discussions and my teachers’ use of humor. I was tremendously lucky to be under the care of so many wonderful people for so long.”

Natasha is equally vested in MCDS’ future. She is happy that high expectations and a culture of contribution continue. “I love the fact that the sense of community has only grown stronger over time with so many initiatives for family involvement and public service on campus.”

To Natasha, MCDS’ flexible and adaptive spirit is essential. She believes that additions like the International Baccalaureate Programme are of particular interest to her. She believes that IB “really helped solidify the MCDS level of rigor for colleges around the country to see.” She is equally enthusiastic about the innovations that are to come for MCDS, especially with so many technologies on the horizon for schools today.

Natasha and MCDS have grown up together and change is a natural part of growth: a thought that brings to mind the school’s next evolution in leadership as Head of School Luke Felker completes his tenure here.

When asked about Mr. Felker, Natasha brightened up. “Mr. Felker is great! Any time I come back to visit for school events, he is always the first to greet me and ask how things are going. He genuinely cares and extends that care to the people around him with a warmth that always reminds me of when he used to teach first grade. Having taught first graders myself now, I appreciate the sheer magnitude of energy it takes to be so engaging. He makes it look effortless, and I admire his ability to be both out front and behind the scenes. I wish him all the best in his next great adventure.”

I N S P I R E D T O T E A C H

I saw kids falling through the cracks and knew I could help. “ ”

The Alumni Pages

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The Alumni Pages

RJ Seaver ’14 is a proud member of the UTulsa Marching Band, “The Sound of the Golden Hurricane.” In addition to his studies, he is a participant in the halftime shows and plays during football games. One of his opening numbers was “Sing, Sing, Sing,” a piece featured by Mr. Schipper in previous MCDS Jazz Band performances.

William Felker ’11 is in his junior year at California College of the Arts in San Francisco pursuing a BFA in Interaction Design. Last summer William interned at Intel Labs. Working with a team of six individuals from around the world, he was the lead design researcher working on an open hardware project. The internship was based on how to create a better hardware experience for novice makers.

William says, “Wherever I go I’m constantly observing and questioning, pondering how to innovate the smallest details to improve the user experience. Lately I have been contemplating how we can leverage design and engineering to change our expectations on how we interact with objects. Adding to the value of the human experience through good design . . . this is what excites and drives me. I was thrilled to spend the summer with my team at Intel.

I’ve stayed connected with the importance of design within education. No matter where life takes me, I hope to stay connected with schools and to bring concepts of design thinking to the K-12 level.”

ALUMNI CLASS NOTES

Onward will feature the winning joke in the next issue. Just email your punchline to onward@madisoncountryday.org by March 4.

Neighborly rooster stops by at drop-off

Because he wanted to become a Prairie Hawk. A:Why did the rooster cross the road? Q:

Cock-a-doodle-who?

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RJ ’14 marches as a member of UT Marching Band.

William ’11 presents at California College of the Arts about his Intel Internship.

Now write your own punchline!

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Chris ’28 shares his thoughts at an all-school assembly.

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Middle School Jazz Band entertains a record crowd at this year’s Grandparents Day.

5606 River Road | Waunakee, WI 53597 | 608.850.6000 | madisoncountryday.org

Mark Your CalendarFine Arts WeekJazz ShowcaseSeussland Community Gala and AuctionLower School MusicalHands On! Volunteer EventMiddle and High School Spring PlayRocky’s Fun RunField Day/Welcome Back AlumniHigh School CommencementPrairie Hawk Golf Open

January 26–30January 30March 7April 17–18April 25May 8–9May 15May 29May 30August 3

an MCDS MAGAZINEOnward