Assessing our Culture of InclusivityBy James Foreman, Diversity Coordinator and Dean of Grades 5/6

At Graland we pride ourselves on not just being a place of education for children, but a community with goals that include education through curriculum, character development, aesthetic expression and athletics. We not only want each student to achieve his or her academic potential, but also to foster our students to become the thoughtful citizens needed to make a difference in the ever-changing world.

Our community was founded on the vision and commitment of parents. Through our parent programs, we hope to further educate, strengthen and foster growth. The continued education and professional development of our faculty

TODAYNOVEMBER 2014 - JANUARY 2015

▶ GOGRALAND

Reading Club GrowsPage 4

UnderstandingMiddle SchoolersPage 6

Summer Travel 8College List 11Parent News 12

Inside this

Issue:

James Foreman, Diversity Coordinator and Dean of Grades 5/6

The Developing Intellect:How History Projects Foster Sophisticated ThoughtBy Josh Cobb, Head of Middle School

Critical and creative thinking make up half of the now well-known “21st Century Skills” (which also include communicating and collaborating). Whenever I hear this term, which is often, I can’t help but see it as a misnomer. These skills have been essential to scholarship for not just this century but for many centuries, even millennia. In the fifth century B.C.E., Socrates himself created an environment for his pupils that fostered critique, creativity, communication and collaboration. Since those ancient times, intellectuals have followed his example. For the last 90 years, Graland educators have also emphasized the importance of these attributes.

Recently, I visited history classes from sixth through eighth grade to see creative and critical thinking in action. During these particular years, students’ cognitive development readies them for an intellectual blossoming. Though we have standardized assessments, the ERBs (Educational Research Bureau) and the MSA (Mission Skills Assessment), which do evaluate student growth in

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Josh Cobb,Head of Middle School

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Graland Today is a monthly publication of Graland Country Day School

Volume 5, Issue 2

Send correspondence to: Associate Director of Communications

Graland Country Day School 55 Clermont Street Denver, CO 80220

communications@graland.org graland.org

At Graland Country Day School it is our mission to:Achieve intellectual excellence,

build strong character,enrich learning through the arts and athletics,

and prepare our students to beengaged citizens and thoughtful leaders.

Ascende Omnem Montem

GRALAND’S GUIDING PRINCIPLESPursue Excellence

Guide Critical ThinkingInstill Integrity

Inspire LeadershipPromote IndependenceStimulate InnovationHonor Individuality

Cultivate CompassionEmbrace Experiences

Celebrate PerseveranceValue Tradition

Build Community

“ “

“I found out that I like to read nonfiction

and poetry. Reading helps me learn how

to spell and to use good grammar.”

-Sadie Burke, Grade 4, see story page 4

helps ensure that we are truly, “meeting students where they are” and guiding them to where they can go.

In the next several months we are working with students, parents, faculty, staff, alumni and board members to take a survey about our culture of inclusivity. AIM (Assessment of Inclusivity and Multiculturalism) is a comprehensive assessment tool that delivers tangible results we can use to measure progress and plan for the future in building, as well as sustaining, an inclusive school community. It is offered through the National Association of Independent Schools (NAIS).

It has been seven years since AIM was administered to the Graland community. A few items discovered from the data collected in 2007 were:

• Boys and girls are equally set up for success.

• Adults who work at the school are responsive to the needs of others.

• Alumni felt proud to have attended Graland.

These and other successes lead to a “Healthy Score” from NAIS. We also learned that enrolling a diverse student body, producing a more multicultural curriculum and recruiting and maintaining a diverse faculty were reported as “Priority Concerns.” In the last seven years we have built upon the “Healthy Scores” and continue to address the “Priority Concerns.”

Your participation in the AIM process this year is paramount. In October, I asked parent and alumni volunteers to help the school complete a Self Assessment. This is a time when representatives across our community will give confidential responses to very specific inclusivity and multicultural questions that impact our entire school community. Our faculty and staff will complete a self assessment during our professional development day on November 4.

The information and results gained from these meetings will be compared to the data to be collected during our Campus/Community-Wide survey in January. The survey will be sent through email and everyone will be asked to respond within a three-week time period.

I want to thank you in advance for your time and responsiveness to AIM. We want to ensure that Graland is implementing, providing, and supporting inclusivity and multiculturalism within our community. This process is very similar to our accreditation process and will help our community act on elements of our strategic plan.

“Picture a community that assumes every child

and adult is able, willing, and in fact expected

to achieve great things -- where people feel

included, productive, challenged, and useful.”

~ Anthony Witte, director of inclusion, Children’s Day School

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Assessing our Culture of Inclusivity

Graland Today I 3

Lisa Ross, Grade 4 Teacher

The Penny Harvest program began in 1991 from the simple, kind question of a little girl named Nora Gross: “Can we take him home?”

Nora was referring to a homeless man on the streets of New York City. Her compassion led to the first penny collection effort to benefit homeless shelters, and a nationwide movement was born. Through the program now called Penny Harvest, the effort grew to center around children doing good for others. Across the country children “harvest” small change (money) to create big change (action) by supporting local charities as well as participating in service projects within their communities.

We have been fortunate at Graland to participate in Penny Harvest since 2006 when Cecilia Coates, a second grade teacher, brought the program to our community. It has grown each year in participation of leaders and contributions from the entire school.

As a coach of the Penny Harvest I have seen students use their voices and show tremendous courage when speaking about a topic that has deep meaning to them. They take charge to find organizations that meet the needs of our community and show eloquence in speaking with the board members and visitors from these organizations. Student leaders have raised up to $6,000 in our largest collection and distributed

those monies to a variety of charities. They have run book drives, organized benefit races and volunteered at local animal rescue centers. All the leaders that I have had the privilege to work with at Graland Country Day School have shown what power a group of children can have in making big change with something as small as a penny.

My involvement as a Penny Harvest coach had a profound impact on my family when my son Douglas began seeing the importance of doing for others. On our daily drive home there was a homeless man named Ben who we would talk with during our wait at the stoplight. Douglas soon started giving Ben his leftover snack and eventually we began bringing Ben a sandwich. As Douglas got older we watched his caring continue, and on his seventh birthday he asked that we donate all of his presents to patients at the Children’s Hospital. This has become an annual tradition for Douglas’ birthday and we couldn’t be prouder of his selfless acts.

Penny Harvest does more than collect money for charity. It empowers children to see their role in changing their communities for the better. As Graland students wrap up the collection phase of the program in November and move into the grantmaking phase, they will have the opportunity to interview and evaluate a variety of organizations and finally make decisions on awarding the monies raised. It is an exercise in compassion, leadership and philanthropy that sets them up for a lifetime of giving and serving. Thank you for supporting Penny Harvest and our fantastic student leaders this year!

small changefor BIG ChangeBy Lisa Ross, Grade 4 Teacher

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Lower School News

Inspired Readers: Grade 3 Takes Newbery Book ChallengeBy Julie Stretz, Grade 3 Teacher

Two years ago, Graland third graders began an exciting reading adventure with the Newbery Club! They were introduced to award-winning Newbery books, stories that have been recognized on a national level for their literary excellence. These books offer students of all reading levels the opportunity to learn about a multitude of topics in both fiction and nonfiction categories.

Starting in January, students in the Newbery Club must read any five Newbery Medal or Honor books. Reading for the club is a supplement to the classroom reading program and daily reading instruction. Students are responsible for keeping a personal reading record. When they have completed five books and recorded the titles on their reading record, they are ready to be tested for comprehension. Several parent volunteers have been trained to help with oral Newbery testing in the classroom.

Upon completion of the first five books, students are recognized as new members of the Newbery Club. They receive an award and their accomplishment is celebrated with their peers. Students are recognized and rewarded each time they complete five additional books. Some amazing Graland readers have reached Hall of Fame status after logging more than 25 books!

“I found out that I like to read nonfiction and poetry,” shares Sadie Burke, a fourth grader who joined the Hall of Fame last year and actually read 50 books between January and June. “Reading helps me learn how to spell and to use good grammar.”

As excitement for the club has grown, third grade teachers have partnered with library teachers to integrate Newbery book reading and activities into the library curriculum. One of the most inspiring parts of the program is watching students discover different genres of writing and then share their favorite titles with their peers.

“I recommend that third graders pick more recent books because they are updated and more fun to read,” advises Will Montgomery, another fourth grader and Hall of Fame member. ”The Newbery Club is a great way to get motivated to read. It was just a great experience for me.”

The John Newbery Medal has been awarded annually, since 1922, by the American Library Association for the most distinguished American Children’s book written during the previous year. This award was the first children’s book award in the world. While only one book is selected as the Newbery Award winner, each year several other books are recognized and receive Honor Award status.

Graland Today I 5

One of the best parts of my day is when I have “drop-in visits” in the classroom. These quick breaks allow me to assess the classroom atmosphere and connect with students, who love to share their latest accomplishments:

“Look! I just learned how to spell the names of everyone in my family!”

“Mrs. Remington, do you know that multiplication is really just adding?”

And my favorite, “Do you know what’s for lunch today?”

Not only do I have the pleasure of chatting with students during these visits, I also check in with the teachers. Do they have the resources they need to teach? Is the physical environment of the classroom safe, clean and welcoming? And most importantly, is there a connection between the students and the teacher?

Dr. James Comer, a professor of child psychiatry at the Yale University School of Medicine, says that no significant learning can occur without a significant relationship. Graland teachers start building a rapport right away with summer conferences and through the tenants of Responsive ClassroomTM. Our teachers respect and care deeply for their students and in turn, the students know their teachers will do everything they can to help them succeed.

Does this mean that on every drop in visit, I observe a Lake Wobegon experience – “all the women are strong, all the men are good-looking, and all the children are above average” (Garrison Keiller)? Does this mean a student will never experience unhappiness? By all means – no.

When I ask parents their goals for their children, a common answer is, “I want them to be happy.” As adults, we know that true happiness comes from the assurance that difficult times can be overcome. This resiliency is only developed by experiencing and surviving failure and disappointment. When I see a class involved in a serious discussion regarding an unkind act in the room or a child sitting in a re-charging chair reflecting on how to return to his or her work without disturbing others, I know this type of learning is just as important

as math concepts and reading strategies.

These observations are really the most important for me. I know our teachers are intelligent and have a deep knowledge of their disciplines. I know they are well prepared and have the necessary tools to be effective in the classroom. But it is those moments when a child is struggling with a concept,

working through a tense conflict with a peer or having self-doubts that Graland teachers make a difference.

Here is the thing about teaching – it is hard. Teaching is a profession where the strategy or solution that worked with one student doesn’t work with the next. There is no mathematical flow chart that can be applied to a given teaching situation which ensures success. Teaching doesn’t read like a technical manual: If student answers A, then respond with B. A teacher featured in the documentary titled, American Teacher, described educators’ work through this thought: “Teachers make thousands of decisions a day, and they don’t do it about an abstract idea. They do it about the life of a child. You can’t imagine anything harder.”

Teachers do their work through relationships, and relationships are complicated and messy. When I see our teachers working with a child early in the morning or late in the afternoon, leading Penny Harvest or modeling and encouraging the reading of classic literature through the Newbery Club, I know the hard work of relationships is being cemented. This is one of the reasons Graland believes the social and emotional curriculum is as important as the academic curriculum.

Learning is not a solitary encounter with texts and materials; it is about cooperation, connection and conversation. Graland teachers value the relationship with their students, and they are rewarded when a new passion is ignited, a difficult task is accomplished or a life lesson is learned. Teachers love the immediacy of what they do, knowing what happens right now matters in the life of a student, and they feel honored to be a part of the process.

Teaching through RelationshipsBy Nan Remington, Head of Lower School

Nan Remington, Head of Lower School

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Middle School News

I’ve been conducting a fascinating anthropological study for the past 30 years. My subjects have consisted of more than 2,800 children ages 11-14. While my research is ongoing, I can confidently say that over the past three decades, adolescents haven’t changed much.

One of my favorite things about working with this age group is trying to make sense of their interactions with one another – understanding how they get along and why they sometimes don’t. Adolescence is a period of growth unlike any other time in a person’s life. It’s a roller coaster ride of emotional highs and lows, physical changes, emerging social anxiety, and cognitive development, to name a few of the seismic changes going on!

In July I attended a conference in Chicago that showcased innovative teaching strategies, bullying research, and school discipline practices. Because I wear many hats at Graland, I figured these three topics would relate in some meaningful way to my work; I was right.

I attended workshops that covered a broad spectrum of school issues, from Erin Gruwell’s “Becoming a Catalyst for Change” (Erin wrote Freedom Writers Diary, featured in the film Freedom Writers), to Tara Brown’s session on creating positive relationships, to Richard Guerry’s talk about teaching kids how to use technology responsibly. The “take aways” from each session were not only inspiring, but they also validated many of our practices here in Middle School. This conference, in tandem with Michael Thompson’s book Best Friends, Worst Enemies and his presentations to faculty, students and parents, has given me a lot to chew on as I begin my 31st year of field research.

Thompson claims that each child seeks three things: connection, power, and recognition. In Middle School, faculty and staff work hard to make sure these basic needs are met for every student.

Connection: Children need to feel part of something meaningful.

Connection is the essence of friendship, according to Thompson. Because we’re social beings by nature, it’s important in the middle school years that we help adolescents get along with one another and build lasting and meaningful relationships. Our advisory

and trips programs are just a few ways we accomplish this. Small class sizes, faculty who engage with students both in and out of the classroom, and our Student Support Services team are additional ways we create bonds in Middle School. Whether it’s ambassadors reaching out to new students, or seventh graders listening to seniors’ life stories at Sunrise Senior Living, Graland students look for ways to build community through positive interactions.Power: Children need to feel a sense of control over their surroundings.

Graland students feel empowered by opportunities to take risks, ask questions, receive support, and collaborate with others. Whether it’s embracing the experience of walking across the Edmund Pettus Bridge in Selma, or delivering a presentation about a Gates invention, students gain a sense of power through exploring new opportunities. Scaling Jacob’s Ladder at La Foret, singing a solo

at the Winter Concert, or participating in a robotics competition gives students the confidence to try new things and perhaps develop a passion in the process.

Recognition: Children need to be recognized for their accomplishments.

Our students may eventually develop intrinsic motivation, but the fact is, young people need acknowledgement from others. One of the most powerful sources of recognition in Middle School comes from students’ own classmates in the form of Peer Leaders “catching” students doing something nice for someone else; it can be as simple as carrying someone’s books to class or as demonstrative as cleaning up someone else’s mess.

More formally, we recognize student achievement through the Honor Roll, Excellence Awards, Eagle Awards, and the Permanent Art Collection. Outside of school, students’ triumphs are highlighted during assembly presentations and in Graland publications. When it comes to building a child’s self-esteem, giving validation makes a significant impact.

Adolescence is a turbulent but exciting time. It doesn’t take a Nobel Laureate anthropologist to recognize our middle schoolers’ intrinsic need to belong, to feel empowered, and to be recognized. We make it our mission in the Middle School to encourage our students to learn and grow in ways that will help them become engaged citizens and thoughtful leaders as they wend their way through adolescence and continue on to adulthood.

Every Kid Needs CPR: Connection, Power, RecognitionBy Brenda Stockdale, Dean of Grades 7/8

Brenda Stockdale, Dean of Grades 7/8

thinking skills, the best place to assess cognitive progress is in the classroom. The eighth grade’s “Civil Rights Movement Memorial Project” requires students to synthesize their personal experience on the Civil Rights Trip with their study of the Civil Rights Movement and then express one coherent idea in a symbolic, multi-media sculpture. Students are introduced to the project before heading down South, and on their return, they construct the project over two days.

Synthesis in Sculpture As I discussed the projects with students, I realized how challenging it is to sift through all the powerful events, places and people instrumental in the Movement and decide on a singular concept to capture this time period. One student struggled with the placement of a bird. Should the bird stay in the cage? Or should it fly, wings spread, above the enclosure? Though this student recognized that activists accomplished much during the Movement, they did not fully realize their dreams. The bird remained half imprisoned and half released, sticking its neck through a gap in the wires.

Benjamin Bloom’s taxonomy, though now over 60 years old, provides a helpful framework to explore the thinking demanded by this type of project. Though educators have revised the taxonomy over the years, the initial visual displayed a pyramid of thought, beginning with knowledge and ascending through comprehension, application, analysis, evaluation, and synthesis. As I interviewed more eighth grade students, I consistently observed them building on their knowledge of the Civil Rights Era and using their artistic creation as a means to analyze that period in our nation’s history.

Several students used a door as a symbolic vehicle. On or around the closed door were all the disturbing reminders of segregation and racism, whereas, once opened, the door revealed all the hope and happiness that came with justice and freedom. Finally, one girl crafted three black hands reaching up from a grey base of suffering toward an illuminated sign with one word, “Equality.” Again, each of these projects tried to concisely express the entirety of the Movement in one coherent, artistic symbol.

Scaffolding the Pyramid Though the eighth graders I spoke to appreciated the independence they received while creating these pieces, teachers of younger students provide more guidance as students build the cognitive ability for rigorous thinking tasks. In the fall, students in sixth grade history tackled the question, “Why did Rome fall?”, using the iPad app, Socrative. Using this tool, students chose one of the main reasons Rome fell—political instability, economic turmoil, weakening frontiers, and social problems, and then crafted a thesis statement expressing their choice. Through Socrative, each student’s statement was anonymously revealed up on the SmartBoard. As the class reviewed the statements, Mr. Caldwell, Grade 6 history teacher, asked for comments both on strengths and weaknesses, while illustrating the power of a concise, specific assertion. Once students had refined their thesis, he directed them to strengthen their argument by adding factual support.

At that same time of year, with guidance from Mrs. Gaudet, Grade 7 history teacher, students studying American history created brochures “selling” an early colony. I was lucky enough to see students present these brochures, complete with catchy slogans, such as “Georgia, it’s a peach of a place,” “Finding the magic of Maryland,” and finally, “Virginia, a smokin’ hot colony.” Within the brochure, students detailed some of the reasons to settle in their colony, including a strong founder, religious freedom, fertile ground, coastal towns, and others. After each student shared their work, students praised the presentations and also summarized the historical and geographical information provided.

Though the examples from sixth and seventh grade might not be as sophisticated as the eighth graders’ Civil Rights project, the students continued to develop the ability to think critically and creatively. The sixth graders learned how to synthesize several reasons for an empire’s collapse into an effective, coherent argument. In seventh grade, the students successfully convinced their audience by blending creativity with historical substance. Both of these tasks introduced students to Bloom’s higher order thinking skills (analysis, evaluation and synthesis) and prepared them for the intellectually demanding assignments they will experience throughout their eighth grade year.

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The Developing Intellect: How History Projects Foster Sophisticated Thought

Graland Today I 7

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There are plenty of things to stress about as children move through their teenage years. As I walk the grounds

of Graland, I see parents with wrinkle-free complexions, hair without grey, and a calm demeanor that only a parent who has not ridden “shotgun” with a novice driver can possess.

Yet, there are wonderful aspects of teens that keep me from hiding my head under the covers all the time. I experienced one of these thrilling come-out-of-hiding adventures this summer, when my daughter Anna (Graland Class of 2012) led me on a journey of adventure and enlightenment, upending our usual order. I found myself marveling at her excitement, composure, and curiosity, and learned more from her experience than I thought possible. And of course, Graland was at the heart of it all.

Sure, I’m biased; I teach here, and my children spent most of their impressionable young years at Graland. But I believe that Graland helps children become creative,

thoughtful, and caring individuals; at least, that has been my personal experience. It certainly was easy for Anna to return to her roots and work with students and faculty on the interdisciplinary Memory Box Project last winter. Seventh grade students, teachers, and guests worked to learn and teach others about Alzheimer’s disease, culminating in a social research project for Anna.

At the urging of the local Alzheimer’s Association, Anna submitted an abstract to present her educational model at an international conference in Copenhagen. My husband Steve and I found ourselves, along with former Graland science department head Rod Mitchell and his wife Marilyn, accompanying Anna to Denmark over the summer. Our travel was funded by Graland’s summer sabbatical program for teachers.

Conference in CopenhagenThe sessions were held in the beautiful

Bella Center outside Copenhagen, where I watched my youngest child, a high school student, hold her own at a technical conference as she interacted with thousands of medical professionals. She articulated the details of her project, networked and showed the poise gained from years of public speaking experience that started in Graland’s classrooms. The experience was exhilarating – for her and for me. In our down time, we enjoyed boat tours through the canals, rides on the 100-year-old roller coaster, train trips to visit castles, as well as getting to know the vibrant city of Copenhagen and its inhabitants.

Sightseeing in SwedenAfter a week, we boarded a train to Sweden, on which we watched the beautiful countryside speed by at 205 kilometers per hour. In Stockholm, we stayed near the location of the 1912 Olympics. Long walks through Gamla

Dream SUMMER

By Nanette Newman, Learning Specialist

Graland Today I 9

Stan (the old town of Stockholm), the Djurgarden (Kings garden forests and open spaces around the city), and ferry tours out into the archipelago filled our days. We were also fascinated by the Nobel Prize and recovered warship Vasa museums. Evening discussions at our apartment centered on science education. Our interactions with native Swedes found us marveling at how well versed our acquaintances were in world affairs. Many were curious about American culture, escalating educational expenses, gun violence, and views about climate change.

Adventures in IcelandAnna, unfortunately, had to return to Denver for work. We sent her on her way just as her brother, Nathaniel (Class of 2009), joined us in Keflavik, Iceland. Flying over Iceland, we were treated to clear views of the Vatnajokull Icecap, under which the volcano Bardarbunga is currently erupting. Thirty-six thousand feet

below we could see massive glaciers falling off the icecap, calving off glaciers into the turquoise Jokulsarlon Lagoon. We also got a view of Eyjafjallajökull volcano which interrupted air travel in 2010.

Thanks to a snafu in our lodging arrangements, we were unable to get a central rental for our group. But, as in most similar situations, something better arose. We had a rather large motorhome waiting for us at the airport. Now, I must admit that we are camping purists who “poo-poo” those in anything but a tent. But the range-cooked meals, heat on cool and rainy evenings, and comfortable tables and benches made our mobile accommodations the perfect place to discuss the daily wonders we had witnessed and to map out our adventures for the next day.

We drove 1,200 miles along the ring road, traveling from North America to Europe and back again across this exposed portion of the mid-Atlantic

ridge. Nathaniel tricked Steve and Rod into a game of golf at midnight in the far reaches of Iceland, where the midnight sun had them chuckling over the uncommon experience, rendering the excessive loss of errant balls in roaring streams and lava fields irrelevant. Massive waterfalls and broad, desolate plains filled with lava flows— several covered with moss, creating an alien landscape—volcanoes, fjords, pristine black sand beaches, and welcoming cozy villages lightened our hearts, enlightened our minds, and ensured that we would soon return.

My summer adventures were the result of a spark that Graland fanned in my daughter. Through the summer sabbatical program, I accompanied her on an unforgettable experience, and re-ignited my curiosity and interest in science and the natural world. Yet again, my belief that Graland is a place of endless opportunity is confirmed. Thank you, Graland.

“ ““My summer adventures were the result of a spark

that Graland fanned in my daughter. Through the

summer sabbatical program, I accompanied her on an

unforgettable experience, and re-ignited my curiosity and

interest in science and the natural world.”

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STUDENTS GO FURTHER WITH ANNUAL FUND SUPPORTOur Done in 31 Campaign wrapped up on October 31, and the support from our current families was inspiring. Here’s how your

dollars will be put to work through our Annual Fund that helps students go further than they ever imagined.

Skills for the Real World

Public speaking is the number one fear in North America. Not at Graland. From kindergarten on, students are trained and encouraged to present their ideas clearly and articulately in front of an audience. Sometimes that means their classroom peers, other times it means the entire school body or even a group of strangers. From Kindergarten Rodeo to Graduation, public speaking is incorporated into every grade level and subject area. The confidence and poise they gain sets them up for future success.

Several students are getting practice speaking to large groups during admission open house season. These student ambassadors prepare and give speeches to prospective families to share about their Graland experiences. Special thanks to these eighth graders now working with our admission office as ambassadors:

Alex AlijaniSophie BergerRoman DeLeonAlyvia GonzalesAverie HughesHarkins Lord

It’s OK to Need Help

Plan Now for End of Year

Considering a year-end gift to Graland? Please make your donation online (graland.org/annualfund) by Wednesday, December 31, so your giving can be credited to you in the

2014 tax year. All gifts are tax-deductible to the extent allowed by

law. Thank you in advance!

Going Global with World LanguagesIt’s one thing to learn another language in the classroom setting. It’s quite another to communicate unscripted with a native speaker. To prepare our students for success in a global market, we take them to the farmer’s market, el mercado [Spanish market] and la patisserie [French bakery]. These trips are more than just a chance to enjoy new cuisine. They allow our world language students to practice their vocabulary and pronunciation authentically in real-world situations.

Your Annual Fund dollars are what allows Graland to offer many programs and services not covered by tuition fees. These unique features set us apart and enable our

students to experience and enjoy many kinds of learning. Thank you for your gifts!

If you have not yet given or pledged a gift to the Annual Fund, it’s not too late to support these and other programs. Visit

graland.org/annualfund or stop by the development office.

When a student is having trouble understanding a math lesson, or doesn’t read at his grade level, what resources does Graland offer? What about a child who is not able to focus during class or manage her time well? How about a couple of friends who are suddenly not acting friendly?

At Graland, we don’t let students struggle unnecessarily with academic, behavioral or social issues. In cases like these, Graland’s Student Support Team (SST) steps in to help those students go further. SST includes learning specialists and counselors in both the Lower School and Middle School.

With the Annual Fund, Graland is able to offer continuing education to the professionals on our SST. Our Lower School literacy specialists have both earned master’s degrees in education with emphasis in reading, thanks to professional development funds. Our counselors continue their education at conferences such as Learning and the Brain in New York and an annual conference for the American School Counselor Association. Math specialists learn new skills and network at the National Conference of Teachers of Mathematics.

Graland Today I 11

Alumni News

Jesse Aaronson University of MichiganMary Aertker University of VirginiaZach Anglemyer Rochester Institute of TechnologyOlivia Arthur University of Wisconsin-MadisonMargot Aymond University of Colorado - Boulder Jordan Bartell University of Southern California Sam Bennetts University of Colorado - Boulder Brooks Benson University of Colorado - Boulder Hannah Berman Bowdoin CollegeClare Berzins Boston CollegeRyan Beyer Washington University - St. LouisJackson Bock Middlebury CollegeRyan Broida University of Colorado - BoulderPaige Carson Haverford CollegeBailee Christmas Dominican University of CaliforniaJoey Cowperthwaite University of Colorado - BoulderRachel Crosby University of Northern ColoradoJames Daley Lewis & Clark CollegeLexi Davis Colorado CollegeTaylor Davis* Metropolitan State CollegeJulia Dudley University of San DiegoBea Eppler* Middlebury CollegeKendall Ernst* Let us know! 303-398-3623Sophie Fox University of California - Santa

BarbaraLia Garkie California Polytechnic State

UniversityIsabelle Gordon University of OregonCade Greer Lincoln College of TechnologyMelania Groza* University of DenverWeston Hamilton University of Colorado - BoulderMichael Hanley Ithaca CollegeMadison Harding University of California - San DiegoSarah Hawkey Elon UniversityMaggie Heckendorf University of Colorado - BoulderTJ Hill University of San DiegoEmma Rose Holtzman* Let us know! 303-398-3623Evan Hull University of Iowa

Lynn Hutchison Community College of DenverAndrew James University of MissouriJordan Janoff University of ArizonaMegan King* Texas Christian UniversityAmanda King* Let us know! 303-398-3623David Kleckner University of Colorado - Boulder Sadie Lawrence Texas Christian UniversityAlec Mayhan University of MichiganJack McDermott Lehigh UniversityPaul Morland New York UniversityDerek Mullen Southern Methodist UniversityHugh Newcomb* Oberlin CollegeJosh Nobil University of ArizonaZachary Pence University of Puget Sound - TacomaAlona Pence University of DenverAmos Pierce University of MontanaAdam Pollack Colorado School of MinesJack Quinn Tulane UniversityNikan Rahmani-Azar University of Santa ClaraJack Raymond St. Mary’s College of CaliforniaDaniel Reilly Monmouth UniversityCalli Ringsby Stanford UniversityJessica Roitman Fashion Institute of Design and

MerchandisingMadison Russell Let us know! 303-398-3623Caroline Seman Tulane UniversityJack Shahnazarian* Tulane UniversityMark Siegel Duke UniversityAlly Stern Boston UniversityBelle Stockdale* The New School for DramaTrey Taylor University of MississippiHermela Tuquabo Colorado State UniversitySebastian Turner Dartmouth CollegeNicholas Valencia University of San DiegoCale Wagner Hamilton CollegeZach Yoshioka University of Colorado - BoulderAudrey Zurcher Let us know! 303-398-3623

COLLEGE SELECTIONS: CLASS OF 2010

*Members of the class who changed schools before graduation.

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Down the Stretch They Galloped

The preschoolers pranced, the dads dashed and the students sprinted in this year’s

Graland Gallop!

Thank you to the entire community for coming out in force and to the following event chairs, their awesome committee members and other volunteers for all their hard work:

Liz Arnold – ChairKatrina Benes and Rachael Rhine – Sponsorship Sarah Hunt and Jennifer Terry – RegistrationCarolyn Howard – AwardsMarna Belfance – Fundraising Tonya Frank – Food and Beverage CoordinatorCarol Karshmer and Max Popov – Snow Cone MakersJulie Swaney and Julie Bock – Bagels Shannon Burke – VIP Event PlannerErin Neren – Graphic DesignMaureen Kechriotis – T-ShirtsJake Dresden and Andrew Bermingham – Emcees Susan Beatty, Erica Bissette Geej Forbes, Kristin Fox, Kellie Jenkins, Brad Rhine and Kimberly Siegel – Event Volunteers

Graland Today I 13

Please support these local businesses, who sponsored this year’s Gallop, and take time to thank the families who made it a perfect launch of the new school year:

Silver SponsorsColorado State Bank and Trust

Dean Electric (The Bomgaars Family)Denver Vail Orthopedics (The Alijani Family)

The Lord FamilyOld Greenwich BuildersJennifer and Seth Terry

Graland Board of Trustees

Bronze SponsorsApex Dermatology Group

The Arnold FamilyBenson Orthodontics

CMC Group (The Benes Family)Cherry Creek Wellness Center

Children’s Dentistry of Cherry Creek and AuroraColorado Kids for Kids

Eberle OrthodonticsRebecca and Ken Gart

The Hunt FamilyLevin Orthodontics

ParisiPatxi’s

Pescadowear (The Rhine Family)

Marathoner SponsorsThe Belfance Family

Bishop-Brogden Associates Inc.Fitness Together of Cherry Creek/Washington Park

Great Play Cherry Creek (Laura L’Herault)The Mead Family

SugarliciousVela Adventures

YogaPod Cherry Creek

In addition to our amazing sponsors above, thank you to the following for in-kind donations: King Soopers, Great Harvest

Bread Co., Method Roasters, Safeway, Slifer Smith and Frampton Real Estate, Sprouts and Sports Authority.

Groceries and Gift Cards Earn Dollars for GPA Bill Bivens and his wife, Larissa Luhrs, are on a mission to let you know what a great deal the GPA offers with its grocery card and scrip programs. The programs allow the GPA to earn money without costing anything, except for a change of habit.

“We’re already at the grocery store, or buying gift cards during the holidays, so why not earn money for the parent association at the same time?” Bill says. “Last year, we netted more than $6,000 with grocery cards alone. This year, we’ve added ‘Scrip,’ so you can purchase gift cards from the GPA for your favorite stores and retailers – like Chipotle or Old Navy – and the GPA gets cash back.”

A special holiday promotion will invite parents to purchase scrip gift cards online from November 3-25. Gift cards will be available for pick up on December 15, in advance of the holidays. Watch for details at graland.org/scrip.

As always, the reloadable grocery cards for King Soopers, Safeway and Albertsons are available anytime at the Graland Store or by contacting Bill (bill@gibraltarpropmgmt.com or 303-298-7373). The GPA earns money each time you purchase groceries, prescriptions and even gas. Make it a habit today – it’s easy!

“This has been a big money maker for other schools and it can be for the GPA, too,” Bill says. The money earned by the GPA is used to support our community events and the remainder is contributed toward Graland’s technology expenses and the financial aid endowment.”

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Milk and Cookies with The Bookies GPA Book Fair: November 17-23 The Bookies (4315 E. Mississippi Ave.)Treats: Gather your children or come on your own to this year’s Book Fair! The GPA will serve milk and cookies each day after school from 3:30-4:30 p.m. at the bookstore. A recommended reading list from the Graland librarians and The Bookies staff will be available to help guide your shopping, should you need it.

Store Hours: The Bookies is open Monday-Saturday, 10 a.m.-6 p.m; Sunday, 12-5 p.m.

Benefitting Graland: For any purchase made between November 17-23 mention Graland when you check out so 20 percent of every cash/check purchase (and 15 percent of each credit card purchase) will benefit the Graland Parent Association. It’s the perfect opportunity to purchase holiday gifts and to supplement your home library. Don’t miss it! More online at graland.org/bookfair.

PEN Book Club: Meet with Ronni on Wednesday, November 19, at 9 a.m. in the Caulkins Boardroom to discuss Black Ice by Lorene Cary. The memoir recalls the two years the African American author spent at St. Paul’s School in New Hampshire, where she became a scholarship student in a “boot camp” for future American leaders. Books are available for purchase in advance at Diane Street’s desk for $14.

Special Viewing and Lunch for Graland Families: RACE at History Colorado CenterFriday, November 14, 12:30-3:30 p.m. No cost, lunch includedOn this half-day for students, join the Graland community for free admission to the History Colorado Center (1200 Broadway) where we will view a special exhibit on race that explores the question, “Are we so different?” Through history, science and human experience, you’ll examine your own views on how you see others. A light lunch will be served in the auditorium from 12:30 to 2:30 p.m. Register online at graland.org/exhibit. This event is presented by the Graland Inclusivity Forum and Taskforce with support from Affinity Groups.

Learn More about “Free-Range Kids” with Famed Author, Humorist and Anti-Helicopter Parent Wednesday, January 21, 7-8:30 p.m. Anschutz Commons, no costIn 2008, Lenore Skenazy’s 9-year-old son begged her to let him take the subway and bus by himself. So she did. She left him at Bloomingdale’s in Manhattan on a Sunday armed with a subway map, Metro Card, $20 bill and several quarters for emergency phone calls.

“Long story short,” she wrote in her column in New York’s The Sun, “My son got home, ecstatic with independence.” That column set off a firestorm that became the impetus for her book and blog, Free-Range Kids, which launched the anti-helicopter parenting movement.

Mark your calendar so you don’t miss Lenore Skenazy in person at Graland. Watch for online registration coming soon. This event is presented by Graland Parent Education Network (PEN).

Graland Today I 15

COMING EVENTS

Snowflake Holiday Party Warms Hearts Tuesday, November 25, Volunteer of America’s Sunset ParkGraland families, faculty and staff serve a festive holiday dinner to 130 elderly and disabled residents at Volunteer of America’s Sunset Park. The annual tradition includes a performance by the Dickens Carolers, a talent show, cookie decorating and a holiday sing-along led by music teacher Justin Miera. Graland volunteers hand out bags of goodies collected during the Graland Cares campaign. It’s hard to say who enjoys the evening more – the residents or the volunteers. For more information or to serve at the Snowflake Holiday Party, contact Abby Smith or Becky Stellor.

Graland Store HoursFriday, November 14, 11:30 a.m.-12:30 p.m.

Friday, December 5, 2:30-3:30 p.m.

Friday, December 19, 8:30-10 a.m. (during the Festival of Light and Holiday Sing-Along)

Save the Date for Birch Street BashThursday, January 29, 6:30-9:30 p.m., Anschutz Commons

Celebrate the parents, teachers and staff who embody Graland’s vibrant community at this casual, adult-only event. Find more online in January at graland.org/birchstreetbash.

Festival of Light and Holiday Sing-AlongFriday, December 19, 8:30-9:30 a.m., Fieldhouse

Please join students, faculty and staff as we welcome the holiday season in song! Students should wear their “holiday finest” or “Sunday best” for this special Graland tradition.

Shop at Swoozie’s to Benefit GPAGraland Only Event: Tuesday, December 9, 5-8 p.m., 589 Fillmore St.

NEW! Bonus Shopping Day: Monday, December 8, 10 a.m.-5 p.m.

Enjoy a private shopping event at Swoozies, an invitation, stationery, and gift shop featuring personalized merchandise. Shop for holiday cards and gifts and you’ll receive 20 percent off your purchases plus Graland will receive 15 percent of sales. Wine and cheese will be served as you shop alongside friends from Graland.

Colorado Symphony Drums of the WorldSunday, November 30, Boettcher Concert Hall, Downtown Denver

Come on a trip around the world with the Colorado Symphony’s world-class percussionists making beats with drums and exotic instruments that will surprise you. This event is presented by the Graland Inclusivity Forum and Taskforce (GIFT).

Holiday Tradition: Graland Cares Campaign Snowflake tags available starting November 10Each year, Graland’s parent community comes together to help the seniors and disabled adults who live at Volunteers of America’s Sunset Park in downtown Denver. To kick-off the Graland Cares campaign, the Graland Parent Association invites you to pick up a snowflake information tag and a bag from the display outside the Georgia Nelson Building. Fill your bag with a variety of small items listed on the information tag. Please feel free to have your child decorate the bag before you return it to Diane Street’s desk by Tuesday, November 25. The goodie bags will be delivered on Friday, December 5, when the GPA hosts its annual Snowflake Holiday Party at Sunset Park. For more information about Graland Cares, contact Bethany Karlin or Josie Burke.

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STAY CONNECTED AND GOGRALAND!

NON-PROFITORG.

US POSTAGEPAID

DENVER, COPERMIT NO. 2006

Graland Country Day School55 Clermont StreetDenver, CO 80220

303.399.0390graland.org

▶ Community CalendarNov. 10-25Graland Cares CampaignNov. 14Special Admission to RACE Exhibit Nov. 17-23Book Fair at The BookiesNov. 26-28Thanksgiving BreakDec. 19Festival of Light and Holiday Sing-AlongDec. 22-Jan. 5Winter BreakJan. 19No School - Martin Luther King, Jr. DayJan. 21“Free Range Kids” PresentationJan. 29Birch Street Bash

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graland.org/stayconnected

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Gates Inventor Sells Award-winning ProductNick Bain ‘12 became the youngest person to successfully launch a product on Kickstarter.com with his award-winning Gates invention, Switch Port, in September. In just one day, Nick fully funded his project and is currently fulfilling orders for the dry erase light switch cover. For more see our story on the Graland website.

Without hesitation, Nick credits Graland’s Gates program and the support of the Graland community for his success as an inventor. As other hopeful inventors in the Gates program get started on their ideas for the 2015 competition, Nick’s advice is to not settle for an invention concept that you think is “pretty good.”

“Make something you yourself want,” he says. “A good rule is: The more you want to use a product in your own life, the better it will be. One of the best ways to make something better is just to listen to other people. Also you have to care a lot. It’s the only way I’ve found to make stuff that’s good.”