Graland Today by Graland Country Day School

FALL 2020

GRALAND

IN THIS ISSUE:

August-October 2017

Intentional Inclusivity Josh Cobb

Today

Fall 2019

Keeping Perseverance Top of Mind Erik Burrell

Alphabet Tiles 9 Reimagining Graland 10 Civil Discourse 13 Graland Gallop 15

GRALAND COUNTRY DAY SCHOOL

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“Whether we want to control the raging wildfires or create a rich and resilient learning environment, we must embrace diversity as a valueadd and establish and sustain an institution that fosters inclusivity. Students must be seen, valued, heard, and respected.” - Oscar Gonzalez See article page 13

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Graland Today is a monthly publication of Graland Country Day School Volume 8, Issue 1 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 be engaged citizens and thoughtful leaders.

Graland’s Guiding Principles Pursue Excellence Guide Critical Thinking Instill Integrity Inspire Leadership Promote Independence Stimulate Innovation Honor Individuality Cultivate Compassion Embrace Experiences Celebrate Perseverance Value Tradition Build Community

Ascende Omnem Montem

A Look at Fall Community Outreach Thanks to the Graland Parent Association’s Community Outreach Committee, Graland families enjoyed a wide range of volunteer opportunities in support of local organizations. Here are some highlights: As part of the GPA Welcome Back Kit, the committee coordinated a letter writing campaign for seniors at the VOA Sunset Park Apartments, a low income senior housing facility. Graland families purchased school supplies for Wyatt Academy so each student could start the year with a new backpack and fresh supplies. Wyatt is a Title 1 school where 95% of students qualify for either a free or reduced lunch. Graland families helped sort inventory at the donation center for A Precious Child, a non-profit that assists children and families facing difficult life challenges such as abuse and neglect, crisis situations, and poverty. Those who enjoy gardening were able to get their hands in some dirt at Ekar Farm. This urban farm is dedicated to educating the community about sustainable agriculture practices and food justice, and donating fresh, healthy, organic produce to local food banks. Volunteers helped Project Linus and Denver Hospice make “fidget blankets” that were given to Alzheimer’s patients and children in need. Please visit the Resource Board (“GPA”) for additional opportunities vetted by the Community Outreach Committee.

Welcome to the 2020-2021 School Year By Bernie Dvorak, President, Board of Trustees

On behalf of my fellow trustees, I would like to extend a warm welcome to our parents, caregivers, faculty, administration, and most importantly, our students. I would also like to give a very special welcome to the many new families who joined the Graland “virtual” community this year. Graland is known for being a special, tight knit community, but in this year of “One Graland,” it feels different in the sense that together we’ve all been through very emotional, intense, and uncertain months, not knowing if our kids would

be back on campus for the Graland experience. Well, our incredible team of administrators, faculty, and staff pulled it off and are doing yeoman’s work! The board and I can’t say enough about the great job Josh and team did to get this school year off the ground. We can’t say enough about how the faculty and staff continue to reinvent themselves, modeling innovation skills that are so very important to our kids. So the difference this year is a deep sense of gratitude for the school and a

sense of shared responsibility to do our part as families to keep everyone safe for in-person learning. As a board our top goal this year is to support the administrators as they strive to deliver the Graland mission in this most difficult environment. In addition, we will work alongside Josh and team to rethink the strategic plan given today’s environment and continue to ensure the financial viability of the school. A Graland education is very special because of the dedicated educators who demonstrate commitment mixed in with a lot of passion to see us through to our mission. If any year our motto is true, it is this year! Ascende Omnem Montem

Three Trustees Join Board in 2020-21

Michael Bell

Sara Knickerbocker, Ph.D.

Sarah Martin ‘95 Stettner

Michael Bell is the founder and managing director of Primark Capital, an investment firm focused on providing investors with the opportunity to access the power of the private equity markets. Prior to Primark, Michael’s career included CEO of a $12B investment advisory firm, corporate finance attorney, and certified public accountant. He holds a juris doctorate from West Virginia University and a bachelor’s degree in commerce from the University of Virginia. Michael and his wife Shannon have two Graland students, Finley (7) and Topher (5), and one alumnus, Andrew ‘20.

A former teacher, Sara earned her bachelor’s degree at Metropolitan State University and her doctorate degree in school psychology from the University of Northern Colorado. She founded Original Educator to provide customized programming for school clients and to serve the mental health needs of educators. Sara actively volunteers with the Graland Parent Association and was recently part of a panel of experts who discussed how parents can support student wellness. She has also volunteered as a gradelevel representative to promote the Annual Fund. With her spouse Ryann Peyton, Sara has one son, Archer (3).

With bachelor’s and law degrees from Northwestern University, Sarah is a former litigation and employment law attorney who left the practice to focus on her personal passions: family, the arts, and education. She recently served in numerous leadership roles as a board member with the Museum of Contemporary Art Denver, as well as a volunteer with the Denver Art Museum and the Clyfford Still Museum. A world traveler and Graland alumna, Sarah and her husband Andrew are the proud parents of two sets of twin boys, Riley and Cooper (1) and two-year-olds Wyatt and Duke. Graland Today

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Intentional Inclusivity Fostering the Traits of Inquiry, Critical Thinking, and Compassion By Josh Cobb, Head of School

Early on in the abrupt transition to Virtual Graland, while we all teetered with the sudden impact of the coronavirus, I once again realized how the nature of our purpose as a school was deeply interdependent. All members of our community— parents, guardians, teachers, staff, and administrators—had to come together to support children in their intellectual and social-emotional growth. We had to strive to sustain each other with compassion, understanding, and grace. Though at times our community was strained in the midst of the challenge, overall I was thankful that we had followed our guiding principle, Build Community, and focused so intentionally on fostering “an inclusive culture of collaboration and camaraderie” by enhancing a sense of belonging for all. As we now confront a school year that will be unlike any in the school’s 4

history, our community will once again be tested by the effect of COVID-19, societal unrest over racial injustice, and political division exacerbated by an election year. We will need to continually remember the interdependence of our community—we must strive to support each other and embrace solidarity over division. Over the past three years we have focused on three themes: innovation, inspiration, and inclusivity. Now, to sustain One Graland, we must deepen our perspective on one of those themes by exploring three attributes that relate directly to inclusivity--inquiry, critical thinking, and compassion. True inclusivity begins with inquiry, a commitment to understand yourself, others, and the world. It is rooted in the same principles that guide any intellectual pursuit--curiosity and critical thinking-and therefore aligns with the pursuit of intellectual excellence and strong

character. Our guiding principle, Honor Individuality, states: “Graland students learn to value individual differences and divergent thinking. As they grow, they seek inclusiveness and justice in a multifaceted and diverse world.” Seeking to understand ourselves and the diverse opinions of others can bring us together, even as we approach this contentious election. Earlier this year, in a diversity training for both teachers and parents, Oscar Gonzalez, Director of Equity and Inclusivity, talked about the traits of compassionate curiosity--listening, asking questions without judgment, empathizing, and genuinely seeking to understand. In Jonathan Haidt’s book, “The Righteous Mind: Why Good People Are Divided by Politics and Religion,” he describes how most of our convictions come from both the emotional and the rational. He uses the analogy of the elephant and the rider to explain that our emotions are big and unwieldy like an elephant, and often our rational mind serves the elephant like a lawyer works for

empathy, compassion demands action. a client, trying to defend every emotional intellectual excellence, a pursuit that Empathy is introspective and centers on can occur at any age. That mission, in reaction with a well-thought-out understanding the experience of others, combination with the guiding principles, argument, crystalizing our opinions and whereas compassion is empathy in action Honor Individuality and Guide Critical making us more resistant to ideas which and inspires individuals to serve those in Thinking, ensures that at Graland may differ from our own. He proposes need. While we navigate this challenging we follow inquiry not ideology in our that we should train our minds to be time, we should act to make Graland teaching methods, relying more on more like a scientist using our intellect an even more inclusive community, questions than statements and ensuring “to figure out the truth, the real truth of one that seeks to understand difference who did what and why, rather than using that we foster intellectual independence through compassionate curiosity. By in our students. all that brainpower just to find evidence striving to enhance the sense of in support of what [we] wanted to belonging for all, we will come to believe.” This pursuit of truth is an embrace our interdependence. important antidote to the highly “While we navigate this As David Brooks writes in his emotional, political polarization that book “The Road to Character,” pervades our nation today. challenging time, we should “There’s joy in a life filled with Through inquiry, we open our act to make Graland interdependence with others, in a life minds and strive to understand. filled with gratitude, reverence, and After inquiry launches our an even more inclusive admiration. […] There’s joy in that journey of understanding, critical community, one that seeks to feeling of acceptance.” That feeling thinking helps us navigate it with independence and integrity. Our understand difference through of joy is now more important than ever, and it will take each of us— guiding principle, Guide Critical compassionate curiosity.” the adults and the children in our Thinking, describes the important community—developing the inquiry, role of the teacher to facilitate a critical thinking, and compassion learning environment in which necessary to deepen our understanding While developing critical thinking “Graland students experience the joy of ourselves and the world. Through that can hone the mind and sharpen the that begins with curiosity and grows with understanding, we will acknowledge our intellect, cultivating compassion helps the pursuit of their own interests and shared humanity and act in a manner develop a deeper understanding, a passions.” By establishing a curriculum that respects and includes others, no wisdom that lies at the convergence of devoted to inquiry, teachers promote matter our differences. the intellectual and the social-emotional. students exploring their own opinions and guide them to support those opinions The principle, Cultivating Compassion, states, “Graland believes that learning is with substantive evidence. Though this Josh Cobb became the Head of School at enhanced when those in its community may look different at different grade Graland in 2017 after more than a decade care for each other. Empathy is the basis levels, students experience the autonomy in other roles such as Head of Middle School of understanding in an interdependent to pursue their own thinking and express and English teacher. He earned bachelor’s and master’s degrees from Middlebury world, and with the guidance and it clearly and convincingly. Inquiry leads them to explore ideas and test those ideas support of the adult community, Graland College and a second master’s degree in students grow in insight and gain a global education from Columbia University. Mr. under the scrutiny of critical thinking, Cobb’s goals focus around innovation, perspective and life-long commitment to all helping to expand their autonomous inspiration, and inclusivity and he is service.” Compassion is at the heart of intellectual growth. committed to the success of all students, another guiding element of our mission, In another book by Jonathan Haidt, faculty, and staff at Graland. and this principle helps us fulfill our “The Coddling of the American Mind” (co-written with Greg Lukianoff), he again purpose to prepare engaged citizens and returns to the rider and elephant analogy, thoughtful leaders. As I mentioned in a letter to the this time emphasizing the importance community last June, unlike of scholarship: “As scholars challenge one another within a community that shares norms of evidence and argumentation and that holds one another accountable for One Graland encompasses our good reasoning, claims get dedication to inclusivity while keeping refined, theories gain nuance, our community healthy and whole in and our understanding of a time of crisis. We grow and thrive truth advances.” Though together, so thank you for doing Haidt is most focused your part to support each other – on higher education, his parents, teachers, students, and staff. commitment to scholarship #eaglesinthistogether echoes our mission to pursue

ONE GRALAN

ONE GRALAND

Graland Today

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Lower School News

Relationships, Our Resiliency Super Power By Kathy Riley, Lower School Counselor

Times are tough. With the COVID-19 pandemic and subsequent life changes, the murder of George Floyd and spotlight on racial inequality, the divisive political landscape, job losses, fluctuations in the economy, canceled programs and events, and the plethora of other stressors families are facing, life can be hard to manage. In fact, in a recent article for the “New York Times,” Dr. Jenny Taitz, clinical professor in psychiatry at UCLA, called these days “the emotional equivalent to an ultra-marathon.” So what’s it going to take to ensure our children emerge resilient from the challenges of 2020 and beyond? I’ve come to wholeheartedly believe that healthy, reliable relationships are what will get them across the finish line. It comes down, really, to science. Dr. Pamela Cantor at Turnaround for Children makes the point that when people experience stress, the hormone cortisol is released in the body, producing the “fight, flight, or freeze” impulse. Some stress is useful in preparing children for challenges like tests, presentations, and performances. This is the limbic system in the brain at work, calling attention, concentration, focus, memory, and preparation to work on high alert. This can be effective for short durations of time but persistent high levels of stress can become toxic, negatively affecting the development of the brain architecture and other organ systems and increasing the risk for stress-related disease and cognitive impairment well into the adult years. On the other hand, relationships that are strong and positive release the hormone oxytocin, which produces feelings of trust, love, attachment, and safety. Oxytocin not only helps children manage stress, but also offsets an overdose of cortisol and produces resilience to future stress. This oxytocin release sounds pretty great, right? Well, here’s 6

our current predicament: we have a bit of a safety paradox. The precautions that help ensure physical safety like isolating at home, social distancing, and wearing masks run contrary to what inspires emotional safety -- human connection and relationships. On top of that, watching our current news cycle can leave many feeling powerless and re-traumatized. This is why, now more than ever, we must prioritize building strong bonds with others, particularly the children in our lives. It may help to remember that children are managing their stress with diverse personal experiences, coping styles, support, and perspectives, and often their behavior reflects how they are handling these tough times. Children can be challenging and press every last one of our buttons and then some. In these moments, they need a positive connection with a caring adult ... so take a few big, deep breaths, calm yourself, and protect that relationship. “Resilience depends on supportive, responsive relationships and mastering a set of capabilities that can help us respond and adapt to adversity in healthy ways,” says Jack Shonkoff, director of the Center on the Developing Child at Harvard University. “It’s those capacities and relationships that can turn toxic stress into tolerable stress.” Whether it’s your child, a family friend, neighbor, or grandchild -- and even if your interactions are through a mask, phone call, or Zoom call -- the relationships you nurture now can have a lasting and positive effect on a young child’s brain and body. It is in fellowship with others that children will make sense of our current circumstances, grieve losses, adapt to changes, make meaning, heal, and emerge resilient. And you never know, investing positive energy into another person and building human connections could be just what helps you finish this emotional ultra-marathon with less stress and more resiliency too. Kathy Riley has a bachelor’s degree in sociology/history and a master’s in social work. She serves as the school counselor for younger students and teaches social-emotional skills in the Lower School. One of her main goals is to make children aware of their ability to positively impact others with kindness.

Middle School News

Keeping Perseverance Top of Mind By Erik Burrell, Dean of Grades 7/8

When I first stepped foot on the campus of Graland Country Day School in 2019, I began the day as each student in the middle school begins the day, in an advisory meeting. The students greeted the temporary interloper into their space and then did their best to ignore me. After each of them checked in with how they were feeling, their advisor Mrs. Cooper explained that they were going to be doing some improv and showed them a brief video modeling the activity. Their reactions were everything you could imagine from adolescents informed that they were starting their day with an unscripted performance. Some eagerly anticipated their turn. Some were surreptitiously devising an exit strategy. Some were stoically awaiting their fate. But, in the end, all of them participated. As we anticipate the myriad of possibilities that may be presented during a pandemic year, I continue to have Graland’s Guiding Principle of “Celebrate Perseverance” at the forefront of my mind. Already, our middle school students have navigated multiple schedules that entail various modes of instruction, and everyone involved has had to learn to adapt. No one has been perfect, which is in and of itself a valuable lesson. We aspire for “Graland students [to] learn through their own success, failure, and hard work.” It can be difficult to accept failure as an aspect of the process, but Graland “rewards dedication” and recognizes that failure is a necessary factor in learning. In fact in “Most Likely to Succeed,” Tony Wagner and Ted Dintersmith assert that there can be “no real learning without trial and error.” They discuss how too often our education “is all about

risk aversion.” That is why we emphasize the value of perseverance throughout Graland. You can find it as students build their Gates Innovation Skills practicing and learning about grit along with persevering through a project, in an English class that emphasizes edits and rewrites, during a science lab working through the scientific method with a hypothesis that may not be proven, or in a band class learning a new song. Students will make mistakes, and these missteps are embraced because the greater goal is always learning...even in an advisory plan. In that improv activity, each student was tasked with acting out a “who, what, where” scenario that they individually created. The audience had to guess who the student was, what the person was doing, and where they were. For instance, the advisory guessed rather quickly that one student was a swimmer, doing the backstroke, in a pool. Several of the students had an easy time of it and had fun with their newly discovered improv skills, but one of the group was simply stumped when it was his turn. I soon recognized how special Graland was as he

struggled. None of his peers mocked him, nor did he choose to give up though he was frustrated. Instead, they encouraged and offered advice, and he eventually figured it out. If I remember correctly, he was a track star, running, in a race. This school year will continue to offer challenges, mountains to ascend, and there will be times when students fall short. I have no doubt, however, that we have built a culture that will face and learn from failures rather than seek to avoid them and a dedicated and talented faculty who will equip students not only with the necessary skills but the strength of character to persevere and ultimately succeed. Erik Burrell is originally from Anaheim, California, and has a master’s in education and a bachelor’s degree in English, both from the University of Notre Dame. His independent school background includes roles as the director of diversity and outreach, English teacher, language arts teacher, and assistant principal.

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Development News Every year, the Graland Annual Fund provides critical funds to support the schoolâ&#x20AC;&#x2122;s annual operating budget. During times of uncertainty like now, annual fund dollars provide financial stability and allow the school to be nimble in its response to the most urgent, ongoing operational needs due to the COVID-19 pandemic. Graland strives for high participation in the Graland Annual Fund each year from parents, alumni, trustees, grandparents, parents of alumni, former faculty and staff, and friends. We recognize that members of our community may have been directly impacted by COVID-19. Your support of the annual fund this year is more important than ever as your gift will help Graland continue to fulfill its mission for current students and to keep our community whole.

COVID-19

and the Graland Annual Fund

Thank you for your consideration.

Give today to help Graland continue to fulfill its mission and keep our community whole as we navigate the COVID-19 pandemic. DID YOU KNOW?

Tuition only covers 88% of the true cost of educating each child at Graland

88%

Gift MATTERS

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OF GIFTS TO THE ANNUAL FUND ARE

tax-deductible

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Questions? Contact Jessica Goski, Director of Development 8

jgoski@graland.org â&#x2014;&#x2020; 303-336-3705

Alumni News

From A to Z:

Alphabet Tiles Have Special Meaning to Graland Graland was honored to have former trustee, former parent, and Graland grandparent Barry Hirschfeld on campus recently to share the story of his family’s special artistic and architectural gift to Graland. Keep reading for the history of the Georgia Nelson Building’s alphabet tiles.

If the walls outside the Georgia Nelson Building entrance could talk, they’d tell the fascinating story of the unique terracotta alphabet tiles installed there whose history is connected to Denver and a certain Graland family, the Hirschfelds. The story begins in 1907 when Mr. A.B. Hirschfeld of Ohio, age 19, opened his Denver printing operation using a $39 hand-cranked press. His first customers bought business cards as they traveled by train through Union Station. With hard work and dedication, A.B. grew the business and his reputation in the community; he was a successful businessman and philanthropist who later served 14 years in the Colorado State Legislature and six years as a Colorado State Senator. For many years A.B. ran his printing business from the circa 1949 A.B. Hirschfeld Press building at 655 Speer Boulevard where terracotta alphabet tiles

framed the art deco entrance. Each tile, showcasing letters created in a font that A.B. designed himself, was a work of art. Eventually the business outgrew the Speer location and the company sold the building. When he learned the structure would be demolished, A.B.’s grandson and company CEO, Mr. Barry Hirschfeld, asked permission to extract the alphabet tiles that were so meaningful to his family. Barry and his wife Arlene have strong connections to Graland going back to the days when their sons, Barry ’86 and Hayden ’91, attended the school right up to today, now that they have two grandchildren who are students -- Emery (Grade 5) and Ivy (Grade 3). After storing the tiles in their garage for 15 years, the Hirschfelds knew Graland was the right home for the alphabet. They donated the tiles during the construction of the Georgia Nelson Building and the alphabet was installed as the finishing touch in 1995. Sealed for posterity and the enjoyment of children, this heartfelt gift

speaks to the Hirschfeld family’s lasting impact on Graland. As we watch students pass through the Georgia Nelson Building each day, we are reminded of Barry and Arlene’s generosity and grateful for their continued support of Graland. With thanks to Kristin Eklund ‘88 Weber for her help with this article.

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REIMAGINING GRALAND FOR

2020-21 By Mimi McMann, Associate Director of Communications

Like yin and yang, Graland’s business and instructional sides work together to ensure an extraordinary learning environment for all students. This symbiosis was never more evident than summer 2020 when preparations for the new school year played out against the backdrop of a worldwide health crisis and constraints of the “new normal.”

Innovative Thinkers

Faced with a year unlike any other, professionals on the instructional side prepared like never before. Administrators devoted the warm days and quite a few nights to creating brandnew student schedules that ensure cohorting (limited exposure) and active learning could coexist in three distinct scenarios: all on, hybrid, and remote. It was no small task; any slight shift to the schedule rippled outward to impact multiple families and teachers. The concept of “houses” was developed and cultivated over the summer, bringing a new layer of complexity to student placement and sectioning. Division leaders recruited and trained new “flex” and support teachers to supplement classroom instruction and adapted certain experiences, such as trips, to comply with COVID-19 safety requirements. This monumental, exhaustive effort was successfully led by Head of School Josh Cobb, Associate Head Gail Sonnesyn, and division heads, Marti Champion and Nan Remington. 10

Teaching the Teachers

With the responsibility for student learning falling squarely on the shoulders of the faculty, it was imperative that teachers dedicate a portion of their summer break to their own professional growth. Working closely with educational experts at Boulder-based World Leadership School (WLS), every instructor participated in several hours of virtual training to address the unique demands of the 2020-21 year. Their subjects were project-based learning theories and remote learning best practices, and Graland educators responded to the challenge by creating innovative lessons that can be used in any teaching scenario that COVID-19 throws at us this year. “The goal was to help teachers prepare to quickly pivot between remote and in-person instruction if needed,” said Jessica Catoggio, WLS director of professional learning. “Coronavirus sparked the largest-ever experiment in teacher training, and we wanted to help teachers explore how we can learn and grow from the spring remote experience.” Carrie VonderHaar (Grade 2) and Cathy Naughton (art) were inspired to make connections between the Norman Rockwell exhibit at Denver Art Museum and social justice education. WLS introduced them to a tech toolkit they are now utilizing for a project that explores the question, “What representations of Civil Rights do you see in the art of Norman Rockwell?”

“One of the best things that came out of my summer training was collaborating with Cathy and now seeing our work make a difference with our students,” Ms. VonderHaar said. “Kids are learning to present themselves with open minds and hearts that are ready for positive change.” History teacher Mike Willis (Grade 5) came to Graland in 2019 already familiar with the benefits of project-based learning (PBL). “I’m a firm believer in PBL because I’ve seen how it engages students, sparks their curiosity, and makes learning fun,” he said. This summer he learned how to build these projects from scratch using a step-by-step approach that leans heavily on collaboration. He is currently developing a PBL lesson with his colleague, English teacher Kimm Lucas, to present ancient Egypt mythology in new and immersive ways. Their project launches in February and includes simulations and plenty of reading, writing, and analyzing across the two disciplines.

Business as Un-usual

Coming off the remote environment of spring 2020, business professionals spent every last minute envisioning a campus equipped to welcome students back as safely as possible. To do so involved rethinking every aspect of campus life. A dedicated team dissected and reconstructed routines like morning drop off, afternoon pickup, lunch and snack service, facility and equipment cleaning, and even the flow of movement throughout our campus. They installed a campuswide air ionization system, bolstered janitorial and nursing personnel, secured materials like masks and hand sanitizer, and applied campus signage to help students learn the new ropes. We all owe a debt of gratitude to the countless hours logged by Juan Botello, Director of Finance and Operations, Nurse Megan Schmid, and Israel Ramirez, Director of Buildings and Grounds; their meticulous work allowed us to usher students through our gates on the first day of school. Other teams from admissions, communications, development, equity and inclusivity, and technology collaborated tirelessly to

“Our kids are over the moon to be back in their happy place. It’s not lost on us how many people and meetings and forward thinking and dealing with the unknown is taking place on a moment-to-moment basis at school. We are so grateful for you all!” ~K ara Boulanger, parent of Lucy, Grade 5, and Will, Grade 3

publish a new fall guidebook, plan a full week of fall orientation activities, design virtual admission events, support Head of School communications, and much more -- the list goes on. All this from a place of empathy for the experiences and perspectives of Graland parents, faculty, and staff. The all-hands-on-deck effort was worth it to see how simply being together again rejuvenated our community after several long months of campus closure. There was pure joy radiating from students, faculty, and most likely several parents too on that first day back. While the year ahead will likely prove to be a marathon, not a race, we can proudly reflect on all we have already accomplished with a sense of pride in the strength and fortitude of One Graland. Ascende Omnem Montem Mimi McMann manages communications initiatives and strategy for the business side of the school. She is an award-winning writer, accomplished editor, and effective project manager with a bachelor’s degree in communication and minor in English. She also has a master’s certificate in organizational and professional communications.

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Admission News

Fast Facts about our 2020-21 Enrollment Applications from

16 countries 5 states &

Families new to Denver from Florida, Michigan, New York (4!), Ohio, Virginia, and South Carolina

109

from new families new students

Spread the Word! Graland’s 2021-22 admission process is going virtual! Please help spread the word about all the ways prospective families can get to know Graland - tell your friends and family to check out the “Visit Us” page on the website for details about ...

Virtual tours:

Take a virtual tour of campus! These tours are pre-recorded and available to watch anytime.

Virtual open houses:

Hear directly from Graland students, teachers, and Head of School, Josh Cobb, including a live Q&A.

Oct. 22 at 9 a.m.

264 families took

an admission tour

ambassador families

bus routes serving Graland families

23 zip codes across the Denver area

Schoolwide, our families represent zip codes! 12

Connect with a current parent:

The Graland Parent Admission Network is excited to connect with prospective families and talk about their experiences at Graland. Connect with an admission team member to ask questions and learn more about Graland.

New families live in

Live virtual events led by an admission team member with grade-level specific information and time for Q&A.

Zoom call with an admission team member:

Dec. 10 at 9 a.m.

Virtual info sessions:

preschools that feed into Graland

Far Wide

Nov. 12 at 6:30 p.m.

Current families are our best ambassadors! Thank you!

VIRTUAL PEN EVENT Panel Discussion:

A Family Approach to Civil Discourse Friday, October 23, 9-10 a.m. Head of School, Josh Cobb, will moderate a panel discussion about speaking bravely, listening generously, and taking courageous steps toward being “One Graland.” Panelists will include Graland’s Director of Equity and Inclusivity Oscar Gonzalez, positive youth development expert Nadine Bridges, and community change leader Bill Fulton. Please note: This is a virtual event and the Zoom details will be provided to registered participants ahead of time.

Civil Discourse Moves Society Forward By Oscar Gonzalez, Director of Equity and Inclusivity

Graland is dedicated to equipping students with the ability to collaborate across lines of difference while seeing the humanity in every person. As we prepare our students to be engaged citizens and thoughtful leaders during a global pandemic and racial, civil, and political unrest, civil discourse is a necessary skill to ensure students are ready to make a difference in an interconnected and interdependent society. In Oren Jay Sofer’s article, “Every Voice Matters: Stability Through Diversity,” he shares: “There is a simple yet profound principle in environmental science: diversity increases stability and resilience. “Originally observed on a large scale in ecosystems, the principle applies to a range of other contexts. Diversity in the human microbiome increases overall health. Genetic diversity of a species increases the population’s ability to adapt to change. “The same is true at the community level. “A diversity of voices and perspectives increases the richness and resilience of a society. Excluding voices makes it a dry landscape: unstable and flammable.” Whether we want to control the raging wildfires or create a rich and resilient learning environment, we must embrace diversity as a value-add and establish and sustain an institution that fosters inclusivity. Students must be seen, valued, heard, and respected. With the presidential election just weeks away, students are empowered to actively explore human, social, political, and civil rights issues on every level. Naturally, there will be varying viewpoints that stem from different backgrounds, belief systems, and political leanings. We seek to create a space where students feel a sense of belonging and can show up as their true, authentic selves; a place where all perspectives and voices can be heard.

Teaching Civil Discourse

Whether students have the terminology or not, they see how social hierarchies play out in society from an early age. For this reason, we lean into discomfort and engage students even at an early age to teach the concepts of civil discourse.

“Destructive, divisive rivalry has never existed among those who keep the school functioning. The Head of School, parents, Trustees, and faculty have always worked closely together for the benefit of the children. Graland is a fine example of what can be accomplished through collective endeavor.” ~R uth Gorham, Graland Country Day School - The First 50 Years

1. First, we listen and ask questions to see what children know and think. 2. We then tell the truth and share facts in an age-appropriate and developmentally appropriate manner using simple sentences and accurate information. 3. Next, we check in and see what children understand, think, and most importantly, feel. We state the justice issues by asking what is fair or unfair, kind or hurtful, and how we know. 4. Finally, we share our values of respecting everyone and engaging in productive conversations through civil discourse. Students disagree with ideas but do not criticize others for what they think. Ground rules that structure discussions help teach students to make assertions while backing them up with reasoning and evidence. Students learn to be curious and open-minded while thinking critically and clearly explaining their opinions. They develop the key leadership skills of active listening, deep reflection, analytical thought considering evidence and counterevidence, effective communication, and the ability to see, understand, and hold multiple perspectives. As we collectively pursue intellectual excellence and strong character, we must prepare our graduates to be competent in cross-cultural communication. At the same time, we honor individuality and exist as a mosaic where every member of our community shines in their own unique manner. One person’s light doesn’t have to dim for another’s to shine. We can all shine together. Oscar Gonzalez works to make sure everyone at Graland feels welcome and included. Day to day he educates our community -students, faculty, staff, and parents -- about issues surrounding social justice, equity, and inclusion.

Graland Today

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Class of 2016

College Selections

Matias Alberola - Yale University Alden Alijani - Georgetown University Sebastian Andrews - Stanford University* Grant Austin - University of Wisconsin - Madison Kennedy Austin - California Polytechnic State University San Luis Obispo Charlie Baker - Colorado College Annabel Benes - Ohio Wesleyan University Anna Bock - Northwestern University Jack Boris - Villanova University Caroline Burke-Dullinger - The University of Texas at Austin Arisela Canales-Abarca - University of Colorado - Boulder Henry Caulkins - Wake Forest University Ziam Chadrom - University of Colorado - Boulder Paul Chandler - The College of Wooster Olivia Chandler - University of Colorado - Boulder Wyatt Cirbo - University of Colorado - Boulder Olivia Cohen - Brown University Christine Cole - University of Richmond Rachel Colson - Let us know! jvolpe@graland.org Zoey Dale - California Polytechnic State University - San Luis Obispo Sienna Dilworth - Howard University Joe Dorman - Florida Gulf Coast University Charlie Drumm - University of Alabama Tess Finke - Davidson University Mika Fisher - Amherst College Charlie Fitzpatrick - University of Alabama Henry Fox - University of Southern California Kate Frankmore - Southern Methodist University Jeremy Gart - D artmouth University* Abiel Gebremedhin - University of Miami Lulu Geller - George Washington University Toby Glick - Let us know! jvolpe@graland.org Sophie Goldberg - Dartmouth University* Alexa Goldstein - University of Michigan

Max Goldstein - University of Texas at Austin Ethan Gutterman - U niversity of Colorado - Boulder* Haley Harnisch - University of Colorado - Boulder Lauren Head - The New School Ellie Henry - University of North Carolina - Chapel Hill Seth Herrlinger - Let us know! jvolpe@graland.org Cody Heselton - Western Washington University Eliot Hodges - Harvard University Abbie Huckaby - Let us know! jvolpe@graland.org Hayden Jones - Northwestern University Cooper Jones - Let us know! jvolpe@graland.org Will Kandel - University of Oklahoma Aiden Kboudi - University of Colorado - Boulder Paula Kim - Parsons School of Design Sophie Knuettel - Let us know! jvolpe@graland.org Ava Laden - Cornell University Jade Latimore - Let us know! jvolpe@graland.org Carter Logan - Let us know! jvolpe@graland.org Matthew MacDonald - University of Colorado - Boulder Marie Manassee - Tufts University Allie Mandava - Northwestern University Annie Mandava - University of Michigan Gabriel Martinez - Let us know! jvolpe@graland.org Griffin Marx - Let us know! jvolpe@graland.org Ian McCoy - Let us know! jvolpe@graland.org Evelyn McSpirit - California Polytechnic State University - San Luis Obispo Eden Moore - Let us know! jvolpe@graland.org Matthew Nekritz - Harvard University* JP Pak - New York University Sofia Palumbo - Georgetown University Luc Pashel - Let us know! jvolpe@graland.org Logan Ralph - Let us know! jvolpe@graland.org Hailey Rhine - Gettysburg College Lane Rippey - Texas Christian University Brian Roitman - University of Denver

Alec Romo-Nichols - University of Southern California Joshua Rosen - Let us know! jvolpe@graland.org Luna Rosenzweig - University of Colorado - Boulder Marthaly Rubio - University of Northern Colorado Joey Rumpf - Let us know! jvolpe@graland.org Holden Ryu - Lewis and Clark College Claudia Sanchez - Let us know! jvolpe@graland.org Ben Sankel - W illiams College* Emery Scott - Let us know! jvolpe@graland.org Caroline Shay - Colorado College Julia Shelanski - University of Pennsylvania Remy Sherman - Chapman University Jake Simmons - Clemson University Darian Smith - Rhodes College Joe Smith - New York University - Tisch School of the Arts Abby Steinman - Let us know! jvolpe@graland.org Jacob Storch - Boston College Brooke Swanson - James Madison University Daniel Tekle - Let us know! jvolpe@graland.org Wyatt Terry - Washington University in St. Louis Adam Thiret - Southern Methodist University Malu Thompson - University of Colorado - Boulder Julia Townsend - Let us know! jvolpe@graland.org Hayden Vance - Let us know! jvolpe@graland.org Joey Waldbaum - Tufts University Jack Wallace - University of Colorado - Boulder Jack Weaver - Let us know! jvolpe@graland.org Sullivan Wheeler - Clemson University Jake Writer - Let us know! jvolpe@graland.org Carmen Yohannes - Emory University Lili Zeisser - University of Washington Ethan Zimbelman - University of Colorado - Boulder Ben Zimmerman - Let us know! jvolpe@graland.org *will attend following a gap year

ZOOM!

Alumni Fall Cocktail Party Friday, Nov. 6, 6-7 p.m. - graland.org/AlumniParty Honoring and celebrating retired Master Teachers Andrean Andrus, Graland Art teacher for 37 years, and Dick Kinney, Graland PE and Biology teacher for 33 years! Electronic invitation to follow. If you do not receive email correspondence from Graland, kindly email Jeri Volpe (jvolpe@graland.org).

ZOOM!

Young Alumni Party Thursday, Dec. 17, 5-6 p.m. Alumni from the classes of 2013-2020 are invited. Parents of these alumni are also invited to reconnect with each other on Zoom! 14

Alumni Reunion, 21+ Saturday, May 15, 2021, 5-8 p.m. Reunion for the milestone class years ending in 0, 1, 5, 6 will be celebrated and all alumni 21+ are invited. 25th reunion for the classes of 1995 and 1996 50th reunion for the classes of 1970 and 1971

The Graland Gallop, 2020-Style This yearâ&#x20AC;&#x2122;s Graland Gallop was certainly one to remember! While the virtual format was new, the spirit shown and shared by all was tried and true! With special thanks to our sponsors, we had an incredible time being active, getting outside, having fun, and building community -- all while social distancing. Please consider supporting the businesses that give back to Graland through the Gallop! We were awed by the talent and leadership of our students -- from eighth graders who helped produce a virtual Pep Rally to student artists who wowed us with their T-shirt designs. Congratulations to sixth grader Malia Graybill for her first place artwork; fifth graders Jessie

Huberman and Addison Reed placed second and third, respectively. New this year was the Pep Rally, Gallop Spirit Day, and awards for Best Pet Costume and Best Graland Spirit! The funds raised by this event enable the Graland Parent Association to offer a variety of events, activities, and speakers that enrich our school community experience throughout the year. Cheers to the chairs! Parent volunteers, Bethany Chang, Allison Reed and Krista Speicher, did an amazing job reimagining the Gallop with the help of a dedicated committee plus help from GPA President Deb Ridenour, Laura Bonnett Lohr, and Graland staff. Thank you all for your hard work!

Graland Today

I 15

NON-PROFIT ORG. US POSTAGE PAID DENVER, CO PERMIT NO. 2006

Graland Country Day School 55 Clermont Street Denver, CO 80220 303.399.0390 graland.org

Shoppers Rewards Give Back to Graland The Graland Parent Association (GPA) earns cash back for every qualified purchase you make through our Community Rewards programs with King Soopers and AmazonSmile. Joining these programs costs you absolutely nothing, but the rewards support activities for our school community -- that is priceless! Sign up at kingsoopers.com and amazonsmile.com.

AmazonSmile in the Amazon Shopping App

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Get the app Download or update to the latest version of the Amazon Shopping app on your phone.

If you are not already an AmazonSmile member, sign up on your web browser. Simply select your favorite charity to start generating donations, at no cost to you.

3. Turn on AmazonSmile Open the app and find “Settings” in the main menu. Tap on “AmazonSmile” and follow the on-screen instructions to activate AmazonSmile on your phone.

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