SUMMER 2013 1

The Lowell LedgerA biannual publication of Lowell School | Summer 2013 | Vol. 22. No. 2

CONGRATULATIONS TO THE CLASS Of 2013We are proud of who our graduates have become, and we wish them all the best as they enter high school (in alphabetical order): Zoe Ades, Maya Andresino, Abby Binder, Brandon Burton, Madison Chambers, Sam Kwait-Spitzer, Luke Lama, Vera Nikolaeva, Jazz Walla, David Watkiss, Julia Wenick, and Phillip Yeldell.

WITH THE GRAdUATION of our first twelve 8th graders, it is a good time to ask ourselves, “Have we accomplished with these promising students what we set out to accomplish?”

We know that we delivered,

through extremely skilled teachers, a unique, conceptually-integrated curriculum that builds on the strong foundation established in the Pre-Primary and Primary Schools. We offered challenging and engaging classes enriched by experiential and hands-on learning opportunities, including a week-long trip to Costa Rica—a capstone to our field trip program. We created and implemented a one-of-a-kind advisory system—Detla U, as we call it—to help the students grow socially and emotionally. And,

each graduate successfully completed a two-year independent study project, the Profile of Passion (POP), and shared it with the community this spring.

While we know what we, as adults, developed and what the students experienced, it is harder to know what the students will take away. We can look to final papers and exams as evidence of course work completed; we can look to high school placements in Spanish and math as further evidence and feel reassured that the students were well-prepared. But, what is lasting?

Next year, we can follow this diverse group of graduates to see how they do in high school. We will want to know How are they doing academically, socially, and emotionally? Are they participating fully in school-life? How have they pursued their passions? Are they exercising their voices and advocating for themselves and others? Their experiences and accomplishments will be an excellent measure of our work—but we won’t know these things for another year, perhaps even longer.

What we can do now is reflect on the strength of the experiences the students had, some of which you will read about in this issue of The Ledger. I would also like to share with you a few highlights from the 8th grade graduation speeches. Their words indicate just how powerful a Lowell education is.

On the next page, you will hear the graduates’ enthusiasm for learning and their appreciation for the teachers, classmates, and family members who supported them throughout their time at Lowell. The students will show you how their academic journeys were entwined with their growth as individuals and their relationship to their communities. You will see Lowell’s values of inclusivity and individuality shine through in their words.

It is important that our graduates feel prepared for the next steps in their educational journeys and the next phase of their social and emotional

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On the morning of Friday, June 7, Lowell’s inaugural 8th grade class gathered in anticipation of their graduation ceremony. They were prepared, confident, excited, maybe just a little bit nervous. Five of the twelve graduates came to Lowell as three-year-olds, five came in Primary School, and two came in Middle School. Whether they came eleven years ago or two years ago, they were ready—not only to present their speeches and receive their diplomas, but to celebrate the journey and move on to the next chapter of their lives.

On hand to help the graduates and their families celebrate were Chair of the Board of Trustees, Jay Rapp; Debbie Gibbs and the full faculty and staff; and the 4th, 5th, 6th, and 7th graders, who helped mark the occasion with three songs. Moira Regan, Director of Middle School, and faculty members Domi Long, Sarah Smith, and Kavan Yee offered some special parting words and reflections. Later, everyone was grinning as a slideshow chronicling the graduates’ years at Lowell flashed on a big screen. As a final send-off, 6th and 7th graders armed with pom-poms lined the hallways outside the gym and cheered enthusiastically as the graduates emerged from the ceremony.

Class of 2013:Lowell’s First 8th Grade Graduates!

FROM THEHEAD

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fROM THE HEAd continued from page 1

growth. Some graduates spoke of the challenges they faced and the strength they found within, a sign of their resilience. Many of them spoke with confidence and excitement about the future.

When Madison Chambers looked to the future, she could see a process of constant change and growth—one requiring flexibility, an open mind, and responsibility. Our graduates are ready.

As our mission states, Lowell strives to be a community in which “each individual is valued and respected.” Being respected as an individual means knowing your voice counts, and these graduates do.

I could not be prouder.

On the first day of sixth grade, Moira said, “Ask for what you need.” I’m pretty sure any Lowell Middle School student has heard that phrase a million times. My parents heard the phrase too and have adopted it into their own repertoire of quotes they like to use. People at Lowell have always expected me to ask for what I need and to communicate for myself. This has always been difficult for me, but the teachers at Lowell never underestimated my abilities. Yes, I have learned a lot at my time in Lowell; I learned how to multiply fractions and the countries that border China. But the thing that I will carry with me more than anything else is that I have learned to speak up for myself. ~Zoe Ades

I learned a lot about trust and also developed a keen eye for the traits of a good friend. Both of these

lessons will serve me well for the rest of my life. Lowell has helped shape the person that stands before you today and for that, I am thankful. ~Philip Yeldell

I know that no matter what I say in this speech, I won’t be able to stress how much Lowell has impacted me.

I only hope that this place and these people can inspire others half as much as it has inspired me. I cannot imagine a winter without seeing snow accumulate on the Lowell field, a spring without Lowell, an end of the year that isn’t marked by Field Day. It’s been over a decade since my first day at Lowell School, and I’m ready for the next chapter in my life. I’ll be 14 and a half, and excited, knowing that there’s nothing to cry about on the first day of high school. ~Julia Wenick

Middle school is the first big step towards college and life. An important part of that big step came from Kavan teaching us. In 6th grade Kavan realized my determination as a student. When building bottle rockets I had became the “MacGyver” of the class, bringing duct tape down to the field trying to seal off the holes that were making our rocket useless....And my determination keeps pushing me, getting me past the impossible. ~David Watkiss

“I have been at Lowell for six years now, and

I have made many friends and enjoyed every single moment.”

~Jazz Walla

When I moved from Russia to America, everybody was very welcoming. Although I mixed up words, like through and though, everybody just had a laugh about it; it was not a big deal. Not knowing the language was very hard at first; everybody was always correcting me, but it paid off. I want to especially thank Sarah Smith, who helped me improve my English so much. The most challenging part of speaking in another language is not the grammar or spelling, it is the self-consciousness of wondering if people can understand you. It was very hard at first to adjust, but my Lowell family made me overcome that fear. Although I still get confused if Jackie Robinson was a baseball or a basketball player, I still feel very comfortable in the community that is so far away from my home. ~Vera Nikolaeva

Although we are leaving Lowell, we have made our mark on the school as the first-ever 8th grade class to graduate. ~Luke Lama

The teachers here at Lowell have taught me things you cannot find in a textbook. They have taught me about myself. They have taught me how to take risks. I am not saying that I am no longer a worrier, but

I have learned that in order to grow you must push yourself and step outside your comfort zone. ~Sam Kwait-Spitzer

“Every morning we are born again.” These are the great words of Buddha. They speak to me the most because they are true. We obviously aren’t reborn every day but our mindset is. Some people think they have what they want for the rest of their life. But our minds change, then we change, and we experience things and hear about things and see things that make us think.

We are recreating our journey right now, we are molding who we are as citizens, teenagers, creative minds and people. . . .While we are moving on with our journeys we continue to grow as people, and it is up to us to carry on the legacy Lowell has left us with. ~Madison Chambers

My teacher, Joni Kuckuck, was the turning point in my student career. She made learning fun for me and shaped me into a person that likes to learn. The 4th grade was probably my favorite Primary School year. After that year I became a more solid student, I took my studies more seriously, and I made sure that I held myself accountable if I were to get into trouble. ~Brandon Burton

Going out of the country and staying with Costa Rican families was an amazing experience that I will never forget. A highlight from the trip was eating and hanging out with our families because it was fun getting to know them, and while communicating proved to be a bit of a challenge at times, we were able to joke around with them and ask questions. They helped us improve our Spanish and learn about Costa Rican culture. ~Abby Binder

Ever since I began developing a long-term memory, I have been internalizing Lowell’s core beliefs about inclusivity, equity, and individuality. I know I will remember them forever. It seems at first that what you should remember from a school are the facts and numbers they have taught you. But I believe Lowell has taught me so much more than that. We have been exposed to cultures and places and concepts so far from our own. Everything from my first overnight trip to Echo Hill in 4th grade, to my first home stay experience this year in Costa Rica, has shaped me as an individual, brought me closer to my friends, and taught me about other cultures. ~Maya Andresino

REfLECTIONSCLASS OF 2013

Grandparent & GrandFriend dayIn March Lowell welcomed 150 grandparents and grandfriends to campus for a special day with students. Some highlights included Singing Meeting in the Pre-Primary School, performances from K-5th grade, and a Middle School oral history project for which 7th graders interviewed grandguests about their memories of the Civil Rights Movement.

ConGratuLations to the CLass oF 2016!On June 6 Lowell recognized the 5th graders’ completion of the Primary School program with a special ceremony at the last Gathering of the year. Primary School Director Elizabeth Lener and teachers Tara Scully and Natalie Stapert celebrated the class with short speeches and then each 5th grader came to the stage to offer a piece of advice to K-4th grade students. Afterwards, the festivities continued with a reception in the 5th grade classrooms.

FieLd days! Despite a rainy May and June, every division of the School found time to celebrate spring with outdoor fun. This year, the Student Council assisted parents and teachers in running the Pre-Primary School’s Field Day, which included an obstacle course, parachute games, and time in the sprinkler. Primary School students had two Field Days—one for K-3rd grade and one for 4th-5th grade. A special appearance by the Lowell Leopard at the K-3 event increased the excitement. Middle School students had their own day in the sun, which culminated in the ever-popular and always-epic Tug of War contest.

SPRINGSCRAPBOOK

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The renovation of Parkside presents many opportunities for Lowell and also creates some short-term challenges. In Lowell’s math program, we call these challenges and opportunities “problems” and view them as essential to learning and mastering new skills. The particular and immediate problem created by the renovation of Parkside was the location of Middle School classes and activities for the 2013–2014 school year when the Primary and Middle Schools would share space in Lowell’s main building. The teachers knew that we would have access to the dining room, conference room, teacher’s lounge, teacher’s workroom, and library. We didn’t know how these spaces would be set up or planned and were, thus, faced with the problem of designing a Middle School in a fixed physical space.

In order to tackle this problem, we turned to our resident experts on learning in classroom spaces—the students who sit in them every day. After all,

they often see things that we as teachers miss. For example, can the board be seen from each desk? Is there enough room between desks

for students to pull out their chairs if they need to get up? In enlisting them to help design our space for next year, we not

only utilized their expertise and valued their voices, but also empowered them to make meaningful contributions to the School community and buy in to the challenges we all will face next year.

The actual design process began with determining the non-negotiables for the spaces. The students went to all Middle School teachers and asked them to make a list of things that must be in their rooms and things that

would be helpful, but optional. After cataloguing all of the teachers’ needs and wants for the Middle School, students

were given the exact physical spaces they could use to create classrooms. Different teachers had different needs, and

students were forced to make choices about which of the wants could be met, given the constraints of the physical spaces they were

designing.

Students then needed to learn the mathematical skills necessary to solve the actual problem at hand. In this case, and because producing scale models is a 7th grade standard, students needed to learn about and apply scale models. They did all of the necessary background research by measuring all of the items on teachers’ lists of needs and wants. They then used their knowledge of proportional relationships and scale to convert all of the furniture into scale models. Once they had scale models of all the furniture, they began the design process in which they developed different approaches to get all of the items into the spaces they were designing.

The design process is where Lowell’s focus on valuing student voice really emerged, and students felt empowered to make decisions. One group met all of the teachers’ requirements and asked if they could create a space for students to gather before school and during their break. I asked them to prove to me that their plan met all of the teachers’ requirements and fit within the physical spaces. Once they had verified their design using mathematical knowledge and tools, I told them they could design a space for themselves if it was okay with the Middle School director. They went to her and, upon receiving approval and a budget, began incorporating a space for themselves into their plan.

As they designed their own space, they struggled with balancing the physical sizes of pieces of furniture with the actual cost of the pieces. For example, would three chairs be a better use of money than a sofa? If neither of these met the budget, could beanbag chairs serve the same function for a lower cost? This particular group discussed the ratio of size to cost for various pieces of furniture they wanted, demonstrating a deep understanding of important Middle School math concepts. Ultimately, this group was able to incorporate a small space for students that not only gave them a place to gather comfortably, but also met the budget set by the Middle School director.

After all of the groups completed their designs, they presented them to the other Middle School students, the teachers, and their parents to solicit feedback. They then made revisions to their proposals. The final Middle School spaces for the coming school year are a combination of all their ideas and serve as a genuine reflection of their vision for their learning space for next year.

The design process is where Lowell’s focus on valuing student voice really emerged, and students felt empowered to make decisions.

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rising 8th Graders help plan Middle school spaceby Lee Bissett Math Curriculum Coordinator and Middle School Math Teacher

On June 17, just ten days after graduation, crews arrived to begin work on Parkside Building. In the first few months their work will focus on mobilization, selective demolition on the interior of the building, and exterior site work, including excavation for the addition. In late fall and early winter, the steel structure will be assembled and the new addition will start to take shape.

Lowell selected the following professionals to guide the School through the construction process:

• Bowie Gridley Architects

• Keller Brothers (general contractor)

• Kramer Consulting (project management)

During the 2013–14 school year, the Middle School program will be housed in the main building. Over the summer, the teachers’ lounge, workroom, and dining room were reconfigured to meet the needs of Middle School teachers and students. In addition, art teachers David Vickers and Mario Argueta transformed the “penthouse” space at the top of the main building from an exercise room into an art room for 4th–8th grade students. (Read how 7th grade students helped design the new spaces on the previous page.)

pre-primary school playground enhancementsThanks to designer Nancy Striniste, MLD, from EarlySpace, her team of landscapers, and the Pre-Primary School faculty, Lowell’s youngest children are now enjoying an updated play space. The boulder scramble, obstacle course, and running areas offer new opportunities for active play, but the expanded trike path and new playhouse are also popular! Next summer, Lowell will complete Phase II of the project, adding a stream with a ponding area, a water trough play area, water pump, gardening features, a bird blind, leafy arbors, and mosaic benches.

parent education sneak peekTHE MObILE LO-JACk: A TECHNOLOGy PROGRAM fOR PARENTSMonday, September 9 | 7:00 PM

Have you decided to purchase a cell phone for your child? What are parental control options on a phone? Should you be concerned that the next slumber party will be filmed and put up on YouTube? Can photos of your children

online compromise your family’s safety and privacy? Come, learn what you need to know about cutting-edge technologies and how to keep children safe in the digital age.

Katie Koestner is a national expert on student safety and teen relationship culture. She has appeared on the cover of TIME Magazine, The Oprah Winfrey Show, NBC Nightly News, CNBC Talk Live, CNN, Larry King Live, Good Morning America, Later Today, Entertainment Tonight, and other national television programs.

PARENT SEEdLowell’s Parent SEED program heads into its second year this fall. The National SEED (Seeking Educational Equity and Diversity) Project on Inclusive Curriculum explores scholarship from the “shelves” (articles and books) and scholarship from the “selves” (participant stories). Michelle Belton, Director of Diversity and trained SEED leader, facilitates the three-hour monthly seminars on various aspects of equity and inclusion. If you would like to join this year’s group, contact Michelle: 202.577.2056 or mbelton@lowellschool.org.

PEP CLASSES AT LOWELLFor the second year, Lowell will be a host location for the Parent Encouragement Program. We will be offering PEP I: Parenting 5 to 12 Year Olds, an eight-week course, beginning in October. Learn more about the course on our website under Campus and Community.

Construction Begins

don’t miss our Groundbreaking photos on page 9!

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What happens when teachers take a step back, and students imagine and structure their own projects?

Lowell’s Profile of Passion (POP) project, which spans the 7th and 8th grades, asks teachers and students to do exactly this. Each student picks something they love to do and then learns more about it through a project they create. At the end of 8th grade, students showcase what they have learned. For some students in my class, like those who made art and had a gallery opening, this final presentation was the goal. For others, the project was ongoing, like an after school club or maintaining a blog. Some people found it easy to decide what to do, but for others like me, it was a little more challenging to find something to devote two years to learning about.

Since I had always liked working with kids, I decided I wanted to learn more about teaching. During the first year of my POP, I wasn’t at all sure how to do this. I ended up just trying to soak in as much information as possible from the Lowell community. Over time, I learned a lot and gradually got a clearer picture of what I wanted my POP to be.

During 7th grade I helped out in Naomi Adams’ Kindergarten class and assisted in an after school art elective, also for Kindergartners. That teacher was pregnant, so she didn’t mind a little extra help. Mostly it entailed getting supplies and helping the kids with their art projects. From these experiences, I learned to communicate with kids—how to talk without being confusing or condescending.

An important part of the POP class is working with a mentor. We were required to find people who could teach us about our chosen subject. Usually, they were outside the Lowell community, but since I wanted to learn about teaching, there were quite a few people available right here.

Elly Porter, Creative Movement and Dance Teacher, was a really valuable mentor. Some kids

profile of passion searching for the “perfect project”

are very high energy, and Elly is teaching them some of the same things children might learn in the academic classroom, just in a different way. For example, instead of sitting still while a story is read to them, Kindergarten students get to actually act out the story. Or, instead of drawing the life cycle of a butterfly, they get to perform it. This is great for the high-energy kids. I enjoyed watching Elly teach and then teaching creative movement myself because it was interesting to see the contrast between two ways of teaching the same thing. Sometimes, creative movement was fun for kids, but it was harder to control. This is an exciting way to learn, and a fun (although tiring) subject to teach!

Another mentor, Leslie Sinsay in the Pre-Primary School, taught me about motivation. Something she said that stood out to me was “the kids want to make you happy.” That made sense to me more and more during my POP because it made me look at things from a different perspective. At that point, I realized that the main goal was to support that motivation—for example, giving them instructions they could understand or strategies for sitting still.

All of these experiences gave me different ideas for my POP project. After learning from Elly, I thought maybe my project could be teaching creative movement, although I eventually decided that teaching creative movement didn’t really represent everything I had learned.

STUdENT AREA Of INTEREST fINAL PROJECT

Zoe Ades Drama started an after-school drama club that staged three performances

Maya Andresino Teaching assisted in Lowell classrooms and a daycare center and wrote a feature article for The Ledger

Abby Binder Photography exhibited at The Fridge

Brandon Burton Cooking prepared a Chinese dinner for family and friends at Lowell

Madison Chambers Drama wrote and performed a monologue at The Fridge

Sam Kwait-Spitzer Sports created a podcast of interviews about sports culture

Luke Lama Graffiti Art exhibited at The Fridge

Vera Nikolaeva Fashion Design wrote a fashion blog

Jazz Walla Cooking prepared a three-course restaurant-style dinner hosted at Lowell

David Watkiss Music recording produced a cover of Coldplay’s song, “The Scientist”

Julia Wenick Photography exhibited at The Fridge

Phillip Yeldell Parkour and free-running screened an original documentary at The Fridge

8th Grade pop projects

One of the chefs and his crew

Maya and friends

Students who exhibited and performed at The Fridge

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by Maya Andresino ‘13

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an american history Girl is BornLowell’s field trips have impacted Jillian Wilson ’14 in a significant way. After her 3rd grade class traveled to historic Alexandria to explore what life was like in the 18th century, she became enamored with the American colonial period. In 5th grade, Jillian made a movie retracing the steps of Paul Revere and started a blog about various historical topics called “American History Girl.” She even became a junior docent this spring at Gadsby’s Tavern, giving tours to visitors.

Jillian traveled with her iPad during the 7th grade’s Civil War to Civil Rights trip and blogged from the field,

allowing her parents and other blog followers to keep up with the group’s activities down south. After visiting the historic Lorraine Motel, she reflected:

“Day Three…We got to see the room that Dr. Martin Luther King, Jr. stayed in….They had his favorite song playing, ’Precious Lord,’ and a big, red and white wreath at the place he lay after he was shot by James Earl Ray. If he were alive today, I’d have at least fifty questions to ask him. “

When Jillian got home, her mother asked her to capture the best part of that 7th grade trip, and she replied without hesitation: “All of it!” Witnessing her daughter’s enthusiasm, her mother says, “These trips are so valuable.” As Jillian puts it, “The field trips we take at Lowell make whatever you are studying come to life.” Because of these experiences, Jillian wants to be a historian someday and is continuing her blog as part of her POP project.

You can visit her blog at www.americanhistorygirl.com.

PRE-PRIMARY SCHOOL • Visits from Under the Sea, Eric Energy, and Living Classrooms (Kindergartners also attended these presentations). • On-campus visits to the embankment slides on the front field and the Middle School science lab to see the animals.

PRIMARY AND MIDDLE SCHOOLS• AFI—2nd, 5th, 7th • Alabama and Memphis—7th • Alexandria Archeology Museum—3rd • American Art Museum—5th, 7th • American Visionary Art Museum— 2nd, 3rd, 8th • Antietam Battlefield—7th • Brookside Gardens—K • Calleva Overnights—5th, 6th, 8th• Carlyle House—3rd • Costa Rica—8th • Discovery Theater—2nd • Echo Hill Overnight—4th • Folger Shakespeare Library—8th • Freer and Sackler Galleries—6th • Gadsby’s Tavern Museum—3rd • Glen Echo Park—1st • Hadley’s Park—2nd • Habitat for Humanity—5th • Harpers Ferry—5th • Homestead Farm—K• Inova Heart and Vascular Institute—7th, 8th • Japanese Embassy—6th, 8th • National Building Museum—1st • National Geographic Museum—5th, 8th • National History Museum—2nd • National Postal Museum—K• National Air & Space Museum—K• National Zoo—1st • Newseum—7th • New York City Overnight—6th • Philadelphia—5th • Pyramid Atlantic—K, 1st • Round House Theatre—1st • Reston Zoo—2nd • Shakespeare Theatre Company—8th • Sheridan Mountain Campus Overnight—3rd • Smithsonian Environmental Research Center—4th • The Fridge—8th• Union Station—2nd • US Capitol—5th • US Supreme Court—5th • Vishnu Temple—6th • Walking Tour of Old Town Alexandria—3rd • Washington’s Mt. Vernon Estate—5th

dREAMING bIGWhen Lowell’s Middle School team envisioned the culminating trip for the new 8th grade, they had three things in mind. They wanted students to 1) be immersed in the Spanish language for a week, 2) undertake a service/sustainability project, and 3) travel to another country that was relatively close and generally safe. As Science Coordinator and Delta U Program Chair, Kavan Yee, explains, “We wanted students to have an experience that would last a lifetime.”

These aims led the team to select the educational travel program Sustainable Horizon as their trip partner and Costa Rica as their ultimate destination. Sustainable Horizon hosts school groups on international adventures with a mission “to create authentic volunteer opportunities promoting sustainability through community service and environmental conservation.”

Kavan and the other organizers chose to bring students to the farming town of Copey in the province of San Jose—a community powered entirely by wind. Costa Rica is known as a global leader in sustainable practices and eco-tourism, and the country prioritizes alternative fuel technology that all citizens can access for free. This commitment aligned perfectly with the team’s desire for the 8th grade to see Costa Rica in a way that differed from a typical tourist brochure. But now that the destination was set, how would teachers help students get ready for a week-long trip out of the country?

GETTING REAdyPreparations for this kind of experience actually begin long before Lowell students get to Middle School. Field trips are an integral part of a Lowell education: teachers design age-appropriate experiences that scaffold students’ learning in every division. As they move through the divisions, students gain not only valuable information and skills from their field studies, they also gain confidence and independence when they encounter novel situations.

In Pre-Primary School, field trips are “in house.” Children take trips that physically move them from inside of their classrooms into new outside environments, such as journeying to the Middle School science lab to see the animals or to the “big kid” playground on the front field—parts of the campus not connected to their everyday routines. They also mentally travel when the outside world comes into their classrooms through a series of interactive presentations. These in-house trips expose children to new concepts that encourage them to investigate the whys and what-ifs around them.

When they get to Primary School, students start venturing off campus on day trips that begin in Kindergarten. Highlights of Primary School trips include the 1st grade’s trip to the National Building Museum to participate in an interactive workshop on buildings and land use. The information they gain later helps them to visualize how to construct their own 3-D model town out of recycled materials. Another wonderful example is the series of trips 3rd graders take to the city of Alexandria where they

What’s Cookin’ in Costa rica?by Gia Harewood, Communications and Diversity Associate

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One of the six biochar stoves students constructed in Copey.

LEARNING IN THE FIELD

60 Field trips in 2012–13

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Read more about the global impact of biochar stoves in the January 2013 National Geographic article, “Biochar Cookstoves Boost Health for People and Crops.”

At the end of 7th grade, I knew I needed to gain some experience in schools outside the Lowell community. I decided to volunteer at a daycare center near my house to get a feel for how teaching styles vary in different schools. Reaching out to unfamiliar people in a new place was stressful because I didn’t know what to expect or how I would be received. The only comfort was that my classmates had experienced that feeling as well.

For most of us, this project was one of the first times we had to contact people outside of school independently. Moira taught us how to write emails, and in the beginning she edited every one before we sent it. We had to learn everything from how to properly introduce ourselves to how to politely sign off.

I’m glad Moira taught us all of this because it really came in handy. Outside of Lowell, suddenly we were treated differently. Although everyone I came across at the daycare center where I volunteered was very polite and kind, I was an outsider. There were forms to sign and health forms to find. At Lowell, I was generally accepted as trustworthy and responsible; I had to prove it when working in a new place. It took a while before the daycare center would allow me to give tests or to look after the kids if the teacher left the room for a few minutes. I actually think that was a great experience, but it did take some getting used to.

I also found a few differences in routine. The daycare center used different tactics to get children to pay attention. The call-and-response we use at Lowell to get the attention of a class was replaced by one in Spanish. That was a quick adjustment, however. They were a bilingual school, and that was an interesting difference because it was harder to communicate with some of the children. I never fully adapted to that, although my Spanish did improve.

An important thing that I learned was that some parts of teaching are universal, no matter the nuances of the subject or the school or even the language. The fundamental part of teaching stays the same. Teachers working hard to teach students and make them care about the material they are learning was something I observed no matter where I went.

Although I didn’t always know where my POP was going, I’m glad because it gave me the opportunity to learn many different things. In 7th grade I felt kind of lost. And then, over the summer I realized that maybe I had already found my POP. I had been searching for the perfect project, but I had already learned so much more from being in the classroom than I had ever expected. Because I was noticing all these differences and similarities and styles of teaching, I started thinking more about what teaching is. In the end, I decided my POP was the experience of learning as much as I could about different parts of teaching. I’m happy with where it ended up.

Luckily, I wasn’t alone—at one point or another, all of our projects morphed in some way. Some of my classmates’ experiences were like mine: we kept on learning while trying to figure out what to do with that knowledge. Some people ended up changing their focus midway through, like Julia, who shifted gradually from writing, to writing and photography, to just photography. Of course, there were other people who knew exactly what they wanted to do from the start and did it. While that was quite impressive and wonderful for them, it was vaguely disheartening for me initially.

Overall, I think POP was a wonderful experience. It taught us about independence, responsibility, and successful communication, which I now know are essential skills. We also got the amazing opportunity to learn about something of our choice, however we wanted. I, along with everyone in my grade, appreciated this opportunity greatly.

visit Alexandria Archeology and the historic Gadsby’s Tavern—a colonial-era town hub for news, commerce, entertainment, food, and lodging. Then, they study census data and return for a walking tour to get a sense of the people of 18th century Alexandria. The trips give them the content knowledge they need later when they bring to life a colonial tradesperson during a day-long classroom re-enactment. This emphasis on living history is echoed in other Primary School trips such as the 5th grade’s travels to the US Capitol, Supreme Court, and Philadelphia.

Primary School is also the time when students step into the realm of overnight trips that focus on outdoor education, stewardship, and team-building. For example, 3rd grade students spend one night at Sheridan’s Mountain Campus, 4th graders spend two nights at Echo Hill Outdoor School, and 5th graders visit Calleva Outdoor Adventures—also for two nights. While these short overnights foster personal responsibility, as well as group cooperation, they prepare students for the longer Middle School trips—such as the 6th grade trip to New York city for three days and the week-long 7th grade Civil War to Civil Rights Trip to Alabama, Tennessee, and Arkansas, both of which lead up to the Costa Rica adventure.

ExPERIENCING COPEyThe rural town of Copey was unlike anything these 8th graders had experienced on previous school trips. Not only were they traveling to another continent, most of them had never seen life in a small, rural community. After landing at the airport, the students and chaperones had to travel an additional four hours on a bus on windy dirt roads to reach their mountainous destination and the Spanish-speaking families in whose homes they would stay.

Teachers assigned three 8th graders to each household, and the students were required to help their host family with everyday chores such as cleaning, cooking, or walking the dog. Students reported eating wonderful home-cooked meals, and they often wanted to spend their free time hanging out with their new friends.

SUSTAINAbLE STOvESSustainable Horizon trip leaders list coffee as Costa Rica’s most important agricultural export, and 8th graders spent three days working on an organic coffee farm in Copey and learning about fair trade. The farm owner prides himself on linking his business to sustainable living practices. For example, he and his wife are teaching local villagers how to replace the electric and wood-burning stoves in their homes with biochar stoves—an environmentally-cleaner alternative.

Biochar is the matter produced after burning natural materials, such as food waste or garden debris. Biochar stoves remove toxins (like carbon monoxide and other greenhouse gases)

from whatever is burned. Because the toxins are removed, biochar is an excellent host for the microbes and bacteria that plants love and a better natural fertilizer than manure. Biochar stoves can also help reduce deforestation because they use a wide variety of fuels in addition to wood. And, being smokeless, they are linked to cleaner air and reducing respiratory diseases.

The Costa Rican farmer learned about using biochar stoves from a completely self-sufficient community in Portland, Oregon. Interested in this technology, he flew to Portland last year to learn how to create them and has been encouraging his community to make the switch. He admits that it has been challenging to get villagers to try a new cooking method, but he is convinced that these clean stoves are an important step toward sustainability because “we’re all living on the same planet.”

When Kavan heard about this project, he wanted stove-building to be the focus of Lowell’s service work. Sustainable Horizon’s trip leaders had previously suggested painting a school, but they were excited by the possibilities of this new project—it would be the first time their organization ever had a school group make stoves.

Students came well-prepared to dive into this project. As an extension of their robotics unit earlier in the year, 8th graders explored some of the ways technology can influence a community. In early spring, they made mini, tin-can stove prototypes that helped them understand the functionality of the larger, stoves they would be making on their trip. While in Copey, the students constructed six, fully functioning stoves for the community; each stove took two people six hours to make.

SUbTLE SURPRISESMiddle School teachers had not anticipated how much of an impact that this trip would have on these 8th graders. The students learned about themselves and really grew as individuals. In Kavan’s words, “We were prepared for someone getting sick, or hurt, or wanting to go home, but we didn’t need to do any of that. Their growth was organic and a third take-away that I did not expect.” One of the 8th graders put it this way:

Traveling to a new country and living the culture was phenomenal. However, my favorite thing about the trip was not anything we did. It was how I grew up. I took risks and stepped outside my comfort zone.

This is integrated, experiential learning at its best. It’s learning that strengthens personal identity and gives students the confidence in their abilities to meet any challenge.

Kavan and the other organizers are already planning next year’s Costa Rica trip, knowing that some of the best learning on the trip will emerge from the individual transformations taking place within the students.

POP continued from page 6

WHAT’S COOkIN’ IN COSTA RICA? continued from page 7

FROMDEVELOPMENT

Annual Giving 2012–13Thank you and congratulations to Fuel the Fire, Annual Giving 2012–13 Class Captains!If you haven’t made your gift to Annual Giving, it’s not too late! We will gladly accept contributions for 2012–13 through August. You can make a tax-deductible gift online by choosing Make a Gift Now under Support Lowell or mailing a check to Lowell School marked for Annual Giving. Thank you for fueling the fire!

CLASS CAPTAINS | GRAdE | PERCENT PARTICIPATION

UPD

ATE

WENDY MCGRATH DIRECTOR OF DEVELOPMENT

Parkside GroundbreakingOn June 6 the Lowell community gathered in front of Parkside to thank all of the donors to Building on Success, Stretch for Success, and Race to the Finish and to honor those whose leadership gifts enabled us to move forward with the exciting expansion of Parkside. The impending rain held off, and a jubilant crowd celebrated in song as the ground was ceremonially broken and a time capsule containing student writing about Lowell was placed in the dirt. We look forward to unearthing the time capsule in 2040 for Lowell’s 75th anniversary and 25 years of learning in the new Parkside.

There is much to be proud of and much work to be done!

Fuel the Fire

Roll the presses! A small group of Annual Giving donors responded to an additional request to the community for a printing press for the art department and raised the funds so quickly that the new printing press will be ready to roll when school opens in September.

Naseem Akhtar

Laila Sultan & Carolos Angulo

Debbie & Charles Gibbs

Tracy Ballard & John Gorman

Robin Gellman & Simon Marks

Geri & Steve Irwin

Kati Towle & Beth Lower

Jessica Epperson-Lusty & Paul Lusty

Wendy & Dan McGrath

Sarah Harding & Nick Penniman

Jennafer Kwait & Allan Spitzer

Eliza Leighton & Josh Wright

Pop bands are wowing audiences with this Yamaha keyboard donated by Kristina and Stephen Penhoet, parents of rising 1st graders Evelyn and Adrien.

Congratulations to the Class of 2013! 1st 8th grade graduation 1st 8th grade tag sale 1st 8th grade graduation gift

With help from the Sustainability Committee, the class of 2013’s 12 graduates collected, sorted, displayed and sold hundreds of items to the community on May 11, 2013 and raised $500 for their graduation gift. Melissa Francis then led the charge for the 8th grade parents’ graduation gift, raising $10,750. Together, the class of 2013 contributed over $11,000 to the Lowell Endowment!

SUMMER 2013 9

PHO

TOS

BY:

TIM

MA

KEP

EAC

E

Amy Mauser & Fred Walls | 6th grade

Melissa Francis | 8th grade 100%

La’Tonya Sullivan | 7th grade 93%

100%

Renee Stasio | Tara’s 5th grade 92%

Kelly King | Natalie’s 5th grade 100%

Francesca Milliken | Emily’s 4th grade 94%

Emily Hanford | Charlene’s 4th grade 94%

Adam Strasberg | Kathie’s 3rd grade 100%

Laila Sultan | Laurie’s 3rd grade 100%

Rozita Lagorce-Green | Karen’s 3rd grade 93%

Todd Wilson | Kiira & Sara’s 2nd grade 100%

Naseem Akhtar | Maria & Marina’s 2nd grade 88%

Deb Gray | Wendy & Mario’s 1st grade 100%

Pam Whitney | Kristin & Renee’s 1st grade 94%

Simone Devaney | Kimberly & Nuria’s 1st grade 87%

Olivier & Rachael Fleurence | Naomi & Rosa’s Kindergarten 100%

Amy Mielke | Katie & Carolina’s Kindergarten 100%

Divina Peters-Natter | Lisa & Dave’s Kindergarten 100%

Erinn Torres | the Adventurers Room 83%

Molly Rauch | the Sunflower Room 92%

Marcela Zamora | the Explorers Room 75%

Tony Dobranski | the Discovery Room 100%

10 THE LOWELL LEDGER

This winter, Kavan Yee—Lowell’s Science Curriculum Coordinator, MS Science Teacher, and DeltaU Program

Chair—was selected to accompany a team of researchers from the Graduate School of Education at the University of Pennsylvania to study Finland’s primary and secondary educational systems. Over spring break, Kavan visited five private and public schools to observe their instructional and administrative practices, as well as the ways they promote student voice, through the lens of a progressive educator in an independent school. Prior to the trip, Kavan met with Pasi Sahlberg, Director of the Finnish Ministry of Education Centers for International Mobility, who said, “If John Dewey was alive, he would see his words on child-centered and problem-based learning put into practice in Finland.” Having heard this, Kavan was particularly interested in finding out how much of Finland’s success was, in fact, rooted in the values and practices of progressive education.

This educational research trip to Finland was the first to be documented in real time through social media. All members of the team posted to the Penn-Finn blog and to Facebook and also participated in a mid-trip online video forum. This panel brought together US and Finnish educators, students, parents, and community leaders to discuss the core beliefs of the Finnish educational system. Both the blog and the panel were hosted on edutopia.org—one of the efforts of the George Lucas Educational Foundation “to inspire, inform, and accelerate positive change in schools.”

excerpts from Kavan’s BlogMARCH 20: COLLAbORATIONPasi Salhberg, Director of the Finnish Ministry of Education’s Center for International Mobility, states that in Finland “the main driver of education policy is not competition between teachers and between schools, but cooperation.” I see this policy practiced every day at Lowell amongst our faculty and staff. This commitment to modeling collaboration is what I feel makes my school so successful. It’s unfortunate that our national system has created this competition between private and public, public to public, and even private to private.

MARCH 24: RESPECTING STUdENTS’ GENdER IdENTITIESOn our flight last evening, my colleague and I had the pleasure of meeting the Director of Education of Sweden. Sweden is currently in the process of implementing gender-neutral values from toys to games to books to pronouns.

reflections on Finland: educational superpower of the West

After spending 12 years in the public school system, I arrived on Lowell’s campus noticing that the majority of the bathrooms were not designated. Colleagues address the student body as “friends” or “5th graders” instead of the traditional phrase “boys and girls” or “ladies and gentlemen.” Faculty and parent [SEED] groups (Seeking Equity and Educational Diversity) proactively discuss how to improve our efforts to ensure the safety of everyone.

In Sweden, the word “hen” (pronounced like the bird) is the new pronoun being used by teachers to replace “he” and “she.” The Finnish word “han” can be used to recognize either gender. Swedish legislators say the changes being made in the country’s schools are an essential part of creating equal opportunity and preventing gender stereotyping. Is Sweden’s new policy “enlightened equality” or is this gesture making a mountain out of a mole hill? Is Sweden’s push for gender-neutral schools going too far? Would this act of respecting an individual’s gender identity be considered too progressive in the US?

I don’t think so–it is absolutely “enlightened equality.” Every . . . individual has the right to feel safe at school–physically, socially, and emotionally. Schools that make the conscious effort to make these subtle changes give the individual an overwhelming sense of support towards their developmental journey. I applaud both Swedish and Finnish teachers in their efforts to change behavior and common practice. It truly begins with the teachers!

Critics believe that this act in schools would be damaging, evoke bullying, and cause confusion for the children. What do you think? Can American schools do the right thing?

MARCH 26: CREATING A COMMUNITy Of TRUSTTrust must exist in schools. If progressives believe that the purpose of school is to develop citizens to participate in a democratic society, then the schools themselves need to model what democracy should look like in society. Ivan Krastev posed this question on a recent TED Talk: “Can society exist without trust?” I believe it cannot–that’s why Lincoln wrote that government should be “of the people, by the people, for the people.” So I ask: Is our human right to have a voice based on the principle that one must trust others to feel safe to say it? Pasi Sahlberg told me today that to support innovation and creativity, schools must “create a safe environment to allow an individual to take risks.”. . .

Today, I observed a school that instills this type of trust to all of their students. Helsinki Normal (grades 7–9) fosters an environment that allows students to express their individuality, take appropriate risks for growth, and feel independent while still feeling supported. When I asked a 7th grader what she felt was the “best thing about her school,” she replied: “The teachers of course. They’re chill. They are approachable and they don’t just tell us what to do.” As evidence of how teachers provide trust, she gave me the example of their “free time.” Throughout the course of a day, students will have 4 break periods (including lunch) in between 5 classes. It is at these breaks, students are allowed to roam freely throughout the school without supervision. During the lunch hour, students can elect to eat their lunch within the dining hall or in the hallways. This at first sounded really scary and dangerous for my conservative views towards student safety. But, as she continued with her explanation, I realized that the teachers had laid a lot of groundwork or established expectations to reach this community of trust.

Reprinted from In the Loop, May 2013

SUMMER 2013 11

Welcome to Lowell

LOURdES ALfONSO joins the faculty as a 2nd grade assistant teacher. She graduated from the University of Maryland in 2012 with a bachelor’s degree in art and a minor in Spanish. She was born in Cuba and had the opportunity to live in Venezuela before coming to the United States in 1990. A printmaker and fine artist working in different media, Lourdes loves teaching art and Spanish to children in a way that fosters creativity, imagination, self-growth, and appreciation for others. She is excited to be part of the Lowell community this year.

COLLEEN dECHANCIE joins the 1st grade team as a lead teacher this fall. Colleen is relocating to DC from Pittsburgh, PA. She holds a bachelor’s degree in elementary and special education from Duquesne University in

Middle School dance teacher. She has six years of experience teaching dance at private studios, universities, and community centers in Maryland and Pennsylvania and is active as a researcher in the field of dance education. As a dancer and choreographer, she has performed in Philadelphia, Baltimore, New York City, and Washington, DC. In addition to her work at Lowell, Shannon is an administrative assistant at the National Dance Education Organization in Silver Spring and teaches at the University of Maryland Baltimore County. She holds a master of fine arts degree in dance from the University of Maryland, College Park, and a bachelor’s degree in dance from DeSales University in Center Valley, PA.

ORLI HANdMAkER joins the Lowell community as an associate teacher and Spanish teacher in Kindergarten. This past spring she graduated from Skidmore College with a bachelor’s degree in Spanish and economics. For the last four years, she worked in a pre-K classroom at the Skidmore Early Childhood Center and taught Spanish to children of all ages. Orli is excited for the year to come!

Pittsburgh and a master’s degree in curriculum and instruction with a specialization in reading from Grand Canyon University in Phoenix, AZ. Colleen has 11 years of experience working with elementary-age students and has taught in Pittsburgh as well as in Los Angeles. She is excited to be joining the Lowell community and is bringing her son, Jack, who is thrilled to be attending Kindergarten at Lowell this fall.

EMILy dILLARd joins the faculty as Lowell’s academic technologist. She earned her bachelor’s degree in elementary education from Elon University and is currently completing her master’s degree in educational technology leadership from The George Washington University. Emily worked as a classroom teacher before transitioning to the role of school technology facilitator and later lead teacher for professional development and technology integration for the Alamance-Burlington School District in North Carolina. She is delighted to be a part the Lowell community.

SHANNON dOOLING, a dance artist and educator based in the DC Metro Area, is thrilled to be joining the Lowell team as a part-time

COLLEEN dECHANCIE EMILy dILLARd SHANNON dOOLING ORLI HANdMAkERLOURdES ALfONSO

NEWFACES

“If you start a fight, leave school, or go into the elevator, you get into a lot of trouble!”

“Well, what happens when you get in trouble?”

“If you always get into trouble, they first tell your parents. If you get into big trouble, then you have to go tell why you got in trouble in front of other students.”

“You mean a peer review?”

“A what? Yeah, peer review.”

“What happens there?”

“They tell you that you have detention.”

I asked Olli Maatta, our host and Language Teacher, to clarify the process. He explained that the students are trusted to act as “human beings,” and when they make mistakes, they need to “take responsibility for their own actions.” Peer reviews were established by the students and for the students to recognize appropriate and fair consequences.

MARCH 27: WHAT MOTIvATES THE fINNSTonight, I had the pleasure of sharing a forum with Finnish students, parents, and educators. . . . A quote that stood out for me this evening was: “We don’t want to be #1, we just want the best for the development of each child.” That belief is the mantra I’ve been hearing over and over again. Do I believe in this? Do you? Of course we do, that’s why I’m here, and you’re reading this! But, for an entire nation to believe in this, that’s what stands out for me.

MARCH 29: THE USE Of CELL PHONES IN THE CURRICULUMInnokas Koulumestari (translated as Mastery School of Engagement and Enthusiasm) is one of 60 schools in the country that promotes creativity and innovation through the full inclusion of technology. The Innokas staff believes that their creative and versatile use of technology encourages and models for students to apply 21st century skills to problem solve and innovate. The lesson plans are designed to view the school

building and its surroundings as “an entity, as well as a network of learning environments.” Tiina Korhonen, Vice Headmaster, feels that in order to “truly promote inquiry-based learning, the learning must happen everywhere.” From Tiina, I learned that the learning can happen anywhere with the use of cell phones. Second graders were given the assignment to provide evidence of that spring is arriving. Groups were given a smart phone device (Nokia Lumia 800) to take pictures during a walk through the outside campus. . . . The students were so excited to use the phone to take pictures, they literally ran from object to object, shouting for each other to “come see!”

The use of phones was also shown to me in Janne Nissinen’s 5th grade classroom. The class was currently learning an integrated unit about “Exploring the Sky.” Two students showed me how they used their phones during an evening trip to observe the constellations by using a Skyview App. Students held their phones up to the array of stars and the App would identify the constellation or planetary body. “Some students liked to use the Lumia phones for the activity, but others liked to use their own devices. We want them to be able to use their own devices so they can be familiar on how to use them as an educational tool,” says Janne. As a school leader, Tiina felt that phones are an excellent opportunity to make learning both authentic and organic. . . .

Janne added that “we don’t use phones just because it’s technology. We use it because we find it handy, it’s motivating, and we don’t use it for everything. Students are taught to use it when they need it and students are free to use it when they want to. Some students need to use the phone for note taking or data collection. Others use pencil and paper. Some use it as a reorder or camera.” The Innokas staff and Tiina believe that in order to reach all their students’ needs, they need to create different ways for them to learn– “If we continue to teach in our traditional ways, we will lose our new learners.”

None of this can happen without trust of course. Janne explained that “students earn the trust of using these devices from their actions. We’ve built a system for each student to prove that

they deserve our trust.” Students are initially introduced to the proper use of their devices inside the classroom with teacher supervision and instruction. As each activity in a unit progresses, students sign up for different areas around the school to work. Teachers move around the building make sure the students are on task. If a student is seen off task, they lose the teacher’s trust and must conduct the next activity back inside the supervised classroom. The ultimate trust is to be able to work anywhere in the school, with any device, independently– “Motivation to learn increases when students feel trusted to know where and how they learn best.”

APRIL 30: SOME fINAL THOUGHTSIt has been a number of weeks since my trip to Helsinki. In this time, I’ve had many opportunities to go over my observations of the Finnish school system . . . . I [cannot] help but think about David Kolb’s Learning Styles Model and his Experiential Learning Theory. Tweet after tweet, blog after blog you can read all of the #pennfinn13 examples of how our Finnish counterparts put Kolb’s theories into practice. From the teachers, administrators, and students we spoke to, it resonated with me that the commitment to understanding the whole student was an integral piece to the development of the type of learners (or the type of citizens) they want to be. This was quite apparent to me when I visited Helsingin Suomalainen Yhteiskoulu (SYK) and noticed that one of the school’s core values was “Learning by Doing.” At another school—Innokas Koulumestari—creating innovators is the goal and technology is purposefully integrated with team teaching to support differentiation. . . .

The true success of [Finland’s educational] system is not their PISA scores—high stakes testing of facts and statistics is not the goal. Their true success is [creating] educated citizens—a population that is curious, innovative, creative, open-minded, and respectful.

You can read more of Kavan’s posts, as well as the posts of others on the trip, at http://pennfinn13.wordpress.com

12 THE LOWELL LEDGER

LAURA HOWARd is joining the Lowell Kindergarten team after spending the past two years teaching at International School Manila. She started her career in PG County Public Schools after receiving a master of education degree from Howard University in elementary education with a focus on curriculum and instruction. Laura has twenty years of experience teaching in Montgomery County, Long Beach, Inglewood, and Washington, DC. When she’s not in the classroom you may find her traveling, fixing up her 88-year-old house, spending time with her 5-year-old daughter, or trying to improve her serve on the tennis court!

NANCy MARTINEz joins Lowell’s 2nd grade team as an assistant teacher. She earned her associate’s degree from Montgomery College in hospitality. You might have seen her on Lowell’s campus as a guest teacher or working in ASP and Summer Camp. Originally from El Salvador, Nancy is fluent in English and Spanish. She is devoted to her family and working with children, and she is thrilled to have the opportunity to grow within the Lowell community.

dUNCAN OLSEN, a former guest teacher, joins the faculty as an assistant teacher for the 4th grade. Duncan comes to Lowell from Calleva Outdoors where he spent the past nine years working in outdoor education. Duncan graduated from Clemson University in 2011 with a bachelor of science degree in Geology. His hobbies are caving, kayaking, mountain biking, and rafting.

kHALId SHAkUR comes to the Lowell community via DCPS where he taught for 11 years. He began this summer as the sports activity coach and will join the faculty as a health and physical education teacher. He holds a bachelor of science degree in business administration from Saint Augustine’s University and a teaching certification in K–12 health and physical education from Howard University. Khalid enjoys coaching basketball, is an avid swimmer and cyclist, and loves to participate in fitness activities of all kinds.

vICkI STEINWURTzEL joins Lowell as the technology integration specialist. You may have seen Vicki in the halls last year as she was a guest teacher. Vicki brings more than 20 years

of technology experience, having worked in the government, corporate, and legal sectors. Prior to joining Lowell, Vicki worked as a litigation support specialist at Fried, Frank, Harris, Shriver & Jacobson, as an online curriculum developer for InfoSorce, and as a computer specialist for Apple. Vicki holds a degree in secondary education with a concentration in English from the University of Arkansas at Little Rock.

JESSICA TOMbACk joins Lowell as the math resource teacher. In addition to nearly ten years of classroom teaching experience, Jessica has been a course instructor and teacher educator at The George Washington University and at The Center for Inspired Teaching. In those roles, she has mentored teachers and teacher interns at schools all over the DC area since 2005. Her work in math includes creating customized curricula for multi-age classrooms, as well as collaborating with a university professor to teach algebra. Jessica received her master of education degree in elementary education and her education specialist degree in curriculum and instruction from GW. Outside the classroom, Jessica enjoys gardening, reading, biking, and spending time in nature with her family.

NANCy MARTINEzLAURA HOWARd dUNCAN OLSEN kHALId SHAkUR vICkI STEINWURTzEL JESSICA TOMbACk

kIMbERLy MICHIENzI and her husband, Gary Rahl, are the parents of Will ’19, and Owen ’21. They have been part of the Lowell community since 2009. For the past two years, Kim has co-chaired the School’s Annual Auction for Financial Assistance, and she volunteers regularly in the classroom. For 17 years, Kim was a Principal at Booz Allen Hamilton, providing leadership within the firm’s healthcare business segment.

bETTy PIERRESAINT-WALLA and her husband, Sona Walla, are the parents of Jazz, a recent graduate and member of Lowell’s inaugural 8th grade class, and Azur ’17. They have been part of the Lowell community since 2007. Betty has dedicated her professional life to education. She has taught in both the elementary and secondary levels and is currently a math specialist at an elementary school in Montgomery County. Betty is thrilled to be on the Board and is looking forward to using her strengths to support Lowell’s mission.

thanK you to those retirinGPAUL AMEER served on the Board for eight years, providing invaluable leadership, guidance and support for Lowell’s middle school expansion. As Chair of the Finance Committee, Paul could always be relied upon for sound fiscal advice, strategically securing the financial stability of the School. Paul also served on the Buildings and Grounds, Heads Support and Review, and the Executive Committees of the Board. Paul and his wife, Jacqui Lieberman, have three children—Simone ’13, Margaux ’15, and Nadine ’17. The family has been at Lowell since 2002.

WENdy CIvIdANES served on the Board for six years, providing incredible leadership on the Personnel Policies and Diversity Committees. Under Wendy’s leadership, Lowell’s Strategic Plan for Diversity was created and implemented. Wendy also served on the Head Support and Review and the Admissions Committees. She and her husband, Emilio, have two children—Julian ’14 and Isabela ’17. Wendy and her family have been at the School for nine years.

NISHANT MEHTA served on the Board during the 2012–13 school year. As Assistant Head of School at Alexandria Country Day School, Nishant provided a unique perspective on the issues and challenges facing independent schools, which helped shape and guide important strategic conversations. Nishant and his wife, Neeti, are now living in Atlanta, Georgia, where Nishant is the new head of school at The Children’s School.

MIkE WOOdS, Music and Drama Teacher and Instrumental Music Program Coordinator, served on the Board as the faculty representative for two years. His perspective as a newer faculty member who has been involved in all divisions of the school made him a valuable representative to the Board. Mike has been at Lowell since 2009. ●

2013–14 incoming BoardWeLCoMe neW MeMBersSix Lowell parents and one faculty member will serve as new Board members for the 2013–14 school year. They will join returning members Jay Rapp, Chair of the Board; Jennafer Kwait, Immediate Past Chair; Jess Rosenbaum, Chair Elect; Elizabeth Mumford, Secretary; Will Pecau, Assistant Secretary; Chris Ginter, Treasurer; Howard Riker, Assistant Treasurer; Debbie Gibbs, Head of School; Tracy Ballard; Melissa Bianchi; Charan Brahma; Cheri Bridgeforth Castillo; Jeff Davis; Jennifer Fairfax; Robin Gellman; Brian Joseph; Geri Kierse Irwin; Jill Morningstar; Nick Porritt; Jeff Sindler; Liz Steinglass; and Louellen Stedman.

WES bIzzELL and his partner, Joe Summerill, are the parents of Jake ’19 who started at Lowell in the Pre-Primary School. For the last three years, Wes has served as Co-chair of the Fall Bazaar. He is Assistant General Counsel for Altria Client Services, where he provides advice on legislative issues and oversees the political law compliance program for Altria Group and its companies.

kATHIE CLEMENTS, 3rd Grade Teacher, has been at Lowell since 1983. In addition to teaching in the elementary grades, she has worked as an educational diagnostician, served as an Adjunct Professor at The George Washington University, and led teacher-training programs in the Republic of Georgia. She is also a past president of Reading is Fundamental of Northern Virginia. Kathie will succeed Mike Woods as the Board’s non-voting faculty member.

dEb GRAy and her husband, Josh, have four children at Lowell: Nick ’16 Hudson ’18; Jackson ’20; and Elsa ’21. They joined the Lowell community last year, and Deb served on the Annual Giving Committee 2012–13. Deb is a development and board management consultant with a career in conservation fundraising at World Wildlife Fund and Conservation International. She currently leads the Washington Area outreach of the New York based Alzheimer’s Drug Discovery Foundation.

kATRINA HOLLIdAy and her husband, Khaled Rabbani, are the parents of Safia ’20 and Laila ’22. They joined the Lowell community in 2010 after moving from Singapore. Katrina is serving as President of the Parents Association for the 2013–2014 school year. In her previous career, she worked as a Vocational Rehabilitation Counselor, helping people with disabilities to obtain education and employment.

COLETTE MATzzIE and her husband, Daniel Rosenberg, are the parents of Louis ’16; Nathaniel ’16; and Eva ’21. They have been part of the Lowell community since 2005. Colette served on the Parent Council as the New Family Coordinator in 2011–2012 and as a group parent. She is a partner at Phillips & Cohen LLP, where she represents whistleblowers in cases alleging fraud against the United States and other governmental entities.

BOARDUPDATE

SUMMER 2013 13

PANEWS

parents association events

COMMUNITy bUILdINGThanks to Brett Bobley for organizing a memorable night at Lowell’s Annual Night with the Nationals. The number of Lowell family members present way surpassed previous years’ attendance records!

Lowell parents spearhead The Parent Connection, an online directory of businesses and services offered by Lowell parents, and The Carpool Listserv, an email group created to connect families looking for opportunities to carpool. Both continue to expand, and their links can be found on the school website.

The variety of Parent Education programming— Study Groups, Panel Discussions, Parent Ed series, PEP talks, and Parent SEED—all continue to flourish at Lowell and we encourage parents’ ongoing participation and attendance.

The annual PA events including the Fall Bazaar, Secret Shop, Casino Night, Auction, Book Fair, and Teacher Appreciation lunch led entirely by parent volunteers were hugely successful. These always-popular parent-driven events reinforce our mission to help create and maintain a positive, welcoming, and inclusive climate for all parents and to foster a sense of community among families.

IN APPRECIATIONIt has been such a wonderful and extremely satisfying adventure for me to lead the PA this past year. It has enabled me on many occasions to meet and work with so many different people across various grade levels. What a dynamic group—from parents to faculty/staff and, of course, Debbie! As parents, we are not only an invaluable resource to the School, but a significant resource to each other.

Warm regards,

Geri Kierse Irwin PA President, 2012-2013

reeling in the yearA bUSy ANd ExCITING yEAR, INdEEd, it has been for the Lowell Parents Association! We were able to enjoy a full roster of community-building events and activities.

Parents are an integral part of the Lowell community and the Parents Association relies on volunteers to lead efforts in supporting the School. Your participation is highly valued—a huge THANK YOU to all who contributed their time and kept that non-stop energy flowing this year!

NEW ENdEAvORSTo our absolute delight, Lowell’s new Sustainability Committee, led by Amelia Kalant, delivered on several initiatives this year. The kick-off event was a Community Work Day in early September. This resulted in the construction of five raised garden beds on the lower front field. Third graders immediately planted several beds with salad greens for their salad dressing project. Sixth graders planted kale. Gravel gardens on the back playground were built as research gardens to be used by Kindergartners. This activity was a wonderful opportunity to show our kids how to be part of a larger community and responsible global citizens.

During the winter season Lowell’s Sustainability Committee ventured to partner with RelayFoods.com, a Metro DC local online farmers market and grocery store that will deliver to your home and also offers a pick-up location near the school. Everything from grass-fed beef, organic eggs, fruits, and vegetables to delicious specialty foods is available. Armand’s, Lowell’s lunch vendor, has connected with them also to source lunch ingredients, and RelayFoods.com donates 5% of ALL sales generated by Lowell families and staff to the School.

In late spring the 8th graders, guided by Domi Long, hosted a Tag Sale. The Sustainability Committee collaborated with them in the spirit of Reuse/Recycling. The $500 raised went toward the students’ class graduation gift and some high-quality items remaining were donated to A Wider Circle.

LiGhts, CaMera, auCtion!On Saturday, April 20 the Parents Association rolled out the red carpet for an evening of fun Hollywood-style. Parents, faculty, staff, and friends joined the party dressed to impress and ready to bid! The total raised that evening hit a new all-time high—$173,000—to benefit financial assistance at Lowell. Many thanks to Co-chairs Kim Michienzi and Celina Gerbic, pictured left, and their dedicated team of volunteers for organizing this highly successful, gala event.

niGht out at nationaLs parKA record number of families turned out to watch the Washington Nationals take on the Chicago Cubs on Friday, May 10. Shout-outs to Brett Bobley for organizing this homerun event.

MORE PA EVENT

PHOTOS NEXT PAGE

14 THE LOWELL LEDGER

The Parent Council will continue to meet monthly with Debbie in the coming year. These meetings provide great opportunity to facilitate communication and share ideas from the parent’s perspective. The committee consists of different PA leaders and group parents representing the Pre-Primary, Primary, and Middle Schools, along with the Sustainability Chair and an Athletics liason.

The vibrant incoming PA leadership team for 2013–2014 will include:

Katrina Holliday, President

Laila Sultan, Vice President

Renana Keynes, Treasurer

Kate Yonkers, Group Parent Coordinator

Divina Peters-Natter, New Parent Coordinator

Priti Brahma, Volunteer Coordinator

Beth Ginter, Sustainability Coordinator

Susan Lyle, Lunch Coordinator

parents association 2013-14

aLL sChooL piCniCTorrential downpours did not dampen the spirits of this year’s picnic attendees! Inside, everyone enjoyed picnic fare and catching up with friends before the long summer break. Our student pop band and parent-staff band headlined the event, keeping energy high.

BooK FairThe year of events would not be complete without Lowell’s beloved Book Fair. Children eagerly browsed the tables, made wish lists, and dressed up for Book Character Day. Family Night with picture book author Amy Reichert was fun for everyone. Hats off to Co-chairs Melissa Hill and Laila Sultan and librarians Christine McDaniels and Domi Long who made sure the Book Fair lived up to expectations!

Class notesHELEN bECkNER ’03 graduated in May from the University of Wisconsin with “Distinctive Scholastic Achievement” and was initiated into the Phi Beta Kappa academic honor society. A 2009 graduate of National Cathedral School, Helen was recruited from high school to row with the Wisconsin lightweight women’s crew. While Helen was rowing with the varsity eight crew, it won the lightweight women’s event at the Head of the Charles Regatta in Boston twice, the women’s Eastern Sprints regatta, and a bronze medal at the Intercollegiate Rowing Association Regatta. She has also competed as an elite sculler for the Vesper Boat Club in Philadelphia, participating in crews that won lightweight and open weight women’s events at the US Rowing Boat Club National Championship regatta and at the Royal Canadian Henley Regatta in St. Catherine’s, Ontario. Helen currently rows for the Potomac Boat Club. Last fall, Helen interned at National Defense University’s Center for Hemispheric Defense Studies, and she has been nominated for an assignment with the Peace Corps. (Read more about Helen’s rowing career on page 16.)

JACkSON dAvIS, v ‘14 stays busy with his campaign for a Black Heritage Stamp honoring York—the enslaved African American man who was instrumental to the success of the Lewis and Clark expedition. Jackson’s efforts were the subject of his sister’s film, Chasing York (http://vimeo.com/46354196), which debuted as a mini-documentary at the Martha’s Vineyard Film Festival in August 2012. In September 2012, Jackson attended the Congressional Black Caucus and had a private meeting with National Urban League President and CEO, Marc Morial. In January 2013, he was a special guest at the ceremony to unveil the Emancipation Proclamation stamp at the National Archives. During Father’s Day weekend, he was a guest speaker at the oldest AME Church in Philadelphia where he talked to young teens about starting campaigns of their own. In the fall, he will be a guest blogger for the National Postal Museum. And, William Clark’s great, great, great, great grandson connected with Jackson on his Vote 4 York Facebook page, which currently has 3400 fans.

News from the class of 2007:

MAddy bAzIL ‘07 is taking a year to travel before going to the University of St Andrews in Scotland.

As part of Lowell’s Middle School Speaker Series, JAkE CATT ’07 visited campus this spring to share his experiences as a budding film producer. He plans to move to Los Angeles to pursue work in the film industry.

LUCAS kARRON ’07 a National Merit Finalist, Quad Captain of the Walt Whitman drumline, and captain of the Varsity Ice Hockey team is heading off to Boston College in the fall.

EvA MARTIN ’07 spent her junior year at Sidwell Friends School participating in School Year Abroad (SYA) Spain. This study abroad and homestay program sends junior and seniors to China, France, Italy, and Spain, and Eva wanted to cement the learning that she began at Lowell. She is now fluent in Spanish and thanks Lowell for giving her a solid foundation in the language before she got to high school: “I fell in love with the Spanish language in 2nd grade at Lowell and wanted to be a native speaker more than anything. My year abroad gave me that and so much more—I now have a host family that I consider second parents, I was supported by teachers and mentors in the native Aragonese dialect of Spanish, and I created so many lasting friendships that I hope to maintain over the course of a lifetime—just like many of the ones I still have from my time at Lowell.” After graduation this spring, Eva and a friend returned to Spain to visit her host family for a week.

ELIANA MILLER-COHEN ‘07 was accepted to

SUMMER 2013 15

aLuMni reunionLowell’s class of 2007 joined family, friends, and their former teachers on May 5 to reminisce and reconnect. This year’s event focused on recent Lowell alums graduating from high school. Attendees flipped through pictures, shared stories, and toured the campus. Best wishes to our alums as they transition to new chapters in their lives.

ALUMNICORNER

seven colleges and plans to study athletic training at Endicott College in the fall.

IRENE RAvIz ‘07 is working at a music and arts camp as a chef and will go to music festivals in Canada this summer before heading up to Hampshire College.

JASSIEM SHAbAzz ‘07 recently traveled to South Africa on a service-learning trip and will attend Ohio Wesleyan University.

dONNIE SHAW, III ’07 was the first recipient of the National Hockey League/Thurgood Marshall College Fund four-year academic scholarship. This new scholarship is for participants in the NHL’s Hockey Is For Everyone initiative, the League’s official youth development program. During his senior year at The Field School, Donnie broke three track and field records—in the 300 meter hurdles, 4x100, and triple long jump. He is also a graduate of the Tuskegee Youth Airmen Program Ground School. This fall, Donnie will be a freshman at Elmira College.

JAI SINGLETARy ’07 is working at Lowell’s summer camp for the fifth year and looking forward to attending Temple University.

CHAvA TASkE ‘07 will study exercise science at Indiana University in Bloomington.

A more complete list of colleges and post high school plans for the class of ’07 can be found on the Lowell website. We continue to update the list as our alums share their news!

Correction: In the Winter 2013 issue, Julian Cividanes’s ‘14 last name was misspelled in Class Notes. We apologize for the error.

16 THE LOWELL LEDGER

EdITORCarolyn Law, Director of Communications

ASSISTANT EdITORGia Harewood, Communications and Diversity Associate

dESIGNMari Foret

CONTRIbUTORSMaya Andresino, Lee Bissett,

Debbie Gibbs, Geri Kierse Irwin, Kavan Yee

PHOTOGRAPHyLee Bissett, Sheranda Campbell, Henry Levin,

Tim Makepeace, Brian McNeal, Todd Park,Moira Regan, Carmen Parsons Sneed,

Adam Strasberg, Kavan Yee

1640 Kalmia Road NW | Washington, DC 20012

Tel. 202.577.2000 Fax 202.577.2001 www.lowellschool.org

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PAID Hagerstown MD

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The Lowell Ledger is printed with EcoSmart Inks on Rolland Opaque50, a forest-friendly paper containing 50% FSC certified post-consumer fiber.

Upcoming EventsOctober 26 Fall Bazaar

April 26 Auction

May 4 Class of ’08 Reunion

June 11 Graduation

Check the website for more information.

1. Like our Facebook page and pass on the link: facebook.com/lowellschooldc. In addition to updates, you will receive invitations to all-community events.

2. Send your pictures and news to Gia Harewood, Communications and Diversity Associate, gharewood@lowellschool.org, 202.577.2067.

3. Attend some of our fun community events (see upcoming events).

First 8th Grade Graduation 1

From the Head 1

Class of 2013 Reflections 2

Spring Scrapbook 3

Students Help Plan Middle School Space 4

Construction Begins 5

Profile of Passion 6

What’s Cookin’ in Costa Rica? 7

Development News 9

Kavan Yee’s Finland Blog 10

New Faces 11

Board Update 12

PA News 13

Alumni Corner 14

Helen Beckner ’03 remembers when she was 11 years old: a New York Knicks basketball player came to Lowell to recruit elementary school students for one of their children’s programs. Even though she had never played, she was open to a new experience. She recalls the scout eyeing her 5’6” frame and thinking that she would make a fantastic center, but she and the scout discovered that she was not exactly the perfect fit. “I was terrible at ball sports,” she recounts, and yet, she was undeterred. Helen was in good physical shape, and her PE teachers had begun to recognize

that she enjoyed physical activity. But, it wasn’t until she was twelve, when she joined her father on one of his Princeton reunion rows with his college crew team, that Helen thought about rowing.

The summer before high school, Helen attended the US Naval Academy’s Navy Rowing Camp to learn how to row, and she liked it—particularly when she found out that National Cathedral School (NCS) offered it as a club sport in the spring. Her coaches were not sure if she was competitive enough or would excel at rowing, but Helen was determined to improve. In addition to rowing in the spring at NCS, she joined her first summer club team—Thompson Boat Center—at age 15 and was introduced to year-long rowing, eventually winning several national championships, including first place in the Head of the Potomac for women’s lightweight scull.

When she tried out for USRowing’s Junior National Team, she wasn’t considered because she was “too small.” Nevertheless, discovering lightweight rowing gave her choices when applying to colleges, and she was recruited by the University of Wisconsin at Madison. They have a Division I lightweight team, as well as a good international studies program. She knew she wanted to do something abroad, but she also wanted to pursue rowing. Rowing became part of the foundation for the person she was becoming—someone who is very disciplined and can organize their time to “make everything happen.” She says, “Rowing is extremely competitive and you physically and mentally bring yourself to limits you didn’t think you could reach.”

But her experience as an athlete has been a springboard for exploring several other interests, including Spanish language and international studies. As she puts it, “Athletics has given me the confidence and perseverance to try anything. I’m willing and able to handle any challenge or problem, and I’m physically, intellectually, and culturally flexible. I’m now comfortable stepping into new environments.” This is reflected in her work with the National Defense University and her decision to teach English in the Dominican Republic (for which she won a partial grant). Now that she has graduated from the University of Wisconsin, Helen has been nominated to serve in the Peace Corps and requested that her assignment be in a Central or South American country. Her estimated departure date is March 2014.

Through it all, Helen credits rowing with bringing out her best self and she feels strongly that athletics can do the same for other students—particularly if they find the sport that’s right for them. Now, she is transitioning from her rigorous competitive schedule and is enjoying rowing with the Potomac Boat Club. She laughs that her body still wakes up to train before 6:00 am. Even though she sometimes has to force herself back to sleep, the changes that rowing has brought to her life have all been worth it.

alumni profile: helen Beckner ’03

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