Highlights A MAGAZINE FOR ALUMNAE, PARENTS AND FRIENDS OF LAUREL SCHOOL
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SPRING/SUMMER 2 020 | Laurel School@Home • Alumnae News • Q&A on Race and Racism • Virtual Commencement
Dream. Dare. Do.
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LAUREL SCHOOL
The private school that knows girls best.
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IN THIS ISSUE “Weathering the Storm” A message from Ann V. Klotz . . . . . . . . .4 A Glimpse Into Laurel School@Home . . . . . . . . . . . . . . . . . . .6 Traditions Carry On(Line)! . . . . . . . . . . . . . . . . . . . . . . . . . . 10 A Virtual Sit Down with Laurel’s Co-Directors of Diversity, Equity,
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Inclusion and Belonging . . . . . . . . . . . . . . . . . . . . . . . . . 12 Black Lives Matter: A Call to Action . . . . . . . . . . . . . . . . . . . 15 Laurel's 125th: We Our Voices Raise . . . . . . . . . . . . . . . . . . . 18 Middle School Computer Science Program . . . . . . . . . . . . . . 19 Alumnae Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Class News . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 In Memoriam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
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Dream. Dare. Do. MISSION STATEMENT
To inspire each girl to fulfill her promise and to better the world. Highlights | Spring/Summer 2020 HEAD OF SCHOOL Ann V. Klotz DIRECTOR OF DEVELOPMENT Venta Cantwell EDITOR Sarah Hibshman Miller ’98 ALUMNAE EDITOR Julie Donahue ’79 CLASS NEWS EDITOR Megan Findling DESIGN AND LAYOUT Laurel School PHOTOGRAPHY Kimberly Dailey, Downie Photography, LLC, Binnie Kurtzner Pappas ’87, Neal McDaniel, Renee Psiakis PRESIDENT, ALUMNAE ASSOCIATION Kristi Anderson Horner ’80 CHAIR, BOARD OF TRUSTEES Lynnette Jackson Crenshaw ’93 Highlights is published by Laurel School for alumnae, parents and friends. Submit address changes to the Development Office at 216.455.3096 or bGreen@LaurelSchool.org Laurel School is an independent day school for girls, Kindergarten through Grade 12, with coeducational programs for 18 months - four-yearolds. We are proud to be an inclusive and equitable school community, and we actively seek a diverse student body and faculty without regard to race, color, sex, national origin, handicap or disability, or sexual orientation. LAUREL VALUES STATEMENT: Committed to building a just and inclusive world, Laurel girls are courageous, creative, ethical and compassionate. LAURELSCHOOL.ORG
Downie Photography Downie Photography
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A MESSAGE FROM THE HEAD OF SCHOOL, ANN V. KLOTZ
WEATHERING THE STORM
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ne of my favorite authors, Louisa May Alcott, wrote, “I am not afraid of storms for I am learning how to sail my ship.” Since March 12, I, no sailor, have thought often of this quotation as we work to steer through uncharted waters—a global pandemic, economic uncertainty, persistent racial injustice leading to our renewed commitment to anti-racist education, and the dismantling of systems in our school that privilege whiteness. This is the most complicated time in American education that I have ever experienced. When Governor DeWine closed schools and ordered us to stay at home in mid-March, we believed we might have to teach from home for a few days; we had no idea how COVID-19 would change the last third of the school year. Our remarkable faculty and staff pivoted within two weeks to Laurel School@Home, our distance learning platform. Because we had been in school seven months, relationships were already established between students and teachers; many of us believe the reason our School@Home experience was so successful was because those relationships were strong. The girls understood teachers’ expectations; the faculty knew and understood the girls. We all believed the experience would be temporary. Now, of course, we have no such certainty. Uncertainty is unsettling but can also catalyze innovation and creativity. This summer, our teachers in Middle and Upper School took a professional development course in Hybrid Learning (a combination of in-person and online
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learning) offered by One Schoolhouse. We were founding members of One Schoolhouse in 2009 when it was the Online School for Girls. Our teachers know that to sustain learning in person and online, we need to continue to raise our already high standards to provide a gold-standard academic experience, online or in person. We are designing a number of scenarios—both in school, out of school and a hybrid of the two—for the 2020-2021 school year. At the same time, a number of Pre-Primary, Primary and Middle School teachers have continued their professional development work with Teton Science Schools to refine our approach to place-based education on both the Lyman and Butler Campuses. Every class and experience we offer seeks to give girls, and our Pre-Primary boys, agency and ownership of learning, to think deeply about concepts and to apply what they have learned. We are working hard on assessment as well; traditional multiple-choice tests are not
suited for distance learning. How can teachers discover what girls actually can do with what they have learned? The economic uncertainty of the pandemic has affected our enrollment at Laurel. In late spring, the Board of Trustees approved a Laurel Cares Fund for us to help families who had been affected by COVID-19 stay at Laurel. We have given out $150,000 of aid in addition to our $4.4 million financial aid budget. We will do everything in our power to keep families at Laurel, but there is no question that the pandemic has been devastating for our parents who own small businesses. Louisa May Alcott also said, “Painful as it may be, a significant emotional event can be the catalyst for choosing a direction that serves us—and those around us—more effectively.” I reflect on this quotation when I consider the important call for racial justice that has gripped our country since George Floyd’s murder. We have an important opportunity to make Laurel a more
“I am not afraid of storms for I am learning how to sail my ship.” — Louisa May Alcott
equitable school. When I read the posts on the BlackatLaurel Instagram account, an anonymous account created and run by students or alumnae that gives a safe space for Black and Brown students and alums to share their stories, I ache for what our girls of color have endured. Blackat________ Instagram accounts sprung up at many schools and colleges around the country this summer in the aftermath of George Floyd’s murder. While I want to leap into action and respond to every post, what I know is that my job is to listen and reflect deeply without responding or defending. Laurel is not alone in facing these tensions. Our colleague schools are also wrestling with racial justice, a global pandemic and economic uncertainty. As I begin my 17th year as the Head at Laurel, with humility and an open heart, I consider all the work we must do in our school. We are thinking about physical distance and masks and how to be safely in school in a landscape that feels very unfamiliar. We know, at a moment’s notice, we may have to be back at home using our distance learning platform. At the same time, we, like so many predominantly white institutions, are grappling with racial equity, an enormous challenge that must be addressed now. Both the pandemic and the crisis around race have the potential to help us to be
better schools. The pandemic has asked us important questions about learning and teaching. Black Lives Matter and the call for anti-racist education requires us to consider every aspect of our program with an eye to equity. What has helped me during these turbulent times is my belief in the mission and values of our School. We will never “arrive” because education is never finished. We always have more to learn and to try. Risk and failure are always part of the learning process. While we ask girls and small boys to learn every day, in this moment, we, as faculty and staff, have an opportunity for important learning and unlearning. How will we teach American History differently? What novels do we choose so that every girl sees her own experience reflected? How can we be brave in the face of families who want to shelter girls from content we know is developmentally appropriate? We may offend one another, and it is certain we will not all agree. We will say the wrong thing. It is not the mistakes we have made that define us as a school—and we have made many. Rather, it is our ability to move forward with greater awareness, humility and grace, to show who we are, so that we do not continue to make the same errors over and over. Some will judge harshly every effort
we make, deeming it insufficient, but I am determined to build sustainable systems of hiring, curricular review, and Diversity, Equity, Inclusion and Belonging education throughout the School. These commitments and continuing to listen will make us better. I am buoyed by the creativity and humility of my colleagues, the wisdom of a supportive Board of Trustees, the care our alumnae have for the school, and the support and engagement of parents and girls. We are a school that knows a great deal about resilience. It is time to apply that knowledge. I am not a sailor, but I know we can move through this storm—a global pandemic, a call to action for racial justice, and economic uncertainty. None of these will be swiftly resolved. There is no clear end point for the pandemic; undoing 400 years of systemic oppression cannot happen as quickly as I would like; economic uncertainty is a by-product of the pandemic and of a challenging local economy. What a gift it will be when we can all be back in school again in a landscape we recognize. Until then, we will tighten our sails and head up into the wind. We will run before the wind until the storm passes. All we learn will help us steer safely to a new harbor—a reinvented Laurel for all students. L
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A GLIMPSE INTO FRESH OFF A VIBRANT LATE WINTER AND EARLY SPRING FOR OUR SCHOOL COMMUNITY, HEALTH CONCERNS BEGAN TO TAKE CENTER STAGE AND JUST BEFORE SPRING BREAK, IT BECAME CLEAR THAT STUDENTS, FACULTY AND STAFF WOULD NEED TO SHIFT TO DISTANCE LEARNING. WITH THIS UNDERSTANDING CAME MANY QUESTIONS. HOW WOULD TEACHERS RECEIVE TRAINING? WHAT WOULD DISTANCE LEARNING LOOK LIKE IN EACH DIVISION? WHICH TOOLS MADE THE MOST SENSE?
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ortunately, we had the benefit of spring break to prepare for what amounted to a fundamental, seismic shift in educating our girls and small boys. With the help of Laurel’s talented Technology and Library Services team, tools were immediately put into place that would allow for a near seamless transition to what became Laurel School@Home. The following is a breakdown by division of what School@Home looked like for our students. Though this change came with many ups and downs, one thing remained—Laurel’s commitment to academic excellence coupled with a commitment to safety. While many favorite springtime traditions felt lost, new ways to celebrate and find joy were abundant. In some ways, though the Laurel community could not physically be together, we felt more connected than ever before. 6 10 LaurelSchool.org LaurelSchool.org
PRE-PRIMARY SCHOOL@HOME BY JANE REINSCHREIBER WALKER '74, DIRECTOR OF THE PRE-PRIMARY Following spring break, Laurel’s PrePrimary faculty and families began an uncharted journey—that of educating our youngest children via technology. The faculty worked hard to think about how to engage the children from a distance even though they would be isolated from their teachers and classmates. As a division, we worked creatively together, shared ideas, and remained open to experimentation. Partnering with families was critical to the success of this venture. We recognized that families operate on a myriad of different schedules and would have varying amounts of time that they would be able to devote to helping their children
navigate technology. Our main goal was to recreate our curriculum virtually and to offer children opportunities for both pre-recorded and live connections to their teachers and peers. We wanted to keep the curriculum alive and to challenge the children to continue learning, questioning and exploring. It was critical that we support their love of learning while encouraging them to thrive in a very new learning environment. Each morning began with a group meeting led by the teachers, similar to the meetings that began each day when they were together at school. In various classes the children explored topics such as frogs and toads, birds, spring, airplanes and work vehicles. We were grateful for the support and involvement of our families and impressed by their ingenuity and creativity. For example, during the study of airplanes in Preschool, the children and adults
were treated to a video made in Israel by a Laurel grandfather who is a pilot. Physical Education, Library, and Creative Movement and Music classes were continued with weekly virtual visits from their much-loved specialist teachers. Live group meetings were only part of the virtual school day. Each class’s MyLaurel page was full of follow-up activities, stories, videos and opportunities to continue to work on the skills that would have been covered during a day at school. Chapel, Friday Stories with Mrs. Walker, and afternoon specials were offered to all children. Gardening, Songs and Stories, Yoga, Butler Fridays, Art, and Science came alive in remarkable videos created by the teachers in their backyards, their houses, and the Metroparks. Even though we were physically apart, we worked hard to come up with creative ways to maintain our sense of community, including finding ways to keep old traditions alive. For instance, children received their birthday stickers in the mail so that they could still wear them on the day of their birthdays. One tradition that we were thrilled to be able to continue was that of hatching butterflies. The first week of May, seven cups of caterpillars were delivered to school and taken home by one teacher from each teaching team. Every class watched as the teeny, tiny caterpillars ate, grew bigger, spun chrysalides, and finally emerged as beautiful Painted Lady butterflies. After a few days of observing them, the children were able to watch as their teachers released them outside. While we successfully maintained our already established traditions, we also created a new one! In mid-May, each child and faculty member received via mail an envelope that contained a packet of giant sunflower seeds. Along with the seeds was a letter explaining that it was our hope that we would all plant our seeds in our own gardens and know that we would all be watching them begin to
grow before the end of the school year and continue to watch them throughout the summer. We hope that the flowers will remind us that even though we are physically apart from each other, we remain close together in our thoughts. School@Home was certainly an adventure for adults and children alike. Although technology is not our preferred method for teaching young children, we were grateful to have it during this unprecedented time and equally grateful for the support that we got from our families and our technology colleagues.
PRIMARY SCHOOL@HOME BY HEATHER DIEMER HAVRE '86, DIRECTOR OF THE PRIMARY SCHOOL When school pivoted to School@ Home in March, Laurel’s Primary School focused first and foremost on the social-emotional learning of our students. With years of Laurel’s Center for Research on Girls’ Five Components of Resilience experience under our belts, we knew that relationships would be key to making a meaningful shift to distance learning. We prioritized our inperson (synchronous) sessions, and we established conference times for each family each week for the first few weeks of School@Home. Additionally, tech support was just a phone call away, and we spent the first few days of School@ Home establishing new norms and routines for our virtual classrooms. We also made the critical decision to keep School@Home fairly consistent with our in-school schedule. We split the day between homeroom teachers and specialists, much like our at-school schedule, to provide consistency for the students and allow time for teachers to manage their school and home lives while working from home. As the weeks went by, we kept to our original plan but added and adjusted structures that allowed
for girls to have one-on-one time with teachers and for girls to get enrichment or support as needed in both long-term and short-term ways. In the end, our structured but flexible schedule allowed students to flourish. Our nimble faculty and staff picked up the pieces where we needed support, and families were critical partners in the learning process. Over the course of School@Home we managed to have several whole division assemblies, including a guest speaker, some group reads, and a Last Chapel celebrating the year. While School@Home was an unexpected and distinct challenge, we found that our teachers, students and families really demonstrated the year’s theme of SHINE! The pandemic and Laurel School@Home challenged us all to be resilient and work hard through difficult circumstances. Individually, and together we all grew in new and unexpected ways, and as a result, we all shine a bit brighter.
MIDDLE SCHOOL@HOME BY LESLIE K. SEGAL '95, DIRECTOR OF THE MIDDLE SCHOOL One constant at Laurel, whether learning in person or virtually, is that powerful learning remains top-of-mind. Perhaps even more important are the relationships teachers build with girls. Research done by Laurel's Center for Research on Girls reminds us that girls learn best under the guidance of caring mentors, so our School@Home plan emphasized the connection girls feel with their teachers, their advisors, and the connections their families feel to the school community. We began with a more synchronous model than many peer schools: well over half the classes scheduled met in real-time, online. We determined from the outset that we would run a schedule which, while slightly shorter than a full school day, is a version of what girls Highlights | SPRING/SUMMER 2020 7
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would have done this spring on campus. This allowed us to keep to many of our routines of learning with girls, and we found that this consistency was key for both mental health and commitment to learning. In Middle School there is always a balance we try to maintain between screen-time and more handson activities. Our faculty worked exceptionally hard to get creative in thinking about how to get students active and learning while off screens. Many days, teachers met for ten minutes of instruction, then steered girls away from their computers to accomplish assignments that ensured learning while moving and tinkering. In Fifth Grade math, for instance, students estimated amounts around the house and distances around the block. In addition, school spirit continued to grow through Green and White team competitions in Physical Education classes., like a two-month-long walka-thon. Each Friday afternoon, girls in Grades Five through Eight competed in a Middle School@Home Design Challenge where they used elements of the Design Thinking process while they practiced the skills of engineers, writers, sculptors and even chefs. Classes then competed for a finalist spot on the Middle School's Instagram account @LaurelMiddle. Students showed eagerness to connect with each other and their teachers virtually. They participated in advisory and class meetings over the course of the weeks, and several emerged as leaders, creating initiatives that kept the outside-of-class time community alive, like trivia or game nights once homework is finished, virtual recess time, and a Coffeehouse. We have been amazed, though not surprised, by the resilience girls have shown in adapting to Laurel School@Home.
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UPPER SCHOOL@HOME BY MEGAN WEISKOPF, DIRECTOR OF THE UPPER SCHOOL With the move to Laurel School@ Home, our top priority was to ensure that our students would continue to thrive, academically and emotionally, as we delivered our curriculum and community events on a virtual platform. Though a tall order, our remarkable faculty, staff, students, and parents not only set a high bar—we sailed over it. During School@Home, Upper School classes met largely synchronously to maintain consistency and a sense of community, with occasional asynchronous classes to allow girls to step away from the computer. We ran through our typical academic days with slightly shorter classes and slightly longer breaks. Our Student Government president shared weekly announcements and messages with the community via email; Advisories and class meeting groups continued to connect via Google Meet. We held powerful virtual community events: a moving Cum Laude induction, a joyous celebration of the Seniors at our Spring Kindergarten/Twelfth Grade Flower Assembly, a recognition of student athletic, scholastic, and community achievement and excellence at Last Chapel. And through it all, the girls kept sharing, growing and learning. On any given school day, a visitor to our virtual hallways might see our AP World History students preparing for the AP exam through a mix of class discussion, close reading of primary source documents via screen-sharing, and a Kahoot! review. They might observe a robust exploration of the answers on an AP multiple-choice practice test in AP Chemistry, where the students led
conversations about the answers they chose, how they arrived at those answers, and where the potential pitfalls were. Students in courses as disparate as Ninth Grade World History and upperlevel Honors Multivariable Calculus capped their learning with engaged— and engaging!—presentations. The history students dazzled, taking on the characteristics and ideals of a wide variety of historical figures including King Mansa Musa of Mali, Che Guavara, Indira Ghandi, Vladimir Putin and Malala Yousafzai to engage in debate about their conflicting political ideologies. The math students demonstrated remarkable mastery of their material in both depth and scope, creating PowerPoint presentations that displayed their understanding of complex mathematical concepts like the Fundamental Theorem of Line Integrals not only in the context of their current math course, but in earlier courses like BC Calculus. We rounded out an unusual spring with a menu of pop-up class options during the final week of school. Girls could opt in to partake in a wide variety of mini-classes that ran the gamut from the strategic to the practical to the whimsical, and everything in between. From Playwriting with Ms. Klotz to Investment with Mr. Corsaro; from Math Standardized Test Prep with Dr. Kennedy to Baking with Mr. Connell; from Harry Potter Trivia with Ms. Springer and Mrs. Wadsworth to Introduction to Programming Video Games with Ms. Bodette to The Magic of Eggs with Dr. Sun, and many, many more, girls and faculty alike delighted in coming together to do and make and laugh and above all, to learn. I am so grateful for the creativity, courage, and resilience of our Upper School community. Though it was not the spring any of us had imagined, we persevered and even thrived, together.
SCHOOL@ HOME Parent Testimonials “Laurel went above and beyond creating an e-learning space that would appeal to young children. The virtual morning meetings, engaging interactive videos, one-on-one sessions with teachers and leadership’s consistent communication surpassed our expectations. During the live sessions the teachers were able to engage with each child making them feel as though they were sitting right in the classroom. Even during this uncertain time, Laurel’s commitment to our daughter’s education, personal development and emotional needs still remained their top priority.”
— Julie and Ryan Cox, child in Preschool “The leadership and faculty at Laurel was able, in a matter of days, to create a stimulating and supportive remote learning experience for the girls during these difficult times. My Senior has handled the situation with such an amazing strength of character and I attribute that largely to Laurel’s fine educators and the support of an amazing group of fellow classmates.”
—Robin Soeder, child in Grade 12
“Laurel has a provided functional structure in my daughter's life during this difficult time. The amount of work my daughter gets is designed to let her adjust to School@Home. There are many variations and breaks in her schedule that let her easily shift gears. I commend the tremendous efforts of her teacher and I feel lucky that she is at Laurel.”
—Alondra Pacheco, child in Grade 1
“My daughter has been at Laurel since Preschool. We have always seen and felt strongly about the many benefits of this decision for her and for our family. Laurel School@Home has surpassed any expectations that we could have possibly hoped for. While we certainly wish for the time when we can all be back on campus, we are, and will be, forever grateful for our Gator Superheroes....Laurel's leadership and teachers!!!!”
—Erica Cowan, child in Grade 8
“When the world changed overnight due to a pandemic, Laurel didn't miss a beat. Curricula were sent home, girls were challenged and their independence was stretched. Their teacher, a virtual cheerleader, maintained the same expectations that were in the classroom, allowing a degree of flexibility when needed. Teachers take the time to learn what motivates each student, recognizing that a one-size-fits-all approach doesn't work for growing minds and girls coming from different life experiences. Applying that approach means that teachers are equipped to tap into each girl to help them find their purpose either in person, or virtually. As parents, we can't ask for much more than that.”
“Laurel School@Home classes are excellent. Laurel’s teachers work directly with each girl during the live classes and they are available and easily accessible to help outside class time. In all, Laurel School@Home gives us the best of both worlds: a personal and interactive classroom experience and the latitude to maintain our daughter’s health and safety. Laurel School@Home gives us the flexibility we need.” —Lisa Honeycutt, child in Grade 10
—Sarah Deeks, child in Grade 4
—Cindy Fink, child in Grade 7
“Laurel's creativity and focus on keeping the girls engaged and accountable to the learning has been exceptional!”
“My preschooler loved seeing her teachers and classmates daily and would talk about them and the morning session throughout the day. We enjoyed the crafts and other projects that her teachers thoughtfully provided videos for every week, and she still plays with these creations. Beyond her classroom teachers, School@Home also included the other teachers and adults who she would normally see each day, which I found remarkable and indicative of Laurel’s steadfast desire to educate the whole child and smooth the transition as much as possible. I am immensely grateful for Laurel’s School@Home.”
—Karissa Piper, child in Preschool
“My family's experience with Laurel School@Home has been extraordinary. From day one, my daughters have felt connected with their teachers and classmates and have been actively engaged in learning. Laurel School has quickly made minor adjustments as they listened to feedback from students and parents. The communications from the school have been excellent; we have felt very informed every step of the way. The best part is, although my daughters definitely prefer being in the classroom, they are eager to attend Laurel School@Home every single day and are excited to share what they are learning with the rest of our family.”
—Christi Malbasa, children in Grade 3 and Grade 8
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TRADITIONS AT LAUREL
Traditions Carry On(line)! Springtime marks many long-standing traditions at Laurel. Despite a global pandemic, we pressed on, upholding these important milestones in special ways reimagined online. Celebration and a sense of community was abundant in our virtual halls as we marked the end of the school year in many ways. On April 30 Laurel proudly welcomed our newest Cum Laude Society inductees. This amazing group of young women were recognized for their superior scholastic achievement in a moving virtual ceremony. In mid-May, our not-so-traditional Spring Assembly took place where Kindergarten girls give each Senior a flower as they head off into their next chapters. This year, while we could not be together, Kindergarten girls mailed the Seniors flowers they colored. Each Senior opened her flower during a virtual meeting with their little friends and were treated to a video montage of photos of the Kindergartners and the Seniors as Kindergartners set to the Class of 2020’s chosen song “Rainbow Connection,” which they sang during their last Song Contest back in December. Another video montage set to Laurel’s Alma Mater also was included along with heartfelt messages from some famous names wishing the Senior Class well. Other traditions that took place, albeit virtually, included Laurel’s Fourth Grade Promotion, marking its move into Middle School and of course, Eighth Grade Promotion, which officially welcomes girls into Upper School. 10 LaurelSchool.org
Fun play days including Primary Gator Day and Middle School Green & White Day all went virtual this year as well. Faculty and staff put on their extra creative hats to reimagine these events and bring the fun to each student’s home. Finally, on Tuesday, June 2, we launched 65 remarkable young women into the world! The day began with the Seniors and their families watching a pre-recorded Commencement ceremony, which included an invocation and blessing by a member of the clergy, remarks from Senior Speaker Dorothy Bogen, who was chosen by her classmates to speak, as well as remarks by Shayna Fowler, founder of Khana. Also included in the virtual ceremony was a performance by the Glee Club and the calling of each girl’s name by Ms. Klotz while a professional photo of the girl in cap and gown filled the screen. The virtual Commencement ceremony was followed that afternoon with a joyful, physically-distanced diploma pick-up parade at the Butler Campus where students and up to six family members had assigned times to drive by and celebrate with Laurel faculty and staff. Along with their diploma, each Senior received a keepsake box that included a copy of the Commencement program, a flashdrive engraved with “Class of 2020” that held the Commencement video, their professional cap and gown portrait, a special class college t-shirt collage photo and more. Girls had the opportunity to pose with their families for a portrait which was sent to them at alater date. L
TRADITIONS AT LAUREL
A Virtual Sit Down with Laurel’s Co-Directors of Diversity, Equity, Inclusion and Belonging By Sarah Hibshman Miller '98, Editor of Highlights
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DIVERSITY, EQUITY, INCLUSION & BELONGING
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n her role as Director of Multicultural Curriculum at Laurel School, Lauren Calig has worked hard over the last two years to bring discussions about race, racism and identifiers into each classroom from the littlest learners on up. Candace Maiden joined Laurel in 2017 as a Learning Enhancement Coordinator for Kindergarten through Eighth Grade. She has gotten to know many Laurel girls through her role as Middle School basketball coach and her work with Linked@Laurel, an affinity group to support Black and Brown students in Primary and Middle School. She has long brought discussions about race and racism to the table and has worked to be an advocate for Laurel’s Black and Brown families. Now, these two women have come together as Co-Directors of Diversity, Equity, Inclusion and Belonging (DEIB) and will continue to build on the work already in progress. I sat down with Lauren and Candace—virtually, of course—to dive deep into what Laurel is already doing to combat racism and how they will continue to lead efforts to support the School’s commitment to being an anti-racist school.
Can you describe how Laurel has evolved in dealing with issues of race and racism since you both joined the school? Lauren Calig: In recent years, the conversations having to do with race and racism have been much more deliberate. We have held Advisory discussions in Upper School and focused our Community Time in Middle School on race, racism and all the identifiers that we as a community need to understand. The goals have been to tie these discussions into what is being discussed already in the classroom. For instance, in Fifth Grade the girls read “Front Desk,” a story about a family who moves to LA from China and how the young daughter works to become accepted as an American while still identifying with her roots. Using this story as a guide for discussion, we were able to focus on what identifiers to use for this character and how to use them appropriately as it relates not only to this story, but to real world situations both in school and out. Candace Maiden: My focus to date has been in Primary School where we have been making efforts to do more celebration of culture throughout the year and really being intentional about media and print in the classroom. Our goal has been to incorporate
images that everyone can identify with on the walls, so the feeling of inclusion reaches all our families and everyone who enters Laurel. Lauren: Since I came to Laurel, we have always had professional development on cultural competency in place. Speakers have come in and there has been deliberate programming in place on race and culture. That said, these efforts have become more consistent throughout all divisions. We are really taking a schoolwide approach now.
What are a few examples of ways in which you are incorporating learning and understanding about equity and race into the curriculum for all Laurel students? Lauren: There are many examples that point to the work being done around understanding equity and race. In Primary, the Second Grade studies Native and Indigenous Peoples so my discussions with them look through the lens from which they are already learning. For instance, we discuss the Dakota Pipeline and how it has affected the Peoples who live on the land. We read books that tie in to the curriculum. It is a very holistic approach to learning.
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DIVERSITY, EQUITY, INCLUSION & BELONGING
In Upper School, the bedrock of our equity and inclusion work is with our Diversity Fellows and in Advisory. The Diversity Fellows are rising Tenth, Eleventh and Twelfth Graders who must apply and then serve during the remainder of their Upper School career. Together, they work to raise awareness around issues of equity, inclusion and belonging. They work with both faculty and students to become more aware and engage in the tough conversations, most of which take place during Advisory meetings.
what is considered offensive. We need teachers to immerse themselves in a variety of cultures, at least to a certain degree, to feel fully comfortable. We do not want teachers to be afraid to say the wrong thing. The goal is to have no fear.
Candace, in your new role, how do you hope to make an impact alongside Lauren? Candace: One of my biggest goals in my new role as CoDirector of Diversity, Equity, Inclusion and Belonging is to be an advocate and support to our Black and Brown students. I would like to see these girls really lead their space and feel proud to be a Laurel student, whose culture is both valued and respected. I look like those students and want to connect by way of our shared experiences. Similarly, I would like to be a support to our parents. As a Black parent myself, I understand the struggle when thinking about educating our children. By putting them in certain spaces— even those deemed beneficial—are we setting them up for discrimination? I want to help these parents to be heard and to feel valued. We see you and we want to address the tough questions and provide needed support. The third piece will be to work with Lauren to continue to educate our teachers to be culturally competent. I am talking specifically about working with Black and Brown families, understanding their cultural norms, and knowing
Lauren Calig
How will we use recent experiences (real-world events and tough conversations within our own community) to continue on our path? Lauren: Regarding curriculum, I have been working with department chairs to examine Laurel’s curriculum and book choices. Our goal is to be intentional with our chosen curriculum, so it challenges the tough current events that are happening outside of our school. We have ramped this up, so it weaves into all aspects of curriculum—not just history and English. Candace: In addition to the curriculum piece, I want to reiterate the empathy we have for our Black and Brown students. The emotional toll taken on these students in recent months is heavy. Together we want to ensure that our faculty and staff understand and walk in with that empathy. We need everyone to understand their social and emotional status and respond accordingly.
Anything else you might like to add?
Candace Maiden
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Candace: I recently heard a quote from Michelle Obama that really resonated with me: “It is hard to hate up close.” The empathy really comes when it is in your face. We want our community to become more immersed in all cultures so we can see clearly through multiple lenses. L
“One either allows racial inequities to persevere, as a racist, or confronts racial inequities, as an antiracist. There is no in-between safe space of “not racist.” The claim of “not racist” neutrality is a mask for racism.” — Ibram X. Kendi, How to Be an Antiracist
The beauty of anti-racism is that you don’t have to pretend to be free of racism to be anti-racist. Anti-racism is the commitment to fight racism wherever you find it, including in yourself. And it’s the only way forward. — Ijeoma Oluo
S E V I L K C BLA T TER: MA
A Ca
n o i t c A o ll t Reprint of a June 2020 letter to Laurel Faculty, Staff and Students from the Laurel School Black Student Union
LAUREL SCHOOL STUDENTS, FACULTY, AND STAFF: As most of you are aware, on May 25, 2020, a 46-year-old Black man named George Floyd was murdered by a white police officer outside a Minneapolis, Minnesota, convenience store. A little over two months before this incident, on March 13, 2020, a 26-year-old Black woman named Breonna Taylor was fatally shot by the police inside her apartment in Louisville, Kentucky. And on February 23, 2020, less than a month before Ms. Taylor's death, a 25-year-old Black man named Ahmaud Arbery was pursued and killed by two armed white residents of a South Georgia neighborhood. Highlights | SPRING/SUMMER 2020
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DIVERSITY, EQUITY, INCLUSION & BELONGING
Mr. Floyd, Ms. Taylor, and Mr. Arbery’s deaths were not unfortunate accidents; they were prejudice-motivated murders committed by white people, mainly police officers. For many of us in the Black community, their deaths feel eerily and frustratingly familiar. For far too many years, we have witnessed, as well as attempted to personally process and make sense of, the thousands of innocent, unarmed Black individuals reduced to hashtags by state-sanctioned, anti-Black violence. We are all grieving, angry, afraid, and emotionally exhausted
eliminate the systemic racism and antiBlack sentiment that poison our global society. They also mark a momentous period in the history of social movements in our nation. Despite the fact that we are just mid-way through Pride Month (June), the world has already observed on an unprecedented scale the collaboration of two indispensable movements: Black Lives Matter and BGLTQ (Bisexual, Gay, Lesbian, Transgender, Queer) Pride. The unwavering allyship of many BGLTQ+ activists, advocacy groups, and organizations has ensured that the
R IF YOU CONSIDE N E V E , N IO T A IG THERE "IT IS YOUR OBL O UNDERSTAND T T, IS C A R IT N YOURSELF AN A NT AND MORE E M E L P IM O T E E CHANG D THE IS ALWAYS MOR IN YOURSELF AN H IT W E IS A R O T AWARENESS H YOU BELONG." IC H W O T S IE IT COMMUN UNION BLACK STUDENT —LAUREL SCHOOL
as we are once again reminded of the harsh reality and dangers of being Black in the United States. The pain we are collectively experiencing is exacerbated to a great extent by the public health crisis that is disproportionately affecting our Black community due to health inequities and structural racism. Amidst the rapid spread of race-based hatred in addition to the coronavirus, one might have expected that the first instinct of non-Black people would be to stay silent. But the recent protests and public cries of outrage have proved otherwise. These protests, which have occurred on four continents, remind us of the power our collective voices hold when we stand in solidarity to challenge, dispute, and 16 LaurelSchool.org
senseless and frighteningly common murders of BGLTQ+ Black folx, especially transgender women, are not forgotten and erased. This Pride Month, let us recall the intertwined histories of the two movements and remember that the 1969 Stonewall uprisings—the catalyst for the gay rights movement in the United States and around the world—were led by fearless Black trailblazers. Let us commemorate the efforts of individuals to challenge the whitewashing of Pride and make strides to terminate the marginalization of Black people within the BGLTQ+ community. Most of all, let us honor every Black life prematurely taken from Earth, including non-cisgender Black
folx such as Tony McDade (May 27, 2020), Nina Pop (May 3, 2020), and Monika Diamond (March 18, 2020). It is only until you embrace the inclusivity of the Black Lives Matter movement that you can fully support our cause. Beyond uniting people with varying experiences, identities, and backgrounds, the recent protests remind us that the fight to disassemble white supremacy, which is alive and well in this country, and achieve justice for the Black lives lost to police brutality, homophobic attacks, transphobic violence, and racist hate crimes will be perilous and harrowing. However, we are hopeful that if all members of the Laurel community band together, then we can do our part to work towards building an anti-racist society. While it should not be necessary to discuss whether Black Lives—cisgender, transgender, female, male, gender non-conforming—do indeed matter, it is critical to note that these conversations are not to solely take place in our Black community. Antiracist work should not just be done by those most affected by collective trauma, but instead by everyone, regardless of their race, ethnicity, ability, sexual orientation, gender identity, religion, or socioeconomic status. Thus, we extend our gratitude to any non-Black Laurel students, faculty, or staff who have stepped up to do important social justice work alongside our brothers and sisters. We also recognize the statements of solidarity many students have posted on social media and are appreciative of anyone who has sent personal messages to their Black friends and acquaintances. Although the outpouring of support our Black community has received is heartening, we must not stop here. The Black Lives Matter movement is, and always will be, a permanent human rights movement and not a “woke,” transient
DIVERSITY, EQUITY, INCLUSION & BELONGING
trend. You must keep this in mind as you work towards ensuring the movement continues to gain momentum and evolve as the summer progresses. The growth and maintenance of the Black Lives Matter movement depends on whether you are willing to raise your voice to speak out against the injustices your Black peers, students, and colleagues are forced to face every day. For any of you who are tempted to sit idly or do the bare minimum as those around you risk their lives for an incredibly relevant and salient cause, we ask that you reflect on how your lack of action may affect your Black peers, pupils, friends, and teachers in the future. For those of you who have expressed anti-Black beliefs, have said that 'All Lives Matter,' and have spoken (or sung) racist slurs but posted a #blm photo or released a statement of solidarity, we urge you to reflect on your hypocrisy. For those of you who are actively participating in the Black Lives Matter movement, we thank you and encourage you to also reflect. Reflect on how the Laurel community can become more inclusive and blatantly anti-racist. Reflect on how the Laurel administration can do a better job of respecting the voices and listening to the concerns of Black students. Reflect on how the Black Lives Matter movement and protests have affected you. Reflect on how you can use Instagram, Snapchat, Facebook, and Tik Tok to be a mindful agent of change. Reflect on any instances when you witnessed bigotry, prejudice, or racism but were not an upstander. Most importantly, reflect on how to be as supportive of an ally as possible. To be an effective ally is to acknowledge that silence, both literal and symbolic, is an unmistakable form of privilege, ignorance, and compliance. Therefore, when presented with the choice to either engage in performative activism or non-optical allyship, a true ally chooses the latter without second thought. They never assess the pros and cons of posting a statement of solidarity on social media, do not compare the risks
and advantages of publicly demanding change, on no account wait to describe their stance on racism until they feel pressured to do so, and never prioritize their ‘brand’ and image. To those of you in the Laurel community: if your first instinct is to prove your social awareness by telling everyone “look at everything I’ve done” instead of taking personal accountability and asking yourself “what more can I do,” then you are far from possessing the right to call yourself an anti-racist ally. Ultimately, surface level ‘commitment’ to the Black Lives Matter movement is inadequate. It is not enough to attend virtual vigils or watch the news. It is not enough to post an image of a black screen on Instagram or decorate your cars with #blacklivesmatter, #sayhername, and #justiceforgeorgefloyd. It is not enough to just say you stand in solidarity with our Black community: you must actively demonstrate that you do by attending protests, signing petitions, reading books about the Black experience in America, eating at Black-owned restaurants, or shopping at Black-owned stores. As American political activist and author Angela Y. Davis states, “in a racist society, it is not enough to be non-racist. We must be anti-racist.” For this to happen, all members of the non-Black community —specifically white people—must set aside their fragility and not only resist, but also outright reject, the urge to remain indifferent and complicit. Now more than ever, it is important for us to share space and come together as a community to lean into discomfort.
Regardless of whether Black Lives Matter stops trending on social media and news coverage of protests recedes, your responsibility to further educate yourself and find ways to actively support the Black Lives Matter movement persists for the rest of your life. Do not rely on your Black friends, classmates, and coworkers to answer your questions and reassure you that you are not racist. Instead, use the resources below* to gather information and increase your understanding of the effects of prejudice, bigotry, and police brutality both in the United States and in the world. These attachments should be seen as a starting point rather than a comprehensive guide. With that being said, taking copious notes on the materials and toolkits provided should prepare you for any conversations you may have in the future. Given the relatively short length of each source, there is no excuse for merely skimming through a handful of editorials and resource documents. It is your obligation, even if you consider yourself an anti-racist, to understand there is always more change to implement and more awareness to raise within yourself and the communities to which you belong. Your pursuit to learn and improve should never cease. After all, Knowledge is Power: it is our hope you will use it wisely and responsibly as you, along with millions of others, continue to combat the systemic oppression that has negatively impacted Black folx for hundreds of years. In community, Laurel School Black Student Union
*For links to the variety of useful resources mentioned, visit Laurel’s new blog, School of Thought at www.LaurelSchoolBlog.com.
This Black Lives Matter Call to Action was posted there on July 2 and includes all the resource links.
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save the NEW dates!
AN UPDATE ON WE OUR VOICES RAISE, LAUREL'S 125 TH: Due to the pandemic, we are
reimagining our plans for Laurel’s 125th year including shifting much of what would have taken place during Founders' Weekend in October 2020 to Alumnae Weekend in May 2021.
LAUREL
IS TURNING
•
125 years
•
125!
OCTOBER 2020 Sarah Lyman Day Individual Acts of Community Service Student celebration of Founder Jennie Prentiss' 150th Birthday MAY 20 -23, 2021 Alumnae Weekend: WE OUR VOICES RAISE* Alumnae Awards, including Athletic Hall of Fame FOREVER GREEN & WHITE Benefit Reunion Programming Celebration for the entire Laurel Community at the Butler Campus
* Programming dependent on the pandemic
22, 2021
MAY 22, 2021 | FOREVER GREEN & WHITE: a benefit for Laurel at the Tinkham Veale Center at Case Western Reserve University
Vikki Anderson '82 and Nancy Phelps Seitz '68 Co-Chairs, WE OUR VOICES RAISE
Julie Donahue '79 Director of Alumnae and Community Relations, 125th Coordinator QUESTIONS? Email 125@LaurelSchool.org or call 216.455.3028
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LEARNING AT LAUREL
MIDDLE SCHOOL COMPUTER SCIENCE PROGRAM SETS STUDENTS UP FOR LIFELONG SUCCESS By Emma Freer ‘12
Now in its second year, the Middle School computer science program is teaching students how to harness technology to tackle issues and better the world around them.
Sarah McKeown
Jason Ortwine
Seventh and Eighth Graders learn how to debug programs, use coding language, create algorithms and use proper terminology, all while cultivating problem-solving skills and resilience. I spoke with Sarah McKeown, Middle School computer science teacher and instructional and innovation specialist, and Jason Ortwine, Upper School computer science and engineering teacher, about how the Middle School curriculum builds on lessons learned in the Primary School and sets a foundation for success in the Upper School.
Your students are digital natives. How does that inform the computer science curriculum in the Middle School? Sarah McKeown: What I'm finding out is while the kids are complete digital natives, they actually have a limited understanding of what we do in computer science. The concepts we teach do not always directly align with the way they use technology day-to-day. For example, they know how to use technology, but they don't understand how Snapchat filters work. How does the computer science program in the Middle School build on the Primary School curriculum and set students up for further success in the Upper School?
Sarah McKeown: Computer science is peppered throughout our Primary School. We do things like robotics, and we do some coding and programming as well as computational thinking here and there. That said, now that we are a bit further along, we are currently writing a Kindergarten through Grade Six computer science curriculum so that it can be delivered in a more explicit way. The goal is to build more and more on the knowledge students gain in Primary School so we can extend their learning in the Middle School. When done successfully, girls will be more likely to say yes to opportunities in this arena in the Upper School.
Highlights | SPRING/SUMMER 2020 19
Jason Ortwine: We altered what they're doing in the Middle School so that they are now creating Websites. We want to get it so that they could do some app development at the Middle School level with a goal to get on that path as students move toward Upper School. One of our course offerings in Upper School is actually all about app development so laying the foundation in Middle School will make this a natural transition. I am introducing a Computer Science course next year in the Upper School where I will focus on script-based coding. The course will start with Python and will likely include Java at the end of it. We want to lead into AP computer science, a course in Java, because it's hard for students to pick that up without a prior introduction to coding. Everything we are doing is creating a path toward success.
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For students in the Middle School who may be uninterested in computer science, or are unfamiliar with it, is there anything that you would say to urge them to reconsider? Sarah McKeown: Computer science is mainly about problem solving. It's a way of thinking in order to be able to persist and tackle any problem. As we know, problems are everywhere in life. So they really can't convince me that they don't need computer science. We choose projects that interest them. For example, we teach them JavaScript by letting them make an animated card or a game. Games are big time for them. So we choose lessons and activities that are really going to gain their buyin and not necessarily feel like super challenging work. I've been reading a lot of reporting about workplace cultures at tech companies
and particularly the gender dynamics. It seems like it can be a challenging environment for females. Why is it so important to get girls involved in this subject from a young age so that maybe, when they are adults, they can help even out the balance? Jason Ortwine: We both agree that when the students start to learn at a young age, they get more confident and more comfortable with the field. It opens the door to computer science so much more for them for the future. They actually consider it as an option because of that familiarity. It is hard to consider something you've never been exposed to. I've tried to never really bring up to girls that the field needs more women because then it is putting a pressure on them that isn’t very productive. My ongoing goal is to strive to be the best teacher I can be so I might spark an interest for these girls, in the classroom
LEARNING AT LAUREL
right now and down the road in Upper School and beyond.
computational thinking skill that we can start with our very young ages.
Are there any particular topics or programs that your students have really latched onto in the Middle School?
Jason Ortwine: That is building an algorithm, a step-by-step process that they need to follow. And they need to understand that the computer is going to follow it literally, to the letter. With the peanut butter and jelly sandwich scenario, if they try and follow someone's directions to the letter, many times they don't end up with a peanut butter and
Jason Ortwine: There is a lot of discussion on hacking. It is easier in the Upper School to show hacking in context. I've shown how certain journalists have met with hackers at these hacking conventions. They are blown away that there are hacking conventions. They think that they should all be arrested! Students don't understand that hacking is just an attempt to increase the security of a system a lot of times. At the Middle School level we go over it in a general sense, and we give them some of the basics, which hopefully plants that seed of interest for pursuing computer science further down the road. In the Upper School, we've been talking about cryptography and what it means to really secure the Internet and to secure your own information. What are some other ways students are introduced to computer science concepts, in Middle School or beyond? Sarah McKeown: Second Graders are learning how to program robots while Fourth Graders participate in a battle bots competition. Our Middle School has a FIRST LEGO League robotics team. What it comes down to is robotics brings their programming to life. The girls get to see how coding something directly correlates to movement a certain way, or to solving a mission. It really brings computer science and programming to life. It's a direct application. At the younger ages we also do a lot of unplugged activities, like a recipe for example. First I have to get out the bread, then the peanut butter, and then the knife. Then take the knife, scoop the peanut butter, put it on the bread. Thinking about sequencing is a great
have you worked to illustrate the relevance of computer science skills in our current environment, where everyone is being urged to learn and work from home? Sarah McKeown: The good news is that computer science can still take place as regularly scheduled with the resource that we use, Code.org. It leads students through the steps of programming and creating a website. Throughout
"COMPUTER SCIENCE IS MAINLY ABOUT PROBLEM SOLVING. IT'S A WAY OF THINKING IN ORDER TO BE ABLE TO PERSIST AND TACKLE ANY PROBLEM." jelly sandwich. We practice a lot of the things that people just kind of expect a person to understand how to do. And it is different with a computer. So a lot of those unplugged activities are really cool for them. Is there anything about the computer science program that people may not immediately understand? Sarah McKeown: I feel like computer science is all about creating an app that makes our world easier, right? For example, I need to get somewhere, I'm going to pull up Uber, and I'm going to get where I need to go. We talk to them about looking at the world around them and asking, “How can I make it a better place? How can I be innovative?� And that is a key component of our computer science curriculum. It really connects to the Laurel mission statement: to inspire each girl to fulfill her promise and to better the world. We believe that offering computer science is really meeting our mission here at Laurel. In our new Laurel School@Home distance learning environment, how
Laurel School@Home, I am available to answer questions for students and I am able to see their work and progress. Through the platform, I am also able to give them feedback directly within the lesson they are working on. It is a great interactive tool to teach programming and computer science. We have also made great use of our learning management system, PowerSchool, to post videos, activities, discussion boards, and other resources to teach our next planned unit on how the Internet works. Luckily, the move from in-class to School@Home proves just how important computer scientists are. It proves that computer science is a profession that can create tools to keep the world moving, learning and working when we are stopped by a viral pandemic. We are certainly using this opportunity as a lesson to the girls about just how important this subject matter is.
ABOUT THE AUTHOR: Emma Freer '12 is a
graduate of St. Andrews University and is a newspaper reporter in Austin, TX. L Highlights | SPRING/SUMMER 2020 21
ALUMNAE CONNECTIONS
KEEPING ALUMNAE ENGAGED & CONNECTED:
Lessons Learned During A Pandemic Julie Donahue ‘79, Director of Alumnae and Communications, and Megan Findling, Alumnae Engagement Associate
On Friday, March 13, we loaded our laptops and office plants into our cars for what we expected would be no more than a short few weeks away from One Lyman Circle. Little did we know, as we write for this issue of Highlights, that the Alumnae Office would still be working from our respective dining room tables. But working hard we are to ensure that our alumnae community of nearly 4,000 incredible women continue to feel connected in the midst of these unprecedented times and along the way we learned, or had reinforced, some important lessons. 1. The Laurel Bond Transcends Generations | One of
2. Going Virtual Allows for Anyone to Participate— No Plane Tickets Required | The Alumnae Association held its first-ever virtual event with April’s Restaurant Roll, an annual progressive dinner event at independent restaurants in Cleveland. With restaurants closed, we pivoted to reimaging what the evening might look like. Attendees were no longer limited to local alumnae—women from out of state “attended” the Zoom gathering hosted by Association President Kristi Anderson Horner ‘80 and learned about wine and cheese from Phoebe Connell ’04 and Nora O’Malley ’05, owners of Lois Wine Bar in NYC, and how to make simple vinaigrettes from former caterer and personal chef Kaylie Donahue ’80.
our first initiatives as we pivoted to meet a socially distanced world was a hugely successful letter writing campaign. Using social media, we asked for volunteers to write to our oldest and likely most socially isolated alums. Fifty-eight young (and youngat-heart) alums wrote to over 120 of our most senior alumnae. Several letter writers posted photos of the envelopes they were sending (names and addresses obscured) and messages in the Laurel Alumnae Facebook group about how thrilled they were to participate. Thank you for ensuring that every member of the Classes of 1936 through 1952 received such heartfelt correspondence—and for sharing some of the incredible connections when those alumnae wrote back! Though all in-person Alumnae Weekend activities were cancelled, the Alumnae Association hosted a virtual Annual Meeting with special guest Ann V. Klotz who talked about the “two” school years in 2019-20—the traditional one from September to March and then the one from March to May when we transitioned to Laurel School@Home. And as with the Restaurant Roll, alumnae from reunion and non-reunion classes and from coast to coast —and even two from the United Kingdom—attended. Our original plan for Alumnae Weekend had been to have the Fourth Grade host the Class of 1970, celebrating its 50th reunion, for lunch and sharing about the Fourth Grade’s Power and Purpose Curriculum at the Butler Campus. With no Alumnae Weekend happening, we were thrilled to help Fourth Graders write letters to this milestone reunion class.
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Technology also helped each reunion class gather, not in person, but via computer screens in honor of their reunions this May. The Class of 1960 continues to meet. And other non-reunion classes were inspired to host their own Zoom or Google Meet gatherings.
ALUMNAE CONNECTIONS
Perhaps the most misty-eyed virtual moment this spring happened at the conclusion of the Annual Meeting when we all watched, and some sang along with, the Virtual Alma Mater chorus, a video featuring the voices of alumnae from across the country, current students and teachers compiled into one beautiful whole. Special thanks to Amy Goodman Weller ‘78 who spearheaded gathering the alumnae submissions, and to Joel McDaniel, Upper School music director, for masterfully editing and producing the video.
lines, and by an Alumnae Board committed to engaging and connecting alumnae with each other and the School. Know that as we are able to safely resume in-person gatherings, we plan to continue to offer virtual opportunities, including launching Laurel Alumnae University—stay tuned for more details in the weeks to come! We welcome any feedback and suggestions as we adapt to this new normal. One thing we do know is that our work supporting Laurel's commitment to anti-racism and building a just and inclusive world will continue. Thank you to all alumnae who brought their voices to the conversations about race and racism at our School over the course of multiple calls in June. This is important work and if you are interested in joining the Alumnae of Color Committee of the Alumnae Board, chaired by Nicole Brown ‘04 and Nichelle Dickerson Shaw ‘86, please contact Alumnae@LaurelSchool.org. L As always, sending lots of Laurel love. Stay Safe!
3. Ramp Up Social Media When It is the Only “Social” Allowed | If you are not already a member of the Laurel Alumnae Facebook group or follow @LaurelAlumnae on Instagram, we hope you will consider following us on social media as we have significantly increased our presence across these platforms. Every day from late March through mid-May we posted nostalgic throwback photos or interactive quizzes on your favorite Laurel memories, featured alumnae working on the frontlines of the pandemic and celebrated each reunion class.
4. Mentoring, Mentoring, Mentoring | Other highlights this spring included alumnae creating Career Connections videos for Upper Schoolers to view as they begin exploring possible career paths, alumnae serving as judges for the Upper School’s virtual Shark Tank Entrepreneurship Pitch Contest, welcoming the Class of 2020 into the Alumnae Association and encouraging them to sign up with Alumnifire, our online mentoring and networking platform, and the launch of the brand new online alumnae directory. We also launched Always A Laurel Girl (@Home), a new alumnae page on the website, with articles by alums sharing areas of expertise. If you have an area of expertise you would like to share for the site, please contact us at Alumnae@LaurelSchool.org.
Julie and Megan WE WANT TO HEAR FROM ALUMNAE on the Frontlines of the Pandemic If you have been working on the frontlines of the pandemic, as a healthcare provider like C.C. Halloran '91 below, or as a teacher or essential worker, please contact Alumnae@LaurelSchool.org. We are compiling stories for “We Our Voices Raise,” Laurel’s 125th Anniversary this coming school year, and would love to include your stories.
WHAT THE FUTURE HOLDS | As we look towards the future, our aim is to remain flexible and creative in the ways we promote and nurture an engaged alumnae community. We are buoyed by the enthusiastic feedback we have received in response to our virtual gatherings, as they have allowed for increased participation across generational and geographical Highlights | SPRING/SUMMER 2020 23
SCHOOL OF THOUGHT A BLOG BY LAUREL SCHOOL
WELCOME TO SCHOOL OF THOUGHT, LAUREL’S NEW BLOG!
We invite you to draw back the curtain, peek under the hood, and get a glimpse of what happens backstage at Laurel. Teachers and leaders whom you might be familiar with, as well as those whose writing may be less familiar to you will offer their perspective and good thinking about many aspects of the wonders of our school and our process of educating remarkable girls. Topics range the gamut from the amazing resilience kids have shown through COVID-19 to a call to action for the Black Lives Matter movement and even a recap of an incredible Middle School dog sledding trip that took place earlier this year. Our goal is to utilize this space as one more line of communication with our school community and beyond, especially during a time when community building and connection are more important than ever.
www.LaurelSchoolBlog.com Please enjoy and reach out with feedback or let us know if there is a topic you would enjoy reading more about. You can reach us at SchoolofThought@LaurelSchool.org.
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ADDRESS SERVICE REQUESTED FOR PARENTS OF ALUMNAE: If this magazine is addressed to a daughter who no longer lives at home, kindly call us with the correct address: 216-464-1420
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