Issuu

INSIDE:

THE BUDDY BENCH

A VISIT FROM TIBETAN MONKS

| THE HUMMINGBIRD HOUSE

JE T WAY

T HE

THE

AGENTS OF CHANGE

JETWAY

WELCOME FROM THE HEAD OF SCHOOL

A magazine for the Westside Neighborhood School community and friends

SPRING 2018 CONTENTS 3 Welcome from the Head of School CURRICULUM SPOTLIGHT

4 ECC: The Hummingbird House 6 Lower School: Changemakers 8 Middle School: Autonomous Vehicle Design Challenge

A Lego Robotics Triumph

THE WNS EXPERIENCE

10 Diversity and Inclusion 12 The Buddy Bench 13 ECC Morning Sing WNS HAPPENINGS

14 Tibetan Monks Visit WNS 15 Winter Program 16 Alumni Connections

Editors Alicia O’Connor, Marketing and Community Relations Amy Woropay, Director of Communication and Webmaster

The WNS Jetway is published two times per year by Westside Neighborhood School for parents, alumni, and friends. For more information, or questions, please contact:

Design & Creative Direction Brad Kurtz

WNS Office of Communications 5401 Beethoven Street Los Angeles, CA 90066 communications@wnsk8.com

Photography Vince Bucci Photography WNS Community Members

ON THE COVER: Kindergarten students experimenting with bubble art WNS’s mission is to create a community of lifelong learners that nurtures students from diverse backgrounds to reach their full potential and inspires them to contribute to the world with confidence, creativity, curiosity, conscience, and compassion.

When our 8th grade students cross the stage each year to receive their diplomas, I am confident they will leave WNS not only as well-educated young adults, but as lifelong learners who seek to make a difference in our world. As educators, our goal is to graduate students who are change agents with strong character, equipped with the tools, inclination, and experience to make a positive difference. It starts in the Early Childhood Center, where children as young as three develop strategies for inclusion, conflict resolution, and a penchant for exploration. From the ECC through elementary, and on into middle school, WNS students are intrinsically motivated to push their limits of understanding, as they engage in selfless enterprises with the sole purpose of improving the lives of others less fortunate. Our students also continually challenge themselves on the stage, on ball fields, in art studios, in debate, at math meets, in robotics, and more. As a school community, we celebrate our commitment to diversity in all its manifestations, while challenging ourselves to have courageous conversations about diversity and inclusion. We explore cultures, the hard lessons of history, and the tenets of science through

literature, active research, open-ended investigations, and unbridled inquiry. Our faculty exemplifies these qualities, constantly pursuing innovative ways to make the educational experience for our students even greater. At our core is our commitment to instilling a growth mindset in all of our students. This is not an easy task. Our students are challenged in a myriad of ways: from solving tough math equations, to learning how to blend sounds of letters into meaning on the printed page, to composing songs that illuminate lessons learned, to mastering lines in a play, to competing in sports. Though they face setbacks, disappointments, and roadblocks, WNS students actively adopt the powerful concept of “not yet” (instead of “no”) at the earliest ages and apply this positive outlook throughout their entire educational career. The combination of a growth mindset, the tools from a strong social-emotional program, and the opportunities to apply teachings to a nearly limitless range of activities is essential to educating children today for tomorrow’s unknown world. This magazine shares snapshots of many of these experiences and opportunities for WNS students during the 2017-18 school year. Enjoy!

WNS students are motivated to push their limits of understanding.

—Brad Zacuto, Head of School

CURRICULUM SPOTLIGHT

THE HUMMINGBIRD HOUSE

With the framing built, the children expressed their excitement for decorating the house. During a group discussion, they agreed to paint a rainbow, stripes, trees, and a sun. It was important they made these types of decisions together, so those who wanted to participate knew the plan of action and could adequately complete the hummingbird house construction and decor.

A N E A R LY C H I L D H O O D C E N T E R E X P E R I E N C E

By Sivan Perets and Saury Armenta, Meadowlarks X Teachers

How can we help children invest in an idea? At the start of the year, the Meadowlarks X children saw hummingbirds fly to the tree on our yard. Each day they asked, “When will they come and what are they doing here?” Gathered by the tree, the students watched in anticipation, communicating their ideas about the small creatures who need food, shelter, and comfort. After not seeing the birds for many days, we asked the children how to invite them back to our tree. “Write them a letter!” they exclaimed. So that’s just what we did. This shared interest sparked a contextual opportunity to bring a group of children — who were unfamiliar with one another — together. It presented a path of inquiry and wonder that had potential for

deep learning. As teachers, we ask ourselves, “How can the children feel successful in their ability to follow an idea? How can they view their peers as resources in their own learning?” To further explore the possibilities, we decided a group would meet to discuss the hummingbirds’ interests. The students wondered, “Who are these birds? Where are their families? Will they come to our house we build?” They brainstormed and shared their ideas about what a hummingbird house could look like.

We look for It starts with a plan! opportunities The children drew a schematic of what they thought the house should be. They to build thought about what would make the birds happy and started by exploring a variety of materials to gather information on what could work best for the house. empathy and The children worked on building a practice house to familiarize themselves with compassion. the architectural demands. Through this initial experience, they realized that in order to know what size house to build they would need to create the interior elements first. Students remarked, “The birds want cozy things because they need to be comfortable. They need a pillow and a blanket. We could get them one. We can put the food on the table so they can eat it. They will wait in the house for their mommies and daddies and brothers and sisters. We can put in a nest!”

Time to build! After finding pieces of wood in the atelier, the children excitedly started building the table. They first drew a sketch and then carefully took turns connecting the legs with wood pieces and hot glue.

hummingbird house.

To simulate the soft texture of the kind of nest the children had in mind, Kelly Massey, ECC Director, taught the children a special technique, showing them how to wet wool and massage it until it intertwines. On their own, the children realized they needed to connect both pieces to make a stronger and sturdier nest. This presented an opportunity to teach the children about sewing. We visited the Sandpipers to observe how they were sewing in their classroom, and we brought the new strategies back to our group. With some help from a teacher, the students sewed the nest together. After building some décor, the children were ready to put the house together. Originally, they drew windows in their blueprint. To translate this to the real building, they used pencils to trace shapes large enough for the “birds to look through.” They assembled the various pieces to get a sense of how they would construct it. However, the children quickly realized cutting out the windows would be a difficult task. To help them cut the windows, as well as build their connection to their WNS community, we invited Luis Romero (WNS Operations Staff, Resident Carpenter) to visit the class. Luis was eager to show them what to do and even built a child-size workbench so the children could safely construct the

As often as possible, we look for opportunities to build empathy and compassion while developing our students’ competencies. Choosing concepts with which children already have experience, like a wood table, creates a common starting place for the group. Using this contextual foundation, we introduced new and exciting materials that supported their work. As they built, they began making connections about what would make the birds happy and thought about what they could do to make someone’s or something’s experience better.

Hummingbird House: Ready for Occupancy! 5

CURRICULUM SPOTLIGHT

CHANGEMAKERS A LO W E R S C H O O L S H O W C A S E P R O J E C T

“Life’s most persistent and urgent question is, ‘What are you doing for others?’” — Martin Luther King, Jr. It is with this question and a deep dive into the study of Martin Luther King, Jr.’s life that began the changemakers unit of study in second grade. Martin Luther King, Jr.’s story serves as a template for students to think about what is important to learn when studying someone’s biography and for what to look when determining who else may be a changemaker. Connecting to their literature and writing units of study, students learned how to pick out important life details and transfer them onto a timeline of important life events.

This is one of the first times these students will take sole Their next step in this process was to responsibility for reflect on a topic of which they are all themselves. Students used a large project. experts: the example of MLK to think about their lives in a biographical sense, highlighting important events and moments. They each made a personal timeline they displayed for their classmates, reinforcing these important academic skills, as well as how to internally reflect.

Following their personal timelines, students were presented with over 200 biographies to explore. The teachers in class also read biographies of notable African American and women changemakers as the unit fell during both African American Month and Women’s History Month. Students were immersed in a literary world of changemakers and had the daunting task of deciding ultimately who they would further study, embody, and portray in the culminating piece of the project, the museum. After choosing their changemakers, students deeply studied the lives of those important persons. As part of their academic work, they learned how to take notes from the books they read to prepare their presentations. Students had the choice of presenting their changemaker stories either through a timeline poster or book form — both of which involved a great understanding of the chronology of someone’s life and important actions. This project also taught students about personal responsibility, because it was one of the first times these students took sole responsibility for the entirety of a large project. There are many moving parts of which they had to keep track—research, supplies, notecards, folders, presentations, and more! Students were empowered to take true ownership of their work in ways they may have never done before. At this point in their education,

HOW WILEL TYHOEU CHANG LD? WOR “I will change the world by being a feminist. I will fight for little girls’ rights everywhere!”

“I will change the world by creating a self-cleaning bath for animals. This will help animals ge cleaned faster and will cut down t on time at animal groomers.”

“I’ll create the first flying car. This will help people get to where they want to be quicker.”

“I will invent a ‘safe saw’ for kids to use!”

“I will be an Olympic gymnast to inspire little girls.”

because their social-emotional skills had been established enough, they were able to translate responsibility into academic work. Just as they studied people who took personal responsibility to make change, they took on that same responsibility.

they may want to know about these changemakers. Students practiced their presentations in class ahead of time, which also allowed all students to learn about many other influential changemakers, not just the one each chose!

While learning about their changemakers and preparing for the wax museum, students saw the connection in other areas of their academic work. Teachers integrated the changemakers into poetry and writing workshop. Students also explored different art styles. This year, they presented the images of their changemakers in Andy Warhol-style paint prints. It is a truly interdisciplinary, all-encompassing project for our second graders!

Following the museum presentations, students were asked to reflect on the whole process. They thought about the current world and what problems they saw as well as ways they hoped to help make a difference. Inspired by studying the changemakers, the students continue to look forward to how and what they can do to make a real change in our world.

eople stop “I want to help p er works smoking. My fathp smoking o to help others st died of lung r because his fathe like my cancer, just alt Disney.” changemaker, W

The culmination of the project was the museum — an interactive experience when students dress as their changemakers and present their information to an audience of parents, teachers, and fellow students. Their presentation skills are really tested during this time. In preparation, students are asked to think about their audience and what

“I will change the world by creating a small bubble that can transport people from place to place. That way, people will get to where they want to go even faster!” “I will create a litter robot for the sides of the highways. It will pick up trash and keep the world clean and litter-free.”

“I will create a portal to Pluto to help scientists investigate.” mobile “I would like to invent a a tiny house that can fold into it to box so that you can moveorld.” w wherever you live in the Changemaker Presentations 7

CURRICULUM SPOTLIGHT

AUTONOMOUS VEHICLES A MIDDLE SCHOOL DESIGN PROJECT

By John Umekubo, WNS Director of Entrepreneurial Studies Self-driving cars are all over the news these days. As with any emerging technology, the utility for it changes as advancements are made, and we begin to see new uses that would not have been available were it not for some recent insight, modification, or iteration to make the technology better, faster or more efficient. The research and development on autonomous vehicles began with a focus on personal cars and since has moved on to ride sharing with no need to own a vehicle, delivery services that occur without a driver, and even self-piloting taxi services in the sky. While some of this may sound like science fiction, the science and engineering needed to arrive at the “Jetsons family” lifestyle is closer than ever in our history. With this knowledge and intrigue, I introduced our 6th graders at Westside Neighborhood School to

It’s refreshing how thoughtful our younger generation is about what lies ahead for them.

the Autonomous Vehicle Design project. We began with a simple discussion about this looming technology and its potential impact on their future. To hear how thoughtful our younger generation is about what lies ahead for them in the self-driving future was refreshing. While many are eager to take part in this new world, others expressed concern over liabilities when accidents occur, how machines would make a decision between hitting a pedestrian and injuring passengers, and how autonomous vehicles would respond in emergency situations. Many unanswered questions remain, and these young minds will grow up to be the very ones that help address the problems we may face.

After an initial design exploration, students decided upon a model that they would each like to take to the next level. It is here that they then completed a more detailed drawing, using top, front, right-side, and bird’s eye views to illustrate their proposed vehicle.

In a few years’ time, these young children will be the engineers, artists, designers and consumers of this technology.

As soon as their detailed drawings were complete, students started working with Tinkercad, an online 3D design and printing program. I provided students with the car base, axles, and wheels. This process enforced a design constraint for them, as they needed to design within consistent size parameters to a certain degree. I also provided “passengers” who had to fit in their vehicles. Using these accessories also resulted in student prints that were fairly small and flat-bottomed, making the 3D print workflow manageable. When the designs were brought physically to life, students used paint pens to complete their work. It excites me that in just a few years time, these young children will be the engineers, artists, designers, and ultimately the consumers of autonomous vehicle technology, in whatever form it takes.

3D-Printed Designs

With discussions underway, we entered our initial ideation phase to explore as many ideas as possible. What happens when there is no longer a need for a steering wheel? How do you use your time while stuck in traffic? If you don’t own the car, how does that change issues around storage? My classroom provides a variety of places to draw and brainstorm ideas as the walls and tables are both writable surfaces. Students use Chromebooks, iPads, graph paper, and whatever else helps them to get their ideas out in the open.

Autonomous Vehicle Designs in Progress...

THE WNS EXPERIENCE

DIVERSITY AND INCLUSION A

C O R E

W N S

By Megan Early, 5th Grade Teacher/Chair of the Diversity and Inclusion Committee Each day at WNS, we ask students to engage critically with the world around them. Our commitment to multicultural education and inclusion calls us to extend our learning beyond ourselves and dive into conversations necessitated by the complexities of our time.

Together we can lead our community towards a future of safety, acceptance and inclusion for all.

These conversations—as difficult as they may be—ensures everyone, big and small, has a voice and a platform. We create a resounding chorus that elevates each and every member. Together, we can interrupt homogeneity and lead our community towards a future that engenders feelings of safety, acceptance, and inclusion for all. Diversity, one of the four key pillars of WNS since its inception, celebrates our differences. It is the visible tip of the iceberg. Engaging in conversation about real-world issues and studying the short- and long-term impacts of our shared history is essential to the education we provide. It is this deeper work in which children and adults alike must participate to create an environment that embraces all.

By helping students identify themselves and cultivating pride in their identifiers, we begin to lay the foundation of an anti-bias education. After understanding who they are, students can more clearly see the vast sea of diversity all around us. When we see how others are different, we also begin to see how others can be treated differently, both in the past and present. Children innately feel a strong pull toward fairness and eagerly take to the idea of justice for all. As we pull out the nuances of intergroup dynamics, patterns of inequality start to Alumni Class of 2013 10

C O M M I T M E N T

take shape. Students leap to action as they notice these inequities, and we support their activism by helping them discover the many ways in which they have agency. It is a joy to see these changemakers develop their vision of the world they will shape. To cultivate a community that acknowledges, respects, and deconstructs difference, all faculty and staff engage in ongoing professional development. This takes many forms— from conferences and workshops to lectures and discussion. The

Did you know? Every faculty and staff member at WNS has committed to one of our six focus areas for this year. These subcommittees are based on researchbased community building elements and our shared goals: Advisory, Affinity Groups, Buddies, Family Groups, Inclusive Language, and Literacy.

Diversity and Inclusion Committee, a 30-person, passionate group of faculty and staff, spearheads all the in-house professional development we do. We create recurring opportunities for growth through our monthly resource, lesson, and book list emails to faculty and staff, and have extended these to our parent community as well due to popular demand!

After understanding who they are, students can clearly see the vast sea of diversity around us.

This year, we challenged our professional community to be openly vulnerable, sharing our differences and digging into identity work in creative ways. We participated in an in-house training this winter and brought in the Anti-Defamation League this spring. ADL facilitated their signature program, A World of Difference which addresses issues of bias and bullying to focus on the development of an inclusive culture and respectful school climate. We welcomed acclaimed social psychologist Claude Steele as this year’s guest speaker, whose research focuses on the psychological experience, examining how we experience threats and the consequences of these perceived threats. He detailed the why, what, and how of diverse learning communities. As he explained the features of communities that benefit all members, particularly minority students and women in STEM fields, teachers and parents took note and asked contemplative questions, bringing the research into their realities and creating a collective sense of possibility. We could not do this without our parents who grow their children’s self-pride, tackle the most difficult questions, and encourage them to work toward the betterment of themselves and their community. The open dialogue parents promote, through each interaction with their children, sets the stage for the work we do here at school. We are thankful for the great parent participation this year in educational events and opportunities. We embarked on a vividly relevant discussion this November about “Hate in the Headlines,” looking at ways hatebased violence impacts our children and how to talk to them about it. Jackie Glendon, our K-8 Librarian who is on the Literacy Subcommittee, creates space for many wonderful book group discussions. This year, their multicultural book selections were Whistling Vivaldi and The Other Wes Moore. Parents also participated in the committee’s work at WNS, serving in leadership positions. Our parent group delegates lend vital voice to planning discussions, and a Board Member whose specific passion and expertise lies

in this line of work will be leading an exciting opportunity for parent participation in courageous conversations about the ever-evolving future of WNS next year. At WNS, we aim to be a place where curiosity and inclusiveness come together to create an active learning community. Together, we can support our continued growth towards inclusion and equity—after all, multiculturalism is one of our greatest strengths.

CONFERENCES We are committed to growing our expertise and experiences, and often send delegations to external training events. These workshops and conferences greatly enrich our community and inform much of the work that we do. This year, we sent our largest-ever group to the People of Color Conference, where attendee Karl Simpson, a middle school teacher, aptly identified a school-wide growth area. “Before we begin to do this work with students we need to go through this experience ourselves. We need to recognize our own biases, perceptions, misconceptions, micro-aggressions, and appropriation of culture, in order to better understand our stance in a world where a good majority of our students are considered a minority.” We know this work requires our full engagement, and we believe we have the faculty and staff to make a lasting impact on every student here. Faculty members also attended seminars at schools in the community, like “Multicultural Education at Wildwood – Never Too Young,” the California Teacher Development Collective’s “Developing a DiversityResponsive Curriculum,” and “Post Traumatic Slave Syndrome–America’s Legacy of Enduring Injury and Healing” by Dr. Joy DeGruy. 11

THE WNS EXPERIENCE

KINDERGARTEN BUDDY BENCH

ECC MORNING SING

M A K I N G

By Kelly Massey, Director of the Early Childhood Center

W N S

B E T T E R

P L A C E

Every Wednesday our Early Childhood Center (ECC) community gathers on the play yard for our By Rafe Goodwell, Kindergarten Teacher In the fall during woodworking explorations, students wanted to build a bench. First, they measured the wood with a measuring tape and drew a line where they needed to cut it. They then used a saw to cut the wood to the right length. They smoothed the rough edges of the wood with sandpaper and used a hammer and nails to put the bench together. Lastly, they painted the bench. After completing the physical task of working together to build the bench, the students considered how they could use it and if it could serve a bigger purpose. They decided their new bench would be called the Buddy Bench. People could use the Buddy Bench on the play yard if they didn’t have anyone with whom to play. The students collaborated to establish the rules of the Buddy Bench.

wanted to share their creation with the whole WNS community. They gave a presentation during morning assembly, including a video that demonstrated how to use the Buddy Bench. Following assembly, the Buddy Bench was put on the yard for everyone to use. It’s been a huge hit, and all began with a simple idea of how to help make WNS a better place.

Morning Sing. Because the focus is on sharing and building community, rather than performance, every voice is important. We focus on folk songs and old favorites from “She’ll be Comin’ Round the Mountain” to “Dulce Dulce.” Parents are encouraged to bring family songs and musical talents to the group so every child and family feels seen and honored. Research shows that singing in groups improves your sense of well-being and feelings of social connectedness. Our ECC Morning Sings bring together children, faculty, staff, and families as we sit side by side on the grass, joining our voices in song.

RULES OF THE BUDDY BENCH If you choose to sit on the bench, you MUST say yes to the first friend who invites you to play or walk and talk. If you see a friend when you are sitting on the bench, invite them to play or walk and talk. Two friends sitting on the bench can turn to each other and invite each other to play or walk and talk.

After building the bench and establishing its use, the kindergarteners 12

WNS HAPPENINGS

TIBETAN

MONKS VISIT WNS

“With realization of one’s own potential and self-confidence in one’s ability, one can build a better world.” – Dalai Lama The WNS community had an incredible opportunity to hear empowering messages during the special visit with Venerable Bikshu Monks during a morning assembly this winter. With the assistance of WNS parent Vanessa Kubota, who served as their translator, the students, faculty, and parents were honored to hear from these monks. They spoke to the crowd about the importance of education and family as well as the power of positivity and connectedness. The students sat in awe, not only of the message they were hearing, but also of the translation process they saw unfold before their eyes. What an incredible opportunity for students to learn a universal message from another culture while breaking through a language barrier! The monks also performed a traditional blessing to close the presentation. They thanked the WNS community for welcoming them so graciously and presented Brad Zacuto with a traditional Tibetan prayer scarf, a Khata. Everyone left the multi-purpose room that morning with a sense of calm, enlightenment, and empowerment.

Preservation. When she found out they were coming to Los Angeles, she arranged this unique opportunity for the community because she knew it would be a perfect connection between the WNS philosophy and the lama’s teachings. Kubota grew up with “hippie parents” as she likes to say and was familiarized and intrigued with the Tibetan culture at an early age. She decided to dive deep into the study of the Tibetan people. She received a Fulbright Scholarship to attend the Dalai Lama University in India where she integrated into the Tibetan, Indian, and Mandarin cultures. In fact, she was the first white American to ever be allowed entry into that University where they spoke no English whatsoever. There, she helped preserve the literature and carry on the stories of the Tibetan masters, especially those who lived through the Chinese occupation and their escape. During summers, she also lived and studied in a Buddhist monastery in Northern India. Kubota loved working with the lamas and life in India. She is passionate about assisting the Tibetan refugees and supporting an endangered language that only survives in diasporic communities.

T H E W I N T E R P RO G RA M A

S P E C I A L

S T U D E N T - L E D

The Winter Program, held on December 14-15, featured every student at Westside Neighborhood School. The Winter Program Elective class, which included eight middle school students this year, helped organize the show structure and transitions. Dr. Desiree Cameron, Director of Visual and Performing Arts, and Ms. Theresa Thomasulo, Middle School Music Teacher, worked with this group to plan, write, and rehearse the program. This year’s theme was “Around the World.” The Winter Program Elective wrote scenes about animals racing to Alaska to see the winter

T R A D I T I O N

snow, but getting lost along the way. Students in each grade level learned a song from a different country, and Ms. Annie Mauro (K-4) and Ms. Theresa Thomasulo (5-8) worked with their respective grade levels to rehearse the singing and staging of each grade’s song. All of our students gave a tremendous performance and truly celebrated worldly music!

Winter Program Elective students took the audience on a journey around the world.

“It’s amazing to be around the lamas to see how much grace and humility they carry, despite everything they’ve been through,” reflects Kubota. “They have a lightness about them because they just let things go and are at peace with themselves, like a quiet humble confidence. For a Tibetan person, the fact they are living, breathing, and with a voice and mind brings them true happiness so that they can live purely in the moment.”

8th grade and kindergarten buddies ended their joint performance with a hug!

So how did this special assembly come to be? WNS parent Vanessa Kubota is immersed in the Tibetan culture and wanted to share it with our school community. Kubota serves as a freelance translator interpreter for the Tibetan community, particularly for Tibetan lamas (or monks as they are commonly known) when they tour the US and even in other locations worldwide through the nonprofit organization American Foundation for Tibetan Cultural 14

WNS HAPPENINGS

ALUMNI CONNECTIONS WNS

STUDENTS

WNS alumni are always doing big things, and we love hearing about it! If you have news to share, contact development@wnsk8.com. Check out what some of our alumni have been up to!

MAKING

THEIR

Rebecca Kirsch (‘97) is a screenwriter, and recently joined the writing staff of a new Netflix supernatural drama series premiering in 2019. She most recently wrote for FOX’s “The Exorcist,” and for the Shonda Rhimes-produced “Still Star-Crossed” on ABC.

MARKS

Brendan and Henry Congratulations to Baraka Beckett (‘14) who has committed to play football at UCLA next year!

Alumni Theatre Outing

This K/8th grade buddy friendship is still going strong, as Brendan Craig (‘14) attended his younger buddy’s birthday party!

Congratulations to Felix Massey (‘14) on producing and executing his inaugural photography exhibit!

WNS Alumni at Chadwick

Rod Landis (‘84) joined North Mill Capital as vice president/business development officer in the Northeast. He has over 20 years of banking and related experience in asset-based lending, commercial lending and leveraged loans.

Collin Burdick (‘03) has been named one of the Rising Stars of the Profession — 35 Consultants Under the Age of 35. “In just 3 and a half years, Collin grew from a project manager in Slalom’s San Francisco office to its most impactful client lead, even though he is the youngest of his peers.“

Ayanna Neal (‘13) founded the “Friends of the LAX Dunes” group for her Girl Scout Gold Award in 2014 as a way to provide the public with opportunities to learn more about the LAX Dunes and participate in its restoration. This group has continued and was recently awarded the Airports Council International-North America 2018 Environmental Achievement Award. This speaks to the leadership and commitment to the community that she learned while at WNS and has carried forward to Marymount and now at Univ. of Pennsylvania.

Alumni at the 8th Grade Play On February 25, a group of WNS alumni joined Dr. Desi Cameron and Mr. Brad Zacuto for our third annual Alumni Theatre Outing! This year’s play was Disney’s “Aladdin” at the Pantages Theatre in Hollywood. This play of choice was very fitting as a handful of our alumni in attendance performed this same play at our Spring Musical back in 2015! The hit Broadway musical was nothing short of magical. The costumes, set designs, and lights took us to a whole new world! We are already planning next year’s outing and we can’t wait!

Desi and Josiah Cameron came out to support WNS alumni James Franklin, Natalie Fox, Nick Tell and Natalie Tell in Chadwick School’s production of Peter Pan! 16

Grace Rector (‘13) is almost done with her second semester at Georgetown University. She is majoring in Culture and Politics with a concentration on global education with a minor in Arabic and a certificate in Justice and Peace Studies. This summer she will be interning in Amman, Jordan at a center for refugees, and doing research, teaching English, and working on peace building. She was also recently named as the Campus Representative for the Clinton Global Initiative University. 17

WHAT A YEAR! It’s been a fantastic year, with the opening of the North Campus, championship sports teams, our new Early Childhood Center, and so much more. We’ve said “hello” to our littlest Jets, and we’ll soon say “so long” to the Class of 2018 and the families we’ve grown with. Thanks to everyone who’ve made our year such a success!

Middle School Retreat

In The Ecc Play Yard

8th Grade Pen Ceremony 6th Grade Volleyball

iPad In Action

Steppin’ Out at the Square Dance Special Amazon Delivery 18

Flag Football

Librarymania! 19

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