Learning Report Blog

  • From MAC: Moments engaging the people in our community

    Posted by Donna Meallet and the MAC team on 11/19/2020

    Hello from the MAC Team! We would like to take a moment and wish you all a very happy and festive holiday, and update the community on the most recent activities of our Multicultural Affairs Committee teams. First: Our Students of Color Affinity Group (SOCA) students have enjoyed connecting with one another and playing games and working on social justice projects. They recently started exploring a celebration activity packet that highlights and celebrates different holidays around the world.

     

    Collage or recent Zooms

    3-4-5 & 6-7-8 SOCA Students Teaching Tolerance curriculum:

    I for Identity: Introductions and family backgrounds

    D for Diversity: We celebrated all the beautiful colors and cultures in the zoom room

    J for Justice: What is a problem you see, that you want to help create change

    A for Action: Make a poster showing what problem you see and the action you want to inspire people to take to fix it

     

    Parents of our student of color also came together this week for a second time, to dialogue, share stories and resources, and show support of one another. POSOCA (for “Parents of SOCA”) are working toward solidifying their mission statement and setting larger goals of helping to co-create an inclusive community.

     

    Stanley’s staff and teachers of color group (STOCA) created a first-time affinity space where teachers and staff members share stories, ideas, lived experiences and resource – all while encouraging, empowering and uplifting one another.

     

    Stanley’s White Anti-Racist Allies group (WARA) has also connected several times via Zoom. In their last meeting, the group focused on our individual identities within the context of classrooms and day-to-day responsibilities. WARA members asked questions about what aspects of our identity show up the most for us and how these identities reveal themselves in the classroom. 

     

    Diversity `Equity `Inclusivity: Teaching Tolerance

    Stanley Teachers participated in a Social Justice Education 101 Professional Development booster training workshop this week. This interactive program took the big-picture work of anti-bias education and offered a set of critical practices to help teachers effectively implement culturally responsive components in their practice.

     

    Teachers explored Social Justice Standards from The Teaching Tolerance Anti-bias Framework® Social Justice Standards: The Teaching Tolerance Anti-bias Framework is a set of 20 anchor standards and 80 grade-level outcomes organized into four domains – Identity, Diversity, Justice and Action – that reflect the desired impact of successful anti-bias and multicultural education on student personal and social development.  We are all working together to create the conditions that reflect diversity, equity and justice as part of larger individual, school and community action. Our current areas of focus: Understanding the similarities and differences within dimensions of equity in education.

     

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  • From Avery: Meet Stanley's Director of Development Samantha

    Posted by Greg Chalfin on 11/5/2020

    8th grader Avery Krambeck got to know a little bit about our new Director of Development Samantha Boggs. Sam grew up in the East Coast time zone, can wield the powers of a lacrosse stick and makes a mean smoothie. She’s loving getting to know so many truly happy and inclusive families and parents in her new role.

    Samantha Boggs Stanley families are eager to get to know our new faculty and staff. What would you like to tell us about your life/work before joining Stanley?

    I’ve lived in Denver for five years, and worked at Evergreen Country Day School before coming to Stanley. I worked at the Daniels College of Business at the University of Denver when we first moved to Denver. I grew up in New Jersey as the youngest of three and went to high school at Taft (a Connecticut boarding school). I attended Bowdoin for college where I played lacrosse. Before Denver, I lived in California’s Bay Area for five years, which is probably one of my favorite places in the country. I have worked in education for over 10 years, but when I was first out of college I worked in sports marketing, specifically in the professional golf space which was really fun! 

     

    What are the first words you’d use to describe Stanley? Why are these important to you?

    Joyful, inclusive and supportive. The joy is palpable when you walk through the doors here – even during a pandemic! To be honest, I even felt it this summer when I met with the faculty and staff and we worked to get ready for the school year, and I have felt it from every parent I have met this fall – I can’t think of a better word to describe a school. Joyful is what all schools should be, but none have embodied it as much as Stanley in my experience. I have always valued and want my kids to have. I have also been struck by how inclusive Stanley is, of course there is always work to be done to improve on this front, but I believe that Stanley is very intentional about this and the community is always working to be more inclusive. Lastly, I would say supportive. Starting a new job during the pandemic has been interesting, but from day-one I have felt so welcomed and supported by faculty, staff and families. I am looking forward to getting to know everyone better.

     

    What do you like to do when you're not at Stanley?

    I have 3 boys 4 and under so when I am not at Stanley I pretty much spend any free time I have with them as much as I can. I also love to go on runs and hikes with my husband, especially in and around Boulder, although we don’t get as much time for that as I would like.

     

    What's one thing people are surprised to know about you? 

    People are surprised that I used to be in an Improv group (in high school!) and that I lived in France and ran a smoothie business there before moving to Colorado. My husband went to France’s INSEAD Business School so we moved there for a year. I couldn’t officially work there because of Visa restrictions and decided to bring a little California to France and make and sell smoothies. I sold them mostly to students and faculty at the business school but it was a fun endeavor. I also got to audit a few classes on entrepreneurship while at the school and was able to use the smoothie business, “Locker 38,” as a case study.

     

    Tell me about a favorite childhood game to play – or a favorite memory from your own school?

    It would have to be kick the can or capture the flag, which we played at my elementary school. A favorite memory from school would probably be planning and hosting the school’s first talent show my 8th-grade year. I have always loved being part of a team or ensemble and used to love performing (although I haven’t in years).

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  • From Preston: Meet our New Head of K-1-2 Simone

    Posted by Greg Chalfin on 10/29/2020

    8th grader Preston Curtis got to know a little bit about our newest division heads in a quick Q&A with our new head of K-1-2 Simone Brackett. Simone talks about the importance of joy and constructing your learning, being a Stanley student herself "way back when," and the ranked order of teaching, dancing and being a back-up singer. Preston and Simone shares it all with you in this week's Learning Report blog.

     

    Simone What would you like to tell us about your life and work before joining Stanley?
    Most immediately, I was a vice principal at a 900-student middle school in Durham, North Carolina. Before that, I was an administrator for a K-8 school, and before that, I was a classroom teacher for 13 years; I taught Kindergarten through 6th grade during that time. And of course, I went to Stanley as a student, so I am happy to be back!

     

    What are the first words you’d use to describe Stanley? Why are these important to you?
    “Constructivism” because it’s the foundation of our philosophy – that by taking part in their own education and being given opportunities to explore and ask questions, students construct their own knowledge and enjoy the process of learning. “Joyful” because it is the basis for all of the teaching and learning as a student at Stanley. If you don’t have fun in learning, you don’t want to do it again.

     

    What do you like to do when you're not at Stanley?
    I love to sleep, hang out with friends, write, dance, sing and see family from a distance – and cook! 

     

    What's one thing people are surprised to know about you? 
    That I used to sing professionally as a backup for funk and rap groups, but I liked teaching more than doing that.

     

    Tell me about a favorite childhood game to play – or a favorite memory from your own school?
    When I was at Stanley, my teacher's name was Anne Breckenridge and she lived close to the school – the old red brick building. She would take us on field trips to have treasure hunts at her house. 

     

     

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  • From Miles: Meet our new K-8 Coordinator Brittany

    Posted by Greg Chalfin on 10/22/2020

    Special to The Weekly Bulldog: Stanley’s 8th graders interview our newest staff members, Q&A style. This week: 8th grader Miles Burtchaell sits down with our new K-8 Coordinator Brittany Wright, and brings some insights into her background, a typical day and her first impressions  of Stanley. Also, just what is it like to be drowning in bread, and how can you get in on it? Miles finds out in this first of a series…

     

    Brittany Wright Where was Brittany before Stanley? 

    Brittany has lived mostly in the south until a year ago when she moved to Colorado. Before joining Stanley, she has always worked in education as a teacher and as a technology camp teacher for ten years. She studied math in college and has a master’s degree in it as well, but she always knew she wanted to work with students. She’s excited to bring that energy  into the K-8 administrative coordinator position.

     

    What does Brittany do in her role at Stanley? 

    As the K-8 administrative coordinator, she gets to do a lot of different things. She takes data from student assessments and uses them to figure out what to do for the school. She also helps coordinate schedules for the school and other Covid and safety-related tasks like keeping cohorts separate, but she also finds the time to help students in classes such as the 8th-grade math and science class with coding.

     

    What are the first words that come to mind when she thinks of Stanley?

    “The first word that comes to mind is ‘joyful’ because you feel that when you come on campus because everyone is glad to be here and people enjoy learning. The other word was ‘community’ because of how the community is so close and is always willing to lend a helping hand.”

     

    What might people not know about Brittany outside of school? 

    When she isn’t at school, Brittany is interested in making bread. She has made sourdough bread, bagels, and pita bread, as well as others. (Note from Brittany: if anyone wants bread I am drowning in bread, so if you see me PLEASE ask for some!)  People are also surprised when she tells them she’s from the South because she doesn’t have a stereotypical southern accent. She loves board games. Most people find it really surprising when she tells people her full-time job was at a camp for 10 years. School-wide events were always her favorite because they are always the ones that stand out the most. And from an academic standpoint, her favorite class in school was math, although she didn’t realize it until she left school. She is very grateful to have found Stanley in the current world events, feels very welcome, and is ready to see what she can learn and contribute. Brittany also got married over the summer!

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  • From Simone: Awakening a love for learning outside of a world of self

    Posted by Simone Brackett, Head of K-1-2 on 10/15/2020

    “It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences. –Audre Lorde 

     

    Celebrating Diversity in our Classrooms 

    A beautiful thing happens in K-1-2 at the beginning of the year: Each classroom begins talking with their students about who they are, traits that make them unique, their families, the things that they love, and important things that they want others to know about them. This is the celebration of diversity and identity. Students begin to see themselves as individuals – with different eye colors, an array of skin-tones, varying heights and hair-colors and textures. Students tell about their families, traditions and activities that they love doing together, and about family members that bring them joy.  

     

    Similarities  Students see how they are similar to and different from one another, they voice what they love about being the same, and what they love about being different. They celebrate their classroom family and everything each person celebrates about themselves. These take place as such simple conversations; starting from observations about self, and then others, and ending in the conclusion that our unique traits and backgrounds make us who we are and that our whole, unique selves, make our classroom families the wonderful places that we love coming to everyday. These are simple conversations and they create the building blocks for positive relationships to self and others, positive upstanding, and a love for learning outside of a world of self.  

     

    Celebrating Diversity in Our World 

    We have already seen our K-1-2 students begin asking big questions of the world around them: 

    What do I notice? What do I want to know more about? How can I explore what I can’t readily see? What is important to know at the beginning of my exploration and how do I explore more? These questions build positive skills of inquisition, and undergird Stanley’s goals for all learners: self-awareness, respect, and curiosity. Our students are learning to readily engage these skills in thoughtfully learning about the world around them and the people who are in it. It has been amazing to see how well students converse around diversity and identity when they are able to see and hear one another’s stories. They welcome opportunities to learn about other cultures as it becomes second nature to celebrate each other, the same way that they celebrate themselves.  

     

    Discovering similarities Since school began, I have seen a room of K-1-2 students thoughtfully talk through the uniqueness of Frida Kahlo’s self-portrait and the choices that she made to show herself exactly as she wanted to be seen; celebrating her culture through her art. I have gotten to sit in as classrooms created their community compacts and statements of beliefs around being good community members- returning always to loving and respecting everyone for exactly who they are. And daily, I watch as students build bonds of friendship and “school family” not in spite of difference, but because of the more in-depth ways they have learned to care about others and themselves. This is the celebration of diversity and identity, and these young scholars have used it to open their world.

     

    What are some ways that you can share more information about your family's heritage at home? Are there stories and pictures that your student hasn't yet been told about? Are there family recipes or traditions that are special to you that can be shared from your own childhood? How can your student bring important parts of their heritage to share with their school community?

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  • Building Blocks in the Stanley middle years

    Posted by Stacey Toevs & Amy Wasserman on 10/8/2020

    In the middle 3-4-5 years at Stanley, students still rely on their imaginations to build with blocks, developing engineering skills and progressing to building complex structures like this nearly 6-ft tower standing with three Ponderosa Pine builders (pictured at right). "I had to brag a bit about these amazing kids," says teacher Amy Wasserman, who sent photos after a donation of 1,000 Kapla blocks arrived last week and kids set to work trying to build as high as possible with the lot of them. 

    Building in 345 4th grader Sophie, who built the tower with cohort-mates Carolina and Charlotte, says they got the idea for this structure from a smaller version she remembered building as a first grader. Parents and teachers have been cheerleaders for many a student drawn to the blocks area during choice time in K-1-2 because blocks teach early math and engineering in a way that feels like free play.


    It’s important students don’t leave the fundamentals of building behind. As they grow, spatial awareness, balance and concentration develop quickly in 3-D, outside of the abstract, with hands on. Stacking blocks lets students bring to life what they imagine while developing an innate sense of balance and structure, principles of architecture, sculpture and mechanics.


    “Learning opportunities like this also foster an opportunity for connection, collaboration, communication and problem solving,” says Amy. “Plus, you can’t beat the sparkle in their eyes as they placed the 1,000th block on their complex structure. That 45-minute choice time captured much of what we believe about what lies at the heart of British Primary philosophy. All the adults need to do is slow down to notice and appreciate what these brilliant kids do so naturally.”

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  • From Stephanie: Knowing ourselves as learners

    Posted by Stephanie Collins, Head of 3-4-5 on 10/1/2020

    At Stanley, our seven goals for learners and our mission and vision are paramount in our minds as we plan curriculum, interact with students and think about who we want our children to be in our ever-changing world. We believe fully in helping children understand who they are as learners and how to advocate for their needs. 

     

    learning ourselves We know that learning happens on a continuum and everyone needs to know themselves as a learner. We start this work in K-1-2, continue the conversations in 3-4-5 and hope to consolidate their thinking in 6-7-8. We routinely get feedback from high schools that our students know themselves as learners and advocate for what they need to be successful.

     

    As teachers plan curriculum and daily plans, they keep a lens on how to support students as learners. Questions they ask themselves include:

    • What strategies and tools might work the best work for each individual?
    • What supports or extensions might students need to be engaged in their learning?
    • When might they need more repetition, or when might there be a need to dig deeper?
    • Does a student learn best in a quiet space or with ambient noise?
    • Do they learn best by listening, seeing or moving?
    • Who might the student check in with to get support or extra challenge?

     

    Each of our seven goals for learners lends itself to supporting our students in understanding who they are as learners; below is a snapshot of how each goal does that:

     

    Self Awareness: We want children to be self aware of their own needs as learners. How do I learn best? What tools and strategies might help me be successful?

     

    Collaboration: We want children to collaborate with one another and bring their unique set of gifts to a group. What might I bring to a group setting? What might I offer to the team to deepen understanding, think creatively and work together?

     

    Respect: We want children to respect their own learning styles and needs as well as those of their peers. How is each learner in our classroom unique? How can I learn more about other learning styles?

     

    Curiosity: We want children to be curious about the ways they learn best. We want them to continually question what works for them as learners. How do certain tools help me as a learner? Do some tools distract me as a learner? I wonder how that strategy might help me learn?

     

    Perseverance: We want children to persist when learning is hard. We want them to advocate for their learning needs and continually push to be the best learners possible. How can I acknowledge when something is difficult and ask for help when needed? How can I notice and then celebrate when I am able to persevere through difficult tasks? 

     

    Academic Resourcefulness: We want children to try new strategies and new tools. We want children to discover strategies and tools that work for them, and then find ways to implement them on a daily basis. How did that tool work for me? That didn’t work for me, what else could I try?

     

    Joyful, Lifelong Learning: We want children to love learning. We believe that when children know how they learn best, they are more likely to be joyful, lifelong learners. When am I joyful in my learning? What brings me joy and how can I bring that into my own learning?

     

    We look forward to continuing to support your child as they grapple with learning styles, preferences and needs. 

     

    In learning,
    Stephanie Collins

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  • Understanding a community of spaghetti towers

    Posted by Kathy Muller & Julie Daughtry on 9/10/2020

    If given 15 minutes, and the help of a few friends, what could you do with 20 pieces of uncooked spaghetti, 1 yard of transparent tape, 1 yard of string, and 1 standard sized marshmallow? Could you build a four-foot high tower? What could your youngest child build? How about your oldest?

     

    Middle school students and faculty spent meaningful time this week to build community with an improbably named spaghetti-tower-building competition based on Daniel Coyle’s book “The Culture Code.” In the book, Coyle goes inside some of the world’s most successful organizations – including the U.S. Navy’s SEAL Team Six, IDEO, Google and the San Antonio Spurs – and reveals what makes them tick. The book examines the dynamics of groups, large and small, formal and informal, to help readers understand how great teams work and what we can do to improve our relationships wherever we cooperate with others.

     

    The middle-school-wide competition used the activity to help students to understand community better – even while physically distant. To be mindful of social distancing, each student had a turn at their tower alone while teammates watched and coached. After building the towers, cohorts came back together to share what worked well and what didn’t, pros and cons to their work time together. Only then did the class read together the first two pages from “The Culture Code” which explained, in essentials, that what they just experienced wasn’t an engineering challenge at all, but a community exercise.

    The Culture Code

    The students’ work together played out the premise of Coyle’s book: That successful communities develop organically according to how closely they pursue three objectives:

    • Build safely - people must feel safe, connected and respected. 
    • Share Vulnerability - trusting those around you encourages cooperation.
    • Establish Purpose - shared goals and values help to make a group work better together. 

     

    Since the activity last week, and the many group discussions and journaling exercises (designed by our middle school team) that followed, these hallmarks of community-building have become themes for Stanley Middle School students and faculty to follow throughout this school year: People should feel safe, they should be able to be vulnerable, and a shared purpose (in class as a community) will help bring us all together. 


    Community Bldg blog

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  • From Greg: Middle School’s First Days with Bulldog Blocks

    Posted by Greg Chalfin, Head of Middle School on 9/3/2020

    The first day of school always brings with it such a range of emotions for me. I’m elated to get to see students, to experience their energy, their joy, their unfiltered excitement about being back with their friends on our beautiful campus. Every year, I’m nervous about how students will interact with me, whether the ideas I’ve been thinking about all summer will resonate with them at all or if I’m becoming some out-of-touch guy who, like my father, says things like “Tik-Tok” in a long, accentuated manner that reveals that he has no idea what I’m talking about. Most of all, on the doorstep of a school year, I’m always anxious to see what the school year will hold.

     

    Teaching cohort 6-3 As you might expect, those feelings didn’t go away this year. Being back at school during a pandemic, wearing a mask all day, the prospect of teaching students in unconventional classrooms and outdoor spaces, only added to the anxiety that already accompanies the start of each year.

     

    And yet, I will add that I came back to school this year with immense confidence in our school, our teachers, and our students. Speaking to our teachers all summer about our plans, witnessing them planning together with one another during our weeks leading up to school, I couldn’t help but know that our new orientation to school in these unique times would lead to a joyful, positive experience for our kids. It already certainly has.

     

    The Bulldog Block Model adopted in the middle school draws on the core principles of our school. Among the core values of our school are beliefs in community responsibility, discovery, and relationships. These lived at the forefront of thinking about our new plans.

     

    When making our plans, we knew we foremost had a community responsibility to keep everyone safe. A cohort model like the one we have adopted does just that.

     

    Prioritizing discovery and constructivist learning, our teachers have continued to embrace a British Primary approach to teaching under these unique circumstances. With just two subjects to study, our students can focus on discovering what they know and love about a topic. With more time to focus on learning deeply about a topic, instead of juggling many classes, our students have joy in their voices, feeling they can focus on doing fewer things better.

     

    Moreover, already, I’m seeing new relationships flourish in just these first days back. Cohort identities are forming – literally and figuratively (after long deliberation, my cohort decided to call themselves the GOATS, an acronym for Greatest of All Time Students – no shortage of confidence in them!). Positive relationships between students and student and teacher will continue to hold the utmost importance for our school.

     

    Stanley lives in a long line of progressive schools, schools that have implemented fundamental strategies that have been passed down from philosophers like John Dewey, Jean Piaget, Lev Vygotsky, and Francis Parker. One of the books I was fortunate to read recently was Loving Learning: How Progressive Education Can Save America’s Schools. In it, the authors Tom Little and Katherine Ellison speak at length about beliefs that Stanley already holds core, principles that helped guide us in these challenging times. 

     

    Whether we’re in-person or online, these are simple strategies. Set in motion, they can help guide educators and our school through this inflection point moment. These strategies include seeing the whole child, relying on students’ interests to direct learning, focusing on deeper learning instead of testing, grades, and class rank, studying topics in an interdisciplinary fashion, and perhaps most importantly, providing “support for children to develop a sense of social justice and become active participants in America’s democracy” (Little & Ellison, 2015, p. 52).

     

    When I see our students practicing their Shakespeare lines on day 1, including new friends in creative games, greeting me at the entrance to our school to let me know they already finished “Lord of the Flies” because they “just couldn’t stop reading,” I know how lucky we are to be where we are.

     

    The middle school faculty recently met with Traci Freeman, Executive Director for the Colket Center for Academic Excellence at Colorado College, and we had a great conversation with her about the research around block scheduling at the college level to help inform our own planning. We’re looking forward to continuing the dialogue with her over the course of the year as we navigate this new model, and what we learned from Traci is that what really matters, regardless of the model of intensive blocks or full-semester courses, is the individual faculty member and the pedagogical choices they make. As you know, our teachers are world-class, and the teaching strategies they use are aligned with our belief in British Primary learning and are incredibly impactful for your kids.

     

    It is a challenging time to be an educator, a student and a parent. How lucky we are to be in a community where these three groups can place so much trust in one another. Thanks for all your support as we’ve started this school year, and welcome back to school!

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  • From our social-emotional teachers: We're here for you!

    Posted by Allison Neckers on 8/27/2020

    As the Social-Emotional Learning Team – Allison Neckers (K-1-2), Laura Weil (3-4-5) and Emily Goldberg (middle school) – we want to welcome all new families to Stanley, and welcome back all returning families! We are eager to be back at school and see all of you.

     

    We are writing to make sure you know we are here for you, parents and students. This has been an incredibly difficult five months, on many different levels. Our lives have been disrupted, our daily schedules have changed drastically, hopes and plans we’d had – for summers and graduations and visits and camps and socializing with loved ones – were canceled or postponed. These last five months have not looked anything like what we’d anticipated even six months ago!

     

    That’s a lot of adjustments to make for individuals and families. The pandemic has brought grief, loss, anger, anxiety, frustration, sadness, despair. And we still don’t have answers. We don’t know when our lives can return to normal, or what that normal will look like.

     

    We are here to help with all of it. We are facing unknowns, but we want to remind you that our commitment to supporting our Stanley community has not changed. Maybe you haven’t needed us in the past, but now would like a chance to talk about the added stress that you and your children are experiencing. Maybe you’d like some help finding outside support such as therapists or other resources. Maybe you’d find it helpful to get tips on helping your child sleep at night or how to answer your kiddo’s questions about Covid-19. That’s what we’re here for. And if we can’t help you, we’ll find someone who can.

    Resources and articles you might find useful as we prepare to return to school:

    And for a little levity:

    We also wanted to take this opportunity to tell you little more about ourselves.

    SEL team  

    K-1-2 Social Emotional Teacher Allison Neckers (pictured at left): I have had the opportunity to journey alongside parents at Stanley for the last 22 years both as a classroom teacher and as a K-5 social emotional teacher. At the K12 level, I proactively meet with classes each week around a common theme (respect, kindness/empathy, voice/choice, emotions, coping strategies, etc.). In addition, I offer small group lunches for students around various topics and am on the playground for most recesses to support students in finding friends, conflict resolution and to gather ideas for upcoming lessons.  If needed, I am available to meet with children individually. My husband and I met teaching at Stanley many moons ago and we have a five-year-old son.  As a family, we love to travel, hike, spend time with relatives near and far and bike around the neighborhood. Thank you for sharing your student(s) with me.

    Middle School Counselor Emily Goldberg (pictured, middle): I’m about to begin my second year at Stanley, having moved to Denver from Portland, OR, a year ago. At different points in the school year, I teach Care Class to every classroom, where we discuss topics ranging from transitioning to middle school, to navigating friendships, to transitioning out of Stanley into high school, and everything in between. I am also available to meet with students one-on-one to help with issues such as anxiety, coping with loss and sadness, making friends, etc. I have two sons, ages 19 and 21, so as a parent, I know there is light at the end of the middle school tunnel!

     

    3-4-5 Social Emotional Teacher Laura Weil (right): I am excited to be beginning my third year at Stanley!  Throughout the year, I have the privilege of pushing into the classrooms to offer social emotional lessons.   Typically, I focus on creating monthly units linked by a common theme (ex. RISK, Growth Mindset, Upstanders, Social Justice, Gratitude, Empathy/Kindness, Mindfulness, etc.).  In addition, I offer small lunch group opportunities focusing on topics such as anxiety and worry, social skills, making and keeping friends, adapting to transitions and change, and executive functioning skills.  I am also available to meet one-on-one to help with issues such as anxiety, friendship, anger and sadness.  Having two daughters, age 9 and 11, I feel as though I am in the rowboat with you as both a parent and professional supporting this age group.  In my free time I love reading, exercising, cooking, and tinkering in the yard.  I feel so fortunate to be a part of this resilient and compassionate community!  

     

    Again, please reach out to any one of us with any concerns, suggestions, or questions.

     

    Welcome back to school!

     

    Warmly,

    The SEL Team

    (Allison, Laura, and Emily)

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