Weekly Message from Steve Warner, Head of School (December 17, 2012)

Greetings, GreenMount Community,

                As I sit here thinking about how to address the absolutely unthinkable tragedy that occurred on Friday in Connecticut, I find myself forgetting all that I had rehearsed over the weekend.  Like trying to understand exactly what a trillion dollars means, it is hard for all of us to comprehend the scope and impact of this horrible event.  Nevertheless, it is our responsibility as school staff and as parents to help our children and our school community feel safe and secure at GreenMount.      

We had our usual Monday Morning Meeting today, but only with our students in grades 4-8.  I had questioned the wisdom of speaking to the younger students, and Ms. Laura validated our decision with some research she did on the subject over the weekend.  Also, attached to the newsletter you will find two articles provided to us by AIMS this morning that may be helpful to all of us as we grapple with how to make our children feel safe.

                How safe is The GreenMount School?  The answer to that question is evolving.  We all fall into routines of trust and comfort as long as nothing happens.  Then when an event such as the one at Sandy Hook takes place, we are shocked into the realization that we need to do more to improve our security.  And so it will be that the staff will meet Wednesday to discuss how to improve our crisis plan and how to better train our children to handle any emergency.  As the President said last night, we haven’t done enough.  I am positive that school leaders and their staffs around the country, and even around the world, are questioning their security today and thinking of ways to improve it.  Discussions with parents this morning and with teachers have already resulted in some good ideas for improvement.  First and foremost, you may experience some delays in opening the front door.  If Jen or anyone manning the desk does not recognize you, you will be asked to identify yourself as you are spoken to on the buzzer. 

Because of fire escape regulations, we cannot lock the back gated area or the gate that leads from the parking lot to the learning cottage.  This is one of those issues that will require unique plans that all children and adults in the building understand.  Also, any parent who is in to substitute must see Jen in the morning to review the crisis plan (once revised).  I am sure that you are anxious to know that we are addressing any gaps in our security, and I can assure you that we are doing so immediately.  We will develop a new crisis plan and more drills will be carried out along with our monthly fire drills.

This morning, a few parents hugged me as I waited by the front door.  I think this meant that they trust us to take care of their children.  Indeed, this is our highest priority.  The students will remember that the first meeting we had in September was focused on the fact that safety comes first.  If children do not feel safe, it is much harder to focus on learning.  I spoke to the students this morning about how they can support each other and how they must consider how they treat each other.  I spoke briefly about being bullied, which seems to accompany the profile of many who perpetrate such acts.  Then, following our meeting, two students came to me to ask if they could conduct a peer mediation group in which students can discuss issues they may be having with each other.

This is the kind of student we have here.  You are the kind of parents who make them so thoughtful and caring.  This makes our job so much easier.  Thank you.

                Finally, the flag is appropriately at half-mast today and I am thinking of leaving it that way – lest we forget.

                Have a great holiday break, and hug ’em hard!

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (December 10, 2012)

Greetings, GreenMount Community,

             Last week, I began my message by praising our eighth graders for the excellent test-taking behaviors they displayed, such as going back and carefully checking their work.  My friend at the assessment office was quick to grade our tests and returned them in one day.  The results are that our eighth graders scored an average of 88 percent on the reading portion of the test and an average of 87 percent on the math.  This is a little above the results we have seen over the years as our students consistently score in the 80s.

I believe that these scores also demonstrate the fine job that our teachers do in preparing our students for every situation.  Remember, most of the eighth grade students are taking a standardized test for the first time.  Also, the version of the test they took is meant to assess students at the end of grade eight.  Our students took the test only three months into the school year!  The reason they took the test so early is that the city-wide high schools need the results for admission to their programs, a process that begins this month.  So, congratulations to our students, their teachers and parents for doing such excellent work!

            One aspect of our Friday staff meetings is the focus on professional development.  I am a firm believer that teachers and administrators must always be learners, constantly improving their craft and the services that we provide for students.  Therefore, every staff meeting includes an aspect of this learning.  Other staff meetings, such as the one we had last Friday, focus specifically on the professional development of the staff.

This week, we focused on several articles that the teachers read concerning how we meet the needs of students who challenge us academically, socially and behaviorally.  The four articles we read were titled, “First Discover Their Strengths”; “How Other Countries Do Discipline”; “Cracking the Behavior Code”; and “Ferrari Engines, Bicycle Brakes”.  Each of the articles provided us with good insight and stimulated great discussion, and we certainly learned a lot from the articles and each other.

You can probably guess the content of the articles by the titles, but the last one may puzzle you.  The author of “Ferrari Engines, Bicycle Brakes” makes the case that students with ADHD have brains that run like a race car engine, but are governed by a weak ability to slow down and stop the impulsivity that accompanies such a racing train of thought.  The author makes a good case for being positive about ADHD because he feels that all a student needs is better “brakes” – a set of strategies to slow down.  In fact, he feels that the impulsivity that accompanies ADHD is a sure sign of creativity.  Distractibility is a sign of curiosity, and hyperactivity is a sign of energy.  So, those of you who may have thought you were ADHD or were diagnosed as such when you were students, congratulations! Your creativity, curiosity and energy have probably served you well.  And while you may have not had teachers who were so positive about the abilities you have, we are embracing any of your children who may be in the same race. At GreenMount we do provide the opportunities for Ferrari brains to thrive. Our program welcomes the curious, the creative and the energetic.  We celebrate the different ways children learn and we give the drummer drums to drum; the talker times to debate; and the ponderer things to ponder.  We are still working on those brakes.

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (December 3, 2012)

Greetings, GreenMount Community,

                I would like to start today with singing the praises of our eighth grade students.  On Thursday and Friday, they took the Comprehensive Test of Basic Skills (CTBS), which is required as part of the admissions process to high school.  Our students know the importance of this test for them, and I must say how well they “tested”.  I’ll have the results in a week or so, but the one thing I can guarantee is that they did their very best.  Their test-taking behaviors were excellent.  For most, a standardized test is something new and could be intimidating, but I am proud to say that our eighth graders focused, persisted, and used every minute allotted to stay on task and perform at their best.

The test consisted of two parts.  The first part, the reading and language arts section, involved 100 minutes of responding to passages for comprehension and language skills.  Each section was divided into 50-minute tests, and every student finished with time to spare - some with as much as 20 minutes left.  But did they stop to rest?  Did they put their tired heads down for a nap?  No, they immediately went back to check their work and persisted in that effort until time was called.  The next day, during their math test, I saw the same behaviors.  This kind of dedication and attention to task is typical of our eighth graders and I marvel at how they “attack” the challenges that come before them.  These students are our end product, so-to-speak, and are proof of the work that our teachers do at every level to come to this place in the learning process.  And it’s only December 3!

                Last week, I also had the privilege of working with the 7/8 homeroom as we discussed some of the workings of their brains.  That’s right, we were discussing the adolescent brain!  I know that many of you would consider this very scary territory, but actually, it was great fun.  Kids at this age are especially amazing.  Their brains have great plasticity and are capable of many surprising feats.

Just for fun, I introduced them to a mental exercise of memorization and some strategies for memorizing a long passage, most of which was nonsense.  I was very surprised when, after only 20 minutes or so, nearly every student could recite the passage.  I have used this passage many times in the past, but never have so many been able to memorize it so quickly.

Afterwards, we analyzed why they had been so successful with this new learning.  Basically, it boiled down to the fact that the learning was unique and challenging.  The passage had a rhythm, which is something that the brain - especially the adolescent brain - likes.  Also, these students have been taught to persist, to accomplish seemingly difficult tasks. Finally, the new learning was fun!

Yes, learning can be fun. And when it is fun, challenging, and interesting, students like ours will gobble it up.  This somewhat silly exercise is a lesson for all of us who are learners and teachers.  Make learning fun and students will accept any challenge that goes along with it.

                So, I guess you now want to know what the passage is.  Okay, but remember, your brains lack the plasticity of an adolescent.  It is just the simple act of counting to ten:

1 hen

2 ducks

3 squawking geese

4 limerick oysters

5 corpulent porpoises

6 pairs of Donald L. Verzo’s tweezers

7 thousand Macedonians in full battle array

8 brass monkeys from the ancient, sacred crypts of Egypt

9 sympathetic, apathetic, diabetic professors on roller skates with a marked propensity toward procrastination and sloth

10 jolly blue denizens of the deep who haul and stall around the corner of 5^th and Main quibblying and quabbling all at the same time

                Try to memorize this in 20 minutes.  By the way, the record for reciting this stands at 16 seconds!

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (November 26, 2012)

Greetings, GreenMount Community,

             Okay, check me on this: December starts on Saturday and we only have 24 days until we close for the winter break.  Is that right?!  Didn’t we just return from the summer break?  Something must be wrong with my biological clock.  These things keep sneaking up on me.  I guess it’s an age thing and probably most of the kids think that we have been in school forever.  It would make me feel better if I knew that some of you are also surprised by how quickly the year is flying by.  But then again, it’s always the same story.  We’re very busy and we are all working hard.  The days trip over one another to end and, before you know it, another year has passed.

            However, in the spirit of the season I can say that I am very thankful for every day that I have to spend here at GreenMount.  Maybe that’s why the days go by so quickly.  Maybe it’s the trick that nature plays on us: when you’re having fun, the time flies; when you are not, time stands still.  So, I guess I am thankful that time is flying by.  I am certainly having fun.

            Today, in our Morning Meeting, I told the students that I had a gift for all of them – a full week of school! No one cheered. November has been peppered with days off, and this is actually the first week that we have the students every day.  But I guess I don’t have to tell you that!

            As mentioned above, I am indeed thankful for each day at GMS.  In particular, I am thankful for:

• Parents who donate their time and expertise to further the goals of our school.  For most, the 40 hours of required service seems to be secondary to the desire to make meaningful contributions;
• Parents who model learning for their children and whose presence at theme events and other school activities describes the volume of our community and how together we are growing exceptional students;
• Grandparents who support the school and lavish us with compliments (a great turnout last week, by the way);
• Students who come to school each morning with a smile on their faces, well-prepared for the day and eager to learn;
• Students who greet me and each other as the day begins with a handshake and a cheerful “Good morning, Mr. Steve” (the best part of my day!);
• Teachers who bring to their job a genuine love for their craft;
• And teachers who work tirelessly to provide meaningful, experiential learning experiences for children. 

Finally, I am thankful for my wife who, while dealing with a school of 700+ students and 67 staff members in grades K-5 herself, listens patiently to my stories of the pure joy that results from working in a school with 100 students, 17 staff members and parents who contribute so significantly to our success.

            So, go ahead, 2012-2013 - fly by.  I already know that 2013-2014 is going to be another great year at GreenMount.

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (November 19, 2012)

Greetings, GreenMount Community,

Thank you all for attending and participating in the year’s first theme event. Also, special thanks for those who cooked and prepared the food. All the students’ work was also excellent, from the costumes and accents to the essays and the classwork, and not just in Theme Studies; students have also moved up to higher levels in math and the other classes. The parents who helped set-up the school for the event (and the subsequent clean-up) are much appreciated, as are the teachers for teaching this theme.

Another thing to note…Grandparent’s Day! Lots of special fun for students, friends, grandparents, and other family members.

We also give a special thanks to everyone – students, teachers, and parents – for all their hard work during this year’s theme and hope you will participate as much as you have in the past.

As for Thanksgiving, we hope you have a good time together, enjoy yourselves, and eat lots of good food. And to those who are traveling: don’t rush, and be safe while driving there.

"Thanksgiving dinners take eighteen hours to prepare. They are consumed in twelve minutes. Half-times take twelve minutes. This is not coincidence." - Erma Bombeck

Cheers,

Mr. Angus (Head of School for the day)

Weekly Message from Steve Warner, Head of School (November 12, 2012)

Greetings, GreenMount Community,

            On Thursday evening, we will present our first theme event for the year, We All Come from Somewhere.  The purpose of this theme has been for students to investigate and understand that our country - or any country, for that matter - is made up of people from many different backgrounds.  Consequently, we feel that our students now have a greater appreciation for the valuable role that diversity plays in the success of a country, a state, and even a small organization like The GreenMount School.  We feel that it is important for students to have a global view of the world and to value the contributions of each individual or group.  This is part of who we are as stated in our philosophy: “Students develop academic, behavioral, and personal skills that enable them to thrive in different environments.”   

            At the AIMS conference last week, heads of school listened to Ron Goldblatt, Executive Director, as he presented data that shows the decline in enrollment in independent schools since 2006 (a dilemma that we are not experiencing).  His point was to connect the economic downturn to this change in families choosing an independent school education.  He and his audience discussed ways to create a resurgence of enrollment in spite of the economic woes that will be with us for some time, it seems.

I spoke with him later and offered a different perspective – the GreenMount perspective.  I told him about Grandparents and Special Friends’ Day.  When I meet with the grandparents that morning, I will be focused on the difference between the education they received and that which is needed today.  The teachers those grandparents had probably had some idea of what their future might look like in 15 or even 20 years.  Indeed, when I was in high school, it was common for kids in Baltimore to go to work at Beth Steel right after graduation (or before), and have a good paying job, a pension and a small, paid-for house with a front porch on which we could rock away in retirement.  This is not the case with our kids today.  The fact is, we have no idea what 20, 15, or even five years from now will look like.  Paradigm shifts are occurring so quickly now that to predict the future our kids will face is nearly impossible.  Scary, isn’t it?

So, I told Ron that the draw that independent schools could have is that we allow students the “time and space to learn,” to delve deeply into subjects that increase our understandings.  A school like GreenMount prepares students for that uncertain future by making them independent learners who are creative, confident and capable.  All those projects, experiments, discussions and debates prepare our kids to be able to adapt to any situation.  This has been proven true on many occasions as our students are hailed as leaders and learners by the high schools they attend.  A phrase we have heard many times is, “Oh, you’re from GreenMount?  We love your kids!”

So, let’s celebrate the fact that our students are finding ways to “survive” in this unknown world we face.  They will be the leaders, the inventors, and the solution.

Happy Veterans’ Day             

Cheers, 

Steve

Weekly Message from Steve Warner, Head of School (November 7, 2012)

Greetings, GreenMount Community,

            The election is finally over!  I never thought I would look forward to seeing commercials for free carpeting and deals on cars for which Jack says, “Yes!”.  Well, maybe that’s going too far. 

This has indeed been a season of information, and just maybe some misinformation, through which we all had to sift before ultimately making our decisions at the polls.  My voting experience was punctuated by comments I heard while waiting in line.  I vote at a senior center (appropriately) and the best comment I heard came from one of the residents.  A frail lady shuffling by noted the line and remarked, “This is terrible!” (referring to the long line).  “No, this is wonderful,” said one of her friends. “I haven’t seen this much enthusiasm since I was a younger woman.”  Indeed, the turnout at my polling place was exceptional and in a state where many people feel that the results are a foregone conclusion, I think we should be happy that we had the turnout that we did.  I was also impressed with the enthusiasm of voters.  People were friendly, talking about issues and expressing their points of view.  Now, if only the Congress can get together and follow their constituents’ example!

At today’s Morning Meeting, we discussed the expectation of treating others appropriately as listed under “Civility” as one of our Pillars.  I talked to the students about how all of us sometimes will gossip about someone who is not present because we might feel safe from a confrontation that would otherwise result from talking to the person directly.  I gave the example of how adults will sometimes do things while driving a car that they would not think of doing in person.  For example, adults sometimes cut in front of each other in their cars, but would be less likely to do the same while waiting in a line of people.  The car becomes our cocoon that protects us from the confrontation of person-to-person interactions.  Likewise, Facebook, tweeting and other cyber-communications protect us from that direct confrontation.  We discussed this idea and focused on how treating others appropriately include how we speak of them, even when they are not there.  The best GreenMount citizens do the right thing, even when no one is watching!

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (October 31, 2012)

Greetings, GreenMount Community,

            I’m sure that it did not escape anyone’s notice that it rained a lot over the past few days.  I do hope that you have power and that any damage from this storm has been minimal.  This has been quite an experience and I am sure that you are glad that your children are back in school today (because you don’t want them to miss out on their learning opportunities, of course).

I reported to you in my email yesterday that we had sustained minimal damage here at school.  That held true, I found, until I walked into the office as I was leaving.  Now, you would think that the office, not being near any windows or doors, would be protected from the effects of the storm more than any other spot in the building.  However, water came from somewhere and soaked the carpet, which we are in the process of replacing.  I was able to vacuum up about 5 gallons of water from the carpet so that at least it no longer makes that squishy sound when one walks on it.  Unfortunately, it will have to go.

I will also be working on getting the city to fix the roof, which was the source of most of our water.  I am sure that we are all thankful that we do not live in New York and/or have to travel long distances to get to work.  I can only imagine what others in more devastated areas have to endure.  Nonetheless, we are back up and running and the students seem happy to be back after their mini vacation.  Next week, you will get to enjoy their company for two days again as on Monday we attend the AIMS convention and on Tuesday we are closed for Election Day.  Don’t forget to vote!

A few other reminders:

• Beginning at 3:30 p.m., the Open Door has possession of the gym until 6:15.  Only parents who are picking up students will be admitted through the gym door.

• Parents who are picking up students in the gym between 3:15 p.m. and 3:30 p.m. are asked not to sit on the tables that are set up for Open Door.  They must be sanitized before the program starts and every time someone sits on them, they must be redone.

• The front door will be closed at 3:45 p.m. and no students will be allowed to re-enter without a parent.  Students are reminded to get all their things and use the bathroom before they leave at 3:30 p.m.  Work being done in the office has been interrupted many times by students wanting to get back to retrieve a lunch box or use the bathroom.  Unescorted children have to be monitored by someone in the office, who otherwise needs to complete important work.

• Don’t forget to “fall back” on Sunday.

Finally, please be careful tonight as you go trick-or-treating. Watch out crossing streets while wearing masks, and inspect all of your candy carefully before eating any of it.  Look for torn wrappers.  It’s probably also a good idea to stay away from any other unpackaged items, such as apples.

A grandmother pretends she doesn't know who you are on Halloween. ~ Erma Bombeck

Cheers, Steve

Weekly Message from Steve Warner, Head of School (October 22, 2012)

Greetings, GreenMount Community,

            Recently, a concern from a parent came to my attention regarding homework.  It seems that the student is spending hours completing homework with little time left for anything else.  The fact that a child spends nearly all of his or her free time doing homework is counter-intuitive to the idea that we want all of the students who attend GreenMount to have opportunities outside the classroom for exploring the world on their own terms and following their own interests.

This morning, I spoke to our students at our Monday Morning Meeting about the idea put forth in Malcolm Gladwell’s book, The Outliers, that in order to be truly exceptional in any field, one must devote at least 10,000 hours practicing whatever skills are necessary to become “outstanding.”  Concert violinists, for example, must practice for 10,000 hours, basketball players must practice 10,000 free throws; the Beatles, according to Gladwell, played together for 10,000 hours before coming to the U.S. to change music forever.  Let’s not think about the fact that it is very hard for a heart surgeon to perform 10,000 transplants or an airline pilot to log 10,000 hours of flight time before becoming certified (Southwest requires 2,500 hours).  Most teachers can reach 10,000 hours in nine years.

So, is time spent struggling with homework for hours wasted time?  Should a youngster be using at least as much time following personal interests as they do completing homework?  The answers to these questions are hard to define.  Sometimes, it is good for students to struggle with problems.  We want them to learn to persevere and to work hard.  At the same time, we don’t want to frustrate them and make them hate the idea of independent, out-of-school assignments.  We want our students to have the desire to complete their assignments and to also have the desire to do things in an excellent fashion.  Please consult the homework policy we developed as a staff a couple of years ago.  Also, check the Family Handbook for suggested times allotted for homework.  If students are taking more than the allotted time to complete assignments, let us know.

Finally, let’s consider procrastination.  As a project-oriented school, students receive assignments that are to be completed over a given time period. Unlike us mature grown-ups, they sometimes wait until the last minute to finish their projects.  (Imagine that!)  The consequence often is a long evening without much of anything except a battle to complete the project.

Our teachers (many of whom have logged 10,000 hours) give students timelines for projects and remind them along the way about meeting benchmarks before a project is due.  Please check with your child, consult the homework page on the web site, and talk to teachers about these timelines so that you can help meet deadlines with products that are “excellent.”

The GreenMount School Homework Philosophy

Homework is an important part of every student’s learning process.  It not only supports daily instruction, but teaches responsibility and organizational skills. 

The student’s responsibility is to make every effort to complete homework assignments. 

The parent’s responsibility is to provide the time and adequate space to complete assignments. 

The school’s responsibilities include the following:

• Connect homework to classroom learning and clearly identify the purpose of each assignment
• Provide students with relevant tasks that they can complete without adult help
• Use what we know about learning to design homework appropriate for individual students
• Facilitate two-way communication between teachers and students and teachers and parents
• Provide direct instruction and modeling on homework completion strategies
• Provide non-optional help for students who are struggling
• Eliminate zero policy – all homework gets done. Missing homework is not acceptable and will result in a behavior reflection if it is not completed.
• Grading is based on completion only

Cheers, 

Steve

Weekly Message from Steve Warner, Head of School (October 15, 2012)

Greetings, GreenMount Community,

            This morning, I would like to discuss the idea of behavior reflections.  If you consult your Family Handbook, you will find some information about behavior reflections and our philosophy behind them.  But first, let me travel back in time “a bit” to when I was an elementary school student at P.S. 218, Howard Park Elementary School.

I was a pretty good student and tried hard not to get into trouble.  But I had some friends who did not share my value system and eventually they got me in a passel of trouble (yeah, it was their fault!).  This resulted in having to visit the principal’s office.

Now, you must understand that the principal’s office was located on the third floor, where the ceiling mimicked the roof line.  The trek there involved three flights of wide, creaky wooden steps, and the lighting got darker the farther one ascended.  Finally, at the top and having plenty of time to think about what was going to happen, I arrived in his office.  I recall it was a vast room with a curved dormer window at the back.  The principal’s desk was placed before the dormer and he sat behind it, silhouetted against the light from the window.  He was a large man without a face, only a shadow against that window.  I don’t remember what happened that day other than the picture I still have in my mind of the dark figure whose mere presence inspired me to never have to walk those steps again.

            In later years, as a principal myself, I recall some of my colleagues saying that a child should return from the office trembling with fear, and maybe even crying, thus hedging against further visits and also being a visual example for others.  Those principals must have graduated from the same school of mental anguish as my elementary school principal.  Frankly, I never understood any of that.  Perhaps it was because I knew what it was like to have to make the journey into that dark, foreboding place.  So, with the help of my colleagues here at GreenMount, we created Behavior Reflections.  Yes, the child still has to make the journey to my office.  But there are no creaky stairs or a principal without a face in a dark room.  In the process of my discussions with the students who visit we talk about choices and responsibility.  We discuss the Pillars and how the choices made reflect on the stated expectations under each.  It is my intention that students who leave my office come away learning something about themselves and with strategies to help them from making the same mistake in the future.  They write about their choices and we discuss their responses.  To date, ten students have visited me with behavior reflections.  And while this may seem like a lot for just October 15, they represent the typical mistakes that students make as they get used to the expectations of individual teachers.  Out of the ten who have visited, nearly all have done an excellent job of reflecting and they leave the office on that note. “I made a mistake and I took responsibility for it.  I’m not a bad person, just a normal one.  I will try to make a better choice next time.”

            As part of the educational team for your child, I ask that you take time to talk to your child about taking responsibility for their choices and for accepting the natural consequences of them.  A student who cannot refrain from hitting others in gym class may be excluded from the next one. A student who continually forgets his homework may be asked to use his recess time to complete it.  There are also natural consequences at home as in school, but none have to be implemented with malice or in a threatening way.  The consequences are just – natural.

“Acceptance of what has happened is the first step to overcoming the consequences of any misfortune.” – William James

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (October 8, 2012)

Greetings, GreenMount Community,

            Happy Columbus Day!  I hope that some of you are enjoying a day off and extending your weekend.  You may wonder why we are open for business as usual.  As a rule, most Maryland schools are open on Columbus Day and we have to think carefully about how our holidays are spaced so that we have nice winter and spring holidays.  Besides, Columbus did not discover America, and some history tells us he was not a very nice guy.  He was very tough on First Nations people, causing them great hardship and pain.  But, who knows?  These events happened long enough ago that information about that time may be very skewed.  Anyway, we are happily in school today, celebrating GreenMount Day, as we do every day.

            This morning was the first of our Monday coffee-and-donut get-togethers to benefit the 8^th grade trip to Costa Rica.  It was fun to see the students enthusiastically displaying their salesmanship and interacting with parents who stopped in to enjoy a little break before going to work or back home to watch TV specials about Columbus.  This activity reminded me once again of the great community we have here at GreenMount and parents who are constantly modeling the sense of community that is very unique at our school.  Thanks to parents Reid Blank and Sue McClure who worked with Ms. Tonette to get this idea off the ground.

            The coffee was welcomed this morning as we experienced some of our first chilly air.  Soon, we will be shivering under what is projected to be a very cold winter.  Keep in mind what I explained about closings in last week’s bulletin.  For now, however, we will try to survive the change of the season by remembering a few details.  First, there are going to be days when it is cool in the building.  This is because we have to do our annual balancing act of deciding when to switch from air conditioning to heat.  One would think that today is the perfect time.  But history tells us that we will have some warm days (even hot) yet.  Because our building has no windows that open, we are at the mercy of our HVAC system.  We are also at the mercy of the city from whom we rent our building.  They actually have a date on which all city buildings are switched over from one system to the other.  And we cannot simply adjust our thermostat like at home.  There is a complicated process of diverting water from the condensers on the roof to the boiler in the mechanical room.

Is this narrative exciting yet?  The bottom line is that until we can see a steady need for heat we are going to endure some cool school conditions.  Please send sweaters and sweatshirts with your child each morning throughout the fall and winter months so that they can adjust to cooler or warmer conditions.  If you don’t have a sweatshirt or sweater, just go to the lost-and-found table in the gated area.  There are plenty there!

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (October 1, 2012)

Greetings, GreenMount Community,

            Happy October! Fall is upon us, and with the crisp air has come an increase in sweatshirts and jackets at the morning gathering in the gated area along with a decrease in the elevation of the sun above the homes on Miles Avenue.  These days are something of a problem.  While the weather is delightful, the incidence of discarded outerwear around the building has increased.  Who looks for the sweatshirt that was needed in the morning when the temperature is 75 degrees in the afternoon?  So please be sure to check the lost and found - now located on the picnic bench in the gated area - every day.

            Speaking of weather changes, it won’t be long until we must think about snow and possible school closings.  On those days when we close school because of the weather, I will be up early monitoring the conditions via TV reports and decisions made by the city schools.  Because the city has many more resources to determine if school should be closed, I generally rely on their decisions.  However, there may be a time when the city schools are closed for planned study day or something of that nature when the snow comes.  This is why you must check WBAL-TV for the GreenMount School closing or delay notification.  You can also set up your smartphone to receive information about GreenMount directly from WBAL.  Please check the Family Handbook for details.

            On Thursday, we held our annual Back to School Night, and I want to thank those of you who were able to attend.  I know how difficult it can be, especially for parents of younger children, to get out at night, and I understand that some of you were unable to commit to this meeting.  However, for those of you who were there, the feedback you gave me was very positive.  The parents I talked with were pleased with the presentations they heard and share our excitement for a very productive school year.  Our next round of parent/teacher conferences will take place this month, October 24, 25, 26.  Prior to that, our teachers will have had our first Student Support Meeting on October 12, at which we, as a staff, discuss every student.  These meetings are important as, along with the parent conferences, they help us keep a close watch on every student’s progress and needs.

            This month is Free Fall Baltimore month and opportunities abound for families to enjoy museums and other Baltimore attractions for FREE!  Visit http://freefallbaltimore.com/ to discover the opportunities available to your family..

In the meantime, here are a couple of quotes about museums by one of my favorite intellectuals, Steven Wright:

I went to a museum where they had all the heads and arms from the statues that are in all the other museums.

One time I went to a museum where all the work in the museum had been done by children.  They had all the paintings displayed on refrigerators.

           

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (September 24, 2012)

Greetings, GreenMount Community,

            In case you have been wondering about our Monday Morning meetings (I’m sure you have), they have been going well so far and the students have been great.  At these meetings we discuss the ways we can demonstrate excellence specifically through our Pillars.  The first week, we began with our academic pillar and the idea of students putting forth their personal best.  Last week, we discussed being prepared to learn, and today we talked about what it means to be an active listener.  I have been very pleased with the responses of the students and also happy that the teachers, who are always on hand, often can add significantly to the conversation.

But it is the kids who impress me the most.  Over the years that we have been talking about our Pillars, it has become obvious that they (the Pillars) are becoming a part of our culture. The responses that we receive are insightful and certainly represent the ideas we have been talking about for the last four years.  Even new students appear to have an intuitive sense of what these Pillars mean.  This is especially important because it means that the positive peer influence is working to everyone’s advantage.  We all know that adults can talk until they are blue in the face about values and positive behaviors, but when something like putting forth your personal best becomes cool, it is snatched up by everyone as the right thing to do.  It’s kind of funny how these things work, isn’t it?  I am sure that as parents you have experienced the same thing.  I know I did.  When did it become cool to wear mismatched socks?  Evidently, it did because many of our students do just that.

More importantly, I have noticed that it is cool to READ here at GreenMount.  Every day, as we get ready to enter the building, several students are sitting in the gated area reading.  I have also noticed over the last few years that students who did not appear to be interested in reading can now be seen with their faces in a book.  I even see kids at recess sitting under the playground equipment reading.  Now, you can say that this is extreme and that these individuals should be playing and getting exercise.  This is probably true.  But the point is that reading is becoming more a part of the GMS culture.

As we work with students this year, our goal is to create that culture of excellence, where it is cool to be excellent.  You can help by using the language of excellence that I described in the first newsletter on September 5.  Let’s all work together to make it cool to be excellent.

           

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (September 18, 2012)

Greetings, GreenMount Community,

                Today, I have some nuts and bolts to review with you that are typically discussed at this time of year.  First, let’s talk about parking and traffic flow.  Here are some rules that we have to ensure efficiency and safety during arrival and dismissal:

• Do not park along the yellow curb behind the designated parking spaces.

• Always leave our handicapped space available for those who have the proper parking permit.

• Do not park on the curb in front of the flagpole.  This space is for drop-off only.  Parents must safely discharge their children and then move their cars for another person to do the same.

• When possible, drop your children off at Miles Avenue. A parent is always on duty to make sure your child gets from the playground to the building.  The teacher on duty or I will be outside to watch the children as they make their way from the playground.

• Do not try to turn around at Miles Avenue.  If you need to travel East after drop-off, make your way to Sisson Street and go left or right to pick up 28^th Street or Wyman Park Drive.

• You may also choose to drop your child off at the church, although there is no supervision for that half-block from Huntingdon to Miles.

• Please make sure that students do not have to cross the street unsupervised.

• For parking at events, parents and guests may park on the grass behind the learning cottage.  A ramp has been built there and soon we will be adding mulch to the other side so that lower cars do not bottom out.

• The front gate will be opened from now on at 8:00.  We now find it necessary to begin enforcing this rule, which is in the handbook, because students are being dropped off to wait in the gated area without supervision.  This is clearly an unsafe situation for our children.  We would rather have students arrive late than in a possibly unsafe situation before 8:00 a.m.

             Not so much nuts and bolts: Ms. Elaine has decided to become a part-time employee at The GreenMount School so that she can devote more time being a mommy to Piper.  And who wouldn’t want to spend more time with that little darlin’?  This has been a tough decision for Elaine, but we are hoping that it will not be a permanent one.  This year, Elaine will continue to be the Admissions Director and will also coordinate our 20^th year anniversary, working with alumni, and our five-year AIMS accreditation visit.  Taking over her other duties will be Janine Spiker, who will be working closely with Jen in the office and coordinating our co-op efforts.  Janine has experience as a teacher and has worked at Towson University in their admissions and development offices.  We are pleased with the experience and expertise she brings.

                Finally, at today’s morning meeting I was happy to provide some positive feedback for all of our students.  I congratulated all the 7^th and 8^th grade students for the way they waited patiently and respectfully outside their homeroom while we concluded a meeting we were having with the science committee.  I was also happy to compliment all of the students on their way into the gym as they sat quickly and quietly, giving me their attention without me asking for it.  I told them, “Good job!” However, after saying this, I immediately reminded myself that this was not feedback.  I had not described specifically what they had done that elicited my comment.  But then I began to think that specifics were not needed in this case.  The kids just needed to know that I was very pleased with them for the way they entered the gym.  They actually know what they did that was a good job.

So, thinking about last week’s message, I want to be clear that we are going to continue to give our students those high-fives and spontaneous cheers for their actions and their work.  But when we are providing feedback for written work or projects or presentations that they are preparing, we will be specific with our feedback so that the students are clear about expectations and where they are in the learning process.  “Well done,” “Good job,” and even “Atta boy/girl” will remain part of the vocabulary we use with kids.  We will continue to use encouraging language as well as specific language in our communications with students.

               

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (September 10, 2012)

Greetings, GreenMount Community,

            At today’s Monday Morning Meeting, Ms. Elaine demonstrated how our Pillars work to guide each of us as we work to create a culture of excellence in our school.  We also spoke to the students about some of the expectations that we have as we work on this initiative for the third year. 

We had a long conversation about this idea at our staff meeting on Friday, and it was good to acknowledge all that we currently do to celebrate excellent work and behavior.  Indeed, The GreenMount School is one that for twenty years now has been growing this kind of culture. 

But there is always more to do.  So, as a staff we will be continuing our efforts to refine our approach to establishing this culture.  For example, at the end of last year we watched a powerful YouTube video about the power of words.  The blind man was getting very little help from passersby, who read his sign that said, “Blind, please help.”  At one point, a woman stopped and took the sign and wrote something on it.  Subsequently, people began dropping money in the man’s hat one after another.  The man did not know what the woman wrote, but the audience then saw the words, “It’s a beautiful day, but I can’t see it.”  The power of words…As a staff we are exploring how we speak to children and how our words are powerful – for better or worse.  We must realize that our words and body language send strong messages to children and that in order to cultivate excellence, we must carefully choose words that encourage students and give them meaningful feedback. 

This week, we are reading an article from Educational Leadership about feedback that is given to students.  The author is Grant Wiggins, who is best known for his work with Baltimorean Jay McTighe and Understanding by Design.  This interesting article reveals to us, as teachers, some of the discrepancies that exist in what we think is feedback. For example, have you ever heard feedback that sounds like this?

-          You need more examples in your report.

-          You should have included some essential questions in your unit plan.

-          Good work!

-          I’m so pleased with your poster!

None of this is meaningful feedback.  The first two examples are actually advice while the second two are value judgments.   Instead of “Good work,” we should offer feedback such as, “Do you remember when you couldn’t do this exercise?”  or “You cited 18 authors in your report.  What strategies did you use to find so many authors?”

It is sometimes scary to think of the power adults have over children, and words often express that power.  The staff at GMS is working to make sure that words convey positive growth for every child, even when the conversation is a result of a bad choice that a student has made.  Students who come to me with a behavior reflection get a chance to do just that – reflect – to use their own words to understand the choices they have made and how they may hinder them from demonstrating excellence.

            Parents and teachers are charged with an awesome responsibility.  Together, we must continually strive to give our children the right message so that they become confident, capable and contributing learners.

“Adults are always asking little kids what they want to be when they grow up because they're looking for ideas” – Paula Poundstone

           

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (September 4, 2012)

Greetings, GreenMount Community,

            WELCOME BACK!  This morning, we finally got our families back from what I hope was a productive and enjoyable summer vacation.  For some of you, today was an anxious moment and one in which you already began missing your children.  For others, it was noted that you did not hesitate to click your heels and let out a hearty “Yahoo!” as you left the gated area. (The gated area, by the way, was heavily congested today due to almost everyone arriving on time.  I hope that habit continues as it is important for students to be present for the morning meeting and to begin each day with their classmates.)

            I am seeing lots of smiles today, and it does my heart good to see how welcoming our “old timers” are being to the very large group of new students that have joined us.  This new group of students seems excellent and we are all excited about how they will contribute to the school. We are also especially excited about the families who have joined us.  It was obvious during our picnic last week that we are continuing to gain parents who will be tremendous assets to our school with the many talents they bring.  I hope that all parents will consider visiting classrooms to talk to students about your professions and skills that you have developed as adults.  It is important for kids to understand that it takes hard work and persistence to achieve success in life and that we are all learners, no matter what our age.

            Speaking of success, this summer I read Outliers by Malcomb Gladwell.  What a great book!  I loved it because it spoke to me about the need for opportunities to be given to children to find their passion and that which will drive their inquisitive minds.  The research in the book is very interesting and relates especially well to the kind of standards that we are growing to build a culture of excellence in our school.  If some of you have read the book or would like to, I think we could have a great discussion about it.

           

            Many parents and teachers, both new and returning (notice I didn’t say “old”), are very kind in their praise of our school and our approach to learning.  We believe that approach is fashioned to create learners that will be equipped to meet the challenges of a future about which we can only speculate.  It is an exciting and yet uncertain future that our children face, and who knows what will face our kindergarteners in 2062 when they are retiring?! So, we know that we have a great responsibility to create a culture in our school where the “cool” thing to do is to work hard and achieve our very best.  We have laid out a plan for inculcating excellence, and that plan is shared with you on the following page.  Our professional development plans for the year will extend our research and discussion in creating this culture and I hope you will join us in using the language that inspires children to take risks, strive for excellence, and unleash their curiosity and innovative spirit.  Each year at GreenMount is better than the previous one, and as our staff learns, so do the children.  It will be a banner year for all of us.  Aren’t you excited?

            The same quote as last year.  We are still pursuing this goal:

E X C E L L E N C E

“Excellence is the result of caring more than others think is wise; risking more than others think is safe.  Dreaming more than others practical and expecting more than others think is possible”

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (May 29, 2012)

Greetings GreenMount Community,

            As this year comes rapidly to a close, it is important to celebrate accomplishments and acknowledge those responsible for them.  In the afterglow of our latest achievement on Thursday, it is altogether fitting and proper to applaud the accomplishments of our students and teachers and all that they learned in our Baltimore theme.  As I thought about how this theme stacked up against others, I found it hard to compare.  Some very popular themes have involved a great deal of performance by students, such as All the World’s a Stage or a showcase of interesting art projects such as in From Caves to Canvas.

This theme was different.  While we saw much of the students’ project work and a lot of their artwork, I felt that what was showcased on Thursday was the learning that took place.  Yes, a great deal of learning takes place with each theme – that’s what we are all about.  But the Baltimore theme was close to home and provided a unique opportunity for our kids to explore neighborhoods, businesses and historical landmarks around the city.  Unlike the China theme, which involved virtual experiences for the students, Baltimore is where we live and the surprises about our own turf gave students and teachers a new appreciation for city life in Baltimore.  The theme event itself, while well done and comprehensive, could not do justice to the experiential opportunities that our students had, and will continue to have right up to the last week of school.  We have also been very fortunate to have special parent involvement during this theme, which resulted in visits nearly every Friday from local artists and Baltimore notables such as Gilbert Sandler.  We are very appreciative of the wonderful connections we have with parents who know how to access especially interesting human resources.

            The themes this year have been especially interesting and rewarding.  Just think about what our students did and compare those experiences with the kinds that students have in other schools.  Where else will you find thirty students expertly demonstrating eight Tai Chi moves in synchronization, or a group of students marching into battle with the 5^th Wisconsin from Seminary Ridge to Culp’s Hill in Gettysburg? How many students in other schools understand community revitalization as a result of talking to community organizers and business owners and then present a convincing argument for a five-year plan? Where else will primary students learn to sing in excellent Mandarin Chinese? Where else will students learn the political and economic realities of the cause of the Civil War?  Over and over again, we remain true to our philosophy of creating “deep smarts” through themes and project-based learning.

            Another fine example of how our students are being prepared to meet the challenges of the future is the success of our Destination Imagination team who competed in the global problem-solving competition in Tennessee this past week. After winning problem-solving competitions in the region and in the state, they surpassed 87 of the 98 teams from all over the world competing in their category.  They did this in spite of a technological glitch that required on-the-spot creativity and problem-solving for which they were praised by the judges.  They also doubled their score from the state competition in the spontaneous problem-solving activity.  The students on our team learned a lot about competing on a global level and made many new friends from other countries.  They were candid about what they could have done better in order to increase their chances of moving up the ladder.  But they were happy with their accomplishments and appreciative of what the experience offered them.  Word has it that they are already planning for next year!

I continue to be amazed, even after six years at GreenMount, at the creativity of teachers, the unbelievable support of parents and the raw talent of our students.  Thanks to all who make our school so important to the students who will face the next two decades and all the challenges that they will offer. We can’t predict the future because it is a blur of change.  But we do know that our kids will have to deal with it, and in order to do that successfully, they will have to have flexible thinking that will allow them to solve problems, be creative, and work well with others.  I have been in this business for 44 years and I know (I know!) that we have the right formula for learning and preparing students for the challenges they will face in an uncertain world.  Cheers to all GreenMountaineers!  We do it right!

Steve    

Weekly Message from Steve Warner, Head of School (May 14, 2012)

Greetings GreenMount Community,

            Power to the Parents!!  If we could choose one way to showcase the community spirit that exists so strongly at GreenMount, it would be Taste of Summer.  All year long, parents make significant contributions of their time, expertise and considerable energy, but this one event seems to be the steamroller activity that engages so many and with such energy.  The troops muster as a “call to arms” is signaled. From every doorway in our school community come chefs, landscapers, artists, floral design specialists, auctioneers,  lighting experts, and a plethora of “worker bees” who almost trip over each other helping with the planning, solicitation, setting up, serving, and clean-up.  Never will you see a more dedicated, hard-working group of parents.  And it will be a significant stretch for anyone on the planet to find someone like Jill Goodman.  I hope that everyone realizes the professionalism and intelligent approach to development that she has brought to our school and her sense of taste, which gives our small school, big school class and sophistication.  We love being different at GreenMount, but adding some real class helps us realize that we can also compete well with other schools for talented, caring families.

            Taste of Summer was a very successful event and, once the counting is done, I am sure we will realize our monetary goal.  But as Jill points out, the value of this event may be greater than that which is measured in dollars and cents.  Everyone was just having fun and appreciating each other.  We got to see the social side of our community and appreciate so many other things about grown-ups other than the fact that they are parents of our students.  We got to see some interesting dancers, too! 

            Finally, we must consider how this fantastic event affects our students.  Many of them enjoyed a night away from the watchful eyes of their parents and had control of the clicker (I know what that feels like).  But more importantly, they understand that their parents are part of a larger community that works together to achieve many things for our school, and for them.  We also see evidence of the contributory spirit of parents in our kids.  This morning, students coming into the gym saw that we were cleaning up and immediately asked what they could do to help.  They get this from you and already have learned the value of cooperative group efforts – a great bonus of the CO-OP.

             At today’s Monday Morning Meeting, we were treated to The Soul Seven production that our Destination Imagination team will take to compete in Tennessee.  It was excellent!  And tomorrow WBAL-TV 11 News will be here to see the production and to do a story on our kids.  Stay tuned!

Cheers,

Steve

                

Weekly Message from Steve Warner, Head of School (May 7, 2012)

Greetings GreenMount Community,

            Today, at our Morning Meeting, I asked the students the significance of the number twenty-four.  I received several unexpected answers, such as, “It’s the reverse of 42,” which has some astrological significance that I did not understand.  Someone else contributed, “May the 4^th be with you,” which was interesting, but not exactly what I was looking for.  A student did mention that he thought it was the number of days left in the school year.  Indeed, that is true and the topic of my discussion with them.

            There are certain phenomena which occur in schools every year.  In 44 years at this education business, I can tell you that in a typical school year the teachers and students go through several cycles, which result in, shall we say, personality reconfigurations.  Every year, for example, at least one teacher comes to me in September to say that the students she/he has in the class “don’t know anything!”  Of course, that’s not true.  They know just what they are supposed to know based on their entry to the next grade.  The problem is that the teacher has just left her/his “end product” – students who are producing just what they should produce at the end of the year.  This then becomes a testament to what great things are accomplished in 170 days.

The end of the year brings with it several of the “reconfigurations” I mentioned.  The kids and the teachers are looking forward to the summer while trying to complete everything, including all parts of the curriculum, preparing for the last theme event, and concluding projects.  This year is especially frantic as we continue to embark on many field trips associated with the Baltimore theme.  So, I spoke to the teachers and students about the need for all of us to be patient with one another during these last 24 days.  Tensions can run high and students can make poor choices.  Adults can also add to the mix with their choices and some frustration as they attempt to get everything done.  Let’s all relax, have fun with the remaining days and look forward to a summer during which we sharpen the saw in preparation for another successful year at GMS.

            Finally, I am pleased to announce to you that we have hired an additional full-time teacher to handle much of the language arts instruction, especially for our middle school students.  I am purposefully vague about “much of the language arts instruction” as we are still working on the schedule, which will determine her full assignment. Our new teacher, Allison Fistere, has a master's degree in secondary English education.  She has been teaching since 2004 and continues to grow as a student herself as she is taking coursework in AP Language and Composition at Goucher College.  She also has taken coursework in special education and writing workshops at St John’s College.  Allison will be a great addition to our staff.

Deliberately seek opportunities for kindness, sympathy and patience.

Evelyn Underhill

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (April 30, 2012)

Greetings GreenMount Community,

                This morning, our 7^th and 8^th grade students and a group of very brave parents and teachers set off for their four-day camping experience at the Jane’s Island campground in Crisfield, Maryland.  Each year that we have gone there the students, parents and teachers have had a good experience and we suspect, especially given the weather forecast, that the same will be true this year.

At The GreenMount School, we have a long tradition of exposing our students to camping as a way to appreciate our natural surroundings and as a way to build confidence in what might be a venue very foreign to many.  In a way, we are teaching some important survival skills by making our students responsible for most of the camping experience.  They will be establishing their own campsite, cooking and cleaning up as well as organizing various activities.  The students also learn interdependence as they participate in activities that require teamwork and patience.  Not unlike the 8^th graders’ trip to Costa Rica, the campers will come away from this experience with new understandings about nature and our place in it.  And yes, some students will definitely be in it as they wade through marshes and perhaps find themselves on the wrong side of their canoe.  Bugs, dirt, sand, water, sun and will all leave their marks on our campers. And when they return on Friday we will all be treated to the unmistakable aroma of campfires and a little good old sweat.  In this way, our students also learn a little of what early settlers to the Eastern Shore had to learn in order to establish those first settlements in Maryland.  Much of the land around Jane’s Island looks the same as it probably did 300 years ago.  The wildlife has been depleted since that time, but examples of most species still exist today.  For our dreamers, they may close their eyes and picture themselves in that time when the bay was clear and flora and fauna undisturbed.  They may listen to the sound of geese or the distant screech of an eagle high above.  The stars will be closer and the air cleaner, transporting them back in time, until… “Hey, c’mon, we’re doing s’mores and telling ghost stories!”

                Last week’snewsletter included a flier for Hopkins EpiCurious, which is a club of sorts that is designed to expose students to adventures in culinary art.  Students from Johns Hopkins University will be coming to the school beginning tomorrow to work with students in grades 3-5 after school to learn about cooking and to actually explore some interesting dishes that they can prepare.  Check the flier from last week for details.  

Cheers,

Steve

Weekly Message from Steve Warner, Head of School (April 23, 2012)

Greetings GreenMount Community,

            Counting today, we have 34 days left in the school year.  It is interesting how some times during the school year seem to go faster than others.  The last 30 days of school typically fly by, and before we know it we are into summer vacation.

Around here, we are gearing up for the final theme event on May 24 and hurrying to complete curricular goals. We are also busy finishing next year’s calendar, handbook and class lists.  We hope to have the latter ready for you prior to the end of the school year, along with lists of classroom supplies.  You will receive the calendar and handbook at our May 7 parent meeting.

            At this time of the year we also plan for summer activities.  Believe it or not, the summer is very busy for those of us who are here during that time.  There is much planning to be done, and meetings with full staff to set goals and priorities are also held.  It is a time of the year when a lot gets done with the building.  This summer we have several projects that are available for parents to earn co-op hours.  Please keep in mind that work done prior to June 30 will be applied to this year’s cop-op hours and work done after that will apply to next year’s hours.  Here is a snapshot of work that needs to be done during the summer:

• General cleaning (cob web patrol, sanitizing desks, etc.)
• Power washing learning cottage deck and art room floor
• Touch-up painting of doors and walls
• Installation of pavers in front of Ms. Elizabeth’s room
• Planting of vegetable gardens (in May)
• Noise reduction in gym (This is a big project, placing 4x8 sheets of Homasote covered with cloth on virtually all gym wall surfaces)
• Refinishing stage floor and steps
• Carpet shampooing
• Minor repairs
• Lighting repairs

We know that the co-op sometimes interferes with weekend activities such as sports or family outings, and we certainly do not want to infringe on things that you do as a family.  We have been considering offering different workdays, such as Sundays, or in the evening, and we hope that you will weigh in on those possibilities.  Please keep in mind that the co-op provides the school with much-needed skills that we would otherwise have to pay for during the course of the year.  In fact, our roughly 150 parents, each required to contribute 40 hours of service to the co-op program, translate to 6,000 hours’ worth of work.  And at $20/hr., the in-kind contribution of parents offsetting work that would be otherwise contracted is close to $120,000.  Imagine if we had to spread that cost among our families in the form of tuition!  For just 100 students, that would be an increase in tuition of $1,200, to $9,800 per year.

Additionally, the co-op provides the opportunity for parents to work as cooperative teams and form relationships that are much more valuable than can be measured in dollars and cents.  The co-op is a tradition here at GMS, one that we proudly hail as much of the glue that brings us together.  I have always said that the most important benefit of the co-op is the fact that our students get to see their parents in the school, contributing to its health and demonstrating their support for learning in a safe, comfortable environment.  This is, as they say, priceless.

Cheers,

Steve