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School Hosts Respect My Red Institutes for Educators, Area High School Students on Healthy Relationships and Preventing Sexual Misconduct

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The school was proud to host the Respect My Red Leadership Training Institute for area high-school students on preventing sexual misconduct, healthy relationships, and peer leadership the evening of Mon., Apr. 8. Concurrently, Holton also hosted the Respect My Red Policy Institute for educators.

Respect My Red is an educational outreach program that promotes respect as the foundation for all relationships. The organization's Development Director, national student safety expert Katie Koestner, has a longstanding relationship with the school, having served as a guest speaker on sexual assault over the years. When she approached Holton about offering workshops for local schools this year, Upper School Counselor Annette Levitine-Woodside was enthusiastic about how well it dovetailed the school's existing health and well-being programming.

More than 40 area independent schools were invited to the simultaneous workshops, as were Holton educators and students in grades 10 through 12. Through lectures and small-group discussions, the student Leadership Training Institute covered topics such as the differences between sexual harassment, misconduct, and assault; gender-based discrimination; signs of unhealthy relationships; what constitutes consent; and ways to intervene as a bystander.

"The program was a great complement to the education we are already providing students," said Mrs. Levitine-Woodside. "It gave students more in-depth and additional content, with a lot of emphasis on the nuances that exist in relationships and in potentially abusive behavior. It was also great to be able to have conversations about these critical issues in coed groups of students from different schools across the area, so students could connect with one another and hear more perspectives."

The Policy Institute for area teachers, school staff, and administrators covered many of the same topics, and also shared detailed information about best practices for drafting school policies, responding to incidents, and more.

Learn more about Respect My Red here.



Shoot for the Stars, Former NASA Deputy Chief Scientist Tells LS Students

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Dr. Gale Allen remembers staring up at the stars in sheer awe as a young child. Back then, she never would've believed that she'd someday work for NASA—but as she told Lower School students on Mar. 18, by dreaming big, working tirelessly, and never giving up, she achieved so much more than she ever could've imagined. "And so can you," she said.

Dr. Allen's long career in aerospace has included serving NASA as Chief of the Materials and Chemistry Branch at Kennedy Space Center, Deputy for Bioastronautics in the Office of Biological and Physical Research, and most recently Deputy Chief Scientist at NASA headquarters. She is now the Executive Director at the American Society for Gravitational and Space Research.

She spoke to the students about the types of projects she has worked on over the years, such as helping develop the surface radiation detector on the Mars Curiosity Rover. "To be able to say I have worked on something that's on Mars is an amazing thing," said Dr. Allen. "It gives you so much energy to go to work and be able to do these kind of things."

She admits to being a "science nerd" growing up and encouraged like-minded students to fully embrace and follow these interests.

"Don't let anybody ever tell you you can't do something," she said. "Never, never give up."


Scroll + Scrolling Wins Sixth Consecutive CSPA Gold Crown Award

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The 2017-2018 edition of Scroll + Scrolling, the school's print and digital literary magazine, recently earned the staff its sixth consecutive Gold Crown Award in the Hybrid General Magazine category from the Columbia Scholastic Press Association (CSPA). CSPA was founded in 1925 to support the scholastic publishing community, provide training for student journalists and advisors, and promote excellence in the field. The Gold Crown Award is the organization's highest honor and recognizes overall excellence in a head-to-head comparison of the nearly 1,200 entries from across the nation.

Three members of Scroll's staff and longtime advisor Melinda Salata accepted the award at CSPA's Spring Convention, held at Columbia University from Mar. 20-22. Joining the group for the convention were three members of Holton's yearbook staff and two additional Holton publications advisors, as well as students and educators from all over the U.S. Attendees chose from workshops on topics ranging from typography to new online publishing technologies, from writing more effectively to working through challenges as a staff.

Earlier this fall, the 2018 Scroll + Scrolling earned Gold Medalist status in CSPA's medalist critique program, which scores the publication based on a strict set of written criteria. The publication garnered All Columbian Honors in all three categories (essentials, verbal, and design) with a total score of 955 out of a possible 1000 points.

The judge wrote, "Your prose has a richness and diversity not often found in many magazines... Each spread is a reader's delight... Once again the Scroll staff has surpassed its previous work and set new standards of excellence for all lit mag staffs to be inspired by. Congratulations."

View the 2018 edition of Scrolling here.


Members of the 2018-2019 Scroll + Scrolling staff receive the publication's sixth consecutive CSPA Gold Crown Award at the CSPA Spring Convention at Columbia University this March.

Head's Notes – On the National College Admissions Scandal

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A number of people have asked if I am surprised that wealthy parents would engage in Illegal means to get their children into elite colleges. No, is the answer. College admissions in the U.S. has gotten completely out of control. That is, college admissions at the nation's elite colleges and universities and among relatively affluent families living primarily in major cities (like Washington) and their well-to-do suburbs (like Bethesda). It's important to remember that for millions of families, this story seems far outside their reality. Not for us, though, so we need to talk about it.

We could speculate endlessly about how we've arrived at this place: coeducation (yes, back in the '70s); massive marketing by colleges during a demographic downturn (again, decades ago); the Common Application; international students; insecurity about our children's financial futures; hyper-parenting; an overly status-conscious society; and, perhaps the most pernicious of all, USA Today rankings. However, in shining a light on the current college admissions environment, the scandal focuses on two aspects of the process: athletics and parents.

Huge problems burden college athletics. While related, those problems fall into two categories: the recruitment process and the college athlete experience. The scandal involves only the recruitment process, so here is all I will say regarding the college athlete experience: we should be concerned about a system that, particularly on the Division I level, makes students professional athletes working for their universities. To the degree that the demands of playing a Division I sport compromise the opportunity for a college experience defined by self-exploration through academic study, participation in extracurricular activities, and through getting to know and learn from people of different backgrounds and perspectives, we should seriously question such demands. Moreover, it's worth noting that this is just the latest scandal involving collegiate sports.

We've learned, if we didn't already know it, that college admissions offices give coaches a certain number of spots for athletes for their teams. Admissions offices' role in determining whether to admit the athletes on the coaches' lists varies, but anyone who works in schools can tell you that colleges, both Division I and Division III, employ different standards for athletes than for most other applicants. Moreover, the scandal demonstrates that even at schools like Yale, where one would expect more admissions office oversight, the process with regard to athletes can be surprisingly lax.

Personally, I have viewed athletic recruitment generally positively (especially on the Division III and Ivy League levels). I see it as a way for deserving students to get into a school that might not otherwise be within their reach. I know that coming from a place like Holton they can do the work, so why not give them the chance?

That said, why don't colleges give similar advantages to artists and musicians, actors and student leaders? We know the answer to that question, especially on the Division I level in sports like football and basketball–which is how we could digress into college athletics as a business, a digression I will resist here. I would like to see colleges actually to live up to the idea that they are creating well-rounded classes where the oboe player matters. But in my experience, observing thousands of college applicants over many years, the musicians, actors, artists, and student leaders don't receive the kind of preference athletes do.

The problem, of course, with instituting such a policy is that it would create whole new industries devoted to grooming artists, musicians, actors, student leaders, etc., forcing even greater specialization among children just when they should be exploring a range of possible interests. I cannot begin to propose how we might unwind the collegiate athletic apparatus we have created. However, it seems to me that we should do so, leaving admissions preferences only for underrepresented students for whom the opportunity to attend a highly selective institution would change the trajectory not only of that person's life, but of his or her family's as well.

You ask: Don't athletic scholarships provide students with opportunities to attend college that they might not otherwise have? Perhaps, but we need to remember that only non-Ivy Division I schools offer athletic scholarships; the Ivies and Division III schools do not. Instead of worrying about making sure students can attend college through athletic scholarships, we should instead address the higher education affordability issue. Making college more affordable for everyone would expand crucial opportunity to a broader range of students while relieving athletics from the responsibility of doing so.

None of us can single-handedly change the current college admissions environment, nor are we going to reform college athletics (and maybe we don't want to). We can, however, avoid the insanity ourselves. There are hundreds of wonderful colleges and universities in this country. The college search process should help your child find several where he/she feels she will grow and thrive and that fit within your family's financial situation. I cannot deny that attending an Ivy League college confers on its graduates advantages. However, such an academic pedigree by no means provides the only path to success. Moreover, it begs the question, how do we define success? If you define it as working on Wall Street (think Goldman Sachs), or for one of the big consulting firms (think McKinsey), one does gain some advantage from an Ivy League degree, but even those paths are not closed off to graduates of other schools. Earning good grades, pursuing learning that you love and that expands your horizons, participating in extracurricular activities where you learn and gain skills, studying abroad, learning from the people around you, and generally engaging in the process of self-discovery that college should entail will put one on a path to success no matter where you go.

When we define success, we reveal our values. As we navigate the college process with our children, what values are we teaching? We should care not about the sticker on the windshield but a student's ability to take advantage of the opportunities to grow, opportunities that, approached properly, virtually every college offers.

I have worked with thousands of parents over the years and the vast majority of them only want the best for their children. It is this desire that motivated the parents caught up in the college admissions scandal. I'm guessing, though, that consciously or subconsciously they felt that where their children went to college reflected on them. They cared enough about the sticker to do unethical, illegal things. In the process, they taught their children a lot of wrong lessons.

While the circumstances of the scandal are extreme, it should prompt all of us to reflect. As I imagine many of you know, Sidwell Friends recently sent out communications to senior parents clarifying what constitutes appropriate parental behavior. While the cutthroat competition displayed by the Sidwell parents does not violate the law, it is completely wrong. Like the parents indicted in the admissions scandal, what lessons are those parents teaching their children?

All of us who work in school administration and in college counseling have worked with hundreds of wonderful, supportive parents; sadly, especially for their children, we also have numerous tales of parents whose behavior ranges from unfortunate to appalling and disturbing. If you can't imagine what that behavior looks like, read Caitlin Flanagan's article about her time as a college counselor at Harvard-Westlake School in Los Angeles. It's only gotten worse in the succeeding decades.

Let's remember that our children are always watching us and absorbing lessons along the way. Personally, I would define success as a parent–and by no means did we do everything perfectly–as having our son grow up into a kind, compassionate, responsible person of integrity. If that's my goal, I need to model those qualities myself, even–perhaps most importantly–when I am tempted not to.

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22nd PUNCH Student Fashion Show Spotlights Creativity, Leadership, Entrepreneurial Spirit

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The Lewis Theater stage transformed into a massive catwalk dotted with student models sashaying in on-trend jumpsuits, glamorous gowns, and sumptuous sari-based ensembles on Fri., Apr. 5. The occasion was the annual PUNCH (People United for New Creative Hunches) fashion show, a beloved tradition that for 22 years has showcased and nurtured student creativity, leadership, and entrepreneurial spirit.

Shaylah Nunn Jones '99 and Alix Kram '98 first had the idea for a school fashion show while riding the bus to Holton one day in 1997, and this seed rapidly evolved into a thriving creative community and much-anticipated annual event. Each year, a group of dedicated students comes together to design and sew all the pieces, find and train models, and produce the show, including creating and running lighting and sound. They are supported along the way by committed educators like veteran advisor Marsha Scherbel, co-advisor Tiffany Reddinger, technical director Mark Robinson, and box office manager Sarah Roney.

PUNCH 2019 featured 23 student designers and over 100 participants, and proceeds of ticket sales supported two clothing-

related charities: Suited for Change and Dress a Girl Around the World. Show highlights, says Mrs. Scherbel, included innovative full lines by co-presidents Serena Chon '19 and Grace Huntington '19, the first-ever line of handmade ceramic jewelry by Caroline Cascio '19, lines inspired by and made from recycled saris respectively by Meghan Ahluwalia '20 and Jenna Mohiuddin '20, and a line paying homage to African American fashion and beauty by Olivia Boykin '20 and Maya Gaines '19.

Grace says that PUNCH is a tremendous confidence-builder for participants, allowing them to try new things, take chances, and take ownership. "Girls who display their works of art on stage, as well as the models, are taking a risk and showing a lot of courage—it's the epitome of girl power," she says.

Serena is also drawn to PUNCH's unique brand of female empowerment. "At an all-girls school," she says, "it is nice to have an opportunity to celebrate those artforms that have been traditionally dominated by women specifically, like handicraft and sewing. I believe that the education I received at Holton affirms womanhood by not forcing women to imitate male standards for achievement in the arts."

Grace notes that the high level of student participation and excitement that surrounds the show underscore the important role that PUNCH serves at the school. This popularity shows "that our community loves to collaborate and that we all desire to give back to our greater community in a variety of ways," she says. One important way, she notes, is through PUNCH's philanthropic aspect.

For me, she says, "it's very important to use my creative talents in order to benefit others."

Mrs. Scherbel is thrilled with PUNCH 2019's success and remains in awe of the students. "I am always so proud of the talent, creativity, hard work, and dedication they put into this endeavor while also managing so many other obligations," she says.

View photo highlights from PUNCH 2019 here:


US Spanish II Students Explore Mexican Artwork & Culture at Mexican Cultural Institute

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Upper School Spanish II classes toured the Mexican Cultural Institute on Tues., Apr. 9 and Wed., Apr. 10 to further their knowledge of Mexican art and culture. Upon arrival, they were greeted warmly by Executive Director Alberto Fierro and given a personalized tour and explanation of the Institute's history, exhibits, and murals by a staff member.


Fifth-Grade Chinese Class Steeps in Chinese Tea Customs at TenRen Tea

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The fifth-grade Chinese class visited TenRen Tea in Rockville, Md. this Tues., Apr. 16. TenRen is the largest, best-known tea manufacturer in the Far East, with over five tea factories and more than 2,000 stores in Asia and North America. During the field trip, students observed a Chinese tea ceremony demonstration, sampled Chinese tea and bubble tea, and learned Chinese tea drinking customs.



Five Seniors Commit to Play Division III Collegiate Athletics

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Congratulations to five Holton seniors for their commitment to play NCAA Division III athletics next year in college! Nina Carter '19 will row at Bates College, teammate Ava Mendelsohn '19 will row for Tufts University; Hadley Nolan '19 will also attend Bates College and play lacrosse; Asha Romaine '19 will join the track and field team at Vassar College; and DJ Taylor '19 will continue her volleyball career at Kenyon College. These girls join classmates Olivia Jubin '19, Stephanie Hong '19, Maddie McCormick '19, and Jing-E Tan '19 as NCAA-bound student-athletes.

For Nina, Ava, Hadley, Asha, and DJ, the recruitment journey started earlier than the normal college process. All four girls knew they wanted to compete at the collegiate level well before this year. These athletes took their training seriously, giving up other sports, sacrificing free time, dedicating long hours to practice, and perfecting their craft. The girls dedicated themselves to hours of practice, and hours of recruiting work, including emailing and calling coaches and visiting campuses.

Celebrating their commitment is not just about the day; it is a culmination of years of hard work. We are proud of Panthers who have found a place where they can both compete in their sport and continue to get a great education.

Read more about each of these student-athletes and their respective athletic journeys below:


Nina Carter, Bates College, Rowing
During her sophomore year, Nina decided that she wanted to pursue rowing in college. After some research and talking to college coaches, she decided that schools at the Division III level would meet both her academic and athletic needs. As with many recruiting journeys, Nina's wasn't an easy ride. It took time, patience, and resilience to follow up on phone calls and emails, withstand the pre-read process, and communicate with college coaches. In the end, it came down to Bates and Trinity College. Nina felt like the coaches, team, and everyone she met at Bates sealed the deal for her.

Nina feels well prepared for life as a collegiate student-athlete. "Holton has prepared me very well in terms of academics," she says. "I have learned how to manage my time and workload with my practice schedule. I know how to use my time given during the day to do work, so after practice I can relax and go to bed earlier, rather than having to stress about more work."

Off the field, she credits much of her growth as an athlete to her coaches. Nina says, "Holton has given me the correct fundamentals as I've continue to grow as an athlete. My coaches have done a lot for me; Coach Acerra, Coach Piacenza, and Coach Wilde have all helped me grow into the rower and person I am today. Coach Wilde has seen me grow since sophomore year, as she was my field hockey coach, my ice hockey coach, and my rowing coach. Coach P. went to Bates and rowed there, and she has helped me prepare myself for what is to come. Coach Acerra especially has always been a great coach, helping me through tough times and always ready to help me with whatever. I would like to thank them all for helping me get to where I am today."

Ava Mendelsohn '19, Tuft University, Rowing
Ava was interested in rowing in college because of the love of her sport and teammates. However, she wasn't sold on the whole recruiting process because she didn't want to sacrifice finding the right fit just for rowing. As she went through her college process, she knew she wanted a DIII collegiate experience because, as Ava says, "It is competitive, but I can also do it. I enjoy keeping a nice balance in my life."

Unlike many athletes, Ava's road to Tufts was smooth sailing. From day one, it was her top choice for both rowing and academics. "I chose Tufts because I loved the school from the beginning for the academic and arts programs...but I decided it was definitely where I wanted to go after I stayed with one of the girls on the team and got to see what her life was actually like and loved the people on the team," Ava says.

Ava feels well prepared for college, especially "in terms of academics, because I have had to figure out how to get all my schoolwork done despite time-consuming sports. I've learned how to manage my time and get both things done. The high level of commitment and hard work at Holton sports, combined with the team atmosphere and great people have prepared me for college athletics."

She would like to thank her crew coaches who supported her and helped her navigate the process. She says, "From freshman year, they taught me how to row and inspired me to continue in college."

Hadley Nolan, Bates College, Lacrosse
Hadley began having recruiting conversations when she was in Middle School, as this 12-season athlete knew early on that she wanted to compete in college. However, as she approached her senior year, she took a step back from the process. "I realized that I wanted to make sure that my school would be a perfect all around fit for me," she says. "So I put lacrosse on pause and found my school, Bates! ... The coach heard of my acceptance, and all my puzzle pieces fell into place, as I will be playing lacrosse at Bates next year." Bates was the right fit overall fit for Hadley, especially the tight-knit community.

In addition to excellent time management skills, Hadley says, "One of the many skills that Holton has provided me with is leadership, specifically leadership in athletics. I have been captain of all three of my sports this past year: field hockey, ice hockey, and lacrosse. Outside of Holton, I had never really been given the opportunity to lead in such a way. I believe that if it were not for athletics at Holton I would not have these leadership skills that I know I will be able to carry into many different parts of my life."

On the field, Hadley credits her coaches with helping her perfect her skills. "I also realized that they give some of the best life advice and are some of my favorite people to talk to about life in general," she says. "Throughout this process, I have had numerous coaches who have seen my potential and wanted to help with my success in any way they can, whether it be reaching out to coaches or helping me with my shot. I could not have gotten to where I am now without my incredible high-school coach and club coaches."

Asha Romaine '19, Vassar College, Track & Field
Asha is excited to be attending Vassar College next year, where she will run track and compete in the long jump! Going into her junior year, Asha decided that competing at the Division III level was her goal. Although at times she was overwhelmed with the options and finding time to visit colleges, she had a fairly clear idea of what she wanted. By the end of the process, she narrowed it down to Wesleyan University, Oberlin College, and Vassar College. Asha says, "Vassar College just felt like the right fit for me. I really connected with all of the members of the team, and I love the Vassar curriculum."

Asha credits Holton with helping her prepare for college, both in the classroom and on the track. She says, "Holton's workload is very heavy, so I had to teach myself how to balance homework and studying with track. My track coaches have pushed me to complete challenging workouts, and I understand the importance of being present and supportive of my teammates at every single meet."

Asha wants to thank both Coach Valmon and Coach Sala, who have been incredibly supportive throughout her years at Holton and during the recruiting process. Asha adds, "They both have pushed me to excel in my events, and they believe that I have even more potential to succeed in track and field. If it wasn't for them, I would not have decided to run track in college, and I wouldn't be the confident athlete that I am today."

DJ Taylor, Kenyon College, Volleyball
DJ started her volleyball career when she was 12 years old, with her mom as the coach. DJ's journey included this initial rec team, then her first club team, and eventually Holton's varsity team for four years. Her next stop: Kenyon!

After looking at lots of schools, she narrowed it down to Williams, Connecticut, and Kenyon College. "I reached out to a lot of schools and visited probably 10 college campuses and coaches," DJ says. "Of course, there were times that were disappointing and stressful, but I knew everything would work out in the end. I went down to watch a volleyball game at Kenyon and while watching the warm-ups and the actual game, I could fully see myself on that court. I got this feeling inside me that knew this is where I was supposed to be."

The academic and athletic experience at Holton is similar at Kenyon. DJ says, "This balance I have learned for the past six years, since I started playing volleyball, will be carried from Holton to Kenyon." As a captain for the past two years, DJ says she is also bringing invaluable leadership skills with her to the next level. She says that through this role, she learned how to be a role model on and off the court and how to work with people of all different personalities and skill levels. Her Holton coach, Coach Cornejo is a big part of this, too, she says. "He taught me the value of being not only a captain, but also someone that he and my teammates could come to for support."

DJ is grateful for Coach Cornejo, as well as her club coaches when she was 14 and 17. "If it wasn't for them," she says, "I would not have made it to the collegiate level.


Boosting Girls' Financial Literacy Through New Gr. 7 Math Unit

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Women's financial literacy has become a hot topic of late—and for good reason: there is increasing evidence of a significant gender gap in financial and investment understanding, and its negative impacts on women, which include helping perpetuate the wage gap and leaving them unprepared for and vulnerable in major life changes or crises.

In an effort to combat this deficit, the school's seventh-grade math team recently designed and led a new unit aimed at strengthening girls' financial muscles. Teachers went well beyond abstract concepts and dollars and cents, rooting lessons in real-life applications and basing assignments on students' own future plans. Girls learned how to write a resume, apply for a job in their field of interest, build a budget around that salary, research local housing prices and cost of living, calculate taxes and interest, self-advocate for a promotion, and choose and support philanthropic causes.

These skills are so important—life-changing, even, especially for women, says Traci Meakem Richmond '88, a financial advisor and co-founder of financial planning firm The Meakem Group. The alumna was thrilled to serve as a guest speaker during the seventh grade's financial literacy unit and to have this opportunity to help educate and empower students. "I really want these girls to take hold of their financial lives," she says. "I want them to realize that taking control of their money gives them control over their lives and gives them choices."

Other guest speakers throughout the unit included Academic Dean Rachel Herlein on resume writing, Head of School Susanna Jones on philanthropy, and both Director of Finance and Operations Tracey Fudge and financial planner and President of the Corporation Mary Wallack on budgeting.

In an introductory letter sent home to seventh-grade parents before the start of the unit, math teachers Katie Lavelle and Emily Wilde shared their goals. They sought to boost students' financial literacy through activities that engaged and cultivated their creativity and problem-solving skills, while also giving girls vital practice and preparation for what lies ahead.

Beyond this, the unit was also about sparking connections for students. "We believe this is really an opportunity for the girls to see math come alive and to continue their learning at home," the teachers wrote. "We hope for rich dinner-table conversations and that the girls...see how their parents apply math in their everyday lives."

Through this unit, the school's math program in general, and the overall Holton education, teachers aim to help girls realize that math isn't just for "math people"; it can empower them and help them reach their life goals.

During the new seventh-grade unit on financial literacy, financial advisor Traci Meakem Richmond '88 speaks to students about her work and leads them through activities exploring compounding interest and the impact of saving early.

Three New Members Inducted Into Boosters Campus Service Club

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Boosters held its annual spring induction ceremony this morning, welcoming and recognizing three new members: Serena Hong '22, Natalie Kempf '21, and Eve Mullen '22.

The names of new members remained a surprise to the community and inductees themselves until this morning—although their families were notified in advance and were present for the ceremony. During the event, Co-Presidents Mimi Asamoah-Mensah '19 and Eliza Gichner '20 and fellow Boosters read a statement about each inductee and awarded her a certificate, a Booster patch, and an official Booster pin, which she must wear for a week.

Boosters is a long-running in-school service club that gives back to the school and community through its participation in a range of events and activities. Induction into the club is based on the number of campus community service hours accrued while in high school. Students earn service hours by serving as tour guides; volunteering in the school store, Advancement Office, College Resource Room, Brown House, or Head of School's Office; assisting the Alumnae Board and Alumnae Office; working at Back to School Night and Reunion; and filling other volunteer needs throughout the school.

Booster qualifications include: integrity, a constructive and helpful attitude in all aspects of school life, a cooperative spirit, a pleasant and courteous disposition toward faculty and students, a respect for school regulations and honest effort to conform to them, a genuine interest in the welfare of the school, and sincere participation in and support of its activities.

The club holds induction ceremonies twice a year.

We applaud all of our Boosters for their service to the school and congratulate the newest members!

Environmental Science Classes Get Feet Wet Evaluating Water Quality of Campus Creek

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Students immersed themselves in the subject matter of the Advanced Global Applications in Environmental Science course this year—literally. As part of their study, girls waded into the campus' Booze Creek throughout the year and collected samples to evaluate water quality using a variety of tests. The project, like other hands-on components of the course, helped students develop strong scientific skills, as well as a strong understanding of classroom concepts.

While rethinking the class as it shifted from AP Environmental Science to Advanced Global Applications in Environmental Science this year, teacher Patty Carver wanted to integrate more tangible, real-world applications and discussions into the course. She thought the creek would be a perfect addition because of its proximity to the school and many connections to the course's key themes and topics. The waterway drains a significant swath of highly developed land in central Montgomery County before flowing into the Chesapeake & Ohio Canal, the Potomac River, and ultimately the Chesapeake Bay. Carver thought that by using the same water-quality tests that professional scientists use, students might be able to feel first-hand the impact of factors like pollution and environmental regulation.

At the final sampling of the year earlier this month, one student group remarked that the creek had helped them really see, with their own eyes, all sorts of phenomena—like how much water quality changes seasonally. They saw these shifts both visually and in their data, which measured factors like pH, turbidity, and dissolved oxygen using highly technical probes.

Things didn't always go right with the technology, Carver and the students admit; but the teacher explains that this is an important part of the scientific process as well. "It takes time to become an expert on this kind of technical equipment," Carver says. "And you learn so much more from your mistakes than you do if everything goes beautifully."

Lily Schmandt '19 says she really enjoyed the Booze Creek project, particularly because it gave her the opportunity to "see a piece of what real scientists are doing."

Alongside the creek sampling and final reports on findings, the course also gave students chances to wrestle with environmental issues unfolding in current headlines; to prepare and deliver an in-class TED Talk on an endangered species; to write a research paper, create infographics, and record a podcast on population demographics; to draft a letter to Congress in support of or against the Green New Deal; to explore plastic's impact on wildlife and humans' dependence on it while taking the Plastic-Free Challenge for a week; and so much more.

"We have been developing skills that are really important for real-life applications...and how to approach problems from different perspectives all year," Lily says.

"I'm so happy I took this class," says Delaney Bond '19. "I just genuinely enjoyed learning all our material because Ms. Carver makes it fun and we get to do such interesting things." Because of the class, she adds, "I've become more aware of what is going on in the environment. I've become more passionate about it...and more aware of my actions."


Head's Notes - Mosaic 2019

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I love food, reason enough to revel in Mosaic; I also love learning about other cultures, another reason to love Mosaic. I also love what the event says about the Holton community: the multiplicity of nationalities and ethnicities our families represent–34 countries and ethnic groups hosted tables this year; the pride families exude as they share signature dishes and other aspects of their cultures, like the ever-popular Indian henna tattoos; and the number of students and their parents who come to take part in this community celebration. In so many ways, the evening encapsulates so much of what makes Holton so special.

Some of you who have read my Mosaic pieces before know that I first seek out food I particularly like that disappears quickly. That used to make Greece my first stop to secure baklava; whether the Greeks are bringing more baklava or it's less popular, I don't know, but the depletion danger has declined. Chinese dumplings, however, can run out fast (interestingly there was no Chinese table 12 years ago), so now I go to the China table first. I started out with a large egg roll and two dumplings when, given the array of gastronomic delights awaiting me, just one dumpling would have been a much wiser selection. Greece still comes second, where I picked up the coveted baklava as well as a square of delicious spinach pie. Italy was close by and who can resist a cannoli? Traveling around the Mediterranean, I headed to Israel for some kugel, one of several dishes I have only ever eaten at Mosaic. A platter of large pickles had just arrived, and I enthusiastically took half of one (not exactly restraint, but...). Staying in the Mideast, I stopped at Iran for some wonderful green rice that I remembered fondly, along with a very tasty sausage-esque item. While at Iran, a mother from the Japanese table urgently escorted me across Asia to ensure that I didn't miss out on sushi. I gratefully chose my sushi and, despite the fact that I was already starting to feel quite full, couldn't refuse a Japanese sweet pressed on me. Remaining in Asia, I visited Korea for some noodles and a kimchi dumpling.

While sampling some coconut rice–surprisingly and pleasingly spicy–at the Nigeria table, I was chatting with someone who wondered if a heaping pile of buns were hush puppies. That prompted me to wonder whether the buns are the ancestors of hush puppies, one of the many byproducts of the Atlantic slave trade. While a little sweeter, the buns had exactly the same texture and structure as hush puppies.

Some parents raved about the food at the Kurdistan table, one of the two new tables this year, so off I went. I savored a stuffed grape leaf (I was finally so full that I was exercising more moderation) and took a piece of baklava to compare with the Greek version. Next, some mango lassi beckoned me from the India table. There's something about the texture of lassi that I just love. While there, I had to have a samosa. After a break for a little chatting, I headed to Mexico. I adore Mexican food, but I was so full I couldn't contemplate an entire taco. Nonetheless, I was persuaded to take some chicken and then the guacamole called, so I took a little with a few chips. The chicken was so good I went back to tell the family hosting the table. A little farther along was the Scottish table with its "I tried the Haggis" stickers, a Mosaic tradition. I ate my requisite cracker with haggis and tried not to express too much disbelief when the Scottish mom told a curious eater that it was lamb sausage. At the Swiss table, the mother and daughter joined me in finding the flag for the Neuchatel canton, where my husband's family is from. I took some Toblerone chocolate. There is chocolate, and then there is Toblerone.

Then I encountered a Pakistani mom who politely urged me to visit her table, where I tried a vegetable dish that was delicious and definitely homemade; I also had a samosa. Blessedly, the Pakistanis offered a rose-scented water, the perfect intermezzo for my continuing culinary adventures. At Palestine, I chose some excellent tabbouleh, another favorite food, and happily on the lighter side. At the Philippines, I tried what looked like a long, skinny eggroll, while at Senegal I had some Mafe Ginaar, a traditional chicken stew made with peanuts (a staple crop in Senegal) and sweet potatoes. Then I spied Goya drinks on the Puerto Rico table, and, I thought, maybe a little Coco Rico will settle the stomach. We go to Puerto Rico every spring break, and I had a nice chat with the family about how underappreciated that American territory is. The Singapore contingent had lots of information and takeaways, including flags, but I was there for the food. I inquired of the Lower Schooler dressed in traditional garb what I should try and she suggested a pineapple tart–delicious indeed! (And, thankfully, very small.)

The Swedish meatballs count as another of my annual favorites, so I had one of those with a little of the berry jam–so tasty. The mom noticed my haggis sticker and remarked that they should have stickers too: "I was daring and ate the herring." I love herring, so I happily helped them out and ate a piece, sticker or no sticker. Vietnam represented another new table this year, and I was happy to pick up an eggroll from them–I do like eggrolls. Then I came upon what I consider the most interesting table of all: the Sephardic Jewish family from Rhodes. I knew nothing about this ancient culture until last year, and happily returned, this time for a meatball. I next came upon Bolivia, which I think had the best cultural display, with vegetables (potatoes!), quinoa, and other staples as well as traditional instruments and dress. I had seen people eating poutine earlier, and knew that at some point I would need to make a stop at Canada. Poutine is another dish I had never experienced until Mosaic a few years ago. At this point, I actually needed a separate plate for this delicacy from our neighbors to the North.

While eating my poutine, I surveyed the room to see what tables I had missed. Off to Eritrea I went for some chicken, and then to Ethiopia for an injera chip and a taste of collard greens. My stomach couldn't comprehend the popular Nutella crepes at the Russia table so I wistfully settled for a small cookie. I had a hard time choosing at the Irish table, but settled on my annual favorite of bread spread with that heavenly Irish butter. At the African-American table, I took a smidgen of macaroni and cheese and wasn't allowed to pass up some more collard greens (vinegary and very tasty). After a pleasant conversation with a new dad, I noticed the Peru table, where I enjoyed some chicha morada, a ubiquitous sweet drink made from purple corn (Peru has thousands of corn varieties) while chatting with the family and their Peruvian nanny about how much I loved the Peru Junior Journey this past summer. Only Bangledesh remained, where I had some excellent potato curry while talking with the daughter, who also happened to have also been on the aforementioned Peru Junior Journey.

And there you have it: a girl whose family is from Bangledesh, who lived in London before coming to Holton, and whom I got to know on a trip to Peru. That's the world we are preparing our girls for. How wonderfully rich and exciting it is.

With enormous thanks to all our volunteers, especially the chairs, Alaleh Rafia P '25, Leili Soltani P '25, '28, and Molly Vanden Bosch P '22, and Director of Constituent Relations Dani Aronson.

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School Store Launches New Website!

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The site features a broad range of merchandise and is easier to use than ever.

Weather Shelter in Place - April 26

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Shelter in place currently in effect at Holton due to weather. If you are on campus, pls seek shelter inside immediately.

All Clear

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There is no longer a "shelter in place" on campus.

Playing a Role in History: Gr. 8 Holds Mock Trials of Pres. Harry Truman Post-WWII

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As part of their study of World War II, eighth-grade US Political History classes held mock trials of President Harry Truman circa 1946. They considered whether he had violated the Nuremberg Charter by ordering atomic bombs to be dropped on Hiroshima and Nagasaki. Students served as witnesses, lawyers, court reporters, and even President Truman himself, while eight faculty and staff members served as jurors and ultimately decided the outcome of the case based on the arguments and testimony presented.

"Witnesses represented many different perspectives and roles in the decision to drop the bomb," explains history teacher Lea Hunerkoch. These included survivors of the bombs, an American soldier captured by the Japanese, a Japanese soldier, military leaders, Albert Einstein, Japanese leader Hideki Tojo, and many more.

In some classes, jurors found Truman guilty; in others, they found him not guilty.

"The girls were amazing," says history teacher Louisa Nill.

"They blew my mind every day with the way they stayed in character and argued their points," adds Hunerkoch. "They also made incredible connections between the vast amount of research they'd done in preparation for this project."

Through the project, students learned not only about historical events and their lasting impact; they honed their perspective-taking, public-speaking, and research skills; refined their persuasive techniques; and weighed the complexity of wartime ethics.


Spring Arts Events in Bloom Across Campus! (Calendar & US Choral Concert Highlights)

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Our Upper School singers officially kicked off our spring concert season with yesterday's outstanding Spring Choral Concert. View highlights from their performance below—and don't miss our other spring visual and performing arts events listed below!


UPCOMING VISUAL & PERFORMING ARTS EVENTS

WASHINGTON INDEPENDENT SCHOOLS HANDBELL FESTIVAL CONCERT, APR 29
7:30-9 p.m. (Concert), Gymnasium

Holton will host the annual Washington Independent Schools Handbell Festival this Mon., Apr. 29, which brings together students from several area schools. Handbell choirs will rehearse on campus during the day (12-5 p.m.). Please join us for the festival concert at 7:30 p.m. in the gymnasium.


US SPRING INSTRUMENTAL CONCERT, MAY 2
7:30-9 p.m., Lewis Theater

This annual concert features the Jazz Band, Wind Ensemble, String Orchestra, Symphony Orchestra, and Chamber Orchestra. The concert will include recognition of senior members.


MS/US HANDBELLS & CHAMBER MUSIC CONCERT, MAY 5
5-6:15 p.m., Simms Reception Room

Bells will be ringing on Sun., May 5, 5-6:15 p.m., in the Simms Reception Room! Please join us for this short, delightful performance featuring the Middle School and Upper School Handbell Ensembles, the Chamber Orchestra, and instrumental chamber groups and soloists. Please plan to arrive early, since seating is limited in this intimate venue.


HOLTON AND LANDON MS ACTORS TO PERFORM ONCE ON THIS ISLAND JR., MAY 10 & 11

Holton and Landon Middle School students in Grades 7 and 8 are teaming up for the MS spring musical, Once On This Island Jr. by Lynn Ahrens and Stephen Flaherty. This vibrant Caribbean musical tells the story of a peasant girl who rescues and falls in love with a boy from the other side of Haiti. Ti Moune's journey to be reunited with Daniel tests the strength of her love against powerful forces including gods representing Earth, Water, Love, and Death.

Participating Faculty: Elizabeth Zitelli, Director; Trevor Fanning, Musical Director; Mark Robinson, Technical Director; Joseph Staub, Assistant Technical Director; Sarah Roney, Choreographer; Sherry Wells, Choreographer.

Performances are Fri., May 10 at 2 and 7 p.m. and Sat., May 11 at 7 p.m. The box office is now open!


US HOLTON-LANDON SPRING MUSICAL, NEWSIES, AT LANDON, MAY 17 & 18

Students from Landon and Holton-Arms upper schools invite you to attend their spring musical: Disney's Newsies. Performances will take place in Landon's Coates Auditorium. Admission is free.

Based on the real-life Newsboy Strike of 1899, this Disney musical tells the story of Jack Kelly, a rebellious newsboy who dreams of a life as an artist away from the big city. After publishing giant Joseph Pulitzer raises newspaper prices at the newsboys' expense, Kelly and his fellow newsies take action. With help from the beautiful female reporter Katherine Plumber, all of New York City soon recognizes the power of "the little man."

Performance Dates:
Fri., May 17, 7:30 p.m.
Sat., May 18, 2:00 p.m. & 7:30 p.m.


US ART SHOW OPENING & SCROLL DEDICATION, MAY 22

The UPPER SCHOOL ART SHOW OPENING and Scroll dedication will be on Wed., May 22, from 5-6:30 p.m. in the Simms Reception Room, Adalman Gallery, Archive Gallery, and Administrative Hallway. Art in Simms Reception Room will remain on display until May 31. Art in other spaces will remain on display until Fri., June 7.

(The Lower & Middle Schools also have art show openings in May; please look for full details in parent newsletters.)

We the People of the Fifth Grade: Philadelphia Trip Drives Home History Lessons

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Fifth graders recently wrapped up their study of colonial America and kicked off their unit on the American Revolution with a day trip to Philadelphia. There, students toured the Museum of the American Revolution and the National Constitution Center, with a special focus on the experiences, perspectives, and contributions of Native Americans, women, and African Americans. They toured exhibits (including a replica of George Washington's war tent), watched informative films, and asked lots of questions.

"All of their tour guides and teacher chaperones were so impressed by their knowledge," says Gr. 5 social studies teacher Sherry Wells.

Learn more about the fifth-grade's study of colonial America, particularly their Colonial Day, here.


Sixth Graders Build Scientific Knowledge, Self-Confidence, Community on Chesapeake Bay

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On the sixth-grade's recent trip to Northbay, an education center at the north end of the Chesapeake Bay, a theme began to emerge. Whether gathering data about clams, joining forces for a beach cleanup, or zooming down ziplines, students always seemed to be building—building knowledge, building confidence, building community.

The trip, now in its fourth year, kicks off the sixth-grade science unit on oceanography, introducing relevant topics through hands-on experiences. This year, for example, girls compared natural and manmade wetlands, conducting water quality testing and noting the biodiversity in each. They netted fish by beach and practiced identifying them. They dug for clams and documented death rates, particularly for juveniles, and discussed the need for longitudinal data to place their results in context.

Through the trip, says science teacher Janeth Eby, "I want them to understand more about water flowing into the ocean, and Northbay's location is great for this. We talk about the different things that pollute the ocean. And I want them to understand how field scientists conduct research and what it entails."

"There's also a lot of learning about teamwork, collaboration, and bonding," she adds. This happens during the science-related projects—and during the many social and team-building activities that punctuate the schedule, ranging from an evening beach bonfire to a day on the ropes course.

Adventure experiences like a zipline, a giant swing, and a challenging high ropes course "gave students such a sense of accomplishment," says Eby. "For many, it was their first time doing anything like this."

On their Northbay trip blog, the girls reflected on the many activities. They wrote about their newly sparked interest in marine creatures; about how, despite their fears of tipping over, they had a dry and wonderful time kayaking, complete with sunset views; about how they conquered their fears of the adventure challenges and can't wait to do them again.

Mia Gyening '25 and Violet Gerson '25 wrote that various team-building games helped them realize just how important it is to work together and listen to all voices.

They also learned about the power of each individual. "We talked about the effect our actions have on the environment and what actions we can take to impact our environment in a positive way," they said.

The trip builds on the fourth-grade science curriculum, which includes events throughout the year with the National Aquarium's AquaPartners, a program that builds knowledge of the Chesapeake Bay and environmental stewardship through hands-on activities. The Northbay experience also prepares students for the sixth-grade summer trip to Maine, when Holton teachers partner with scientists and environmental educators at Schoodic Institute and College of the Atlantic to help girls explore the United Nations' Sustainable Development Goals of Life Below Water and Life on Land. Over half of the sixth-grade class will embark on this additional oceanographic exploration this year. Read more about the Maine trip here.

View photo highlights from the Northbay trip below:

MS Mini-Mester Provides Immersive Learning Experiences for Students on Indigo, Cryptography, and More

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The Middle School's Mini-Mester program gives seventh and eighth graders a moment to step back from the daily school-day routine and enjoy a weeklong, hands-on immersion into a given topic. This year, students chose from exciting interdisciplinary courses on Belize, the brain, cryptography, dogs, indigo, lesser-known DC, stop-motion animation, and women in sports.

Mini-Mester is similar to the Middle School's "Outside-the-Box" Days, which tackle a topic in interdisciplinary fashion through some combination of engaging activities: hands-on workshops, multimedia presentations, guest speakers, field trips, creative projects, and more. But because it's a whole week long, it provides students with an even deeper dive into the material and fosters even more connections between disciplines and with peers, educators, and the community.

Middle School art teacher Ambria Archibald co-taught this year's Blue Thread: Connecting Stories Through Indigo course, which introduced students to indigo dyeing techniques from around the world and stories of women whose lives have been shaped by indigo. For their final project, girls had to work in groups to create a socially conscious business idea based around indigo, complete with product samples. These creations included home goods, jewelry, clothing, and even dog bandanas.

Because the class meets all day for a week, says Archibald, "we are able to work in ways we normally can't. We're able to bring in so many more disciplines and, for example, if a student makes a mistake on a project, she doesn't have to wait until next week to figure out how to fix it. She can address it right away. There's a real sense of mastery that comes from this kind of immersion."

Archibald says she was most impressed by how well the students worked together this year and negotiated compromises to achieve shared goals.

Librarian Joy Colburn, who co-taught the Stop Motion: Aliens & Robots course, saw the same phenomenon in her class. Throughout the week, her students learned the principles and practice of stop-motion through several projects, including creating original films using aliens and robots they'd built from scrap materials and craft supplies. Master puppeteer Honey Goodenough (who led the elephant build for the school's 2017 production of Lion King Jr.) was onsite the whole week to share her expertise.

The experience was extremely empowering for students, Colburn says. They learned how to use power tools, how to turn trash into treasure, and how to push through challenges (and time-consuming stop-motion animation has many!).

"I was so impressed by how they problem-solved to make their stories come to life," Colburn says.

Middle School Director Nichole Foster-Hinds says she was amazed to see and experience the range of activities and learning that occurred throughout the week. "Students created stop-motion videos, trained dogs, used neuroscience to better understand how they learn, explored little-known DC attractions, prepared for our summer Holton-Landon Belize Global Education Trip, made their own clothing and jewelry lines, and worked together to escape a DC escape room."

This is a program that students remember and that younger Holton girls look forward to, she says.

View photo highlights from this year's Mini-Mester courses below:


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