All-School Calendar

The Laurel Swimming Gators were firing on all cylinders at the Northeast Ohio Swimming Districts, which took place on February 17, 2017 at Cleveland State University. In total, the team earned an impressive five spots on the podium and a total of 14 medals. More importantly, four Laurel swimmers qualified for States in three events!

Morgan Miklus ‘19 qualified in both her individual events, the 100 Free and 100 Back, where she placed 2nd in each. The 200 Free Relay team of Morgan Miklus, Katherine Hagen ‘18, Linzy Malcolm ‘20 and Erin Dyke ‘17 also qualified for states after each swimmer dropped at least a half a second from their time.

In addition, the 200 Medley Relay swam by Morgan Miklus, Rose Pophal ‘19, Katherine Hagen, Erin Dyke came in 8th, dropping four seconds off their time and moving two spots up. The 400 Free Relay swam by Katherine Hagen, Victoria Hagen ‘20, Linzy Malcolm, and Erin Dyke placed 8th after dropping an impressive eight seconds from their time to move up three places. Victoria Hagen, placed 16th in the 500 Free and Rylee Betchkal ‘18 moved up four places in her 100 Breaststroke.

Something must have been in the water because of the 19 events that took place, 14 were best times, four were second-best times and one was a second-best season time! Out of 36 teams in attendance Laurel came in 6th! Congratulations to all the swimmers on their hard-earned victories.

We look forward to States!

In her latest New York Times piece titled "When a Teenager's Coping Mechanism Is Spongebob," Lisa Damour Ph.D., delves into some of the typical coping strategies adolescents turn to when faced with stress. She states that "being a teenager isn't easy. Thanks to puberty, neurological and hormonal developments introduce teenagers to an era of emotional fragility so it's no surprise that adolescents find handy, if sometimes quirky, ways to reset when they are feeling overwhelmed."

Laurel Ninth Grader Samantha Eisner was included in the story, explaining that childhood pleasures offer comfort because "they take you back to the days when the biggest problem you had was choosing what crayon to color your dress in your third grade self-portrait."

You can read the full New York Times article here. A second story on the same topic also recently aired on CBS This Morning. Click here to take a look.

 

 

Dr. Tori Cordiano, a clinical psychologist and the Assistant Director of Laurel's Center for Research on Girls (LCRG), recently contributed to the article "Single Parenting: Communication is Key" in the January/February issue of Your Teen Magazine. In the article she states that "clear, fair communication between single parents and their teens helps to pave the way to a trusting relationship that withstands the ups and downs of adolescence."

Click here to read the full piece.

Cleveland Council on World Affairs Laurel StudentsCompeting against schools with teams of 20-35 students each, Laurel’s five Middle School delegates to the Cleveland Council on World Affairs' Junior Model United Nations Conference at John Carroll University produced three winners!

Representing France in the United Nations High Commission for Refugees, Sarah Goraya '21 and Ria Raj '21 won the Superior Delegation Award, which is the highest group award possible for each committee.

Representing the Netherlands in the Human Rights Commission, Izzy Atzemis '21. brought home the Gavel Award, which is the highest individual award possible for each committee.

In order to achieve these impressive results the students put themselves in the shoes of foreign diplomats and are then able to tackle and find solutions to the most pressing international issues. Through their commitment to the program the participants become empowered to investigate the world, recognize different perspectives, communicate ideas to diverse audiences, and apply what they learn creatively during research, debate, and conference time.

Congratulations to the three award-winners plus Carrie Bifulco '21 and Laine Roberts '21, who also represented Laurel well.

The Cleveland Institute of Art recently announced the winners of the Scholastic Art & Writing Competition. The annual competition is open to local students in Grades 7-12. The panel of judges is comprised of professional artists, art educators, writers and writing educators. As in past years, this year’s competition saw nearly 3,000 pieces of artwork and writing samples.

Congratulations to the following 29 Laurel students who won 35 awards (25 for art and 10 for writing) at this year's Scholastic Art & Writing Competition. Each Gold Key piece will continue to the national competition held in New York City.

 

ART AWARDS:

Gold Keys:

Mia Freer ‘17
Drawing and Illustration

Caroline Kahn ‘17
Photography

Grace Murphy ‘17
Jewelry

Lucia Pabon ‘17
Painting

Micki Reisman ‘17
Ceramics and Glass 

Henley Schulz ‘18
Photography

Christina Steele ‘17
Printmaking

Silver Keys:

Nicole Ahmed ‘17
Ceramics and Glass

Katie Dinner ‘17
Photography 

Isabel Friedman ‘17
Photography 

Ellie Martin ‘17
Painting

Caroline Megerian ‘18
Photography

Audrey Moore ‘17
Ceramics and Glass 

Maggie Navracruz ‘17
Architecture and Industrial Design
*Done at CIA Summer Pre-college program

Julia Saltzman ‘17
Digital Art 

Amanda Shao ‘18
Ceramics and Glass 

Natalie Thomas ‘17
Drawing and Illustration

Adelle Walker ‘17
Jewelry

Honorable Mentions:

Katie Dinner ‘17
Photography

Mia Freer ‘17
Mixed Media 

Alex Harris ‘17
Mixed Media 

Sophie Hatch ‘17
Mixed Media

Bridget Napoli ‘18
Photography

Julia Warner-Corcoran ‘17
Drawing and Illustration

Violet Watterson ‘20
Mixed Media
 

WRITING AWARDS:

Silver Keys:

Madeleine Massey ‘18
Poetry (four entries honored with Silver Keys)

Olivia Savona ‘19
Critical Essay

Brooke Siegler ‘17
Personal Essay/Memoir 

Honorable Mentions:

Madeleine Massey ‘18
Personal Essay/Memoir

Janaan Qutubuddin ‘20
Poetry

Tuyen Reed ‘20
Poetry 

Daania Tahir ‘19
Personal Essay/Memoir

"Parents play a key role in shaping sexual decision-making among adolescents--especially for girls." The Director of Laurel's Center for Research on Girls (LCRG), Dr. Lisa Damour, penned an article in The New York Times on "Talking With Both Daughters and Sons About Sex." Her article highlights a "2016 review of more than three decades of research findings that teenagers who communicated with their parents about sex used safer sexual practices. Likewise, new research from Dutch investigators who studied nearly 3,000 teenagers found that young adolescents who reported feeling close with a parent were unlikely to have had sex when surveyed again two years later. Notably, both research teams found that daughters benefited more than sons, and that the effective conversations and relationships were typically had with mothers."
To read the full article in the New York Times' "Well" blog, click here

Katie Dinner NCSY 2017NCSY held its five-day shabbaton called Yarchei Kallah in New York City, where more than 350 teenagers gathered for Jewish learning and fun. Cleveland brought 30 teens, the most of any region, which included Katie Dinner, a senior at Laurel.

The group began by spending two days touring New York City and ended with an international shabbaton for NCSY, full of Jewish learning and connecting with other Jewsish people from all over the country.

Click here to read the full article.

Beebot Tinkering StationLaurel’s Pre-Primary and Primary tinkering stations were featured in Cleveland.com during computer science week. By tinkering less, girls miss out on opportunities to practice skills such as spatial awareness, mechanical reasoning and critical thinking. During the schools' recent Computer Science Education Week, an annual program dedicated to inspiring K-12 students to take interest in computer science, Laurel offered up extra "tinkering stations" for students that will be used for additional computer science activities through February. Click here to view the entire article.

Benjamin LightWhen Laurel School announced its new Director of Advancement in October, they were pleased to call Benjamin Light one of their own – not an alumna of course, but a parent and a big fan of the school and all things Cleveland.

Benjamin Light comes to Laurel from The Gathering Place, where he was involved in all aspects of the agency's fundraising and special events. He most recently held the position of COO, where he was responsible for all finance and administration of this $2.3 million agency.

Benjamin’s extensive fundraising skills coupled with his strategic thinking and years of experience and knowledge of the corporate and philanthropic landscape in Cleveland make him a strong fit for this role. As a Laurel School parent, he also has a unique perspective on the school's mission and goals.

“This offers new challenges, in a new environment and I wanted to bring my professional energy to another organization.”

Click here for a link to the full article in the December 2016 issue of Currents Magazine. The announcement of Benjamin Light's new appointment was also covered in Crain's Cleveland Business, the Cleveland Jewish News and the Chronicle of Philanthropy.

Library – now sometimes referred to as the Learning Common, yet the basics are still in place. Just as business and research collaboration are different today, learning is different, fueled by our access to sources from all over the globe made instantly available. As the worlds of business, science, economics, medicine, and law have changed, so has obtaining and researching information.

Currents talked with professionals at four local private schools to take a look at how and why school libraries have reinvented themselves while still maintaining tradition. Laurel's own Kirsten Rosebrock-Hayes, Middle and Upper Schools Librarian, offered up her insights on how technology has transformed her role at our school. Excerpts from her interview follow.

 “In the role of the librarian I’m a reader’s advisor, Internet Sherpa (I made that up), collection caretaker – I make sure we have reliable and correct information. I wear so many hats,” says Kirsten Rosebrock-Hayes of Laurel School.

In many ways, a librarian’s work as guide and teacher hasn’t changed. In fact, in some ways their work is more pressing and more vital than ever. When faced with the dizzying array of information available, it’s the librarian’s role to teach students to have a discerning eye. 

“A big part of my job is to help students discern what information is worthwhile and trustworthy online,” Rosebrock-Hayes says. “Anyone can post anything online, but do you necessarily want to use just anything in your research project?”

Click here to view the full article from the December 2016 issue of Currents Magazine.

  • February 2017
    • SatFeb25 US Dance 8:00 PM to 11:00 PM
    • MonFeb27 Dare Week
    • TueFeb28 US Parent Coffee 8:15 AMLyman
  • March 2017
    • WedMar01 Ash Wednesday
    • ThuMar02 Coffee with Klotz for Accepted Families Pre-Primary and Primary 8:30 AM to 10:00 AM
    • ThuMar02 US Musical: Little Shop of Horrors 7:00 PMLyman, Chapel
    • FriMar03 US Musical: Little Shop of Horrors 7:00 PMLyman, Chapel
    • SatMar04 US Musical: Little Shop of Horrors 7:00 PMLyman, Chapel
    • MonMar06 Dream Week
    • MonMar06 MS Spring Sports Begin
    • MonMar06 US Track Practice Begins
    • MonMar06 US Track Parent Meeting 6:00 PMLyman

Learning Enhancement

Laurel School Learning Enhancement

Laurel students are active learners with a high level of commitment to their studies and the ability to apply their best efforts within the classroom and beyond. The school is committed to supporting each student’s academic growth and healthy social development.

We recognize that a wide range of learning styles exists among our student population, and that different learning styles benefit from different kinds of instruction and support. In order to support each of our students as vigorously as we challenge them, the school maintains a variety of resources to aid students with diverse learning styles.

Learning & Study Support

Learning Specialists are available to support student learning in Primary, Middle and Upper School. They help students obtain or strengthen the fundamental skills of learning and studying (organization, review, outlining). Typically the specialists work with the students individually or in small group settings during the school day. Support may be needed for an extended period of time or for just a few weeks. Our group of specialists are certified in all areas of education and truly care about the individual needs of all students and do support all types of learners (support and/or enrichment).

If a teacher or family raises concerns about a child’s academic progress, the individual student’s needs will be assessed by a team of learning specialists, the school psychologist and classroom teachers. The team will determine an initial plan of action after classroom observations have taken place in a variety of academic of settings. The plan may include any of the following:

  • Sharing detailed teacher or parent referral with the team
  • Progress monitoring (mini assessments over a designated period of time)
  • Short-term interventions by classroom teacher and/or learning specialists
  • If needed, further testing will be recommended

Psychological Support

The psychologists offer the following services to support the academic and personal growth of Laurel students:

  • Brief individual counseling, with the written consent of the parent or guardian, to assist with school adjustment or to support the efforts of an outside therapist
  • Emergency intervention with an individual or group of students as the need arises
  • Small group or classroom work to support healthy personal growth and development
  • Interpretation of outside evaluations for implementation within the school
  • Observation in classrooms
  • Maintenance of confidential individual testing records
  • Acting as a liaison with outside professionals to support the progress of students within the school
  • Consultation and resource sharing with faculty, staff and parents to support the growth and development of the students

Standardized Testing

The AIMSweb progress monitoring assessment is administered three times per year to students in grades K – 7 (K – 8 in school year 2012/2013). This assessment is used to monitor growth on a more regular basis which allows the learning enhancement team to closely watch all students’ progress and recommend further assessments when necessary.

In grades 4 – 8, all students take the appropriate grade level ERB (Educational Records Bureau) test. This test is administered annually and results are shared with each student’s family. Class results are used by faculty and administrators to evaluate the school’s program.

The tests that students take in grades 9 – 12 are ones required for college admission and Advanced Placement credit; they are the PSAT, SAT, SAT subject tests, ACT and AP tests. Each of these tests (with the exception of the PSAT) requires individual registration. If a student has a documented disability, she may be tested utilizing non-standard administration. The testing agencies that administer the tests mentioned above provide special testing arrangements for students with current (documentation must be less than three years old), documented physical, psychological and learning disabilities. Documented disabilities must be professionally diagnosed. Further, a student requesting non-standard administration should currently be receiving accommodations for in-school testing.

Individual Testing

The psychologists administer limited, individual testing in the Primary School, with the written consent of the parent or guardian, when specific information will assist with academic planning. Tests are selected in accordance with the needs of the individual student.

An outside referral will be recommended if a more extensive assessment is warranted. Individual psychological/educational assessments can be arranged through the student's public school district or through a psychologist in private practice. Laurel School psychologists do not diagnose learning disabilities and, therefore, testing must take place with an outside specialist.

Tutoring

When a student requires academic support beyond that which Laurel may provide using school resources, the Division Director or Director of Learning Enhancement may recommend a program of academic support to include work with an outside tutor, at the family's expense. Non-faculty tutors who work with students at the school are required to complete a formal personnel process.

Other tutorial arrangements that families develop for their daughters without consultation with the Division Director or Director of Learning Enhancement are viewed as separate from Laurel School. Faculty guidelines state that Laurel classroom teachers are not permitted to tutor for financial compensation any student currently in their classes or, during the summer, any student in the class she/he has just finished teaching.

An All-Girls’ Independent College Preparatory School for Grades K-12 and Coed Pre-Primary
Lyman Campus Butler Campus
216.464.1441


Laurel's Mission Statement:


To inspire each girl to
fulfill her promise and
to better the world. 

 

Middle and Upper School Open House

Saturday, April 8, 2017
10:30 am-12:30 pm
Lyman Campus

More information and RSVP
coming soon


"Laurel transforms students into strong women through an exemplary education and an atmosphere built on growth." Caitlin Cronin '16


"During my time at Laurel, I developed the mental aspect of my tennis game -- staying focused and staying in every match. The support that I've gotten from my team and my coaches has really helped me to do that." Danielle Buchinsky '15


"Laurel encourages its girls to try things they think they can do, things they don't think they can do, and even things they never thought about doing." Jazlynn Baker '16


"Laurel is a place where almost every girl can find a home. The community here is extremely accepting and diverse, and every student has her own ideas and opinions that are valued by everyone."Rebecca Brichacek '16


"Confident, independent, open-minded, fearless. That's what comes to mind when I think of what Laurel has given to my daughters." Laurel Parent

 

“The greatest gift Laurel gave me was the gift of lifelong friendships with classmates, teachers and parents of classmates. We have a special bond based on our shared experiences.” 
Betsy Sweeney Backes ‘78

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