Upper School Calendar
  • January 2019
    • SatJan26 Upper School Dance 8:00 PM to 11:00 PMLyman
  • February 2019
    • ThuFeb07 Upper School Parent/Advisor Conferences 3:30 PM to 7:00 PM
    • FriFeb08 Onee Bergfeld Lowe '82 Chapel 10:20 AMLyman

The 2019 winners of the Scholastic Art & Writing Competition have recently been named by the Cleveland Institute of Art and 14 Laurel students received 16 honors in the visual arts and writing categories. Each year, the Alliance partners with more than 100 visual arts and literary arts organizations across the country to bring the Scholastic Awards to local communities. Open to students in Grades 7-12, applicants can submit in 29 different categories of art and writing.

Students submitted more than 350,000 works of art and writing in this year’s competition. Award-winning work best exemplifies originality, technical skill, and the emergence of a personal voice or vision. Students receiving Gold Keys, Silver Keys, Honorable Mentions, or American Visions & Voices Nominations are celebrated within their communities through local exhibitions and ceremonies. Congratulations to the following Laurel students who were recognized:

ART AWARDS

Gold Keys:

  • Celeste Bohan '19, Photography
  • Jordyn Goldstein '20, Painting
  • Linzy Malcolm '20, Photography (pictured, above left)

Silver Keys:

  • Caroline Abbey '19, Photography
  • Victoria Hagen '20, Photography (pictured, above right)

Honorable Mentions:

  • Caroline Abbey '19, Photography
  • Rachel Estafanous '19, Photography
  • Mei Hashimoto '20, Mixed Media
  • Erin Thomas ’22, Painting 

WRITING AWARDS

Gold Keys:

  • Melanie Nance '19, Poetry
  • Jacqueline Marshall '21, Poetry

Silver Key:

  • Olivia Savona '19, Critical Essay
  • Nadia Ibrahim '21 (awarded two Silver Keys), Poetry

Honorable Mention:

  • Emi Cummings '20, Personal Essay/Memoir
  • Nadia Ibrahim '21, Flash Fiction
  • Barbara Yang '21, Critical Essay 
Ria Desai '19 was recently featured as an unsung hero in the Chagrin Valley Times for her local volunteer work and bone density research, which she presented at a recent American College of Rheumatology conference. In the article Ria explains that when a serious car accident sidelined her tennis season, she "Started working more with an organization called The Up Side of Downs that offers Buddy Up Tennis clinics to children with Down Syndrome in Northeast Ohio. She also increased her hours volunteering with Inner City Tennis Clinics, a summer camp for Cleveland children that incorporates tennis, literacy, wellness, poetry and fitness." 
In addition, Ria launched a STEM-based research project utilizing her Dream. Dare. Do. (D3) period time that looked at the relationship between physical exertion and bone density in girls. She states that, "It came from my mom always telling me to drink milk because of bone issues and a lack of calcium. And then, though I wasn’t playing at the time, I was still an athlete, so I combined those two ideas and developed the project." Ria is now working on turning the project into a manuscript and hopes that it gets accepted into a journal and paper. She also hopes to expand the study to include more ages as well as boys. Click here to read the full story.
On October 10, several members of the Laurel community, including 12 alumnae, spent the afternoon with students in Grades K-8 leading activities focused on financial literacy and entrepreneurship. The goal was to empower and spark entrepreneurial spirit in the students. Activities were designed by VentureLab and incorporated using the girls' resourcefulness, problem-solving skills and curiosity. Many of the activities focused on idea generation, creating a business model, design thinking and pitching. The Sun Press and Sun Messenger included a recap of this fun and engaging afternoon on their front pages.
Primary School teachers Shannon Lukz and Emily Felderman were both featured, along with several Grade Four students, in a recent Girls in STEM segment that aired on WKYC Channel 3. Shannon and Emily have been instrumental in designing and leading a month-long immersion learning unit at Laurel's Butler Campus called "Power & Purpose," which focuses heavily on science, math and the many components of STEAM (science, technology, engineering, arts, mathematics) learning. Throughout the unit students surveyed the land and created topography maps, tested the water quality of Griswald Creek, and learned all about the mechanics of a bike, which they used as their main mode of transportation for the month. WKYC visited Butler on the final day of the unit to capture the work of the students, who designed and built the "Adventure Rivulet Bridge," which is now in use at Butler. Click here to watch the full story.

Maggie Hilkert '19 was featured in Currents Magazine highlighting her love for finance, which she discovered through her participation in Laurel's Capstone Experience. In her Sophomore year, Maggie traveled to San Francisco and after meeting a Laurel alumna who is a venture capitalist, stated that, "She had the coolest job I ever saw. I loved talking to her. I was fascinated with her job and that helped me narrow that aspect of my project." As Maggie progressed with her Capstone Experience, she "interviewed venture capitalists around the country, shadowed Cleveland-area business owners, interned at an equity research firm, and decided to start an Investment Committee at Laurel." The article goes on to say that, "Earlier this month, Maggie moderated a panel of women in finance as part of Laurel's Day of the Girl celebration which, this year, had a theme of financial literacy." 

Click here to read the full story.

The Cleveland Jewish News has named Jami Morris '21 as its Player of the Week. Jami earned the honors after finishing in a tie for first place at the Ohio High School Athletic Association Division II state girls golf tournament October 12-13 at The Ohio State University Golf Club’s Gray Course in Columbus. She shot a 73-74 for a total of 147, plus-7, tying for lowest score. In the article, Jami said she wasn’t surprised she performed so well in the tournament. "I think I worked extremely hard this past summer. I feel that all paid off and I hope to continue next year, and the year after, and hopefully in college. Except on the first day, I didn’t even think I was playing in the state tournament. Walking off the 18th green, I thought, 'I’m happy with how I played, I could have played better, but there’s always next year.'" 

Laurel golf coach Marti Hardy said she was impressed with Morris’s performance, but she wasn’t surprised. "I’ve watched her all along work hard to get where she has. I think the harder thing is, when you play at states, you’re not necessarily playing with the players that are scoring what you’ve been scoring the last day or so. It’s an unknown, they’re out there somewhere on the course playing. Maybe it’s a good thing that you don’t know, but I watched Jami just keep it all together really well and not doubt herself. I saw her hit two phenomenal shots that two golf pros who were near me said, 'she’s the real deal, she really knows how to play this game,' and it’s true."

Click here to read the full story.

 

 

Congratulations to these seven members of Laurel's class of 2019 who have received Letters of Commendation in recognition of their outstanding academic promise, based on their Preliminary Scholastic Achievement Test scores. More than 1.6 million juniors took the PSAT in 2017. Catherine Amaddio, Grace Cousens, Ria Desai, Meredith Hilkert, Cameron Kaye, Simran Surtani, and Daania Tahir all scored in the top 50,000 of those participants.

Early childhood education is just as rewarding for educators as it is for students. This was the theme in a recent Cleveland Jewish News article that featured interview excerpts from Laurel Prekindergarten teacher Kathryn Marshall. In the story Kathryn states that, "Children keep me in the moment and help me rediscover the joy of being in the moment. I get to have the same awe with children right there with them." She goes on to explain that she is "Always trying to find new, innovative ways to teach children. The sense of joy and wonder of living in the moment also translates into my life." Click here to read the full story, including the sage advice Kathryn would give her younger self.
Jami Morris '21, who competed in the Drive, Chip & Putt National Finals in Augusta earlier this year, recently conducted a Q&A with Cleveland Magazine where she talked golf, fashion, the perfect miniature golf hole design and her hobbies off the golf course. Her story was featured in the magazine's Private School Special Section. When asked what her favorite golf attire is she replied "I have these crazy bright pink shorts. If I had 20 pairs, I would wear them every day. They brighten my game and encourage me to be the best golfer I can be." She also touched on equality in her interview, stating that "Women should be able to play with the men, on the same courses and with the same yardages. That would be a big step up for women's golf, and we will rise to the challenge." 

Click here to read her full interview.  

Jackson to work together with Ann V. Klotz and Board members to maintain the Laurel School Mission

SHAKER HEIGHTS, OH – (August 22, 2018) Laurel School is pleased to announce Lynnette Jackson ’93 as the new Chair of the Board of Trustees. Jackson, a Relationship Manager and Vice President at Key Private Bank, has been on the Board since 2012, most recently serving as Vice Chair. Prior to joining the Board of Trustees, Jackson held the role of Laurel Alumnae Board President from 2009-2012.

“It is both an honor and a privilege to serve in this role as Board Chair,” said Lynnette Jackson. “It is an opportunity to give back to my alma mater who, through academic rigor, enriching experiences and leadership opportunities, has inspired me and my family to dream, dare and do. As Laurel embarks on its 125th Birthday, the work of this Board will certainly shape the next 25-50 years of the school.”

In her Relationship Manager role at Key Private Bank, Jackson delivers integrated strategies and forward-thinking, objective advice to her clients. These skills will continue to serve her well in her new role as Board Chair where Jackson will work closely with Laurel Headmistress Ann V. Klotz and other Board members to continue to set and maintain a vision and strategy for the school. Together, they will ensure sound financial management, appropriate stewardship of resources, and accountability towards goals.

“I am so pleased to be working hand-in-hand with Lynnette and the entire Board of Trustees to continue living Laurel’s mission and building on our long-term vision,” said Ann V. Klotz, Laurel Headmistress. “The Board has been instrumental in the development of our Strategic Roadmap and it is an exciting time for us as we embark on our next goal. I look forward to seeing what we can accomplish together.”

Other updates to the Board include Kristine Swails Bryan ’80, who has been named Vice Chair. Bryan is an Equity Research Consultant with Private Harbour Investment Management, LLC, and has been a member of the Board since 2015, most recently serving as Chair of the Investment Committee. Megan Lum Mehalko ’83, Chaundra King Monday ’95, and Suzanne Schulze Taylor ’81, have all been newly elected to the Board with three-year terms commencing June 2018.

###

Founded in 1896, Laurel School is a nationally recognized school for girls in Kindergarten through Grade 12, with a coeducational Pre-Primary School. Its mission is “to inspire each girl to fulfill her promise and to better the world.”

CONTACT:    

SARAH MILLER, PR MANAGER, 713.578.0281, sMiller@LaurelSchool.org

KATE FLOYD, DIRECTOR OF MARKETING, 216.455.0152, kFloyd@LaurelSchool.org

  • January 2019
    • FriJan25 Middle School CTP-4 (ERB) Meeting 8:15 AM to 9:00 AM
    • SatJan26 Upper School Dance 8:00 PM to 11:00 PMLyman
    • MonJan28 Parenting Your Adolescent Daughter (for MS Parents) 7:00 PMLyman
    • TueJan29 Middle School CTP-4 (ERBs)
    • WedJan30 Middle School CTP-4 (ERBs)
    • ThuJan31 Middle School CTP-4 (ERBs)
  • February 2019
    • SatFeb02 Groundhog Day
    • TueFeb05 Chinese New Year
    • WedFeb06 Global School Play Day
    • ThuFeb07 Upper School Parent/Advisor Conferences 3:30 PM to 7:00 PM
    • FriFeb08 Onee Bergfeld Lowe '82 Chapel 10:20 AMLyman

English

Philosophy:

Reading and writing constitute the core of the English curriculum, with an emphasis both on close textual analysis and on making connections between what we read and what we see in the world around us. English texts include not only traditional genres like novels, plays, short stories and poetry, but also nonfiction books, memoirs, newspaper articles, essays, TED talks, films and other visual arts. In English classes, students practice grappling with ambiguity, conversing with authors in the margins of pages, completing group and independent critical thinking routines and communicating their ideas in the classroom and on the page. Assessments range from formal papers of literary analysis to informal response papers, presentations and creative projects.

English I
In this first course in the English sequence, students think deeply about themselves and the societies around them, studying issues of personal identity and social values. Our readings reflect times and places as varied as Shakespeare’s England, Homer’s Greece, America during the Harlem Renaissance and today’s Japan, which gives students many lenses on the world of literature and many angles through which to see society and themselves. Texts come from a variety of genres, including poetry, novels and graphic novels, short stories and plays. In each unit, students discuss how characters find the strength to act with courage and personal integrity; along the way, they develop a vocabulary that allows them to express their ideas with greater precision and creativity. Representative texts include Macbeth, Just So Happens and Jane Eyre.

English II
Its focus on American literature allows the English II course to make frequent points of connection with American History classes. Music, photographs, videos, documentaries and newspapers offer students the opportunity to explore texts and issues from a multidisciplinary perspective. The course pays particular attention to issues of race, class and gender as students look at the foundation of America and its shaping by various groups. Captivity and slave narratives, abolitionist texts and selections from the Transcendentalists and early feminists offer students new perspectives as well as opportunities to practice critical-thinking routines and to re-examine contemporary American culture. Longer works--such as Passing, The Great Gatsby and The Things They Carried--lend themselves to formal analytical essays, online discussions, creative projects and periodic personal writing that encourages students to explore the values, assumptions and strengths that contribute to resilience and a sense of integrity.

English III: What Does It Mean to Be Human?
After their study of a specifically American sense of identity in Tenth Grade, students in English III broaden their perspectives and explore the ways we define ourselves and each other as human beings. An interdisciplinary approach encourages students to look at this question through varied lenses, from a focus on the scientific and technological advancements that are changing the way we live and even the brains and bodies we inhabit; to topics of exploitation, propaganda, and social justice; to an exploration of individual and collective identity based on the intersection of race, class, gender, sexuality and other social identifiers. Nonfiction readings, documentaries and TED talks are significant resources for students as they study major works that ask and answer what it means to be human. Representative texts may include Dr. Jekyll and Mr. Hyde, The Housekeeper and the Professor, Night, The Crucible, Twelfth Night, Their Eyes Were Watching God and Gattaca.

AP English III: What Does It Mean to Be Human?
Students who choose to take AP English Literature should be avid readers, willing to commit significant time to the writing process and eager to engage in nuanced discussion of challenging texts. The course theme asks students to explore the definitions that inform a sense of self and guide (or justify) our treatment of and responsibility to the people around us. As an understanding of human nature is profoundly impacted by philosophy, history, science, technology and the arts, course readings ask students to make connections between disciplines even as they encourage the kind of precise and insightful analysis that is the hallmark of the AP English curriculum. To engage in this work, students will examine the choices authors make, the effects of those choices on readers and the worldview each text promotes or implies. Representative texts may include Frankenstein, Beloved, Never Let Me Go, The Tempest and Gattaca.
Prerequisite: departmental recommendation

English IV
English IV examines global literature to investigate the influence of cultural change on individual and collective identity and experience in urban, suburban and rural spaces. Utilizing Facing History and Ourselves' scope and sequence, students learn how authors and artists address human response and adaptation to transformations of geographical, political, economic, religious, ethnic and ideological space. As a result, they are equipped with the intellectual skills they need for college coursework as well as with a heightened engagement in local, national and global issues. Critical thinking, analytical and creative writing, investigative inquiry and advanced discussion are tools for answering questions such as: How have our various histories succeeded or failed in explaining and illuminating our place in the world? What choices do we make-individually and collectively-that define our existence in a civilization that is in constant flux? What questions might our future pose? How do literature and art guide our understanding? Representative texts include short stories; novels such as The Scarlet Letter, A Mercy, Americanah and Midnight's Children; the films Metropolis, The Godfather, Up Heartbreak Hill and Mudbound; and articles from both academics and contemporary journalists.

KAP English IV
KAP English is a college-level course that increases awareness of a variety of critical perspectives--such as feminist, psychoanalytic, New Historicist and post-colonial--that inform our readings of texts. A central unit is an interdisciplinary study of the writers of the Irish Renaissance--Yeats, Synge, O’Casey and Joyce—in the context of Irish history, mythology and politics. Students write analytical essays of increasing sophistication and enjoy opportunities for informal writing and creative projects. Thematically, students examine the role of culture in shaping the individual, including characters who surrender knowingly or unknowingly to repressive social norms as well as characters who try to escape social norms in order to create selves that are courageous and ethical. In addition to the writers mentioned above, texts include Hamlet, Wuthering Heights, A Doll’s House, Heart of Darkness and Mrs. Dalloway.
Prerequisites: departmental recommendation and acceptance of the student’s KAP application by the US Office and Kenyon College.

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. 

 

Pre-Primary & Primary School
Open House

Saturday, January 12, 2019
9:00 a.m. - 11:00 a.m.
Lyman Campus

More information

 


"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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