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

Mathematics

Prep School Girls Studying In Shaker Heights, OH Image - Laurel School

Philosophy:

A primary objective of the Mathematics Department is to encourage each student to realize her full potential in the study of mathematics. The acquisition of computational and manipulative skills remains important for all students, but enhanced self-confidence, independence in problem solving and development of critical and logical thinking is even more essential. To these ends, our hope is for each girl to become competent in her ability to do mathematics, to appreciate the beauty of thoughtful procedures and to value mathematics as an integral part of functioning efficiently in today’s society.

Mathematics students are expected to demonstrate personal initiative by developing their critical thinking and problem solving skills and enhancing their mathematical foundation. Along with the traditional college preparatory mathematics courses offered at Laurel, which provide a comprehensive foundation for success in college-level classes, advanced courses (honors and AP) are also available. A student enrolled in an advanced mathematics course can anticipate a faster-paced, more rigorous experience. A successful advanced course student also exhibits the ability to be an independent learner and enjoys being in an atmosphere with similarly motivated students. In keeping with Laurel’s philosophy, a student in need of a tutor or significant, regular support from her classroom teacher to maintain her standing in an advanced-level course will be better served in the college prep or non-advanced section of that course.

GRAPHING CALCULATOR REQUIREMENTS: All non-Geometry courses require a graphing calculator from the TI-Nspire family. The TI-Nspire “CAS” version is only required for students who take the AP Calculus BC course while at Laurel, but it is allowed in other mathematics courses. It is important to note, however, that the CAS version is not allowed for the ACT. Therefore, the non-CAS version is recommended for students who do not anticipate taking AP Calculus BC while at Laurel.

Upper School Mathematics Pathways 9-12

chart of Upper School mathematics course progression options

  • Statistics/AP Statistics may be taken concurrently with other mathematics courses with mathematics department approval.
  • Additional options are available through One Schoolhouse.
  • Students may move between columns with the mathematics department approval. 

Algebra I
Using symbolic language as a problem-solving tool is the focus of this introductory algebra course. Students use expressions and linear, exponential and quadratic functions to model real-world data in multiple contexts and are expected to explain as well as demonstrate how the models are developed. A variety of assessments allow students to demonstrate mastery of skills at both the mechanical and application levels, including the use of projects and performance-based activities. Students are encouraged to make interdisciplinary connections and to explore mathematical concepts using words as well as numbers. Students completing this course are prepared for Geometry. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.

Geometry
This course emphasizes traditional geometry topics such as lines, angles, polygons and circles. Students explore concepts directly through their own inquiry-based exploration, make and test conjectures about what they observe and apply these conjectures to solve problems. In addition to the discovery of geometric relationships, students’ investigations also develop cooperative learning and problem-solving skills. Assessments include tests and quizzes, short-answer response questions, individual and group projects, presentations and explorations using the interactive geometry software Geogebra. Students completing this course are prepared for Algebra II.
Prerequisite: completion of Algebra I

Honors Geometry
In Honors Geometry, students work to master the skills of intelligent observation, insightful conjecture and rigorous reasoning as they develop their oral and written communication skills. Designed as a student’s first introduction to a formal axiomatic system, Honors Geometry provides students the opportunity to use logical deduction as they explore properties of two- and three-dimensional geometric figures and learn to prove theorems. Students are encouraged to employ algebra skills and geometric concepts to solve a variety of problems from various disciplines and everyday life. This course also includes exploration with interactive geometry software and a brief introduction to basic probability. Assessments include tests and quizzes, problem sets, interactive and reflective dialogue about homework problems and collaborative projects that may incorporate inquiry based exploration. Students completing this course are prepared for Honors Algebra II.
Prerequisite: completion of Algebra I and departmental recommendation

Algebra II
In this intermediate-level algebra course, students build their capacity with linear and quadratic equations, inequalities and systems over the real numbers, matrices, logarithms, sequences and complex numbers. Because they have a well-developed foundational understanding of algebra, students are able to investigate functions and their graphs, and they are also encouraged to apply mathematical models to real-world phenomena. Students are offered strategies for and practice in standardized test-taking, and they are assessed in a variety of ways, including tests and quizzes, problem sets, interactive and reflective dialogue, collaborative projects and inquiry-based exploration. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.
Prerequisite: completion of Algebra I and Geometry (Geometry may be taken concurrently if a student has departmental recommendation)

Honors Algebra II
In this course, students work toward mastery of advanced algebra topics and begin to build a sound foundation for material that will be introduced in future precalculus courses. Course topics include those listed for the Algebra II course as well as polynomial, exponential, logarithmic, rational, irrational, trigonometric and circular functions and quadratic relations. Students regularly interpret mathematical behavior and investigate mathematical modeling of real-world applications. Assessments (formal and informal) include daily reading and homework assignments, group discussions and in-class quizzes and tests. Students completing this course are prepared for either Trigonometry and Precalculus or Honors Precalculus. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.
Prerequisites: completion of Algebra I and Honors Geometry (Honors Geometry may be taken concurrently) and departmental recommendation

Topics in Advanced Mathematics
In this course students refine and deepen their understanding of topics important to their future success in a variety of disciplines. Students learn the basics of descriptive statistics, elementary probability theory, trigonometry and the application of functions. Topics include, but are not limited to, polynomial, rational, exponential and logarithmic functions, circular and triangular trigonometry, probability, combinations and permutations, normal distribution and central tendency distribution. Financial literacy is integrated throughout the course. Great emphasis is placed on mathematical problem solving and hand-on activities that integrate technology. Students are assessed in a variety of ways such as tests and quizzes, problem sets, interactive and reflective dialogue, collaborative projects and inquiry-based exploration. Students completing this course are prepared for Statistics, AP Statistics or Trigonometry and Precalculus.
Prerequisite: completion of Algebra II
*NOTE: this course will only run with sufficient enrollment. If this course does not run, students who signed up for it will be encouraged to take Statistics, AP Statistics or Trigonometry and Precalculus, depending on their prior course progression.

Trigonometry and Precalculus
This course includes a thorough discussion of circular and triangular trigonometry and polynomial, rational, exponential and logarithmic functions and the way these concepts can be found in the world around us. Students strengthen their algebraic skills, develop graphing techniques and explore problem-solving strategies. Students are assessed in a variety of ways such as tests and quizzes, problem sets, interactive and reflective dialogue about homework problems and collaborative projects that may incorporate inquiry-based exploration. Students learn to appreciate and integrate technology as a resource in their study of mathematics. Students completing this course are prepared for College Preparatory Calculus. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.
Prerequisite: completion of Algebra II

Honors Precalculus
This course includes the thorough study of vectors, sequences, series and functions, including trigonometric functions. Students also commence their investigation of limits and derivatives. Students strengthen their technical algebraic skills, further develop their graphing technique, and discover and refine their problem-solving strategies. The course encourages students to apply their mathematical knowledge and skills to real-world phenomena and to better integrate technology resources into their study of mathematics. Multiple forms of assessment are offered, including in-class tests and quizzes, problem sets, reflective dialogue about homework problems, and in-class group discovery activities. Students completing this course are prepared for either AP Calculus AB or AP Calculus BC. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.
Prerequisites: completion of Honors Algebra II and departmental recommendation

College Preparatory Calculus
This course begins by introducing and exploring more advanced precalculus topics including limits and continuity before moving to in-depth investigation of basic calculus topics including derivatives, antiderivatives and the application of each. The course’s overview of calculus concepts gives students a solid preparatory foundation for college level calculus; it also allows them ample opportunity to reinforce their algebraic technical skills, to discover and to refine problem-solving strategies and to utilize technology as a powerful resource in the study of mathematics. Assessments include tests and quizzes, problem sets and inquiry-based group projects. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.
Prerequisite: completion of Trigonometry and Precalculus or Honors Precalculus

AP Calculus AB
Differentiation and integration are the two concepts at the heart of both AP Calculus AB and AP Calculus BC. In AB Calculus, students learn to understand, calculate and apply these concepts through a variety of methods: graphically, numerically, analytically, orally and in written form. Students are assessed in a variety of ways, including in-class tests and quizzes (multiple-choice and free-response questions, both with and without use of graphing calculators), problem sets, in-class group discovery activities and daily reading and homework assignments. At the conclusion of the course, students are prepared for and expected to take the AP Exam. For a detailed curriculum and course description as defined by the College Board, go to the AP Calculus AB course page. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.
Prerequisites: Honors Precalculus or College Preparatory Calculus and departmental recommendation

AP Calculus BC
Differentiation and integration are the two concepts at the heart of both AP Calculus AB and AP Calculus BC. In addition to the topics covered in AP Calculus AB, this course covers sequences and series, calculus of parametric equations and calculus using polar coordinates. Students learn to understand, calculate and apply these concepts through a variety of methods: graphically, numerically, analytically, orally and in written form. Multiple assessments are offered, including in-class tests (multiple-choice and free-response questions, both with and without use of graphing calculators), work-at-home graded problem sets, in-class group discovery projects, and daily reading and homework assignments. At the conclusion of the course, students are prepared for and expected to take the AP Exam. For a detailed curriculum and course description as defined by the College Board, go to the AP Calculus BC course page. A graphing calculator is required for this course. Please refer to the “graphing calculator requirements” at the beginning of the mathematics course listing.
Prerequisites: Honors Precalculus and departmental recommendation

Statistics
Students develop strategies for collecting, organizing, analyzing and drawing conclusions from data in the Statistics course. They learn to communicate statistical results, both in speaking and in writing, articulating and to defend their methods of data collection and analysis. Graphing calculators, along with other statistical software, enhance students’ ability to visualize data distributions and to calculate important numerical results. Students display data, calculate statistics and interpret their results in clear, non-technical language. Successful students become comfortable with a moderate degree of formal vocabulary, algebraic notation and mathematical abstraction, but for the most part the problems encountered will involve real-world data taken from published sources: students learn to interpret poll results reported in the daily news and also gain a deeper understanding of how studies using the same data can produce conflicting conclusions. Assessments include projects, homework, quizzes and major tests. Prerequisite: completion of Algebra II
*NOTE: this course will only run at Laurel School with sufficient enrollment. If sufficient enrollment is not met, students will be able to take the OSH Statistics or OSH AP Statistics Course.

One Schoolhouse AP Statistics
AP Statistics helps students develop strategies for collecting, organizing, analyzing, and drawing conclusions from data. Each student is expected to learn how to articulate methodology, data description, and conclusions and to provide constructive comments on reports by classmates. Much of the knowledge learned in this course comes through experiential activities that challenge students to design, administer, and tabulate results from surveys and experiments. The students often work in small collaborative groups to explore problems and share ideas. Active participation, in the form of individual and group projects, peer review of student work, and discussion board conversations, are key to student success. Students may select the AP or non-AP track in this course. AP students are expected to delve deeper into the topics, take AP-style assessments, and prepare for the AP exam in the spring.
Prerequisite: completion of Algebra II and recommendation of the department

Honors Multivariable Calculus
Students who have successfully completed AP Calculus BC continue their study by applying calculus in a more general lifelike context, analyzing functions that deal with multiple dimensions. Students explore vector-valued functions, which describe motion in two and three dimensions, and learn vector algebra, making connections with concepts in physics such as Kepler's laws of planetary motion. Next, students generalize one-dimensional calculus to the differential and integral calculus of functions of several variables. They consider partial derivatives, extrema in several variables, Lagrange multipliers, multiple integrals and line and surface integrals. Finally, students connect the concepts of vector functions and functions of several variables through Green’s Theorem, Stokes’ Theorem and Gauss’ Divergence Theorem. Students will use a computer algebra system to simplify complex mathematical expressions and to visualize and manipulate three-dimensional objects.
Prerequisite: completion of AP Calculus BC and departmental recommendation

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

powered by finalsite