All-School Calendar

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.

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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

Laurel's After School Coordinator, Tina Ohmart, was recently included in a Cleveland Jewish News article highlighting the importance of after-school programming and its benefits to kids. In the story she states that, "We have students who stay after school for supervised play and they hang out with their friends and develop emotional and social skills. And then there are structured activities where students can learn something specific as well. But across the board, there are social-emotional skills that can be learned. Everything else is a plus.”

She also highlights how after-school programming can be a great avenue for personal growth. Click here to read the full story.

According to the Cleveland Jewish News, "Advancements in technology have made their way into the classroom and influence the way students learn."

Daniel McGee, Laurel's director of technology and library services, was recently interviewed for a piece focused on technology in the classroom and how its use affects how students learn. In the story Daniel agreed that technology’s influence is largely for the better. "Technology is kind of boundless, it has no boundaries, so it can be used for any discipline. It allows you to do something transformative and it allows you to find ways to express yourself in unique ways that you wouldn’t be able to do without using those tools."

Daniel also touched on Laurel's one-to-one laptop program where a laptop is provided to each student and the use of G Suite so students and teachers can utilize Google apps, such as Docs, Sheets and Classroom to engage with the learning material. 3D printers are also incorporated into the curriculum at Laurel.

Click here to read the full story.

Laurel's Capstone Experience was recently featured in Currents Magazine. Capstone, a three-and-a-half-year program that promotes research, mentorship, peer collaboration and relationships, internships, leadership and peer travel, had 86 Upper School students participate during the 2017/2018 school year. What makes the Capstone Experience unique is its focus on students' drive and interest in participating in something extracurricular versus their transcripts. If accepted, girls participate in group projects and collaborative seminars through the end of Grade Ten and then go on to choose an area of inquiry that falls under one of four lenses: Civic Engagement, Entrepreneurship, Global Studies, or STEAM. 

The Currents piece highlights Morgan Goldstein '18 who, as part of her Capstone Experience, authored a cookbook where adolescents are the intended audience. Morgan worked closely with her project mentor Steve Trattner, who has worked with many notable chefs on their own cookbooks, to make her dream become a reality. The article highlights another former Capstone student, Maddy Massey '18, who chose the STEAM lens for her research and comprised a seven-song album. To achieve this, Maddy worked with her mentor, local singer/songwriter Jennifer Chittester, who played at LaureLive in 2016. 

Trey Wilson, Laurel's Director of Strategic Partnerships, was interviewed for this story. Click here to read the full piece.

In her latest New York Times Well Adolescence column, Dr. Lisa Damour, Executive Director of Laurel's Center for Research on Girls, focuses on consent and what it truly means to want to engage in a sexual behavior. In her column, Lisa states that, "So long as discussions of consent crowd out discussions of basic interpersonal sensitivity, we should not be surprised by reports of young men who (more often than the other way around) badger young women for sexual favors. It may be legal to wear someone down, but doing so is not the basis for healthy relationships between any two people, be they of the opposite or same sex."

"And so long as we normalize mere consent as an acceptable standard for sexual engagement, it will remain commonplace for young women (and sometimes, young men) to harbor feelings of confusion and regret after participating in sexual activity for which they technically gave consent, but only when pressured."

She goes on to highlight that, "Sexual encounters ought to be pleasurable, mutual endeavors. They should advance as partners earnestly and happily agree, not because one party merely grants permission to the other. Too often, our advice to young people trains their attention on consent, the lowest possible bar for lawful sexual activity. We routinely spell out precisely what does, and doesn’t, constitute acquiescence but say little or nothing about tuning in to one’s partner’s desires. To put a very fine point on it, we essentially communicate, 'When it comes to your sex life, don’t assault or rape anyone.'"

Dr. Tori Cordiano, a clinical psychologist and Research Director for Laurel's Center for Research on Girls, served as the expert in a recent Your Teen Magazine Q&A about how parents can communicate with their teen about dating and issues that can arise.

In the piece Dr. Cordiano states that, "Though it can be tough to think about teenage relationships, dating during adolescence serves as good practice for future relationships and allows teens to consider what qualities matter to them in a relationship. One key to navigating this issue is frequent, open-ended conversations with your daughter or son. If your teenager is like most, he will balk at the idea of discussing his dating life with you, but don’t let that stop you from jumping on the chance to discuss the topic with him when you can. And expect to have numerous conversations—your son may be more open to talking about it if he knows it will be brief and low-key and that he doesn’t have to settle in for a lecture."

Click here to read the full piece.

In May a reporter from Quartz at Work, a global business news organization owned by The Atlanticvisited Laurel's Butler Campus to observe students in Grades Three through Seven who are part of the school's Adventure Girls program as they participated in their long awaited overnight, representing the culmination of a year of adventures together. The article states that "While this may sound like a run-of-the-mill after-school program or summer camp, there’s an element that sets it apart: Adventure Girls is borne out of research on how girls can build resilience. The program aims to create stress-inducing situations and equip young girls with the tools to get through them. Girls get started young so that they’ll be prepared to handle the pressures of high school, college, and life beyond."

Adventure Girl leaders Shannon Lukz and Chuck Allen are both highlighted in the story, as is Dr. Lisa Damour, Executive Director of Laurel's Center for Research on Girls, who highlights the research initiative Laurel has embarked on in the last eight years to examine the relationship girls have with stress and how to build resilience—the ability to adapt well to adversity. 

The article states that "The research findings that Damour uncovered have been crucial for the framework that underpins Adventure Girls and the broader culture at Laurel School. This framework outlines five elements of resilience: creativity, purpose, growth-mindset, relationships, and self-care. Adventure Girls learn these tools in a variety of ways, often through more subtle cues, including the way the adults structure activities and discussions before and after."

The Adventure Girls program is year-round, and meets 12 times each semester. Girls take two to three field trips that involve adventurous activities like kayaking, climbing, or snowshoeing. The program works hard to get parents and teachers on the same page to work toward the same goal—fostering language and behaviors that teach these girls how to handle adversity.

Click here to read the full story.

  • October 2018
    • WedOct17 Grade 4 Power and Purpose Butler
    • ThuOct18 Grade 4 Power and Purpose Butler
    • ThuOct18 Grades 10 and 11 Class Trips
    • FriOct19 Grade 4 Power and Purpose Butler
    • FriOct19 Grades 10 and 11 Class Trips
    • SatOct20 Fall Festival 6:00 PM to 9:00 PMButler
    • MonOct22 Grade 4 Power and Purpose Butler
    • MonOct22 Middle School Swimming Begins
    • MonOct22 Middle School Swimming Parent Meeting 6:30 PMLower University School
    • TueOct23 Grade 4 Power and Purpose Butler
    • TueOct23 Grades 7 and 8 Advisory Parent Breakfast 8:00 AM to 8:30 AMLyman
    • TueOct23 Grades 7 and 8 Parent Coffee 8:30 AM to 9:15 AMLyman
    • WedOct24 Grade 4 Power and Purpose Butler
    • WedOct24 Upper School Basketball and Swimming Parent Meeting 6:00 PM to 7:30 PMLyman

Why Laurel?

At Laurel, our expectations are high and our enthusiasm for highly motivated girls is boundless. As a nationally respected, academically renowned girls’ school (Kindergarten – Grade 12 with a coed Pre-Primary), we take a student from where she is to where she wants to go.

Our commitment to innovation and the best practices in girls’ education, informed by data-driven research, as well as to interdisciplinary, experiential and community-based learning, is what sets us apart. What do parents and students tell us over and over? That no one is invisible at Laurel School: we know our girls well – socially, emotionally and academically. Below is just a sample of the many reasons Laurel is the private school that knows girls best.

Laurel's Mission and Values

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

Values Statement:
Committed to building a just and inclusive world, Laurel girls are courageous, creative, ethical and compassionate.

Laurel's Center for Research on Girls

Established in 2007, Laurel’s Center for Research on Girls (LCRG) influences every aspect of the Laurel community: the faculty’s professional development centers on research about how girls learn; Laurel’s parents benefit from research-based advice about how they can help girls grow; and Laurel students reap the academic rewards of curricula based on cutting-edge research.

In addition to putting the best research to work for teachers, parents and girls, LCRG sponsors original research studies on topics relevant to girls’ development and education. LCRG’s collaborations with researchers from around the country have resulted in numerous presentations at academic conferences and publications in respected research journals. Our most recent study, 21st-Century Athenas: Aligning Achievement and Well-Being — conducted in partnership with Dana Hall School (Wellesley, MA), Dr. Belle Liang of Boston College and Dr. Renee Spencer of Boston University — addresses a significant gap in research literature on stress, well-being and achievement in adolescent girls.

LCRG knows that in order to succeed, girls must be resilient. Laurel School’s curriculum supports LCRG’s five-part formula for building resilience in girls by cultivating creativity, growth mindset, purpose, self-care and relationships.

Two-Campus Advantage

Laurel’s two-campus advantage gives girls an edge by offering unparalleled academic and athletic learning experiences.

Our Lyman Campus in suburban Shaker Heights was built in 1928 and covers 11 acres. Our entire Pre-Primary through Grade 12 community shares one complex and our faculty and students delight in cross-divisional activities. Our younger students find role models not only in the adults who guide and encourage them, but also in the older girls. There is joy, energy and a sense of being a part of something larger than oneself that comes from being in an environment where curious three-year-olds look up to their Primary reading buddies, where an Upper School “cyber-safety” team works with Middle School girls on appropriate Internet behavior and where Kindergarteners sit in the laps of Seniors at assemblies.

Just seven miles east from our Lyman Campus, Laurel students immerse themselves in the natural world at our beautiful 140-acre Butler Campus in Geauga County. The interdisciplinary possibilities at Butler are limitless. In this vast outdoor classroom, students discover scientific and mathematical concepts, create nature-inspired art, poems, dance and music and practice stewardship of the environment. They challenge themselves on our superb Project Adventure Course, compete on our world-class athletics fields and work with Laurel’s strength and conditioning coach in our state-of-the-art fitness center.

While we benefit from being a two-campus school that provides flexible indoor and outdoor learning spaces, we are one school when it comes to our philosophical approach to our students.

Capstone Experience

Laurel School’s Capstone Experience, by design, will cultivate purpose, relationships and leadership using one of four lenses— Civic Engagement, Entrepreneurship, Global Studies, STEAM (science, technology, engineering, arts, mathematics). Capstone Candidates will explore issues through guided research, intellectual discussion, relevant internships and purposeful travel. Using expert guidance from mentors and support from cohort peers, each Capstone Candidate will create a Research Focus based on her individual interests and agency. This innovative program provides committed, interested students with opportunities to approach real-world issues with interdisciplinary, experiential and community-based strategies while building mentor and peer relationships. In developing a sense of purpose, meaningful mentor and peer relationships, and skills of leadership, Capstone prepares a Laurel girl “to fulfill her promise and to better the world.”

More information is available on the Capstone Experience page.

STEM and STEAM

One of the hallmarks of Laurel’s interdisciplinary learning program includes the highly interconnected STEM (Science, Technology, Engineering, Mathematics) curriculum and research program. Our STEM Research class offers the opportunity for girls to learn and practice “the habits of the scientific mind” as they conduct their own scientific research project at Laurel or off-site. Students present their work at the Northeastern Ohio Science and Engineering Fair (NEOSEF), The Ohio Academy of Science District competition and other national competitions.

Our STEAM (Science, Technology, Engineering, Arts, Mathematics) Initiative helps to further break down the walls between disciplines by explicitly integrating the arts and design into STEM learning.

More information is available on the STEM & STEAM at Laurel page.

Engineering

As a leader in STEM (Science Technology Engineering & Mathematics) education, Laurel is committed to exposing girls in all grade levels to engineering curriculum.

Primary School science includes the “Engineering is Elementary” curriculum designed by the Museum of Science, Boston and the National Center for Technological Literacy. Engineering challenges underpin many Middle School units of study, including designing better seed dispersal mechanisms in Fifth Grade science or assistive technologies in Seventh Grade science.

Laurel was one of the first girls’ schools in the country to offer an Upper School engineering program. The program offers four innovative courses, each of which allows girls to learn by doing. As a result of the program, more Laurel graduates have gone on to undergraduate and post-graduate engineering programs.

World Languages Program

Our World Languages Program reinforces our mission to empower girls to be global citizens. Laurel is the only school in Northeast Ohio to have the FLEX (Foreign Language Exploration) proficiency-based program offering Chinese, French and Spanish in the Pre-Primary and Primary schools. In Pre-Kindergarten, students have one trimester of each Chinese, French and Spanish. From Kindergarten through Second Grade, every girl is exposed to each language. Beginning in Third Grade, each girl chooses one modern language to study. If a girl starts a world language in Third Grade, she will be prepared for the equivalent third-year Upper School level class by the time she enters Ninth Grade, thereby allowing her the opportunity for more advanced language study in the Upper School.

One Schoolhouse

One Schoolhouse is a direct result of our expertise in how girls learn. In 2009, Laurel joined with three other girls’ schools to found One Schoolhouse (at the time, it was known as The Online School for Girls); today, over 100 schools have joined our consortium. Our position with One Schoolhouse offers our girls a wide array of course offerings and prepares them for online academia that they will likely encounter in their college careers and beyond. In the last six years, Laurel girls have studied AP Psychology, AP Computer Science, AP Macroeconomics and AP Statistics among others.

Design Thinking

For almost a decade, Stanford University has been teaching graduate school courses in Design Thinking; Laurel faculty began an exploration of the methodology in 2010, and as an institution, we’re committed to Design Thinking pedagogy. Students unleash their creativity as they solve problems using empathy, critical thinking and collaboration. Design challenges are geared to the specific abilities, areas of study and student interests found at each grade level. Our Collaboratory provides an exciting space for students to become engaged in Design Thinking, as well as to tinker and innovate.

Technology and One-to-One Program

Students in grades Five through Twelve participate in Laurel's One-to-One Program. This program provides students with their own computer, a learning tool enabling them to acquire and employ 21st century skills of creativity, collaboration, research and information literacy, design thinking, and self­ direction. These skills and more combine to prepare Laurel girls for the complex world of the future.

Fifth and Sixth Graders are issued Chromebooks®, while students in grades Seven through Twelve are issued MacBook Air® laptops. Primary Students use iPads®, and laptops, and Chromebooks®.

College Guidance

Our curriculum and commitment to academic excellence prepares Laurel girls for the top colleges and universities in the nation. The Ninth through Twelfth Grade college guidance curriculum guides students through applications, interviews and essays; we also address social and emotional readiness for college, money management and adjusting to life changes. The program emphasizes personal discovery and finding the best fit. Students learn that the college process should not be a means to an end, but rather part of a larger personal growth process.

Protege Internships

Protégé is our signature Upper School internship program. Students build an internship or a research assistantship in an area of strong, personal interest. These out-of-school learning experiences occur in semester or year-long formats, as well as during the summer or over MayTerm. They are recognized on the Laurel transcript. Examples include internships in architecture, research at the Cleveland Clinic or Case Western Reserve University and analysis at financial firms.

Passport Global Initiatives

Laurel’s Global Education Program supports cultural competence through trips, exchanges and curriculum. Educated global citizens bring a broader perspective to their studies and learn to interact with their peers in a global arena. Recent Passport trips have included destinations like France, Spain, Italy, New Orleans, China and Australia.

Service Learning

Intrinsic to Laurel’s fiber, service learning happens naturally and often. Primary School projects have included cleanup of a Lake Erie beach. The Middle School Service Learning Initiative allows girls to find like-minded peers and mentors: affinity groups have worked on projects in support of cancer research, facilities for disabled Americans, children’s issues, animal welfare and more. Upper School girls complete their community service requirement at a variety of local, national and international organizations.

Collaboration with Facing History and Ourselves

Facing History and Ourselves is an international organization whose mission is to engage students of diverse backgrounds in an examination of identity and history in order to promote the development of a more humane and informed citizenry. In 2014, Laurel became one of over 40 institutions, and the only Cleveland Counsel of Independent Schools (CCIS) school, that make up the Facing History Innovative Schools Network.

 

"Inquire" button. Click to request information from Laurel School.      "Visit" button. Click to learn how to schedule your visit to Laurel School.      "Apply" button. Click to begin your application.

 216-464-0946  •  Admissions@LaurelSchool.org

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. 

 

All-School
Open House

Saturday, October 27, 2018
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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