LREI: High School

Click on one of the dates below to read any of the messages
from the 2006-2007 school year:

In the midst of preparing for finals, our students once again demonstrated the mission and goals of the school. On Tuesday afternoon, over 60 kids filed into the cafeteria to work on a very important project introduced to us by Amy Shapiro, Director of College Guidance. The Art Miles Mural Project is an "interactive initiative that spreads inspiration around the world. Donated shoes [and sneakers! In our case, NY Knicks team member, Stephen Marbury donated 100 pairs of sneakers for us to paint] painted by community Peace Paint Ambassadors are shipped internationally to children in need." The sneakers our students painted with messages of peace and hope will eventually be sent to disarmed child soldiers in Uganda. However, they will be on display at the United Nations on June 5, to send a different message. The shoes painted by LREI students will be displayed to announce how "1,000,000 students will measure the use of greenhouse gases with the aim of reducing it by 25 billion tons--sharing, monitoring, measuring and evaluating it together on line over the next 3 years." As consistent sustainability education is something we are moving toward as an institution, we are excited to participate in this effort.

While our students are reminded of the importance of their own contribution to environmental action through such things as assemblies and community service projects, the students who volunteered three hours of time after school to paint 100 pairs of shoes only had one thing in mind: the kids who would ultimately be putting the sneakers on their feet. Their messages of peace included song lyrics and images of hope (a sun rising, toes in grass, hearts), and each student wrote a note to include with each pair. The notes revealed the messages they have heard themselves, they who are lucky enough to have families who care for them, a good education, a safe place to go to school, and a safe place to return to. Consideration and action on behalf of others are important aspects of progressive education; every opportunity we get to think outside of ourselves is an important one to take.

As you know, LREI encourages and teaches our students to probe, to challenge and to develop one's own interests and passions, and certainly the goal of the senior project is to express our educational experience to those in the world of work. Last night, senior class parents, faculty, eleventh graders and guests enjoyed the terrific Senior Project Presentation Evening. This evening is of particular importance. As the internship demonstrates the ability of our students to move through the world and make a significant impact, the presentation demonstrates the ability to utilize one's experience to educate others. It is also important because it marks the end. At the end of this evening, all of our seniors fulfilled the requirements for graduation. Congratulations to all of them and thank all of the faculty mentors who provided guidance and support throughout the process. Special thanks to the senior project coordinators, Adele Pelz and Antonio Valle, who provided the vision, the organization and the rehearsal direction.

Traditionally, Memorial Day weekend is the unofficial beginning of summer. Last night, we hosted our annual new student reception, and celebrated (with strawberries, of course!) not only the end of the school year, but the beginning of summer, and looked forward to the fall. Our student hosts, current community members in Ninth, Tenth and Eleventh Grades, were welcoming, encouraging and excited to meet their new school mates.

Every new student received a gift bag, which included a t-shirt, and a folder to keep. The folder contains important information, including a description of the 2007 summer reading assignments. While some may not consider summer work appropriate for a gift bag, in fact it actually is. What our students are receiving is a gift from their teachers. Not only do they receive the confidence that they as students will be able to enjoy and complete the assignments on their own, but the message that education does not stop once school is out is an important one to receive. Our students should be reminded that they have the luxury of living the life of the mind. They are given books, assignments are thoughtfully considered and rooted in the curriculum. Our assignments ensure that every student enters with something to talk about with a classmate, something to say in class, something to discuss with a teacher, something to connect him or her to LREI. As we are thinking of them all summer, they will undoubtedly be thinking of us. I encourage you to take a look at the assignments, which teachers will go over in classes in the next two weeks, and if you have any questions, please be sure to connect with any particular teacher before the summer vacation.

Over thirty high school students will be walking in the annual AIDS walk this Sunday to raise money for education and research. As they gear up for this fun-filled, challenging, and important event, they remind me of my own HIV/AIDS education. I think it actually started in middle school, when I first heard of Ryan White, who became the face of AIDS in the mid-80s. I remember being so impressed with him because he was able to befriend my idols, Elton John and Michael Jackson. I did not quite understand what AIDS was, even after the prerequisite high school health class. Our students, in their life issues classes, have the opportunity to discuss the issues of health and wellness, and leave the class with substantial awareness. Still, when it comes to decision-making, adolescents can't help but have an "it won't happen to me" attitude.

In fact, the face of AIDS for most of our students, unless affected personally, is an orphan child's face from Africa. Yet, AIDS is still too prevalent in their generation.

The following are based on data from the 35 areas with long-term, confidential name-based HIV reporting.*

* An estimated 4,883 young people received a diagnosis of HIV infection or AIDS, representing about 13% of the persons given a diagnosis during that year.

* HIV infection progressed to AIDS more slowly among young people than among all persons with a diagnosis of HIV infection. The following are the proportions of persons in whom HIV infection did not progress to AIDS within 12 months after diagnosis of HIV infection:

* African Americans were disproportionately affected by HIV infection, accounting for 55% of all HIV infections reported among persons aged 13-24.

* Young men who have sex with men (MSM), especially those of minority races or ethnicities, were at high risk for HIV infection. In the 7 cities that participated in CDC's Young Men's Survey during 1994-1998, 14% of African American MSM and 7% of Hispanic MSM aged 15-22 were infected with HIV.

* During 2001-2004, in the 33 states with long-term, confidential name-based HIV reporting, 62% of the 17,824 persons 13-24 years of age given a diagnoses of HIV/AIDS were males, and 38% were females.

No. = 38,730 Around less than 1% for persons less than 13 years of age Around 13% for persons between 13 and 24 years of age Around 26% for persons between 25 and 34 years of age Around 34% for persons between 35 and 44 years of age Around 19% for persons between 45 and 54 years of age Around 6% of persons between 55 and 64 years of age Around 2% of persons over 65 years of age

Note. Based on data from 35 areas with long-term, confidential name-based HIV reporting.

* An estimated 2,174 young people received a diagnosis of AIDS (5.1% of the estimated total of 42,514 AIDS diagnoses), and 232 young people with AIDS died.

* An estimated 7,761 young people were living with AIDS, a 42% increase since 2000, when 5,457 young people were living with AIDS.

* Young people for whom AIDS was diagnosed during 1996-2004 lived longer than persons with AIDS in any other age group except those younger than 13 years. Nine years after receiving a diagnosis of AIDS, 76% of those aged 13-24 were alive, compared with

* Since the beginning of the epidemic, an estimated 40,059 young people in the United States had received a diagnosis of AIDS, and an estimated 10,129 young people with AIDS had died. They accounted for about 4% of the estimated total of 944,306 AIDS diagnoses and 2% of the 529,113 deaths of people with AIDS.

Early age at sexual initiation. According to CDC's Youth Risk Behavioral Survey (YRBS), many young people begin having sexual intercourse at early ages: 47% of high school students have had sexual intercourse, and 7.4% of them reported first sexual intercourse before age 13. HIV/AIDS education needs to take place at correspondingly young ages, before young people engage in sexual behaviors that put them at risk for HIV infection.

African American: Male: 73% Female: 61% Hispanic: Male: 59% Female: 46% White: Male: 42% Female: 44%

High school students reporting sexual intercourse for the first time before age 13, 2003

African American: Male: 32% Female: 8% Hispanic: Male: 13% Female: 6% White: Male: 7% Female: 4%

Heterosexual transmission. Young women, especially those of minority races or ethnicities, are increasingly at risk for HIV infection through heterosexual contact. According to data from a CDC study of HIV prevalence among disadvantaged youth during the early to mid-1990s, the rate of HIV prevalence among young women aged 16-21 was 50% higher than the rate among young men in that age group. African American women in this study were 7 times as likely as white women and 8 times as likely as Hispanic women to be HIV-positive. Young women are at risk for sexually transmitted HIV for several reasons, including biologic vulnerability, lack of recognition of their partners' risk factors, inequality in relationships, and having sex with older men who are more likely to be infected with HIV...

Sexually transmitted diseases (STDs). The presence of an STD greatly increases a person's likelihood of acquiring or transmitting HIV. Some of the highest STD rates in the country are those among young people, especially young people of minority races and ethnicities.

Young people in the United States use alcohol, tobacco, and other drugs at high rates. Both casual and chronic substance users are more likely to engage in high-risk behaviors, such as unprotected sex, when they are under the influence of drugs or alcohol.

Research has shown that a large proportion of young people are not concerned about becoming infected with HIV. Adolescents need accurate, age-appropriate information about HIV infection and AIDS, including how to talk with their parents or other trusted adults about HIV and AIDS, how to reduce or eliminate risk factors, how to talk with a potential partner about risk factors, where to get tested for HIV, how to use a condom correctly. Information should also include the concept that abstinence is the only 100% effective way to avoid infection...

CDC research has shown that early, clear parent-child communication regarding values and expectations about sex is an important step in helping adolescents delay sexual initiation and make responsible decisions about sexual behaviors later in life. Parents are in a unique position to engage their children in conversations about HIV, STD, and teen pregnancy prevention because the conversations can be ongoing and timely...

For Guidelines for Effective School Health Education to Prevent the Spread of AIDS, visit http://www.cdc.gov.

The statistics are stunning and scary. This weekend may be the perfect time to speak with your teenager about the issue.

Today's New York Times has an interesting article, Harvard Task Force Calls for New Focus on Teaching and Not Just Research which begins, "You would be stupid if you came to Harvard for the teaching." Of course, Harvard has a distinct reputation. But perhaps it is not for teaching, despite the fact that people attend Harvard "to be around some of the greatest minds on earth." But there is a price. "It's well known that there are many other colleges where students are much more satisfied with their academic experience," states a member of the Harvard Board of Overseers. He goes on to point out that Amherst is "always pointed to" when it comes to excellence in teaching. In fact, this year, we had one senior struggling to decide between an Ivy and Amherst. His decision came down to exactly that point. He wanted to be recognized as an individual with diverse interests, as he has been here, and to truly interact with his professors, as he has had here. At Harvard, "People...are concerned when they hear that some of our undergraduates can go through four years here and not know a faculty member well enough to get a letter of recommendation." As Harvard reflects on the possibility of a shift from research and publishing to teaching, it is clear from the article that the value of teaching, of interactive, student centered learning is key in one's educational experience. From the end of the article:

He threw out his lectures in his introductory physics class when he realized his students were not absorbing the underlying principles, relying instead on memory to solve problems. His classes now focus on students working in small groups.

"When I asked them to apply their knowledge in a situation they had not seen before, they failed," Professor Mazur said. "You have to be able to tackle the new and unfamiliar, not just the familiar, in everything. We have to give the students the skills to solve such problems. That's the goal of education."

Thanks to all who attended and participated in the auction last night. This is such an exciting time for LREI! Thanks to the board, we have a brand new building, 42 Charlton Street. Our seniors have all made their college decisions, and are excited about the future. Our juniors are enjoying their new role as leaders of the school, the sophomores are furiously trying to raise money for their prom in two years, and the freshmen no longer feel like the youngest ones in the high school (although they still are). The weather is consistently improving, and just yesterday we could spy a third of the sophomore class outside cheering as one classmate taught another to ride a bike. Such is life here. If you are ever in the neighborhood, stop by.

As you may know, all seniors are required to complete a senior project, an internship, for five weeks in the third trimester. Next week is technically the last full week for the project, which ends on May 11, although some are committed to continuing their work into the summer. On May 14, they will return to school regular time, 8:30 AM, for a class meeting, turn in four copies of their research journals (they have their instructions) and to begin the process of taking their experiences and creating the ten-minute presentation, which serves as their final. Presentations are on May 30 at 6:30 PM. All senior parents are invited, as well as faculty, staff, internship mentors, and Eleventh Graders.

As a community, we look forward to the senior project presentations because it serves as the culmination of the senior year. This year, the presentations should be even more significant because of the terrific internship opportunities. Just a few of the opportunities offered include working with:

The list does not fully capture the entire range of internships, but they are all enjoying their experience and the challenge of time management in the 'world.' They are certainly fully prepared for the same challenge in college.

Tomorrow we celebrate another great tradition in the High School: Arts Festival! While this is a daylong event celebrating the arts with a variety of professionals who volunteer their time is a lot of fun for our students (and Seventh Graders who will join us), the day's offerings are also rigorous. Our students are ready for such rigorous and intensive workshops because they are fortunate to have art every day; here at LREI, art is an academic, not an afterthought.

LA VIE BOHÈME with Sara Heaton (sister of Julia Heaton, English teacher and Eleventh Grade class dean)

Long before RENT became a hit on Broadway, La Bohème - the opera upon which RENT is based - was one of the best-loved operas of all time. Composer Giacomo Puccini wrote some of opera's most beautiful music to tell the love story of Mimi and Rodolfo (a.k.a. Roger), the unstable relationship between Marcello and Musetta (Mark and Maureen), and the antics of their friends Schaunard and Colline. Hailed as one of opera's most dramatically driven composers, Puccini used specific musical gestures to add depth to his characters, to dictate the atmosphere of a scene, or even to direct the action on stage. In this workshop, we will compare the music and stories of La Bohème and RENT. How closely did Jonathan Larson stick to Puccini's plot and characters? Can we find any traces of Puccini's music in RENT? Students will study musical scores, listen to recordings, and watch video of recent productions. Although singing ability and musical training are not required, interested students will have the opportunity to perform vocal numbers from both shows.

Honest is creative firm that directs commercials and short films and does graphic design for websites, print and identities. They also publish their own magazine. Some recent projects include a music video for Rapcat, the mascot of the Checkers fast food chain, filming a commercial for Nike during the world cup and building the Axe - boostyouresp.com website. Go to Stayhonest.com or Honestdirectors.com to learn more. Honest will guide students through the process of creating a 30 second commercial for LREI. Students will quickly brain storm an idea to create a spot. Once the idea is agreed upon, they will draw boards or create a shot list. This will lead to shooting the desired shots, which we will edit. While some students are shooting, others will work on the graphics and music. In the end all assets will be combined to create a final spot, which will show how LREI is the best school in Manhattan.

This is a workshop on the portrait. Students will work in dry mediums (pencil, charcoal, etc.) on paper. There will be an introduction to drawing the anatomy of the face, focusing on proportions, and concepts for drawing the eyes, nose, mouth, and ears.

This class is an exciting look into creating one's own comic book. Bring your pencils, designs and imagination and students will plunge into the wild, unpredictable world of comics and graphic storytelling.

Transform old T-shirts into nifty, thrifty fashion statements. Bring in your old tees and alter them: swap, add, or remove sections (sleeves, collars, parts of backs, fronts, sides); add collages, cartoons, thought bubbles, words, etc. using colored felt, fabric remnants, permanent markers, beads, buttons, ribbons, feathers, etc. and apply with thread or fabric glue.

We will form a music ensemble that will blur the lines between jazz, blues, funk and the modern world of music. We will be performing Jazz compositions and learn the techniques involved in musical improvisation. The ensemble will arrange a piece of music and then perform it in the afternoon. This is an opportunity to work with one of the premier trumpet players of Jazz. Ponomarev has worked with Art Blakey & the Jazz Messengers, Benny Golson, and the Mercer Ellington Orchestra.

This workshop uses free style Hip Hop and improvisational theater to transform the stories into the art of theater. Rooted in ancient story telling traditions and tempered by current poetic and musical forms, this workshop takes the script from audiences, memories, feelings, dreams, social and political conflicts and are all transformed into a performance. Baba is an actor, rapper, beat-boxer, playwright and cultural activist. www.openthoughtmusic.com

ALL THE WORLD'S A STAGE: PERFORMING SHAKESPEARE IN TODAY'S SOCIETY with Daryl Embry

By merging texts from Shakespeare's most famous works along side your creative energies, participants will create a performance that draws a connection between timeless literary themes and the world we live in today.

In this workshop students will look at the tradition of pictures made for children using papers, fabrics, and found objects. We will analyze different techniques and effects. Each student will create a collage illustrating one page in a children's book.

BOOKS ARE WACK (because you are not writing them...) with author Gabriel Tolliver

A fun, informative workshop on how to create a book proposal and pitch your great novel, coffee table, or photo book idea.

THE CENTER FOR ARCHITECTURE with Isaac-Daniel Astrachan (husband of Meghan Farley-Astrachan, Arts Department Co-Chair)

Students will visit the Center for Architecture on LaGuardia Place and see the current exhibits including POWERHOUSE a juried design competition for affordable, sustainable housing, and the 2007 AIA New York Chapter Design Awards. A hands-on workshop pertaining to the exhibits will then take place at the Center before returning to school.

Students will experiment with layering images and parts of images to create a computer generated composition from multiple photographs. The outcome can be abstract, surreal or completely realistic. The goal can be to create art, intrigue or advertising or all of the above.

"I know what you're gonna say. Um, well... actually, we don't. With a little help you can take your conversations to a whole new place - one where you're communicating openly and comfortably ... and hilariously."

Co-owner and Co-designer of the New York City fashion brand DDCLAB which produces men's and ladies wholesale and retail. DDCLAB has 2 retail locations, one in the hip and trendy, MEAT PACKING DISTRICT here in NYC and the other in LOS ANGELES on Melrose Ave. We also own DDCUSA an apparel design studio which previously designed for companies like GAP, LEVIS, REEBOK, TOMMY HILFIGER, ENYCE, DIESEL, BMW apparel, DUPONT FIBERS, and now have an exclusive contract with NEW BALANCE. We also do special projects for the likes of celebrities as LENNY KRAVITZ, LAUREN HILL, FERGIE, and BRAD PITT. Students will experience the A to Z for constructing a garment from concept to retail.

This West African dance class is a beginner level class, and will begin with a series of warm up exercises, which will prepare the students to dance. They will learn vocabulary from a traditional dance, which will lead to their final presentation. Students will be introduced to the music and the dance Ku-Ku, a dance of celebration from Guinea, West Africa, along with song and historical background. This will involve a breakdown of individual steps and movements, which will develop into a dance combination. They will execute the dance movements in small groups and going across the floor; and the dance combination will be repeated together in the center. Building on this process, choreography will develop for the final presentation.

Ever wonder how to turn a black and white image into a metallic image? In this class, students will look at some of Kostas' artist books, review the solarization process and then begin making images.

Students will work in either oil or acrylic paints, on either canvas or paper, depending on preference. The class begins with a brief showing of a few examples of various animal paintings; from old-master works to modern children's book illustrations, and a couple of my own. Next, students will move to a discussion about different symbolic meanings that animals can have. Students will then paint a live animal model!

In this workshop, students will learn how to make two types of Japanese bento boxes. One is for everyday and the other is for a trip or a picnic, but both are works of art. Students will learn how to put together two lunch boxes and make rice balls. They will not only prepare this visually beautiful meal, but they will also get a chance to sample what they have created.

Our students are very lucky to enjoy this fantastic tradition; we are so fortunate to have so many people who have gone to great lengths to offer terrific workshops. Many thanks in advance to all of the parents participating, and all of the parent and faculty connections that provided many of the workshops. If you have a chance on Friday, you are more than welcome to come for the afternoon assembly, which will celebrate the great work that took place in the day's workshops, 1:00 PM in the PAC.

Next Tuesday is Poem in Your Pocket Day , a wonderful tradition at the school. It is a perfect opportunity for students and faculty to revisit some of the poems that have made an impact in one's life, or to find a new poem to share. Many students choose poems they have written themselves, which is appropriate since they all have the opportunity to write original work in their English classes. Every year I have been part of this community, I have chosen the same poem to share.

Sundays too my father got up early
and put his clothes on in the blueblack cold,
then with cracked hands that ached
from labor in the weekday weather made
banked fires blaze. No one ever thanked him.

I'd wake and hear the cold splintering, breaking.
When the rooms were warm, he'd call,
and slowly I would rise and dress,
fearing the chronic angers of that house,

speaking indifferently to him,
who had driven out the cold
and polished my good shoes as well.
What did I know, what did I know
of love's austere and lonely offices?

When reading this poem I am reminded of many things, including how children do not often realize or appreciate the sacrifices of a parent while they are younger, and how important it is to demonstrate that appreciation, that love while you can. The poem makes the reader feel the cold, the lack of feeling, and the loss, but also the hope that the memory will be enough to make up for it all. It just haunts me.

I encourage you to remind your child of this significant tradition for all ages.

In other news, please note that the high school is closed tomorrow for a faculty professional day. Also, there are several new updates below. Please take a look.

Welcome back! I hope everyone had an enjoyable spring vacation. With 42 class days left (so students have told me), there is much to do in little time. Please be sure to take note of the calendar below.

A few days ago, I had the pleasure of participating in the High School Preview Night for families of LREI students in fifth through seventh grades. My opening talk focused on the quest that families often find themselves on, the quest for the 'perfect' high school to provide their child access to the 'right' college. However, more and more, families are beginning to realize and read that it is not nearly as easy as that. Colleges and universities have never been more selective. Acceptance letters are few and far between, no matter where a student attends high school, no matter the test scores, the extra-curriculars or the varsity sport participation.

Our students are aware that they must be competitive, and of course, they are offered every opportunity to be so in every area at LREI. They understand that they must measure up and be able to do it all. They also realize they attend the most ideal place to learn the skills and participate in the activities that will ultimately distinguish themselves from the rest, a very crowded field of adolescents. I can confidently say our students stand out because they attend a school that has always remained true to its values, its commitment to diversity, to community service, academic excellence and nurturing the most extraordinary group of teenagers in the city.

And so in the landscape of seemingly impossible odds of being admitted to the college of one's dreams, take comfort in the fact that your children attend the most standout high school in the city. Members of The Senior Class, Amy Shapiro, Director of College Guidance, and Jane Gabin, College Counselor, are to be commended for successfully demonstrating this to the colleges and universities, including those schools that have been in the news lately for their huge volume of applications, low acceptance rates and long waitlists including Tufts, Amherst, Middlebury, Johns Hopkins, Bates, Carnegie-Mellon, Colby, Occidental, Columbia, Pratt, University of Vermont, NYU, Skidmore, Vassar, Smith, Wesleyan and Oberlin. This list does not include all of the terrific schools our students have to choose from. A more complete list will hopefully go out to families very soon.

All of our Twelfth Graders and their families should be very, very proud of their accomplishments. Throughout, our students' self-esteem was never compromised. Rather, our 2007 graduates understand that their place in the world is not defined by their college choice, but rather the choices they make while here on Earth.

As you know, this week is exam week here at the high school. I have seen many impressive scenes, from the entire Ninth Grade in the PAC taking their final for History 9, to original interpretations of the most pivotal scenes from Macbeth . English 10 today presented a living museum, filled with incredible stories from the 1920's, all of which relate to their study of The Great Gatsby . Even The Marx Brothers (played by students from our middle school, and a parent of a high school student) were there! English teacher, Ileana Jimenez, loved having "the opportunity to watch a re-enactment of Al Capone's trial, learn the Charleston... was blown away by a student analysis of the film, Birth of a Nation and [was] even more inspired by a performance of a song by Josephine Baker sung by Amy Hernandez, '09, in French ."

This morning I also sat in on Twelfth Grade Calculus, where students worked on an in-class essay, which was to address the following topics

and include specific examples. At lunch today, I sat with students who reviewed for their exam for "Gotham," and saw other students studying together for Physics 9. While at the same table, a few others put the final changes on their projects for "Journeys," Jane Belton's English elective.

Yesterday, I had the pleasure of touring classes with a prospective family. On the tour, we witnessed traditional assessments, exhibitions in progress, discussions in final classes and students preparing art for display. Later, I also had the pleasure of judging Twelfth Grade final portfolios for Studio Art. Each portfolio, carefully edited, included a painting in oil or acrylic, a sculpture in any medium, a print (artists chose their method), and an illustration to a children's story. The portfolio also included the prep work for each final work.

Students will end the week proud of their achievements, and exhausted from their efforts. As I told the family on the tour, this is a place where our students do everything, are prepared for any assessment, and can present their knowledge in a variety of ways. I am so impressed and proud of the entire faculty. The rigor we witnessed demonstrated their consistent efforts. Because of them, students are actively engaged, and their education, meaningful. What a wonderful week!

Monday is GWOT (Global War on Terror) Day prepared and taught by students of Tom's elective class of the same name. Not only will students participate in a variety of workshops, including "The Bush Revolution," and "New Terrorism," they will view "Operation Homecoming: Writing the Wartime Experience," which will not be available for public viewing until mid-April (Tom Murphy called the director after taking his class to see the film at Film Forum, and he kindly offered to lend the film to us for the day!). We are also fortunate to have Martin Smith, PBS Frontline reporter, as our keynote speaker joining us at 1:30 PM. We look forward to a thought-provoking, enlightening day.

"The dominant group is damaged even as it receives huge benefits. You pay for the privilege and the cost is enormous."

Next Tuesday and Wednesday, anti-racism activist and writer, Tim Wise, will visit us. We are very fortunate to have the opportunity to dialogue and meet with the dynamic speaker. Most recently, he has visited University of Massachusetts, Amherst, University of Pennsylvania, dozens of independent schools, and is coming to us directly from speaking at Harvard Law. He works tirelessly in the quest to "challenge racism in an age of backlash." Some of his most interesting work, in my opinion, comes from his commentary on such events as 9-11 and Hurricane Katrina. He successfully sheds a provocative light on media influence, the history of racism, and socio-economic equality. He is an expert in student activism, white privilege, and alliance building, and cares deeply about equality and civil rights, during a time when those things can seem old or out of touch to some people.

Tim Wise will be here Tuesday morning and be with us through Wednesday afternoon. During his time here, he will visit with students in classes such as "Human Rights," and meet with Student Government. Students will also hear from him in a special assembly, and have the opportunity to continue the conversation on Wednesday afternoon. Parents will also have the unique opportunity to engage in the same subject matter with their child by attending the parent meeting at 7 PM, Tuesday night. The opportunity to continue that conversation will occur at 6th Avenue on Wednesday morning, 8:45 AM. I encourage you to attend both events and speak with your child about his or her experience with Tim. That dialogue would be well worth the time.

One can find over twenty-five different definitions of plagiarism and about a dozen different types of plagiarism, including cyber-plagiarism, incremental plagiarism, intentional plagiarism, global plagiarism, patchwork plagiarism and unintentional plagiarism.

In this Internet Age, it is becoming more and more difficult to determine what counts as plagiarism. As a result, more and more time is spent in classes discussing the definition, yet one all-inclusive policy is difficult to reach. The members of this year's Honor Board, a group of students elected by their peers to represent any member of the student body who finds themselves in a disciplinary situation involving one's integrity or honesty, decided to take the problem of plagiarism on as one of their projects for the school year (not unlike Student Government, which is actively reworking LREI's Student Handbook).

Honor Board began their work with an assembly, which ended with an explanation of Honor Board's role in the school community, and with a definition of plagiarism here at LREI. Here is the definition they decided to use in cases of plagiarism. A student has plagiarized if the student did not acknowledge using someone else's: words or phrases, ideas or thoughts, term paper, recording, images, computer code, experiment results, lecture content, or if a student uses his or her own previously submitted work or he or she falsifies data.

Further, members of Honor Board met with each class to go over different scenarios of plagiarism or cheating students may or may not find themselves in. Here is an example of one of the scenarios discussed during class meetings:

"You and a friend are struggling in Physics class. You work together on an assignment for class. You both do the work and hand in exactly the same work. A friend of yours was absent from class, so you give your assignment to that person and he/she copies it exactly. Who is plagiarizing? Who is cheating? Who is responsible?"

One can imagine just how complicated it is to determine what happened, who is to blame, and what the consequences should be. However difficult, Honor Board will continue its work to bring us closer to clarity and closer to a resolution regarding this complex issue. What is the faculty doing? We will have two guest speakers in the spring, an expert in academic honesty, and a copyright lawyer to discuss fair use with us.

It is really great to have a partnership with the student body regarding those issues most important to the community. Working together, we can provide a clear definition of plagiarism, a program that continues to value honesty and integrity above all things when it comes to one's academic and social experiences, guidelines across the curriculum for all students and hopefully in the future, a distinctive honor code.

"I mean, you got the first mainstream African-American who is articulate and bright and clean and a nice-looking guy ... I mean, that's a storybook, man."

As our students celebrate Black History Month, I find that my colleagues and I are astounded by the history created right now, this year. Senator Barack Obama is not the first African-American candidate for president, but widely considered to be the first electable African-American candidate (although I do understand he is in fact from a bi-racial background, he identifies as African-American).

Our students had the luxury of experiencing "The Human Race Machine" a month ago, and learned about the origins of ‘race’ as a category. This experience was meant to put our community on the same page regarding race and diversity issues, and it really did. As we ask our students to participate in assembly programming celebrating the achievements of African-Americans, many noted that our celebration is not about African-Americans, but all of us, and the impact different cultures have on the wider culture. We are starting to attempt at a deeper connection with other cultures and ethnicities by understanding and respecting aspects of both.

While we continue in this work, and celebrate how many things have changed in the years since we attended high school, we must confront the challenges so many from different ethnicities still face. Even Senator Obama must face the celebration of his articulateness, his cleanliness, above all things, by a colleague. Further, I have read time and time again articles that question whether or not Senator Obama is really African-American enough, whether or not he understands the experience of African-Americans. These discussions seem to me to be distractions. There are far more serious, pressing issues to discuss, issues that directly affect all of us, but especially adolescents.

While students are preparing their own arguments for who should be elected as the next President of the United States, and while students do reflect the opinions of many Americans (yesterday, a student declared that he was "ready for an African-American president, but not a woman, and especially not another Clinton"), we still can assume the impact all of the current candidates are bound to have on history. Senator Obama is destined to be part of future discussions regarding Black History. And every educator here continues to work tirelessly to make sure our students are not needlessly distracted, because history should not be made without them.

As basketball season ends, it is safe to say our TSAC has been soundly broken in. The tremendous girls’ basketball team’s last game against BWL on February 13 turned out to be the sporting event of the season. With dozens of students, many with painted faces and signs of support, all of the high school faculty, several parents, and of course, our mascot, The Knight, played by Jesse Highstein, ’07, the roar of the crowd was deafening and inspiring. There was not a bleacher seat in the house. The girls pulled out a victory at this last home game, winning by five points, and the victory brought them to the semi-finals yesterday against UNIS. While we lost to UNIS in the semi-finals, we made sure that the team felt the EI spirit; more than fifty students insisted they bring the girls some home away from home. At the end of our school day, dozens of students crowded the school bus, meant for the team, for a seat. Other students pulled up in their own cars (something I never thought I would see in NYC!) to take fired-up fans to the game.

I hope this spirit continues throughout the year, the pride in the EI of LREI. Both basketball teams, boys and girls, demonstrated tremendous teamwork and effort. Congrats to our graduating seniors who played their last high school game: Lily Wiggins, Sara Wyatt, Naida Gluhic, and Bella Klein, and also to our graduating Knight, Jesse. They are leaving a legacy of leadership, passion and vision.

Next up: The High School production of "Apartment 6D" written by our own Meghan Farley Astrachan, March 2 and 3. We cannot wait!

This week, the faculty participated in a workshop presented by the wonderful facilitators at NetAid, an organization committed to “educating, inspiring and empowering young people to fight global poverty.”

After an introduction, we got down to work. First, we defined poverty (which is not as simple as one would think), then participated in two challenging activities. Both asked each of us to make the sacrifices a family in poverty must make. The discussion that followed, and the impact of the meeting were extraordinary. Already, this powerful workshop inspired several departments to incorporate lessons and discussion questions into their classes. Other teachers are working furiously to include many of the resources and activities into the elective offerings for next trimester. Finally, as we work to make advisory and community service much more extensive next year, the NetAid program proved valuable, and its impact on us as a professional community will be long lasting.

Here are some of the other professional development opportunities members of our faculty have participated in so far this school year:

Pat Carter, Academic Support: “Providing Organizational Systems for Note taking, Study Skills and Homework.”

Guo-Qing Heaton, Chinese: “Classroom Management for (Relatively) New Teachers-Series.”

Benjamin Rubin, Math and Physics: The American Association of Physics Teachers-Winter Meeting, Seattle, Washington.

Vinay Chowdry, Media Arts, and Ileana Jimenez, English: National Association of Independent Schools People of Color Conference, “Nurishing Ourselves for the Swim Upstream.”

Julia Heaton, Jane Belton and Ileana Jimenez, English: Bard Institute for Writing and Thinking, “Writer as Reader Workshops."

Karyn Silverman, Librarian and Chair of the 2007 Best Books for Young Adults Committee: “American Library Association Conference.”

Professional development is a challenge to fit in during the school year, but our commitment to it is ongoing. We are grateful to have had so many opportunities.

The High School Admissions Committee has tirelessly worked all week to fit in reading student files, dozens and dozens of applications, in preparation for our day long meeting to determine not only the potential class of 2011, but a couple of additions to other classes as space allows.

As I write this update, students surround me, even though it is well after the last period of the day, gradually becoming dark outside and I am hungry for dinner. Student Government, a group of twelve dedicated students, are meeting next door to my office discussing the results of the latest school survey (this one focused on student programming, mainly assemblies, for the rest of the year) and preparing their edits to the student handbook for my review. The LREI Step Team, a solid group of nineteen with new uniforms, are practicing across the hall (plenty of stomping, clapping, and laughing), thirty-five students are preparing for play practice, ten others are in the library studying for their Veritas (SAT prep) class, a dozen are trickling in from seeing a play with their class this afternoon, and another thirty students are over at Thompson Street Athletic Center at basketball practice or warming up for their game (and a group of teachers are headed over there to see it). Three library assistants are helping Karyn catalog books, five Twelfth Graders are working on the yearbook downstairs in the photo room, and a few more lingering at reception, relentlessly teasing Adria, our receptionist.

As I notice and cherish all the different voices, and as I watch students who have worked all day continue with their passions and projects with such energy, well after the school day has concluded, my heart fills with joy. We must have the most active high school student body in the city. And as the Admissions Committee retreats into ‘seclusion’ to construct the next great class, our students’ distinct voices will echo in my head. Our applicants have a lot to live up to. We expect a lot from our students, but not nearly as much as what our students expect from themselves and their peers. I expect an acceptance letter is followed by a feeling of great pride in knowing that we feel a student can successfully distinguish his or herself in the most dynamic of populations, but also great desire to get started! We can’t wait to welcome them.

On another note, while we just had parent/advisor conferences not too long ago, another update will be going home tomorrow. Interims for students earning B- or below in any course, along with comments for all 9th graders in the Arts rotation, are complete. We have a month before exam week, so there is plenty of time for conversation with teachers and renewed efforts from students.

-We were fortunate to have Nancy Burson’s The Human Race Machine here all last week. Almost every member of our community experienced the art project, which allows participants to see themselves as different ethnicities. Several courses incorporated the machine into the curriculum. In fact, there are wonderful color photo portraits from our Tenth Grade on display on the lower level, all inspired by Burson’s own art work. Since the machine’s stay coincided with alumni events, even some former students had the opportunity to try it out. Needless to say, they wished they were back in High School! The Human Race Machine also encouraged students to reject the “Santa Clausification” (as coined by Dr. Cornell West) of Dr. Martin Luther King, Jr. and provide an assembly that celebrated the man and his legacy in a way that encouraged students to believe they have the same potential within themselves.

-Speaking of alumni, the LREI Alumni Basketball game was one of the most competitive of the year! Alumni came up with the win after a fierce battle on the court; they won by one point. It was wonderful to see so many former students, not only at the basketball game, but at the Alumni College Night event. Other Alumni dropped by during the school day to connect with former teachers and speak with current students. Those who could not come by, called. It was fantastic to see everyone!

-We have noticed that our Ninth Graders have matured into confident high school students. They are staying later in the library to work on Chemistry projects, studying Macbeth and tutoring each other in several subjects. We are very proud that each and every one has made the transition successfully.

-Just in time for the winter blast, our faculty has been inspired to use this month to take many of their classes on educational trips. Some recent trips have included destinations such as Brooklyn Botanical Gardens and The Islamic Center of New York. In fact, our students are participating in several interesting academic projects. Tenth Grade English students are discussing self-invention, lies and rumors in Fitzgerald’s The Great Gatsby in preparation for their mid-trimester papers. In Physics, Tenth Graders are working on a major project called, “Finding Forces,” and our seniors are beginning another significant project for Physics, studying the “motion of their choice” and using LoggerPro to analyze the results. Also notable, several students submitted writing portfolios for this year’s Scholastic Art and Writing awards, which awarded two of our Twelfth Graders silver and gold keys last year.

-Our students are in heavy rehearsal for the spring production of the play “Apartment 6D,” written by our Arts Department Chair Meghan Farley Astrachan. This play was powerful, thought-provoking theater five years ago, right after September 11, and in honor of the fifth anniversary, we will produce the play again. It is a significant, moving event with alumni and former faculty participation.

-Finally, after a wildly successful run of The Importance of Being Earnest at last summer’s Fringe Festival (the largest international theater festival; we were the only New York school invited to perform last year!) in Edinburgh, Scotland, we have been nominated to bring another show in 2008!

As the legacy of Dr. Martin Luther King, Jr. encourages, Monday's day off should not be a day off, but a "day on." I love the idea of using this time to contribute to a community with one's family or friends in a simple way.

When I consider Martin Luther King and his legacy, I cannot help but also think his assassination. In total, his hope, his dream for a better country, and thus, his legacy is intertwined with the violence and injustice of his murder. His message and his untimely death encourage a complex and serious reflection. On his holiday, we tend to focus on his famous speech, his impact on all people, and his fight for socio-economic equality, but not necessarily the impact of his assassination, although it frames our celebration and is in the forefront of our minds as we recall lines from "I Have a Dream." What does it say when someone with such clarity in his vision, someone who is giving, powerful in voice, significant in impact, is gunned down? When we reflect on Dr. Martin Luther King's legacy, we must look at it in total and, I think, recommit ourselves to our own social justice efforts.

In the spirit of Maya Angelou's poem, next week, LREI is fortunate enough to host Nancy Burson's extraordinary art project called, "The Human Race Machine." This machine (picture a photo booth) allows participants to see themselves as different ethnicities in the hope that those who experience her project will understand that "there is no gene for race." We are more alike than not, and that 'race' is a social construct designed to establish a power structure which benefits few. In addition to experiencing The Human Race Machine, students will view parts of the PBS series, Race: The Power of an Illusion in order to frame their experience and allow for the most productive dialogue. Additionally, our technology classes, our arts courses, many of the humanities electives and, of course, science classes will be looking at the project from several other different lenses.

On another note, also this week, thanks to High School Librarian, Karyn Silverman, we have been invited to host the launch party for the newest Sisterhood of the Traveling Pants title, Forever in Blue! Female students in grades 7-12 have been invited to a catered lunch to be held at the 6th Avenue Auditorium on Tuesday, January 9, from 11:30-1. Author Ann Brashares will be there to do a reading, answer questions, and sign books; students will also be asked to being in an old pair of jeans to donate, in keeping with both the denim and social justice themes of the series. Further, NBC's The Today Show will be there to capture the event. Tomorrow, I will email all families a release form from NBC producers just in case your child is interviewed or seen as part of the segment for the show. If your daughter is planning on attending, but you do not wish to give permission for her to be filmed, please let me know and we will make that arrangement.

Finally, on Friday, January 12, we will hold Parent/Advisor conferences all day. Advisors will be in touch to schedule your thirty-minute appointment; however, you may always contact the advisor directly, if you wish.

In many ways, the activities and energy at the High School match the Spring-like weather! We are not hibernating at all.

Students have started in their new courses, or are continuing in their yearlong courses. However, tomorrow we will take a break from school life to focus on home again.

Today, I asked faculty and staff what their new year resolutions are, and this is what they said:

"Practice my religion more deeply."
"Lose weight."
"Focus more intently on what's important."
"Make more money and spend less money."
"To have a positive outlook every day."
"To keep all of my grades on GradePro, so I can maintain running averages for all of my students."
"To take a trip to somewhere I have never been."
"To appreciate each and every day."
"To be more nurturing."
"To say no to doughnuts."

I also asked students what their resolutions were this year. Their resolutions include:

"To walk my dog longer. I tend to cheat her by walking two blocks, instead of walking her for a half hour. I always feel guilty for that."
"Surround myself with only positive people."
"To earn higher grades."
"To be kinder, nicer."
"To make more of an effort to get along with my mom."

It may be too early to ask people for their resolutions; it strikes me that many resolutions are ones we should have every day, anyway.

We have had an extraordinary few weeks, with Minimester, the NYSAIS visit and exam week. Friday marks the end of the first trimester, which means on Monday, students will enjoy "First Monday," where we provide special programming for the first Monday of the second and third trimesters. For Monday, Dec. 4, we will use the day to focus on the environment, global warming and determine our own goals regarding sustainability. After this memorably warm November with several days of record temperatures, including today, and many struggling to get into the holiday spirit despite the weather, this topic is apropos. Whether or not current conditions are a result of irreversible global warming, we still waste too much, use too much and throw away too much. It is time for students to determine their own personal responsibility and remind adults to protect what they cannot.

What is one's ethical responsibility to the environment? Is the earth here for our enjoyment, our comfort? I love the writings of Ralph Waldo Emerson because his work is the truth and a reminder of who we really are when we are alone. "In the absence of man, we turn to nature, which stands next." How many of us, when feeling alone or literally alone, have turned to the sky, face to the rain, the horizon, the ocean, a sunset or star, for comfort, a sign, hope, or strength? How many of us long for a room with a view?
The stars awaken a certain reverence, because though always present, they are inaccessible; but all natural objects make a kindred impression, when the mind is open to their influence. Nature never wears a mean appearance.

While we seem to instinctively look outward, our efforts seem to aim to provide us, buy us, only surface comforts and we have to destroy nature in order to get them. Light bulbs replace natural light. Air conditioners replace the breeze.

Believe it or not, high school students are very romantic in their views of nature, and of course, they consistently refer to nature's magic and ability to understand and heal in their creative writings, as maybe you once did in high school. We will take next Monday and do the best we can to educate ourselves and determine our responsibilities towards maintaining and improving our planet, not so we can preserve it for future generations, but because its health reflects our health.
Every earnest glance we give to the realities around us, with intent to learn, proceeds from a holy impulse, and is really songs of praise. What difference can it make whether it take the shape of exhortation, or of passionate exclamation, or of scientific statement?

Please join us on Monday night for our "Save Darfur" benefit, produced by students Vio Picayo, Lily Wiggins and Kamillah akLaff. Some reasons to make every effort to support this cause (from SaveDarfur.org):

Many thanks to all who have supported this event. If you cannot attend the benefit, but would like to make a donation, please let me know.

In other LREI news, as you may know, this week we were visited by a group of educators and administrators for our ten year accreditation review for NYSAIS. Although the week was incredibly busy, it was also rewarding for all of us, since we had the opportunity to discuss all aspects of our program. Following is a letter from Director, Phil Kassen:

Finally, as this will be the last letter before Thanksgiving, there is quite a bit of information and announcements, so be sure to take a look. Most importantly, let me wish you and your family a wonderful holiday.

We are so proud of our high school. Please see the following letter from Phil Kassen, Director:

Since day one, the high school community has worked together to create a supportive, nurturing, challenging academic environment while supporting students in their efforts to respect each other and themselves. In addition, our commitment to social justice continues. It is nice to be recognized by Phil and The Blackboard Awards.

With the holiday season, which seems to begin right after Halloween, and of course, with the high school musical, Ragtime, opening tonight and running through Saturday, I have thought of Irving Berlin, who played an essential role in the age of musicals, the advent of jazz and in ragtime. I especially love the quote above and think of it often.

I will really miss the music drifting from the PAC in the evenings, the sound of student voices warming up and running through songs, members of the cast stopping by for a chat between scenes, and talking with Musical Director, Julia Collura, about the complexities of not only the musical itself, with its challenging songs and involved setting, but also the difficulties of our American history and how Ragtime inspires discussion. When reviewing the script initially, we were disturbed by the extensive use of racist language by many characters in the show. After meeting with Director of Diversity and Community, Sharon Dupree, it quickly became clear to us that, while we were confident our students and families have the education to put into context the use of such racially prejudiced and hateful language, we could not guarantee this would be true for every single audience member. We felt that its use would detract from the musical as a whole.

As you may know, Ragtime, is set in the early 1900’s, and examines immigrant tensions and issues of race in America. The musical as it was originally written employs racist and offensive language considered acceptable during the period in which the story is set. Yet, since the musical opened on Broadway in 1988, it has been critically acclaimed and considered by some to be one the preeminent American musicals, which makes the issue very complex but worth addressing. Our production features a very large cast, dynamic musical numbers, and many moving moments. It is ambitious, challenging, entertaining, and thought provoking. We hope to see you tonight, tomorrow night and Saturday night. Enjoy the show!

Our students continue to stand out, shine and impress, and we have been in school for only six weeks.

Last Thursday night, the High School hosted its first of two admissions open houses. Many students volunteered to participate, speak with families, and answer questions during the curriculum fair, where they stood side by side with their teachers to discuss highlights of our academic program. After the curriculum fair portion of the evening, families returned to the PAC to hear from a diverse panel of students: Vio Picayo, Amy Hernandez, Jesse Townsen, Alejandro Montoya, Kamillah Aklaff, Lily Wiggins, and Graham Brewster. They demonstrated how diverse a student's experience could be here, yet also how well they know each other. All of our student volunteers have our greatest appreciation. They were nothing short of phenomenal.

On Monday, I was invited to witness the Ninth Grade's Art Share. The Art Share is an important moment in the Arts curriculum because it provides closure for the first rotation, but also encourages students to get excited about the next class in the rotation. From Studio Arts, to Dance, to Drama, to Media, and finally, Photography, the Ninth Graders supported each other and cheered their classmates repeatedly. The Arts faculty should be very proud of the work they have done. Members of the Ninth Grade become more and more confident in themselves and in each other with every passing day.

Finally, on Wednesday, as the Tenth and Eleventh Grades took the PSAT, our Twelfth Graders had the first annual "College Day." We closed the library to everyone but the Twelfth Grade until the end of the day. There they had the opportunity to work with each other, work with Jane Gabin, our new Associate Guidance Counselor, and of course Amy Shapiro. While they worked, a camera crew from "CBS Evening News," walked around the library to film our students working hard on their applications. The CBS News Department is working on a story about how terribly competitive it is to apply to college, and spoke with four seniors about their own personal process. We are excited CBS chose our school to represent the student side, and the story will be airing soon. I will keep everyone posted.

In every way, our students demonstrate the value of an LREI education, which goes far beyond the academics. In addition to reading, writing and thinking, we teach self-confidence, self-reliance, how to use one's voice effectively, and give the tools to work together and with anyone. Our faculty and staff work tirelessly to provide for our students. When I think about the amount of violence and harm taking place in so many schools, the "six shootings in six weeks," and think about our first six weeks, I cannot help but feel grateful.

This poem in four parts reflects on the spiritual connection and sacredness of the vocation of creating art. It was written by Robert Hayden (1913-1980) in celebration of his daughter Maia's birth. Not only is the poem relevant and in celebration of the month, Maia Hayden Pollito was once a student at LREI.

While Hayden was a professor at Fisk University in Nashville in the late 40's, he and Erma, his wife, determined they did not want their daughter to attend a segregated school. They had never attended one and they did not want her to begin her education under those circumstances. Robert and Erma chose Little Red School House for their daughter. Erma brought her here, as she was able to find work as an accompanist with a dance company. Although Hayden called his family's experience at our school a blessing, it turned out to be a mixed blessing with a divided family being too much to bear. Still considering what was best for Maia, Hayden took leave from Fisk for a year to keep her enrolled. Eventually, the family did return to Nashville and Maia had to attend public school.

Maia is now living in Ann Arbor, Michigan, and has not been well as of late. This is all I know and the limited information is from a recent correspondence with literary arts professor Michael Harper from Brown University, Rhode Island's poet laureate from 1988-1993. Through our correspondence, Professor Harper reminded me of one of the many stories that capture the fantastic history of the school and how necessary progressive school can be for so many families.

In the coming days, I will tell the Hayden story in Morning Meeting and read the poem. And I will have the luxury of looking into so many different faces, which is all Robert and Erma wanted for their daughter, but had to travel almost a thousand miles to find it.

Please find more information about Robert Hayden and his important writings at Robert Hayden, Poet.

This trimester, I have the pleasure of re-reading Ralph Ellison's important novel, Invisible Man , while teaching the novel in an Honors Study. As I reflect on this week, I have to think of the novel, which never fails to influence and inspire me.

September 15 through October 15 is Hispanic Heritage Month. This week, our students held a Hispanic Heritage Day at the school. Not only was a variety of flags on display, we enjoyed many aspects of a diverse culture: the literature, the music, the food, the dance. During the assembly portion of the day, there was music from both our Tenth Grade and Eleventh Grade music classes, poetry from students and faculty, and even a dance lesson for the entire high school.

This day was not only about enjoying what is so beautiful about another's culture, or about learning or even tasting something new. It is about being seen, about visibility. We understand that we only scratched the surface of Hispanic heritage with the day's events. At the same time, we as educators also know how critical it is for adolescents, our students, to be seen for whom they feel they are. In turn, it is our mission to see them as how they see themselves, and educate them in the ways to genuinely see others.

As part of this mission, we take our Ninth and Tenth Graders on an upstate retreat every year. This year, unlike year's past, we took the Ninth Grade for two nights, so that the first day they would have a chance to bond, to take risks together, and to teach them strategies to handle uncomfortable moments. Helping them in this process of challenge and risk-taking are their advisors, class deans and Dean of Student Life, Micah Gottlieb. Also joining the retreat for the first time were our ten Peer Leaders, select and diverse members of the class of 2007. The class of 2007 as a whole is a confident and sure class, filled with very diverse individuals, with different goals and ambitions, many of them shaped right here. Last night at campfire, Peer Leaders led the Ninth Grade through a variety of events like a song game, s'more making, and expressions of gratitude for very special moments, which occurred during the day.

The Ninth Graders pushed themselves yesterday, laughed a lot, cheered each other on and they will return tomorrow a stronger group than before. Our Tenth Graders, leaders in their own right, arrived today, ready to support and push themselves even more in preparation for their own important journey.

Ralph Ellison believed that in America, we are not allowed to know who we are. This is why the protagonist of Invisible Man retreats underground. However, our understanding as readers, to put it very simply, is that he will emerge again when the world changes. We work, in our classes, with small efforts like special assemblies, community service and thoughtful trips, to make sure it does, so the students we see so well, are seen by everyone, and when they are not, they will have the confidence to keep going in their personal missions and not retreat underground.

"I am a man of substance, of flesh and bone...I am invisible, understand, simply because people refuse to see me...They see only my surroundings, themselves, or figments of their imagination--indeed, everything and anything except me."

Ellison may be right. Nevertheless, with this quote fresh in our minds, we continue our work here at the High School.

Admissions season has begun. As we are ready to tour families and host open houses, our Twelfth Graders are ready to apply to college. They are naturally beginning to feel stress; we all are aware, competition is fierce and students are made to feel by some colleges that they are not good enough before they even apply.

The class of 2007, who have been so good at balancing everything, now worry about how they look on paper and how they will be judged by their transcripts and scores. Thank goodness, they continue to go through this process with the unconditional support of our faculty and staff, but especially with Director of College Guidance, Amy Shapiro.

Now that she is pregnant, we look to our new community member, Associate College Guidance Counselor, Jane S. Gabin, to assist our students while Amy is on maternity leave. Jane comes to us from UNIS, United Nations International School, where she was a college guidance counselor. She has also worked in admissions at UNC-Chapel Hill and at Chapin in the college guidance office. Jane has a PhD in English from UNC-Chapel Hill and just had her book, American Women in Gilded Age Britain: Expatriates Rediscovered, published by University Press of Florida. Undoubtedly, her experiences will help our students understand and articulate their own, and we welcome her to LREI!

So, even though Twelfth Graders are beginning to feel the pressure, we are confident in their ability to successfully balance classes and college applications with Amy and Jane’s guidance. And in a few months, they will graduate and move on. However, we know they will continue to love their school and come back to visit, not only because of the friends and faculty they knew, and not because of the college they will choose to attend. Perhaps it is because when they were here, we expected them n to of course do their homework, participate in the community, and make a commitment to civic responsibility, but also to respect each other, to pick up after themselves, and to have fun. We do this because LREI is not just a school. It is a home.

On Tuesday evening, Curriculum Night was greeted with enthusiasm by teachers and families. We always look for ways of presenting the challenging, experiential instruction that takes place in our classrooms. While the evening's presentations were brief, we will continue to find ways to demonstrate the thoughtful work of our students and faculty.

On the night before, LREI won its first home game in the Athletic Center. Our volleyball team, coached by Susan Now, won against Garden in three games. The girls were enthusiastic (and something great was accomplished), but the audience was even more so! The bleachers have not seen so many LREI community members in recent memory, and the enthusiasm and pride in "Big Red" was infectious and continues in our halls. Win or lose, our athletic season promises to be memorable.

Third, after many students attended Sunday's rally in Central Park to "Save Darfur," I have had countless students meet with me determined to create a fundraiser to assist in the cause. Again, our students, who feel empowered, valued and enthusiastic, are ready to create something meaningful, and yes, great, for those who are significantly less fortunate than they are. I will certainly keep you posted as this major fundraiser evolves.

So, we end another week. We are lucky to have such a thoughtful and dynamic community, and what a great year so far.

This has been an extraordinary week in the life of the high school. Students are back in the full swing of things, the renovations and new desks still impress us, and the great work of our faculty begins to reveal itself once again.

As we enjoyed our renovated building, our new community members, and the hint of fall in the weather, this week we were reminded of the need for humanity, humility, compassion, and awareness. On Monday, September 11, students and faculty attended "The September Concert Series" in Washington Square Park, to remember lives lost on that incredible day. Organized by music teacher and LREI Jazz Band Director, Vin Scialla, the goal of the series is to "fill the skies with music every September 11th to bring communities together, to reaffirm our hope for peace, and to celebrate our universal humanity." It was a wonderful tribute, and thank you to Vin for inviting our participation.

In another reminder of the importance of humanity, Twelfth Grader Adriane Alicea organized a "Save Darfur" assembly to bring awareness and encourage students to participate in the "Save Darfur Now: Voices to Stop Genocide" rally on September 17 in Central Park. Presented today, she and several other students spoke eloquently about the challenges facing the people of Darfur. What can you do? Please take a look at the attachment below for more information.

It is truly a luxury to enjoy such programming, to be able to think about the tragedies of the world together in our safe space and put them in context. We must remember our ability to make a difference. At LREI, progressive education manifests itself in so many ways. Our hope is to continue to provide our students with what they need, not only for college, but for the world we live in.

Welcome to a new year! We have had a terrific summer, filled with restoration and renewal, not only for our Charlton Street building, but also for our faculty and staff. Many took courses, taught classes, caught up with family and friends, attended conferences, fulfilled summer grant work and rested. All of the above benefit the school community, and we are looking forward to a fantastic year.

Let me share just some of the highlights, changes and dates to note for the beginning of the school year:

The renovations and refurbishing of the 40 Charlton Street building and the Thompson Street Athletic are beautiful and certainly motivating. Additionally, we have three classrooms in what used to be the St.Anthony's School building on MacDougal Street. Many different classes can meet there, but the classrooms will primarily be used for our French and Spanish classes and a new language lab. Students, who will be returning to language classes determined by level (French II-V, Spanish I-V, Chinese I-II), will have the opportunity to hone their skills by using more multimedia tools and computer-based programs.

Student tardiness is an issue for all schools; in a busy city, we realize even the best efforts can result in occasional delay. In our continuing effort to support all students in their attempt to arrive on time, there will be a change in our lateness policy next year. Students who are rarely late to school will be documented as such, but will no longer lose the privilege to leave the building for lunch. If a student is unremittingly late, he or she will enter a new process, including but not limited to, a family meeting with the Vice Principal, a letter in the student's file, and detailed documentation on the student's transcript.

Micah Dov Gottlieb, who has been an influential member of our community as a math teacher, music teacher and coach, has been selected to fill a new position in the high school, Dean of Student Life. In this position, he is responsible for aspects of the quality of student life in all non-academic areas including the co-curricular program and school wide events. Micah will undoubtedly promote a positive and caring atmosphere for students and faculty, and foster an even stronger high school community.

As we do every year, we will have grade-level potluck dinners during the first few weeks of school. They are a lot of fun and provide families with the opportunity for fellowship. All potlucks begin at 6:30 in our cafeteria:
- 9th grade potluck: September 21 (topic: Ramapo overnight trip)
- 10th grade potluck: October 26
- 11th grade potluck: October 5 (topic: the college process)
- 12th grade potluck: September 26

Other September dates to keep in mind:
- New Student Orientation: September 6, 10AM-12PM
- First Day of School: September 7, 8:30AM
- High School Parent Rep. Meeting: September 12,
- 6:30PM igh School Curriculum Night: September 19, 6:30PM
- Overnight retreat for ninth and tenth grades: September 27, 28 and 29

Both new and returning teachers are full of enthusiasm for what promises to be a wonderful year. Our new teachers come from a variety of backgrounds, and they all offer so much to our community. They will be coaches, mentors, advisors and collaborators. We feel fortunate to have them join our team and are thrilled to welcome them:

Pat Carter, Learning Support Department: Pat is rejoining our community after teaching English here in 2003-2004. She has a BA in English from Northwestern University and an MA in English from University of Chicago. Most recently, she has taught at both Greenwich Academy and Abraham Joshua Heschel High School.

Benjamin Rubin, Math and Science Department: He attended Oberlin College in Oberlin, Ohio and has a BA in Math and Physics. He has taught at Packer-Collegiate in Brooklyn, New York and Horace Mann in Manhattan.

Peter Bonfanti, Math Department: He attended Princeton University and graduated with a BA in Architecture and Math. He went on to La Salle University and graduated with an MA in Secondary Math Education. He has taught most recently at Nightingale-Banford School in Manhattan.

You will surely hear more about our new faculty and their involvement at the high school as we begin the school year. They all are energized and excited to get started, as we all are!

I look forward to meeting all of you and to a productive, exciting and safe year. If I can do anything to assist you and your family in the transition from summer to the school year, please let me know.

Finally, starting September 21st, I will host a very informal drop-in morning for parents and families who want to see how things are going, or just have a cup of coffee on the way to work. Drop-in mornings for the first trimester will be every Thursday morning, from 7:45-8:15AM.

Best,

Ruth Geyer Jurgensen
High School Principal