 |
News |
|
February 2006 Newsletter
|
| Contents |
| |
| A Letter from the
Director |
Happy
New Year to all. I hope this
newsletter finds you and your
families happy and healthy.
Over the past few months we
have significantly increased
our outreach to our alumni.
Beginning in September we embarked
on a series of regional alumni
events. By the end of June
we will have visited Washington,
DC, Boston, Chicago, San Francisco,
Los Angeles, Orlando, FL and
Boca Raton, FL. These get-togethers
are times to catch up with
those who we have not heard
from LREI for some time and
to hear, from the alumni, about
where LREI was when they attended
the school. These evenings
are also an opportunity for
me to discuss where LREI is
now and the hopes that we all
have for our community’s
future. We will revisit these
cities in the years to come
and add others to the list
as we have been encouraged
to by the enthusiastic response
from our alumni.
 Closer
to home, the past two months
have been filled with
alumni events. In the days leading
up to the Winter Break volunteers
from our young alumni group (those
who graduated in the past ten
years) sent care packages to
all students in the class of
2005 to help get them through
their first round of college
exams. A few days later a large
group gathered for our annual
Young Alumni Basketball Game
and Pizza Party - a great game
and a fun party. The Winter Break
was followed by two new alumni
events. The first was a panel
discussion for current Eleventh
and Twelfth Graders followed
by the same for the Seventh-Eleventh
Grade parents. The panelists
all graduated from LREI in the
last four years and currently
attend large state schools, small
liberal arts colleges, art schools
and Ivy League universities. “Were
you prepared?” they were
asked. “Did you choose
the right school?” “What
was hard?” “What
was easy?” “Was it
difficult to make friends?” “To
find community?” “To
adjust to living on your own?” “What
do you do for fun?” Our
visitors spoke honestly about
their transition to college.
They were prepared academically
to succeed in their new schools
and discussed how their study
habits and focus had to change
as they moved from secondary
school to college. One student
at a large public university
said that in her first three
years all of her courses ended
in machine scored tests. In her
senior year, her smaller classes
involved discussions, projects
and papers. Her classmates were
concerned about how they would
do. She felt at home and thought, “This
is what I learned to do in high
school.”
Our
guests talked about their college
application
process as
well. They heaped praise on Amy
Shapiro, our Director of College
Guidance. They thanked her for
her organization and leadership
and were glad that their work
with her begins in the Eleventh
Grade. (See more information
about our college guidance process
in the high school section of
www.lrei.org.) The students talked
about the fact that there is
more than one right school for
any one person. Two students
who are now college sophomores,
one at an Ivy League University,
one in an art program, talked
about how they both felt that
LREI’s college guidance
process helped them choose the
right school for them as individuals,
how they were guided through
a process that identified what
they would need to be challenged
and supported and how happy they
are with their choices. It was
a pleasure to spend an hour or
so with these young adults and
I hope they continue to return
to LREI.
Lastly,
we hosted a discussion for
alumni with a
panel of fellow
graduates who are working in
the general field of media arts
- again, an interesting discussion.
A major theme that emerged was
that our panelists are passionate
practitioners. They commented
on learning of the power of having
passion for your work from their
teachers at LREI and having been
challenged by these teachers
to delve deeply, to bridge life
and the classroom and to work
hard.
It
has been a pleasure spending
time with our former
students.
I have learned a great deal about
what was important about their
time at LREI and what they have
taken with them. For some, the
distance of fifty years has not
dimmed the excitement of what
they found on Bleecker and Charlton
Streets. They remember their
teachers, the neighborhood and,
of course, their classmates.
They spoke of the importance
of community, personal and professional—a
topic our students are quite
familiar with. But most of all,
I walk away from these gatherings
having heard that their progressive
education made sense, was challenging
and continues to bear fruit today.
by Phil Kassen
Director
Back to Top
|
| The
Board of Trustees |
In
the spirit of building community
and helping the community at
LREI understand the functions
of different groups, The Board
of Trustees would like to introduce
itself and explain its role
at LREI. Many of you have asked
key questions about the board,
and we would like to start
by addressing some of those “Frequently
Asked Questions.”
What
is the role of the Board of
Trustees?
The role of the Board
is to set important policies
for
the school and oversee its
operations. From the National
Association of Independent
Schools, “The work of
trustees begins with fiduciary
expectations of duty (due diligence
on financials), care (executing
decision by the standard of
a “prudent” person)
and obedience (to laws and
bylaws). Beyond these duties,
the work of trustees focuses
exclusively on policies and
strategies that are future-focused
and not on daily operations,
which are delegated to the
head of school. Trustees are
called upon to contribute their
time, thought, and energy,
as well as financial resources
to support the viability and
growth of the school.”
When does the board meet?
The
Board meets six to eight times
a year, usually every
six weeks.
What happens at the
board meetings?
Generally, meetings
are used to discuss developments
at
the school and vote on policy
decisions. These include the
budget, expenditures, committee
work, fund-raising activities,
facilities and long range strategic
planning.
The board also has
committees, some of which have
additional
members who are not trustees
but are asked to join due to
their particular expertise.
LREI’s Board committees
address issues like development,
human resources, board performance,
finances, facilities, finance
and marketing/public relations.
What are board members responsible
for?
Trustees are accountable
for the financial well-being
of
the school. The Board holds
the school “in trust” for
future generations, and is
not concerned just for the
present life of the school,
but tries to make decisions
that make for a sound future
of the school as a whole. Trustees
participate in planning and
policy making for the school.
Every trustee needs to know
and support the mission of
the school. A trustee represents
the whole school, not a particular
constituency. All trustees
are involved in an on-going
planning process to shape the
present and future directions
of LREI.
Do people pay to be on the
board of trustees?
Board members do not pay,
nor are they paid, and in fact
the board represents a breadth
of socio-economic diversity,
just as the LREI community
does. Regarding finances, trustees
provide for the financial well-being
of the school by becoming knowledgeable
about the school’s finances
and planning for the school’s
long-range financial stability.
Do trustees hire and fire
staff?
Trustees do not make
hiring decisions, Trustees
are responsible
for appointing the Director
of the School and regularly
evaluating the Director’s
performance. Trustees support
the school by supporting and
advocating the Director’s
leadership, and by respecting
the need for confidentiality
in school affairs and the distinction
between policy-making and administration.
Who
are trustees?
Our Board of Trustees
has 35 seats, with 34 being
filled
at any one time. There are
six seats reserved for specific
representatives (President
of the Alumni Council, Parents’ Association
Co-chairs, a faculty representative
from each division). Other
trustees are parents, community
members, former parents, and
educators from other educational
institutions. When elected
to the board, they agree to
separate their roles as parents
and community members from
the role of policy advisors
to the school. Parent trustees
act on behalf of the school,
not on behalf of their child.
by Michael
Patrick ‘71,
Board Chair and Marguerite
Lukes, Parent & Trustee
Back to Top
|
| Diversity
at LREI: Multi-Levels of Commitment
and Action |
Walk through the halls of
LREI on any given day and experience
a variety of evidence demonstrating
the school’s commitment
and passion for diversity and
community. As you enter the
front door of the Sixth Avenue
building, the Diversity and
Community (D&C) Bulletin
Board immediately captures
your attention. Integration
of diversity themes throughout
the curriculum of the Lower
and Middle schools are presented
in colorful displays of collages,
cultural research and writing.
Early childhood drawings of
all types of families, and
middle school essays on celebrations
of different holidays, cultural
traditions and customs, confirm
students’ attempts to
gain deeper insight into perspectives
beyond their own personal norms.
Middle school research presentations
shed light on the invisibility
of underrepresented groups
of individuals in prominent
careers in math and science.
On a weekly basis, the D&C
Bulletin Board gives community
members a snapshot of the ways
in which students learn about
themselves and others.
High
school courses such as Latina
Latina and LGBT literature,
along with an Economics, Class
and Race class, provide students
with the opportunity to explore
diversity and community themes
in classroom discussions and
research project assignments.
High school students also organize
day-long events -- films and
discussions on topics such
as Gay and Lesbian issues and
Human Rights. Assemblies celebrate
nationally recognized multicultural
themes such as Hispanic Heritage
Month and Martin Luther King
Day. This past Spring’s
mini-mester included courses
on a variety of New York City
religious communities such
as Sikhism and Buddhism, which
gave Eighth to Twelfth Grade
students the opportunity to
explore, celebrate and share
the diverse religious heritage
of individuals at LREI.
Parent
contributions to the school’s
work in the area of Diversity
and Community
are numerous. The Parent Multicultural
Committee is preparing for
Karamu—look for pictures
of the diverse range of families
throughout the walls of both
the Sixth Avenue and Charlton
Street buildings. The LS POCOC
is having an ongoing conversation
about ways in which the school
can help students/families
of color more easily transition
into the LREI community. The
LGSA is preparing for the “Visibility:
Lesbian and Gay People We Love” photo
exhibit. The exhibit is one
of our reminders that there
are individuals in society
who are not as equally acknowledged
as others, and that the LREI
community wants to support
those individuals in becoming
more visible.
There are many
more conversations, discussions,
activities and
events taking place as I write
that demonstrate the extensive
work of every constituency
at our school. LREI students,
faculty and families work tirelessly
to fulfill our commitment to
make our school a welcome place
for a diverse range of individuals.
Community input and actions
have prompted an even deeper
level of commitment to diversity
and community from LREI’s
administrators. On March 6th,
senior administrators will
participate in a full day Diversity
and Community Retreat, facilitated
by Pat Romney, a diversity
consultant from Romney Associates,
Inc., who worked with LREI
for two years prior to my joining
the community. Through film,
discussions and interactive
exercises, senior administrators
will reflect upon our efforts
thus far and may explore such
questions as: How do we coordinate
the diversity efforts across
divisions in order to maximize
results? What policies will
most clearly and consistently
reflect our objectives? How
can we best support faculty
and student diversity and community
work? How can we best devote
our time to effectively share
successes and challenges, to
problem-solve issues, and to
clarify how our commitment
to diversity and community
is directly connected to the
school’s progressive
philosophy?
We all recognize
that diversity and community
work is complex
and continuous. I hope we also
all understand that the deeper
we go, the more rewarding the
work becomes. All of the senior
administrators are looking
forward to this retreat; to
generate ideas on ways we can
continue to deepen our support
for students, faculty, staff
and parents – focusing
and maximizing all of our efforts
to build a diverse and productive
community.
by Sharon DuPree
Director of Community and Diversity
Back to Top
|
| Block
Curriculum in the Lower School |
 A number of years ago I toured
a teacher applicant through
our Lower School division.
As we peeked into one of the
Kindergarten rooms she turned
to me and asked, “What
are those?” I looked
where she was pointing and
realized that her question
referred to the blocks with
which a number of children
were actively engaged. At first
I was puzzled. Could an elementary
school teacher not know what
blocks were? When I responded
simply that they were “blocks,” she
gave me a puzzled look and
then asked, “But what
are they for?”
That exchange has stayed with
me over the years and it has
made me aware that a key ingredient
of our children’s educational
experience, is, in fact not
a universal part of elementary
education. Blocks take up room,
they take up time, they require
coordination and planning and
thought. They have nothing
to do with learning to read
or write or to add or subtract.
Children can play with blocks
at home, why do they need to
play with them at school? For
the casual observer walking
through our school for the
first time, this is the type
of question they might ask.
This is what I would tell them:
Blocks
are in fact about reading and
writing and math. They
are about cooperation and planning
and problem solving and making
connections and asking questions
and working through a plan.
They are about imagination,
understanding the world, figuring
out how things work and how
they are related to one another.
Blocks bring together everything
that we teach.
Beginning in
our Fours program and following
through into
our Second Grade classrooms,
our children use blocks to
create. I recently observed
a group of Fours hard at work
on their individual block projects.
One child built a wall using
triangles in alternating directions.
Another built a long track,
a third child experimented
with towers of like shapes
and a fourth lay on his stomach
quietly observing the others.
Then, something interesting
happened. The observing child
approached the child who had
made the tracks, they conferred,
and then the tracks began to
be dismantled. The long flat
blocks were dragged over to
an empty space and laid down
side by side. Smaller blocks
were put on the front, and
the two children happily sat
down on the block platform
that they had created. The
child who was working on the
towers came and joined them
and the three of them were
suddenly sitting on their “train.” Then,
the girl who was building the
wall came over to join too,
but there was no room left
to sit. As I watched, it appeared
that she was being asked to
leave by those already on the
train. One child clearly voiced
to her that there was no more
room. Then suddenly, the others
got off the train and began
to drag over more large blocks.
Now the train could accommodate
four, and off they went on
their train ride!
For the younger
children, blocks are a short-term
engagement.
Each day they create and “unbuild.” For
the older children blocks become
a more connected and integrated
part of their classroom life
where communities are built
and worked with throughout
a week. In Second Grade, when
students are studying New York
City, the blocks give them
the opportunities to see and
understand the relationships
between services and institutions.
What services are needed? Where
do things come from? What do
different structures need?
What is the geography? How
does that impact the community?
Children work together to plan
and build, form committees
to make important decisions,
and then, when the time comes,
work together to break down
what they have built. Buildings
are labeled, the use of space
is planned, the number of blocks
to be used is estimated. Reading,
writing, math, science (where
does the power come from? What
happens to the garbage?) and,
of course social studies, are
all important pieces of a block
curriculum.
Through blocks our
children are given opportunities
to
learn in ways that would not
otherwise exist for them. Blocks
bring together all of a child’s
learning in a personal and
very powerful way and, through
cooperation and planning, they
also facilitate the development
of social skills. We at LREI
are fortunate to have teachers
who make sure that there is
the time, the space and the
commitment to keeping our block
curriculum alive.
by Harriet Lieber
Lower School Learning Specialist
Back to Top
|
| Middle
School Advisory Program Takes
Root and Begins to Grow |
During spring 2005, the Middle
School division launched an
inter-grade advisory program
that was designed to create
an additional space for students
to form meaningful relationships,
perform community service activities,
and get to know themselves
better as learners. When bringing
the idea of advisory to the
Middle School faculty, principal
Mark Silberberg described the
program this way:
“The Middle School advisory
program at LREI is designed
to address the intellectual,
social, and ethical development
of the early adolescent. It
also
provides an opportunity for each student to get to know one teacher as an advocate,
mentor, and advisor who will provide critical support throughout the course
of his/her Middle School experience.
Advisory provides a structured
time during
which a stable peer group of students meet regularly under the guidance of
a teacher serving as an advisor.
Each advisory groups is comprised
of students
in grades Fifth through Eighth Grades who remain with the same advisor over
the four years of their LREI
Middle School experience. Advisors
and advisees work
together in a collaborative environment to establish a forum for effective
communication, which helps
to support a school wide climate
conducive to learning and growth.
In advisory, students are engaged in activities that promote the development
of supportive and caring relationships among all members of the community and
in activities that help students gain a more comprehensive insight into their
individual development as learners.”
Created by a faculty task
force led by Silberberg that
met during the summer of 2004,
the advisory program has
gotten off to a rousing good start with teachers
facilitating a number of interesting activities that have sparked students’ imaginations
and fired up their community spirit. Some of these activities have included:
•
Traveling as a division to Brooklyn and working in advisory groups, LREI Middle
School students helped Park Slope park staff last September by raking leaves,
edging paths, and sweeping sidewalks.
•
One group worked throughout the fall making duct-tape wallets, which they then
sold and donated their earnings to Habitat for Humanity’s effort to rebuild
New Orleans after Hurricane Katrina.
•
One group burned a CD with everyone’s favorite song, which they often play
during their advisory meeting time.
•
One group focused on creating two different board games, for the community to
play, which represent “daily life” in the Middle School.
•
Two advisories teamed up to organize the Pakistan Relief Run, a creative fund-raiser
that all the advisories participated in, where students counted the number of
laps they ran over the course of two weeks during their recess and P.E. time.
Students got sponsors to donate an amount of money per lap, and the money was
given to organizations helping Pakistan recover from the devastating earthquake
they suffered through recently.
•
Many of the advisory groups have cycled through St. John’s food pantry,
where they have worked in shifts to put together food packages for needy
families.
Faculty hope that these activities,
along with future opportunities,
will help
students meet the five program goals brainstormed by the initial task force:
1)
Improve school culture and build community, by providing support for
shared LREI values and promoting
a spirit of pride in the school
and respect
for
its rich history.
2) Improve communication, by fostering meaningful dialog among peers,
and between adults and students.
3) Develop advocacy skills, by supporting effective decision making and
problem solving approaches.
4) Build relationships, by learning about other community members and
their interests and needs.
5) Validate the student experience, by promoting student voice and leadership
through meaningful community service.
Middle School advisory groups meet twice a week for 30 minutes, with
one of these sessions being a check-in time where advisors meet individually
with
students
while the rest of the group studies or reads quietly. Middle School Learning
Specialist Jennifer Haakmat enthuses, “It’s great to see Children
of all ages interacting and forming connections. I always see my advisees greeting
each other and chatting outside of advisory, and it’s wonderful to watch
those friendships grow.” Fifth graders Rene and Kymbia were excited about
their big fall advisory project: “Making the duct tape wallets to sell
was fun because we were able to make something that helped people.” When
asking students about their academic day, parents should also remember to ask
their children what they are doing in advisory. In light of the fascinating activities
and community service projects that have taken place so far, the answer is bound
to be interesting!
by Jennifer Hubert Swan
Middle School and Coordinating Librarian
Back to Top
|
| High
School astronomy Reaches
for the stars |
When Preethi Thomas accepted
the offer of a position in
the Science Department at LREI,
the sky became the limit. This
is not just poetic license;
on her resume, astronomy appeared
as an interest, and Preethi
was qualified and more than
willing to create an Astronomy
course which would be an exciting
expansion to the existing science
curriculum. Preethi’s
qualifications for teaching
astronomy are exceptional;
she has a degree in Physics
and spent a summer as a counselor
at “Space Camp” (the
U.S. Space and Rocket Center
in Huntsville, AL). Her goal
was always to teach Astronomy,
but it is a relatively rare
class to find in a high school;
LREI’s progressive and
innovative philosophy makes
this the perfect setting for
Preethi to make her plan a
reality.
Although many of us may think
of astronomy as an easy science,
full of stories about the constellations
and light on the lab work,
this is not the case. In fact,
Preethi describes astronomy
as an “everything science”:
It takes the principles from
the different sciences and
combines them. Earth science
concepts are applied to other
planets; an understanding of
biology is necessary to investigate
the possibility of life in
space and to discuss whether
humankind could live somewhere
other than Earth; chemistry
is crucial to understanding
the ways in which stars and
planets are formed; and physics
is not just the department
in which astronomy is often
placed in college, it also
provides a basis for understanding
how other planets are different
from—or similar to—Earth.
An upcoming long term project
in the class will involve group
work and will put all the sciences
into effect, as each group
studies one celestial object
in depth and creates a plan
to colonize it, considering
everything from water sources
to breathable air to navigation
techniques (no North Pole!)
and electricity. The groups
will also create guide books
for their individual objects,
and the class as a whole will
build a scale model of the
solar system. The big challenge
for this project will be finding
a way to hang something so
impressive in the building
while maintaining the proper
scale!
But astronomy, as taught
at LREI, doesn’t just
involve speculation about outer
space.
A computer program called Starry
Night allows the students to
look at what they can see with
the naked eye or with a telescope
in the city, and compare that
with what should be visible
without light or air pollution.
The program also allows the
class to look through time;
Starry Night can be set to
reflect what the sky looked
like 20 years ago or 2,000
years ago, from any point on
Earth. The program allows the
students to include pollution,
so that they can calculate
what affects the view they
see and understand exactly
what affect pollution plays
in observations of the sky.
Once the weather warms up,
the class will conduct observations
from the roof of the school,
and a trip to an observatory
is also being planned. But
the focus goes beyond the observable
sky; the year started with
the astronomy class looking
at the history of astronomy
and the misconceptions that
are so prevalent. While traditional
lab work is hard to conduct
in astronomy because the material
is beyond our physical reach,
the students have not been
ignoring the wider field; they
write article reviews on current
articles every month, which
allows them to expand their
knowledge and to apply their
understanding well beyond the
classroom. They have also looked
at science fiction and documentary
films to see how space affects
life and how our understanding
of space has changed: Some
of what was once science fiction
has become reality, and the
students in Astronomy are rapidly
becoming experts on what is
actually possible. Looking
forward, Preethi hopes to organize
a trip to Space Camp for interested
students, oversee Honors Projects,
and help organize internships
for seniors interested in a
senior project focused on some
aspect of astronomy.
by Karen Silverman
High School Librarian
Back to Top
|
| Afterschool:
A Typical Tuesday with the Reds |
Want
to bring a touch of Afterschool
back home with you? Cook with
your kids! Here’s our
delectable recipe for blondie
brownies (pdf).
 “ What
did you do today in Afterschool?” If
you’ve ever asked one
of the Reds (4’s, 5’s & 6’s
in Afterschool) this question,
you may have heard recollections
of yogurt eating, art projects,
playing on the roof, or making
a volcano. Afterschool starts
at 2:45PM and goes until 6:00PM.
A lot happens during this time.
What exactly are the children
doing for so many hours?
Each day
of the week in Afterschool
has a theme. Monday is “Art
Day”, Tuesday is “Cooking
Day”, Wednesday is “Explorations
Day”, Thursday is “Game
Day” and Friday is either
a “First Friday,” or
a “Fridays at Four”. “Cooking
Day” for the Reds core
Afterschool is one of the most
popular days. While cooking
is the “main event” on
Tuesdays, a lot more is happening
during the rest of our time.
Here is glimpse of a typical
Tuesday routine for the Reds
in Core Afterschool:
2:45: The
Fours, EKs and Kindergartners
arrive at Afterschool.
Classroom
teachers bring the children
downstairs where they hang
up their belongings on the
hooks in the small hallway
near the cafeteria. Afterschool
teachers greet the children
as their classroom teachers
sign them in. After the children
say goodbye to their classroom
teachers, they head over to
the snack table and enjoy apple
juice, string cheese, crackers,
and sliced apples. Those not
interested in snack head straight
to the activity tables in the
cafeteria. There is a drawing
table, a manipulatives table,
and a card game table available.
This period is a “wind
down” time for the children
as they share important events
from their day or relate something
exciting happening at home.
It is a very social time, where
new friends are made and old
bonds are strengthened.
3:00 to
3:10: The First Graders arrive.
Cooperation
and sharing are in full swing
while the children are engaged
in group card games, Duplo
projects, drawing, and writing.
The mood is upbeat and a lot
of learning happens during
this time. There are ample
opportunities for practicing
communication skills as each
child navigates the mixed age
group dynamic. Teachers help
children learn how to express
their needs, wants and opinions
to others. The art of conversation
is well practiced during this
first part of Afterschool.
3:30-3:45:
Clean Up/Roof Time
The children
clean up their work and then
get steady in their chairs
to show the teachers that they
are ready. One by one, they
are called to get their coats,
hats, mittens, and scarves.
The teachers and older children
help younger ones with scarves,
zippers and shoe tying in preparation
for our trip up to the roof.
Roof time is a fun time where
children are encouraged to
play together and cooperate.
Many choose to build impressive
block structures, others prefer
games of fantasy and imagination,
while still others choose to
run, jump and climb on the
structures.
4:30:
Clean Up Roof/Cooking
Roof clean
up, which requires cooperation,
teamwork, and muscle, seems
like a huge undertaking, but
it is accomplished in mere
minutes. We often comment that
LREI students are probably
the strongest in NYC thanks
to the giant heavy wooden blocks
and planks used for building
on the roof. They line up for
a quick attendance check before
heading back down the many
flights of stairs to the cafeteria.
Children hang up their belongings
then wash their hands in preparation
for cooking. Usually, the group
is split into two and they
watch, listen, measure, pour,
crack eggs and stir their various
concoctions. Cooking is a very
interactive process that is
fun, challenging, and informative.
Often, the project requires
baking. After washing hands
again, the children bide their
time (and appetites) by drawing,
or playing board games with
friends and teachers. When
the project is finished baking,
children take a break from
play to enjoy the fruits (or
muffins) of their labors. Warning:
the Reds don’t want to
go home before tasting the
outcome of the cooking projects!
5:30: More
Activities/Games
Children return
to their activities.
5:55: Clean
Up Time
6:00: Afterschool
Ends
After a long
day of learning and fun, the
Reds get picked up by their
parents or caregivers.
by Joanne Kent
Reds Afterschool
Department
Head
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| Winter
Sports Update |
 All twelve of LREI’s basketball
teams are up and running. The
varsity teams, which have been
playing games since the beginning
of December, are holding their
own with approximately 50-50
records. Their seasons continue
with games through February.
The girls’ team has been
lead by Naida Gluhic and Lily
Wiggins and the boys’ team
by Richard Adjmi and Jesse Avino-Towsen.
Everyone has been playing very
well.
At the Middle
School level the Eighth Grade
boys finished third in the
Holiday Tournament. Furthermore,
Michael Chan was selected for
the All-Tourniment team.
The girls have been playing hard under new coach and Middle School Athletics
Coordinator Marcus Chang and are way ahead of last year. Both Seventh Grade
teams are playing well and
developing their skills.
The MSIBL
started playing its games on
January 13th. The four teams
compete at the Charlton Street
gym every Friday. Check the
bulletin boards and website
often
so you can stop by to see the action. Get there early, for a good seat.
Please
check the LREI sports hot
line at extention 494 for an
up
to the day schedule for the
LREI teams, where they are
playing and when.
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|
| A letter from the
Parents Association Co-Presidents |
 We
hope everyone had a wonderful
break. Your participation this
year has been great. The Multicultural
Committee hosted another magnificent
Karamu! celebration which was
enjoyed by one and all. There
was a wide range of painting
and artwork available at the
2006 Art Auction. Currently,
the Visibility Photo Show is
going on. Sharon DuPree, Director
of Diversity and Community
will lead a diversity and community
discussion at our Open Meeting
scheduled for March 7th. We
look forward to seeing you
all there. The next six weeks
are full until Spring Break
- please refer to the calendar
of events below to make sure
you don’t miss anything.
If you have any questions or
suggestions for the PA please
contact either of us. Thanks
again for all you do to make
our events so successful.
Best wishes,
Myra Mason |
Kasey Picayo |
Myra502@aol.com |
picayosmith@aol.com |
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