Other News



  • November


    LREI // LS News 11/11/21

    Faith Hunter
    Dear families,
    Recently, as we have continued to bring your children to learning experiences outside the classroom, I’ve been reflecting on the experience your children are having this fall. I have thought a lot about my own children’s first precious years of learning. I remember marveling at my sons’ natural curiosity about the world around them, their wonder in each novel moment, and the immediate craving to learn that accompanied each moment. A simple walk down the block would often lead to new words and expressions: “It’s a truck. Can you say truck?” “Look, that’s your favorite color. It’s purple.” A weekend of apple picking could fuel bathtime conversations and activities like coloring and block building for a week. 
    At LREI, our Lower School students have been learning outside the building almost every day over the last few weeks. They have hopped on school buses and ferries. They have visited farms, rivers, a Lenape village, and a botanical garden, as well as multiple monuments and art exhibitions. These experiences have fueled our young writers, artists, mathematicians, and researchers in a way that no textbook could ever rival. The result: our students are tapping into that natural love of learning we witnessed when we held them in our arms as toddlers.
    What does experiential learning look like in the Lower School? Kindergarten students using words like “colorful” and “gigantic” “creative” to describe their own drawings inspired by Yayoi Kusama’s art. Second graders creating maps that include Liberty Island and the Brooklyn Bridge to deepen their understanding of New York City’s geography. Fourth graders writing clear expository paragraphs about their trips to the Statue of Liberty, the reclining statue of liberty, and the Harriet Tubman statue, to demonstrate what they have learned about the history behind these monuments that surround us. 
    One of my favorite recent emails from a parent included this message: “My child does not normally love coming home and doing his written homework. After today’s class trip, he couldn’t have been more excited about doing his written homework. It was incredible to watch.”
    Click the image below for a slideshow of some of our students’ experiences:
    Warm Regards,

    Read More
  • October

    LREI // LS News 10/28/21

    Faith Hunter
    Over the past few weeks, our 4th Grade writers spent classes drafting, revising and editing, and ultimately publishing a very important piece. Their task? Convince Phil that Lower School students should be allowed to wear costumes to school for Halloween.


    Creating authentic teaching and learning experiences is one of the ways we ensure our students are intrinsically motivated, actively engaged, and 110% invested in their learning. Last Thursday, as I looked through the pile of 30 persuasive essays addressed to Phil, I delighted in knowing that lessons like organizing paragraphs, using proper punctuation, and including effective supporting details were coming to life in our fourth graders’ writing. Their essays were some of the best I’ve read. Why? Because they knew their writing could have a real impact on their community.

    Last Friday, Phil visited each 4th Grade classroom. He shared that he had read the persuasive essays, which were also posted at the parent potluck. In the end, Phil approved wearing costumes for Halloween - our fourth graders rejoiced in knowing their writing had made a difference.

    I anticipate that our fourth graders will take an extra bit of joy in both our Friday morning Halloween Lower School gathering and our afternoon Halloween parade. Our hope is that, as our students travel through the Lower School here at LREI, they consistently feel that what they are learning can make a real change in their world. 

    Warm regards,


    Read More
  • A Month of Learning

    Margaret Paul
    Dear Families,
    Today we share an assortment of pictures of life in the High School over the past month. This is a chance for you to see inside the classrooms and performance spaces that we get to enjoy each day. You can see white boarding happening in math & science classes, discussions & simulations from history classes, teachers working with students, music classes & chorus rehearsal, and much much more! Across the program we see our students working together to build their understandings with teachers there to help guide the work.  
    Please click the picture below to watch the slide show and listen to music ("Beach Day") from Ben C '22.
    Read More
  • Teachers as Learners

    Margaret Paul
    Dear Families,
    For 100 years, LREI has been a place where the sounds and sights of children learning brings the buildings to life everyday. We often share stories and photos of our students deeply engaged in work: collaborating on problems, discussing complex questions, engaging in meaningful experiences.

    Today, we want to share about learning from another perspective, but one that has also animated the school for 100 years--this is the daily work of teacher learning. Since inception, LREI has been a place where teachers work as researchers in their own classrooms--making observations of students that dynamically inform their practice. Student learning begets teacher learning in the construction of knowledge and skills.
    So today, we are sharing a glimpse into the teacher learning over the past few weeks:

    In the high school, teachers collaborate together in weekly meetings about practice--bringing questions, sharing challenges, and brainstorming ideas. 

    Our newest high school teachers are currently engaging in a course, led by Allison, that interrogates the roots of education in the U.S., provides the theories underlying progressive pedagogy, and wrestles with the challenges that schools and teachers face today.

    And yesterday, our math faculty spent the day envisioning the future of math learning in high school. We used an inquiry design approach to critically examine and challenge the existing U.S. high school math sequence, and then we considered research coming from higher education, as we began to imagine revisions to our program. Our aim is to design math courses that integrate with courses across our program (more to come on this exciting work). 

    These examples represent the heart of progressive pedagogy--we continually strive to bring our students as close to the world as possible, engaging them in meaningful work that prepares them for life beyond LREI, and our own inquiry and constant learning as teachers is what guides these efforts.
    Read More
  • September: the romance and adventure of the world

    "Above all things, the progressive schools believe that childhood is a part of life and not just a preface to something more important, and that at every age children should have a chance to respond to the romance and adventure of the world around them." Elisabeth Irwin (Fitting the School to the Child, 1924)

    The middle school feels even more full than ever of our usual (beloved) hubbub. We, the adults who enjoy and prefer middle school’s energy, are relieved to have it back. The power of a focused classroom - uproarious or quietly and deeply immersed - is a sign of a return to normal. But we are also noticing that the metaphorical volume is turned up. In the parlance of middle schoolers, they are “extra.”  

    I am far from the first to notice this and it’s not just here. All over the country, children and adults alike are experiencing an amplified version of regular life, with bigger feelings and a more tender heart. While this doesn’t always make for smooth passage through our days, it is undeniably real. The quote above from Elisabeth Irwin is a reminder that it isn’t our charge to protect children from life, or brace themselves for it, but to experience it with them. 

    While school must first and always be a safe place, it will not always be comfortable, as life is not always comfortable. The “romance and adventure of the world” is not easily or tidily contained, nor managed. We are all looking forward to sharing some of our first conversations, adventures and creations with you on Curriculum Night (Tuesday). See you soon.
    Read More
  • September

    LREI // LS News 9/30/21

    Faith Hunter
    I love being a part of a school where thinking about how we teach is as important as thinking about what we teach. Since the early days when Elisabeth Irwin encouraged her students to think big, LREI has been known for the creativity we foster in our children. I wanted to share a few examples of the creative experiences your children have had in the past three weeks as they connect with their teachers and peers, develop a growth mindset of courage and confidence, and find joy in each of the subjects they will be immersed in this year.
    Third graders used their names as inspiration to share their individuality through music and art.
    After listening to the book Your Name Is a Song by Jamilah Thompkins-Bigelow in music class, third graders thought about the rhythm in their own names as they improvised a corresponding melody on xylophones. Then, in art class, they approached their names from a visual angle by considering their use of color and space and the unique shapes formed by letters. 
    “4s and K, How many days have we been in school?”
    As part of familiarizing themselves with the base-10 system, our 4’s and Kindergarten students celebrate every tenth day in school by learning about a different hero in our society. Understanding that ten ones make one 10 — as well as other ways to make the number 10 — builds a strong number sense foundation for our students.The creativity our teachers poured into the learning opportunities around the tenth day of school resulted in sheer delight and memorable moments of learning across our early childhood classrooms. Our Director Phil marked the end of a scavenger hunt that had our youngest students exploring the school building when he delivered the final piece of the puzzle that revealed Elisabeth Irwin as our first changemaker marking the 10th day of school.
    First graders went on several local field trips throughout our neighborhood to notice the many signs and posters they can read, as well as the many ways that people are reading. As they begin to form their own reading identities and think of themselves as readers, they are asking members of our community, “What is your favorite book/genre?”, “Why do you read?”, “When do you read?”, and much more. Since reading will come to some students more gradually than it does to others, our teachers strive to imbue reading with as much pleasure and sense of purpose as possible.
    This month, our students are being challenged to share 100 moments of courage in each class. Fourth graders reflected on a recent moment of courage that was significant to them.
    What an inspiring September this was at LREI!
    Warm regards,
    Faith Hunter

    Read More
  • Standards Based Grading

    Margaret Paul
    Dear Families,
    We want to thank you for your attendance at both Curriculum nights for the high school in the past two weeks--it was so wonderful to gather together, even on Zoom, to hear from the high school faculty about the academic program this year. I know you were all as impressed as we are at the commitment, creativity, and depth of knowledge that our high school faculty bring to our classrooms every day. 

    And this morning we hosted a Zoom Coffee for families regarding the standards-based grading system and grading platform we use. If you weren’t able to attend, below is an overview. We encourage you to review this material, but to also do the following to support your student:

    • Ask your student to “show you around” our feedback platform (www.sbgbook.xyz). (Students have an account, and families can access this platform by viewing it with their students).
    • We encourage you to do this soon, before quizzes and assignments are reported. If you ask your student to walk you through this before work has been assessed, they will feel that you are genuinely interested in learning about it, and less like you are trying to check up on them! This type of family is engagement around student learning is what we want to foster.
    With Standards-Based grading, we organize our gradebooks by the specific skills or standards in the class rather than organizing by assignment. On assessments, students get scores for their work on the standards instead of an overall score or grade. 
    Articulating the standards makes it clear what’s of value in the class. Students get feedback on what they have done well and where they can improve. By design, students have multiple opportunities to practice each standard and demonstrate proficiency. 

    We use a Standards-Based grading system because it helps us establish dynamic feedback cycles that accomplish the following:

    • Provide clear, specific feedback that is organized by skill/content so that students know exactly what they need to work on to move towards understanding and mastery.
    • Provide opportunities for growth, and to de-emphasize speed. We want to assess if students are learning and understanding, rather than how quickly they are learning.
    • Provide clarity for students with transparency on their final grades. Because students can see their individual scores and progress on sbgbook.xyz, it is much easier for them to understand their final grade on their report card.

    And finally, here are a few recommendations for how to engage with and support your students in their classes throughout the year. We suggest the following questions:

    • Have you checked SBGBook lately? Is there anything I can help you with?
    • What standards are you working on? What do you think you need help with?
    • Have you signed up for a retake, or have you met with your teacher about revisions?

    We plan to upload a brief video to the HS Resource page reviewing the slides from this morning’s coffee. In addition, there is a one-page handout that provides a bit more of an overview. 

    As always please reach out with questions!
    Note: Thank you to all of our teachers for providing descriptions of their standards-based grading practices in their particular class. For this page today, we cite the work of Jane Belton, Daniel Li and Kelly O’Shea, and appreciate their willingness to share their materials and writing.
    Read More
  • First Day In Pictures


    First Day In Pictures

    Families, please enjoy this glimpse into our festive, purposeful day one. As I talked middle schoolers throughout the day, they told me they were glad to be here, optimistic, curious, relieved, and most of all, "really happy to be with my friends." They jumped in with both feet today - creating class norms, doing scavenger hunts, and setting the stage for the next weeks and months. I hope they have a few tales to tell you at home tonight and that they sleep well. We're ready to do it all again tomorrow!
    A few assorted reminders:
    • Sign up for a Welcome Conference.
    • Check the supply letters and send your child with the items listed there.
    • Make sure your child brings a water bottle to school. 
    • Complete the Responsible Use Policy Agreement for technology if you haven't yet.
    • Please be sure to order lunch for next week from Nutrislice. If your order has been received, you will receive a confirmation email; please reach out if you don't get one. After next week, we will make time for students to place orders in school. To avoid entering double orders in the system, make sure your child knows how far in advance lunch has already been ordered for them.
    Read More
  • Welcome Back to 40 Charlton!

    Margaret Paul
    Dear families,
    It is the most extraordinary of days--we have welcomed our high school students back to 40 Charlton . . . it was so incredibly emotional to see them streaming down the street and into the lobby. Our entire faculty was present to welcome them back, share summer stories, and begin our year together. There was just SO MUCH JOY!
    We also acknowledge (and are keenly aware of) the anxieties and worries that our students have carried back into the building with them. Returning to school is hard, and returning to the building during the ongoing pandemic creates more stress for some. Please hear us--we’ll say it over and over--we are watching over your children, checking on them, and supporting them as they move through this transition. Just like you, we cannot keep them from experiencing anxiety and worry, but we can make sure that they know we are here for them now and throughout the rest of their high school experience.
    At LREI, we deeply care about students’ academic experience, and our teachers have been preparing throughout the summer to provide a rich, deeply intellectual environment for students to learn in. And we equally care about their lived experiences through these four years of high school--as they move in and out of friendships, interests, challenges, and successes. It is in these parts of your students’ lives that our teachers will engage meaningfully as trusted advisors, with listening ears and encouraging words.
    Today, we began this journey with them through grade-level orientations that precede the beginning to our academic program on Monday, September 13th.
    Our 9th graders took off on buses for Camp Ramapo where, led by their advisors, dean, and senior peer leaders, they will begin to get to know one another and learn more about 9th grade.
    Our 10th graders also took off on buses . . . having missed their chance to attend the Ramapo orientation last year, they are enjoying a “re-orientation” with their advisors and deans at Frost Valley. We’re so excited that our class of 2024 can have this experience together!
    Our 11th graders spent the day in a celebratory, community-building experience together across the campus, accompanied by their advisors and dean. And tomorrow, they will kick off the work of the Junior Class Trip, a year-long inquiry that will lead them to place-based research trips in the spring. This is an exciting moment for juniors!
    And our SENIORS, the class of 2022, entered the building for their final year at LREI! The excitement echoed through the lobby as they celebrated their arrival at this moment. We celebrated with them as well--we are so very proud of the leaders they have become, and we are looking forward to this year with them.
    In all, it was a special day here, and one that is impossible to communicate through this brief note. Thank you for trusting us with your children; we love who they are, and who they are becoming. It’s going to be a wonderful year!
    Read More
  • May

    Summer Health & Wellbeing

    Margaret Paul

    Summer Health & Wellbeing

    Dear Families,
    As we pack up our books from the 2020-2021 school year in the next few weeks, and start thinking about the much-needed summer break for our students (and us), we want to partner with you by sharing some resources.
    Over the course of the school year we have engaged students in conversations and assemblies about a range of topics regarding mental health and physical well-being. You may have had some discussions at home about some of these sessions, including our assembly yesterday, which covered emotions in the time of Covid, and eating disorders. We know that these topics have been hard to face, and we have done our best to create safe spaces in which students can engage. That said, no format is perfect, and perfection is not what we are going for.
    For us, we are unequivocally committed to care for our LREI high school students. We care so deeply about them. We care about their physical and mental health and well-being as much as we care about their academic successes, knowing just how intricately these are tied. And we are committed to providing learning opportunities, and information about support, even if this can be hard to hear. 
    The impact of Covid on our teenagers is unmeasurable, and we want our kids to have all the support they can get. This summer is the perfect time to make space for health and well-being for high school students. We encourage you to help your students make thoughtful plans that help them find purpose and structure in their days. And if you need some help with ideas, don’t hesitate to reach out! Below are some resources that you might find useful if you are seeking specific emotional support. In the coming weeks we will also send information about summer reading options and fun summer activities in NYC.
    Please don’t hesitate to reach out if we can help in anyway. We are your partners in the hard work of caring for our teens in this time.
    Read More
  • Spring in the High School!

    Margaret Paul

    Spring in the High School!

    We cannot possibly communicate the energy and excitement that is animating the high school spaces these days . . . our students and teachers are engaging in rich, meaning-filled work that is starting to take the shape of experiences we had in school pre-pandemic. What does this mean and look like? Let us give you a few examples . . .
    In 9th grade, students are getting to know each other across pods in so many fun ways! Last week the entire grade participated in a {highly competitive} neighborhood scavenger hunt with their advisory groups, sending in photos for each place in the neighborhood they made it to. And recently in Jane and Ashley’s Literature classes, students have discussed their texts across groups on Zoom, and then completed some pair writing work with another 9th grader they didn’t yet know. Each week teachers continue to pursue ways to help our Class of 2024 come together!
    In 10th grade, students have engaged in a robust round of campaigning for the Junior Executive position on Student Government, and it has been great to see friends helping friends put up posters and talk to 9th graders about their options. Today we congratulate Leah and Tatsuya on a joint appointment as Junior Executives! Coming up very soon for our 10th grade will be the release of the 2021-2022 Electives Course Guide, so stay tuned!
    Juniors have been busier than ever in the past few weeks. They engaged in their Junior Trip week in April, and tonight they will share about their work with families. If you would like to join please feel free: 747-424-5440. In addition, many junior electives have taken the opportunity of nicer weather to get out into the city for field trips to urban farms, art exhibits, and parks with grassy areas perfect for class discussions.
    And our Seniors are still working hard in the experiential portion of the Senior Projects, so more to come about their work very soon!
    Finally, we want to share a link to a page containing work produced in our Performing Arts classes last trimester. Please click HERE to view the films and performances by so many of our high school students. They continue to blow us away with their creativity within the constraints of Covid.
    Again, there is so much happening in the high school right now. We encourage you to check your email and the @LREI Instagram page frequently to keep up with all that is unfolding in these final weeks of the school year.
    Read More
  • April

    Pictures from the Field

    Margaret Paul
    Dear Families,
    Each year during the third week of April we send “Notes from the Field” to share glimpses into the work of Juniors on the Junior Class Trip. This year, though we are not as far away as we usually are, we are, indeed, in the field and doing research into the issues the class has taken up. 

    If we could give a gift to families right now, it would be a seat at the table with our juniors as they listen, learn, and grapple with the issues of mass incarceration, voting rights, women’s health, environmental racism, and the rights of indigenous peoples. There is nothing more heartening than listening to our students wrestle with and imagine beyond these complex issues. They are compassionate, caring, and able to think critically and boldly about our future. Their ability to forge through the brokenness towards possibility is both humbling and inspiring. 

    See below for a few “notes from the field” that give you a small glimpse into their work this week
    Mass Incarceration & Criminal Justice Reform with Allison Isbell & Michel de Konkoly Thege
    At the Eastern State Penitentiary Museum in Philadelphia, PA. 
    Electoral Reform & Voting Rights with Ann Carroll & Nick Wight
    Doing a little light reading in Bryant Park
    Native Peoples & Justice with Jonathan Segal & Anna Gonzales
    Preparing for their trip to visit Shinnecock Nation
    Reproductive Rights & Abortion with Kara Luce & Shafeiq Baksh
    Discussing and investigating what Justice really means on Liberty Island
    Mass Incarceration & Criminal Justice Reform with Manjula Nair & Calvin Walds
    Using one of our many tools for debriefing an experience
    Climate Change & Environmental Racism with Jess Prohias-Gardiner & Sandra Ramirez
    Beach Clean up in Far Rockaway
    On the evening of May 6th, the Class of 2022 will share presentations regarding their week-long study via Zoom, and we invite all of you to join and be inspired by their work and their commitment to these issues.
    Read More
  • LS: Uplifting Creativity and Sustainability

    Faith Hunter
    Issue: April 2021
    Edition: April 22, 2021
    Read More
  • LS Weekly News - April 2021

    Faith Hunter
    Dear families,
    Welcome back to school! I hope that all of you managed to enjoy a relaxing spring break with your children and that those who celebrated Passover or Easter were able to do so safely and joyfully.
    We are so excited about the many possibilities that spring and the continuing vaccinations will bring: walking trips, far more time outdoors, 3rd and 4th Grade outdoor chorus, outdoor Lower School Gatherings, more special classes, culminating events, and — next week — our first-ever 3rd and 4th Grade Noetic Learning Math Contest
    My favorite student quote this week came from a first grader during our Monday morning meeting: “When can we come back to school?” My thoughts exactly! We can’t wait to see you all next week.
    This week’s Push Page will cover the following:
    • PA meeting rescheduled for Thursday 4/15 at 9:30am
    • Addressing anti-Asian hate crimes
    • Artist of the Month collection, Monday 4/12–Tuesday 4/20
    • Reminders from Phil

    PA meeting rescheduled for Thursday 4/15 at 9:30am

    A reminder that the Lower School PA meeting was moved back one week to Thursday 4/15 to accommodate Lower School family conferences. We will see you on Faith’s Zoom link at 9:30am. 

    Addressing anti-Asian hate crimes 

    We would like to acknowledge the more than 3,800 anti-Asian hate crimes that have been reported this year and the ongoing harassment and violence against Asian, Pacific Islander, and Desi American (APIDA) persons, families, and communities. Our teachers  continue to provide space for all children to have honest conversations about racism, discrimination, and bias. We stand in solidarity with the ADIPA community. Some resources our faculty have shared with children and with each other are:


    Artist of the Month collection, Monday 4/12–Tuesday 4/20

    The April Artist of the Month Lower School Gathering will focus on art and sustainability. The gathering will take place on Friday 4/23, the day after Earth Day. Many artists work with recycled materials to create art, and we hope our student artists can be inspired by this practice. 
    For the art activity, we are asking families to collect colorful materials that our students can use. Please send your child to school with these items from Monday 4/12–Tuesday 4/20:
    • Colorful paper materials, like cereal boxes and other thin cardboard packaging
    • Child-friendly magazines
    • Any other colorful paper, including construction paper scraps, colorful envelopes from mail, etc.

    Reminders from Phil:

    1) Please submit negative test results by 5 p.m. on Saturday, April 10. Send results to testresults@lrei.org.
    2) Please order lunch.  You can order through May - lrei.nutrislice.com.
    3) Please join the Asian-American Families committee for a night of unity on Friday, April 9th at 7:00PM. Our group would like to create a moment of acknowledgment, awareness, and reflection for the recent victims of hate crimes against Asian Americans. We want to break the silence surrounding all forms of racism, xenophobia, and white supremacy. Please join us in lessening each other's pain.
    One of the co-chairs of Azucar, Primavera Salva, will lead us in a moment of silence and MUCH needed breathwork/meditation during this discussion. The goal is to tap into your own power towards creating change.  This will be a supportive safe space to share our experiences. Feel free to bring a candle.
    When: 7:00 PM on Friday, April 9. 
    Who:   Please JOIN US.  This is open to all.  This will be a SAFE place.
    What to bring:   Candle to remember those AAF victims who have passed. 
    Zoom link available on the Community Calendar.  
    4) Navigating Microaggressions
    Presenter: Rosetta Eun Ryong Lee
    Wednesday April 14, 2021
    6:30p.m. - 8:00p.m.
    How do you navigate microaggressions - those words and actions that offend or hurt, even though they may be unintended? Learn some of the obstacles of authentic conversations, as well as practical strategies for what to do or say when you are the target of, witness to, and agents of microaggressions.
    Zoom link available on the Community Calendar.  
    Warm Regards,
    Faith Hunter 

    Read More
  • March

    A Message from the Co-Principals

    Margaret Paul
    Dear families,
    A video message from the Co-Principals:
    As well as a few pages from the 'Zines created by 9th &10th grade students in their Life Lab work with the Our Turn team. These were shared with the school during #ItHappensHere yesterday. 
    Read More
  • Children's Love Filling LREI Hallways

    Faith Hunter
    Dear Families,

    I imagine it’s been a hard week seeing your children go back to remote learning. As I watched your children head away from school after Tuesday’s dismissal, I found myself grappling with a wide range of emotions. I was saddened knowing I would not see your children in person every single day. I was frustrated knowing that sending young children home for remote learning is never easy on a household, especially one with working parents. And I was also incredibly grateful that, despite the challenges, our students and faculty have already come so far in a year of living with the COVID-19 pandemic.

    One practice that has helped me contextualize the year, including this past week, is thinking about how many profound lessons and skills our students will have learned. Flexibility and adaptability, perseverance and stamina, comfort with sharing different opinions and expressing gratitude, a remarkable level of independence and inner confidence — these are the skills I see our students developing, and at a faster rate than they would have during non-pandemic times. I know that these silver linings do not outweigh the great personal loss and sacrifice we all have had to make in the short run, but they offer me hope in knowing that our students will come out of this pandemic stronger and more mature than ever.

    Like I’ve said throughout this year, I am deeply thankful for your optimism and your support as we continue to navigate this school year. As always, I would love to hear from you, so please feel free to reach out. I hope to see many of you at our upcoming community events.
    This week’s Push Page will cover the following:
    • Thank You to the FSA
    • Culminating Assembly for Black History Month
    • Principal Open Forum 2 Part Technology Workshop
    • Upcoming Artist of the Month Lower School Gathering Series
    Thank You to the FSA! Your children’s hearts hang on our walls, and their words lift up our faculty’s spirits every time they pass by. Thank you for the thought and care that went into supporting our dear teachers. 
    Culminating Assembly for Black History Month: We are excited for the children to share some of the work they have engaged in during Black History Month at our Lower School Gathering on Friday. I’d like to invite you to join our gathering so you can extend this important learning at home. Please keep your camera off so as not to distract the children. 
    Principal Open Forum, 2 Part Technology Workshop:
    Part I:
    Tech Habits of Mind: Building a Thoughtful and Healthy Relationship with Technology
    Tuesday, March 9th, 9:30am
    • Are we using technology to be our best selves?

    • How do we use technology in meaningful ways?

    • How do we measure and assess screen time?

    • Is balance possible? 

    In this session guest speaker, Kim Deveaux, will share information about how to develop healthy habits when using technology at home. Parents will leave with useful items to facilitate conversations with their children, such as tech habits of mind and a home technology contract. 

    Kim Deveaux has served nationally in schools as an educator, professional developer, and educational technologist. Currently, she is the Ethics and Technology Coordinator at the Ethical Culture Fieldston School where she is a member of the Innovation, Integration, Collaboration Committee team, and STEAM team.  She also runs Family Tech Tutor -a program that works with families on how to set up procedures, routines and create safe and responsible expectations for how technology is used at home. 
    Part II:
    Bring Your Own Device: Hands-on Workshops about Managing Technology Use at Home 
    Tuesday, March 16th, 7:00pm

    At LREI we take great care to shape our student’s experience with technology to ensure that they become safe and thoughtful participants of the digital world. Please join the LREI tech Team and guest presenter Kim Deveaux for a hands-on workshop on how you can set up a safe and thoughtful online environment at home. At this workshop, we will divide into groups and walk you through how to create routines and expectations around tech use at home and help you set up parental controls and mindful usage apps on a variety of Apple devices and Chromebooks. To get the most out of this workshop, please bring with you the device your child uses. You will also have an opportunity to share best practices and strategies within the parent community. 
    Artist of the Month Lower School Gathering: In March, we are launching a series of Lower School art assemblies called “Artist of the Month.” At each gathering, we will learn about a new artist and experiment together in that artist’s style. In this unique year, we are constantly thinking about ways to infuse a sense of community and the arts into our students' experience. You are invited to join this gathering so you can extend the conversation at home: Friday, March 5, 10:30am. Please keep your camera off so as not to distract the children. 
    Warm Regards, 
    Faith Hunter
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  • February

    Spirit Week!

    Margaret Paul
    Dear Families,
    It’s S-P-I-R-I-T WEEK! It is unequivocally the most favorite week in the high school! Each February our Student Government plans a week of silliness and fun for students and faculty. It is such a special part of our high school experience! 
    This year, our Student Government team has done an exceptional job in imagining a hybrid Spirit Week that fosters fun and belonging across our physical and Zoom school spaces. So first, a shout out to this amazing team, led by Student Government sponsor Ann Carroll:
    President & Director of Community: Ajahni ‘21
    Director of Communications: Dylan ‘21
    Director of Programming: Gwen ‘21
    Director of Social Justice: Marcus ‘21
    Junior Executive: Margaret ‘22
    2021 Reps: Cole & Pearl
    2022 Reps: Emma & Bella
    2023 Reps: Leah & Ciara
    2024 Reps: Kate & Zoë
    They have put so much creativity into this week, and have used all of their motivational and organizational skills to get their grades involved and invested. Well done Student Government!
    So, how have we spent the week? We have had grade level competitions with costumes each day . . . from Era days to Twin matchups to a blast of red on the Zoom screen for LREI spirit at our Wednesday all school meeting. Each moment is a reminder that we are one high school community, linked across the spaces!

    Students (and Faculty) have also participated in grade-level competitions--Geography bees, Jeopardy rounds, and of course, our annual, EPIC lip sync competition! This is a renowned assembly for the high school, and this year did not disappoint! 
    Our students are so incredibly talented! This year, each grade put together a lip sync video, which allowed for our performers and film producers to shine in a whole new way. We can’t possibly capture the talent and hilarity of this assembly for you in this short note, but it was a highlight of the week, and truly fostered community in the high school like no other event can! Ask your kids to share the videos with you! 

    Throughout this week--both in Zoom spaces and in the building--students and teachers have found a greater sense of community and connection. These moments matter in the life of the high school, and we are so thankful for all the effort and participation to make it happen!
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  • A Few Thoughts & Notes

    Margaret Paul
    Dear families,
    A patchwork of thoughts and notes today . . . please read through!
    We are deep into February . . . it’s cold, and snowy, and just plain hard to get out of bed! As high school teachers we always joke that the reason we love high school students is that we are basically high school kids {at heart} ourselves! WE GET IT--the equation of freezing temperatures and ongoing Covid restrictions = tough times for teenagers!

    So, if you’re feeling the struggle of parenting your teenager right now, or just want to listen in and get some additional advice for how to support them, please join us tonight for a conversation about anxiety and other emotional challenges our teenagers are facing. Dr. Dana Dorfman is a seasoned expert who understands teenagers, and she will guide our conversation.
    TONIGHT: Allison’s Zoom room: https://zoom.us/j/7474245440 

    Also, you are welcome to submit questions to Dr. Dorfman in advance. Please email info@teenbraintrust.com with the subject line "LREI Question." These questions will be addressed anonymously.


    Are you already thinking about the summer and wondering what options there will be for your student? Remember to check the “High School Student Opportunities” section on the High School News page in Connect! We are just beginning to receive information from summer programs, and will post everything we receive in this digital space:

    Teachers shared interim comments and updated SBGBook comments yesterday. Please encourage your students to review these, as well as in-text comments made to papers in Google Classroom. If your student is unclear about the feedback provided, please encourage them to set up a time to meet with their teachers during office hours. We recognize that being remote for much of the week makes it more difficult to catch up with teachers, but we assure you that they are here and ready to meet with your students. If your student needs help navigating this process, they should check in with their advisors for support. In addition, Jess, Jonathan, and Jerry are available in the Learning Center for academic support. They have open hours every day, and they are also making appointments for students who email them directly. 

    Coming up . . . SPIRIT WEEK! We can’t wait to share with you the wild and crazy fun that happens in the High School during Spirit Week, February 22-26! Costumes, contests, LIP SYNC BATTLES and more! Though we won’t all be in the building, we will all have a bit more fun that week, and we plan to share photos and videos with families, so stay tuned. In advance, we thank our amazing Student Government for all the work they are putting into this hybrid Spirit Week experience!
    Allison & Isabella '21 during last year's Spirit Week!
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  • The Fun of Teaching

    Faith Hunter
    Dear Families,
    I hope this email finds you staying warm and healthy. A Happy New Year to those of you who are celebrating the Lunar New Year this weekend.
    I often talk about the fun of teaching after winter break. Students are so in the groove that learning feels accelerated and a quick walk around the building provides more material than I could ever fit in one Push Page. It was hard not to make this a mile-long scroll. Please enjoy!

    First graders practice reading and writing their site words together.
    First graders share and learn about the Lunar New Year.


    Louis Armstrong
    Ella Fitzgerald
    First graders spent the week of BLM Week of Action with a “song of the day,” listening to the melodies and lyrics of prominent Black musicians. Class favorites included Ella Fitzgerald, Louis Armstrong, Willie Mae Thorton, Jimi Hendrix, Nina Simone, and James Brown.

    “We know that music and dance are simple ways of not only bringing joy but also learning about history by looking at the lyrics and artists’ backgrounds.” — Amina and Andrea, 1st Grade Teachers

    First grade remote students are working on creating their own games during social studies while developing their nonfiction writing skills in a "how-to" unit in which they write directions on how to play their games.

    Second graders are launching their nonfiction literacy unit, which centers on gathering research and writing biographies about changemakers of interest. “I picked Simon Biles as a changemaker because I like to learn about changemakers who are women.” Inez Gimbel, 1st Grader


    Second graders write full sentences in Spanish about their favorite animals.

    E34 Remote has been examining the past as a team of historic investigators tasked with preserving the stories of Minetta. Over the past couple of weeks, they have uncovered artifacts from boxes from the 1600s — one belonging to a Dutch colonist and the other to a freed African living in New Amsterdam — and researched what their stories are.


    Now that third graders have learned to use the “hamburger graphic organizer” to think critically about paragraphs, it’s time to put multiple paragraphs together as they write their fictional stories.


    Remote third graders investigate area in their Geometry unit.

    Lower School had so much fun playing in the snow together over the past two weeks!

    Warm regards,
    Faith Hunter

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  • This Week in Math and Science

    Ana Chaney
    Dear Middle School Families,
    Since we spotlighted humanities last week, this week we are sharing some of the challenges, projects and perplexing problems our middle schoolers are grappling with this week. Enjoy.
    Eighth grade mathematicians are dissecting the theory behind the Pythagorean theorem and radical expressions. A recent assignment was to analyze the diagram below in order to find various unknown side lengths, areas, and perimeters. Try this: How would you use what you know to find the length of segment GE?
    As a connection activity, students will be annotating an article on Fermat's Last Theorem which states that no three positive integers, a, b, and c satisfy the equation aⁿ + bⁿ = cⁿ for any integer value of n greater than 2. (The Pythagorean Theorem is when n = 2). In science, students are just finishing the Virus Project in which they designed their own viruses and created stop-motion animations that told the story of how their virus originated, replicated, and battled against the immune system. 
    Seventh grade mathematicians are asking, When looking at data or analyzing situations that involve two quantities, what kind of statement best communicates the information: ratio, percent, fraction, difference or scaling statement? Why might you use one over another? How can you convert between the different kinds of statements? They are beginning to analyze and talk about patterns that emerge in rate tables which will connect to the writing of equations and graphing of the information. In seventh grade science, students are deeply immersed in their preparations for the Great Energy Debate next week. Students will be debating the merits and the limitations of different energy sources as they make a case for which one should be the primary source of energy in the U.S. 
    Sixth graders are studying statistics. Their next major project will allow them to incorporate and improve upon their design and communication skills.  And each day this month, students are starting class by reading about a Black mathematician or scientist who changed the world. In science, they are applying what they've learned in our study of cell systems to a new concept - fermentation. They are learning about how different fermented foods are made and are experimenting with making kombucha in the classroom.
    In science, fifth graders are designing and building a board game that shows how evolution works. Their starting population navigates an arena to collect as much energy as possible before giving rise to the next generation. The more successful you are in the arena, the higher the chance the next generation will be born with a positive mutation that helps the population survive. In math, students are in the midst of a number theory unit. They are considering such questions as... How do numbers behave? Why do they behave that way? What is the correct order of operations? Why? Can knowing how to classify or break apart numbers help me solve problems?  Fifth graders recently started a new class: coding. They are exploring various ways to code and programs to use. They are using Scratch, an MIT-developed block-based coding language that makes coding accessible to every student of every experience level. 

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  • January

    A Day In The Life of The Lower School

    Faith Hunter
    Dear Families,
    I thought for this week’s Push Page you might enjoy a glimpse into our classrooms to see the innovative and joyful ways in which your children are learning. 
    I hope you are all well and keeping warm during this frigid weather. In order to ensure the children are as comfortable as possible, both in and outdoors, please continue to have them dress in layers. 

    Warm regards,

    Faith Hunter
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  • Student Anti-Discrimination Policy

    Margaret Paul
    Dear Families,
    We are thrilled to share with you that yesterday during our high school assembly, student leaders Ajahni, Natalie, Marcus, and Malia presented the Student Anti-Discrimination Policy they we have been working on for the past few months.

    A little history on this project. Two years ago, students from various affinity groups began working with teachers to craft a policy that would help students navigate situations of discrimination that occur within the student body. This summer, student leaders Ajahni and Marcus crafted a letter, signed by all student leaders in the high school, requesting that we work to get this policy into action as soon as possible. In July, the student leaders mentioned above started meeting with Margaret, Allison, and Charlene Cruz-Cerdas, our High School DEI Facilitator, to complete the drafting of the policy. In concert and close conversation with Phil, these students put hours and hours into this plan.

    It is so hard to put into words here all that has transpired in this process. From an educational perspective, this project is a beautiful example of progressive practice--students and teachers engaging in meaningful work on behalf of the school community, the team working collaboratively on the concept and the draft, and grappling together about the complexities of policy as it comes to life in practice.
    It is also an example of one of our core beliefs--that student voice is at the very center of all that we do. As adults, we could have drafted a fairly decent policy, but with a team of seniors driving the work we now have a beautiful document to guide us in the work of being a safe, just, and equitable community for each person who enters the door.

    The guiding principles of the policy form the acronym C.A.R.E.S.--Community, Accountability, Reconciliation, Education, Students. These five words have directed the design and ideas for implementation and use. We invite you to review the new, working version of our Student Anti-Discrimination Policy here. Please know that we value the iterative process of bringing a policy into practice with students, and thus we expect for this draft to be revised along the way. This policy will be posted on the High School Resources page, along with our Student Handbook and our Sexual Harassment Policy.
    In closing, want to express our profound gratitude to Marcus, Leilani, Ajahni, and Natalie for their time, intellect, tenacity, patience and generosity they have brought to this work. We are better teachers and leaders because of the time we have spent together on this project.
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  • What We've Been Up To

    Ana Chaney
    Middle School Families,
    As a teacher said to me this morning, we say the following phrase often these days: "In a typical year, this would be when we..." 
    While there's an intrinsic loss there, the flip side is that we're doing a lot of things for the first time and in new ways. This can be exhilarating, if a little hard. Our middle schoolers and their teachers - accustomed to adjusting their school life to meet the world - are adaptable, so they are well equipped for this. Here are some of the happenings in the Middle School, with a spotlight on humanities:
    • Eighth graders are planning remote "fieldwork" interviews and experiences based on this year's social justice project topics, including Healthcare in Prisons, Women and the Media, and Reproductive Rights, among others. More information about past Social Justice Projects are on the Social Justice Project Blog, which will also soon be home to posts about this year's projects.
    • Seventh graders are reading Arthur Miller's The Crucible and exploring the tragedy that results when a people confronted by intolerance and fear lose their integrity in the face of social pressure.
    • Sixth graders are starting their medieval guild journey with their pod leader doubling as guild master. Students are delving into projects as apprentices learning to be stone masons, artisans, cartographers, musicians, performers, and many other medieval skills. The guild members will have a socially distanced opportunity to share some of what they have learned in the Spring.
    • The fifth graders are deep in their study of ancient Egypt. This week, they examined several artifacts, including an early example of a calendar, and conducted research. They learned that the people of ancient Egypt studied the stars and created a calendar to track the flooding of the Nile, as they depended on this event for the deposit of rich soil for farming. Fifth graders wrote news reports to share their findings.
    • The white-identifying seventh and eighth graders met in anti-racist caucus groups for the first time this week. As a reflection on their first meeting, some students shared their vision of the purpose of these groups and wrote: "To talk about how to use privilege to make change and not just feel bad. We should have done this earlier!" and "So that we can learn how to fight systemic racism. We need to fix our own problems, not leave it to other people to solve the problems." and "We can work together as a group to build on ideas and problem-solve. It’s a safe place to think together."
    • Finally, the Winter Concert, which premiered on Tuesday evening, is available here for your viewing and listening pleasure. We're so proud of our young musicians! 

    Please remind your child to dress in layers tomorrow! We have new heaters but the weather is supposed to be quite cold and it's hard to compete with an open window.

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  • Centering Our Racial Justice Work

    Ana Chaney
    Middle School Families,

    Lately each day is a living lesson in civics, politics, ethics and identity. Whatever our adult feelings about the news are - worry, exhaustion, rage - we have to acknowledge that this is where our progressive pedagogy thrives. We are living through history and every day looking for ways to hitch our classrooms to the world - to study our own environment and to be active participants in it. Centering the fight for racial justice feels more timely and urgent than ever. To that end, I wanted to share some of the Middle School's diversity, equity and inclusion (DEI) work with you and give a preview of what's to come.

    In the next week, every middle schooler will have finished the first five chapters of This Book Is Antiracist by Tiffany Jewell. In advisory, they have discussed and shared answers to the questions: Who am I? What are my social identities? What is personal racism? What is institutional racism?

    Some of there comments were:

    “It just feels awkward to talk about stuff like this.”
    “[We should make] sure to not just focus on making the white students in a mainly white identifying community comfortable about talking about race and how they can help but also allowing the POC members of the community to have a voice.”
    “It would be cool to involve our parents more.”
    "A lot of being antiracist is about understanding your identity and how it affects yourself and others."
    “The only thing I would say to improve is making sure everyone has a chance to talk and say what they have to say. At least in my class, the students weren’t participating as much as they should.”
    "I think that one of my most meaningful takeaways from the book and the video we watched is that a lot of people don't even know racism exists. Or that racism is everywhere. We also said something like you can't know what you can't see or talk about."
    “I think the teachers have been doing a good job structuring the conversation.”

    I encourage you to check in with your child about this reading. You could ask: What is privilege? How is anti-racist different from not racist? How would you describe dominant culture and what does it have to do with privilege? What is the difference between personal and institutional racism?

    The reading and conversation established a foundation and common vocabulary for one of our next DEI initiatives: Anti-racist caucus spaces for white students. In the next few months, every student who identifies as white will participate in four caucus sessions with a pair of white teacher-facilitators. They will grapple with such questions as: What is whiteness and why is it important for white people to talk about it together? How does it feel? When did you first notice your own whiteness? How can race be a social construct and a real experience at the same time? 

    While we have had many conversations about these issues in multiracial configurations before, this is the first time we have set aside a space for our white students like this. It's important for these students to have the opportunity to build skills and vocabulary in an anti-racist learning space, as it is less common for white families to engage in regular conversations about race at home and our white students are typically less practiced at it. It is our hope that the capacity and confidence white students build in these settings will enrich those conversations they have elsewhere.  

    All white-identified students will participate in these groups. We will send the following survey to all students next week asking whether they identify as white, as both white and BIPOC (Black/Indigenous/Person of Color), or as BIPOC. We will use this to create four small groups of white-identified students - first the older middle schoolers and later in the winter, the younger.

    The first set of anti-racist caucus sessions for seventh and eighth graders will be on Wednesday January 27th. The sessions for fifth and sixth graders will follow, starting at the end of February. The eight white faculty members who are facilitating these groups in pairs have been hard at work preparing since the summer. We are all excited to begin.
    Please join us on Tuesday, January 19th at 6:30pm for a more in-depth update about all the Middle School DEI initiatives with me, Phil, and our Middle School DEI facilitator Sara-Momii Roberts. The zoom link is on the community events calendar (on Connect), as always. 


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  • HS Wellness Challenge

    Margaret Paul
    Dear Families,
    We want to share today about the High School Wellness Challenge that we kicked off at our Assembly last week. In the midst of all that we are facing each day--due to Covid and the ongoing crisis in Washington--it is more important than ever to equip our students with tools to take care of themselves.
    Below are slides and notes from our assembly. It is our hope that, by sharing these with you, you will be able to encourage and support your students in making choices to care for their well-being everyday. Rest assured that our advisors and teachers are all centering these conversations in advisory meetings and classrooms!

    Wellness is not a state of being--it is an action. Each day we can choose to process our stress by taking up practices that help us move through stress cycles. We can’t prevent stress, but we can process stress.
    LREI HS Wellness Challenge: We have given your students a sticker chart (yes, you heard that correctly) because it’s back to the basics to help form some healthy habits! Research shows that tracking our choices is one small way that we can stick with something--and each time we “reward” ourselves with a sticker (in this case) for our choices, our brains give a small burst of dopamine (satisfying our reward system). In a nutshell, we are working, through this wellness challenge, to bring cortisol levels (stress hormones) down, and instead generate endorphins (happy hormones) that can increase our feelings of calm and well-being, even in the midst of a stress-filled world.
    Across the month we will also be offering conversations to students on the topics of anxiety and depression, body image, the power of sleep . . . and more! We know that well-being and learning are deeply intertwined, and we believe that attending to our students’ mental and physical health is just as important as their academic program. If you would like to check in with us about your student, and if you would like additional support or resources, please don’t hesitate to reach out.
    Chelsea Rissner, High School Mental Health Counselor: crissner@lrei.org
    Linda Perlmutter & Joanne MacDonald, High School Nurses: jperlmutter@lrei.org jmacdonald@lrei.org
    And as always, your advisors, deans, and the two of us are always available as well!
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  • Turning Over a New Leaf

    Faith Hunter
    4th Graders get ready for tomorrow’s Spirit Day theme: Upside Down day!

    Dear Families, 

    I hope you all had a restful and restorative winter break, and I am grateful to welcome you back to school.

    Though I know many of us were hoping to turn over a new leaf with the new year, we once again find ourselves facing a flood of deeply troubling news updates every day. It’s easy to feel despondent, outraged, or lost. And yet, I find myself with the good fortune of being the principal of a school where children are empowered to make change. When I look at the partnership between our parents and our teachers in building our children’s capacity to be leaders in the world, I remain hopeful.

    The teachers have finished writing your children’s reports, which offer detailed insights into your child’s personality, strengths, and areas of growth. Looking at these reports as a whole, I am extremely proud of the increase in our students’ ability to take ownership of their learning, their resilience and tenacity, and their emerging leadership skills. Please take your time while reading, as our teachers dedicated a great deal of effort to writing each report. We aim for reports to complement the parent-teacher conferences and other incidental communications you may have with your child’s teachers. 

    As always, please feel free to reach out with any questions or concerns. 

    Warm regards,

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