Volume 14, Number 2 News From Summer 2006 Trimester

REACCREDITATION AT EAGLE ROCK by Robert Burkhardt, Head of School

In January 2005, then Director of Professional De- year cycle, and the process will begin again in 2012 when velopment, Lois Easton, initiated a process that resulted we again prepare a self-study. eighteen months later in the reaccreditation of Eagle Rock The Visiting Team commended Eagle Rock for “out- School and Professional Development Center by the As- standing adherence to its mission that is evident in every sociation of Colorado Independent Schools (ACIS) and decision, in every nook and cranny of the school. Eagle the North Central Association (NCA). Lois held a series Rock may well be in the top 10 schools in the country of meetings with ERS staff to develop our Self-Study, where the mission is practiced on every level.” Addition- a seventy-page document that appraised all aspects of ally, the Visiting Team remarked on the “strong sense of Eagle Rock and provided the Visiting Team a sense of the joy in awakening students to the natural world, to the school when they arrived for a four-day visit in March arts, to a strong work ethic, to community, to learning 2006. that will last a lifetime.” Finally, the Visiting Team com- By May 2007 the new Director of Professional De- mended Eagle Rock for our “creative, energetic, dedicated velopment (and founding ERS staff member) Michael staff who exemplify best practices in their delivery of cur- Soguero will have led the staff through another process riculum, compassion for and care of the students, work to formulate our First-Year Response to the Visiting Team ethic, and modeling of a strong community culture.” report. Michael will coordinate the staff ’s response to The Visiting Team also made six key recommendations specifi c recommendations from the Visiting Team con- for us to consider, and these will be the focus of Michael’s cerning various aspects of the school program. We will work during the next several months. The recommenda- revisit the recommendations when we submit our third- tions are: a) Directly connect the extensive wilderness year response in 2009. Accreditation occurs on a seven- ______...See Reaccreditation - Cont. on Page 8

FORMER FELLOW RECEIVES CHANGE-MAKER AWARD by Dan Condon, Associate Director of Professional Development

Public Allies alumni are part of a dynamic and growing national network of diverse young leaders commi� ed to a lifetime of working for community and social change. This year Public Allies recognized outstanding program graduates for their life’s work in social change, and for exemplifying the fi ve Public Allies values of collaboration, diversity and inclusion, a focus on assets, continuous learning, and integrity. Sarah Ballard, from the 2005 Public Allies Fellowship at Eagle Rock School, received her award specifi cally relat- ing to her work with mentoring young people. Sarah explains, “Public Allies got me back on track with social change and activism. Eagle Rock exposed me to the power teaching has on young people.” Sarah is using her Public Allies experiences to develop and highlight the assets of young people in Louisville. Sarah currently develops and oversees a mentoring program in a Louisville housing project through Big Brothers Big Sisters. Her work has enabled hundreds of young people to connect with and have meaningful relationships with thoughtful and caring adult mentors. Sarah a� ributes much of her success to her learning and practice of the values of community participation, inclusion and collaboration. She also has a special interest in using her teaching, youth development, and fi ne arts background to help more women claim their power through art therapy. For more infor- mation about Public Allies, visit www.publicallies.org/eaglerock. Eagle Eyes Page -2-

A publication of Eagle Rock School STUDENT LEADERSHIP: HOW TO and Professional Development Center FOSTER POWERFUL STUDENT VOICE Excerpts being reprinted with permission from the Coalition of Editor: Essential Schools. Visit ceschangelab.org for the full text. Dan Condon P.O. Box 1770 2750 Notaiah Road We all know that areas of student en- crowds gives them a self-confi dence needed in __ Estes Park, CO gagement, achievement and school culture many real world environments. Answered by 80517-1770 improve when students are given a voice. Coral S. Oppressing, controlling and silencing stu- Q: Expressing thoughts in writing Phone Number: (970) 586-0600 dents should be a thing of the past. Giving generally (but not always) encourages students voice in the classroom, a say re- some refection about what has been said. Fax Number: garding school policies and a role in reform Also a student may fi nd it diffi cult to, (970) 586-4805 initiatives make schools more democratic, for example, be critical about an aspect Website: less autocratic and certainly more learner of policy in a traditional group meeting. www.EagleRockSchool.org centered. But what does meaningful stu- John An initiative of the dent voice look like? This panel was mod- A: John---initially, it may be true that the American Honda erated by Eagle Rock School Head Robert refl ection is on what has been said. Developing Education Corporation Burkhardt, Director of Students Philbert critical thought is like building muscle, it has to Smith, Associate Director of Professional be exercise. Through regular ongoing conversa- American Honda Development Dan Condon, and student tions, pushing students to go below the surface, Education Coral Ann S. students begin to go beyond what has been said Corporation Q: I have been trying to engage the before. It is wonderful to watch this transforma- Sheri Bullock students in the process of developing tion. As they do it orally, it will begin to refl ect Secretary/Treasurer “voice,” however, there seems to be a lack in their writing. As students become comfort- Marc Burt of buy in by the students. How can I con- able with “their voice” they have no problem Board Member vince them that the school wants them to refl ecting on policy issues. With policy issues be part of the policy making process, that guidance is needed to help students understand Gary Kessler President & Chairman their voice will not simply be “window the merits of reaching a consensus and to un- of the Board dressing?” derstand that having a voice does not mean that A: As a student at Eagle Rock I remember you will always get your way. Student voice Cathy McEvilly the fi rst time I spoke was in a situation where I works best when adults value student voice. __ Board Member was comfortable. I knew the topic, I knew what Answered by Philbert Smith Kaz Odaka to address and I felt comfortable in my answer. I Q: Is authentic “student voice” really Vice President think the fear of speaking from your mind holds possible in large comprehensive schools? many students back. Give them a head start. We fi nd working with small teams of Eagle Rock School and Professional Pu� ing out other ideas by other students and students to be very powerful but almost Development Center opening a discussion up. Then they won’t feel impossible to spread the bounty school- as though the words they speak will be taken wide or district-wide. When it becomes Donnie Adams drastically; it will just become a typical con- to the whole school and beyond it is sort Society and Cultures versation. A lot of times when they are voicing of like an undemocratic “corporation” Jon Anderson opinions, the opinions don’t go anywhere. Make where “roles” are assigned, expectations Human Performance a valid statement that what is said is really go- rose, but there is very li� le authentic stu- Burt Bowles ing to aff ect the school. Make sure they know dent voice that is not ruled by infl exible Facilities & Maintenance this is their chance to have a say in the system. rules established for the sake of safety __ Robert Burkhardt Answered by Coral S. and routine. Is authentic student voice Head of School Q: What do you see as the relation- really possible in large and poor public Margre� e Castro ship between voice in the classroom and schools? Public Allies in policy, and developing ‘voice’ in writ- A: I think this is a leadership and culture ing? question. From my viewpoint it is possible to so Dan Condon A: I think that through writing the stu- arrange a school that voices are used and heard. Associate Director of Professional Development dents get the time to put in enough thought It takes time and patience, but if the school lead- process to write a true opinion. Though voicing ers want to “hear,” they will. And they will set Susan D’Amico opinions at Eagle Rock does a lot of good as well. ______Administrative Assistant Having students speak their own words in large ...See Leadership - Cont. on Page 9 Eagle Eyes Page -3-

Mark Dougherty ANOTHER GRADUATE TAKES FLIGHT Sous Chef by Janice Lee, Registrar Cynthia Elkins Arts At the beginning of each trimester, Beth Ellis excitement and anticipation builds as the Learning Resources and Information Eagle Rock community looks forward Eric Farmer to learning who our next prospective Language and Literature graduates will be. Throughout the Jacques Fournet trimester, students who have applied for Wilderness & Outdoor graduation become even more immersed Education in their learning, personal growth, and Jimmy Frickey Mathematics fi nal academic achievements at Eagle Mike Glowacki Rock. It is an intense, but rewarding Head Cook time in all of our lives. John Guff ey On August 4, 2006, Sevi Donnelly Service Learning Foreman was the 114th student to Dick Herb graduate from Eagle Rock School. Director of Operations Sevi enrolled as an Eagle Rock Sheri Jackson student on September 15, 2002 (ER-28). Business Administration and representing Eagle Rock School as a Specialist Born in Medellín, Colombia, and raised keynote presenter at the Alternatives to Janet Johnson in upstate New York and California, Sevi Expulsion, Suspension, & Dropping Out of Science came to Eagle Rock feeling success was School conference Florida during ER-35. Janice Lee not within his reach in Los Angeles and a Sevi believes “Life is the most precious Registrar lifestyle change was needed. Music was gi� one will ever receive and to not embrace Jeff Liddle Sevi’s sanctuary. Refl ecting, he once said, every moment is to fail one’s self and starve Director of Curriculum “I feel Eagle Rock is the right place for one’s spirit. I have a passion for life and I Karolee McLaughlin Music and Performance me. I know if I work hard I can succeed want to experience all its pains and joys so Jen Morine here. I am extremely excited about all the that I may become a wise being before death Human Performance experiences I am going to have here and all knocks at my door. Being in the present L’Tanya Perkins the things I will have the chance to learn.” moment and embracing its struggles and Admissions Associate More recently, Sevi stated, “As I became pains is a constant struggle in itself, but the Tim Phelps more aware of who I was, I gained more present moment is what is important to me Chef Instructor freedom in forming who I was evolving for we are only guaranteed one life, so why Sco� Rashid to be. My learning, my growth, and my not live it?” Second Chef passions will continue to evolve as time Sevi will a� end Berklee College of Russ Rendón World Languages goes on. Eagle Rock is merely one of the Music in Boston, MA and will major in Anna Ridder many stepping-stones that I will cross as I jazz composition and music production. Wilderness & continue to become a more intelligent and This accomplishment would never have Outdoor Education enlightened human being.” happened, according to Sevi, “had I not Philbert Smith Sevi will be remembered for sharing his realized that in order to be an eclectic Director of Students musical talent, developing and participating musician, I needed to understand the Michael Soguero Director of in an Estes area fund raising benefi t concert fundamental principle of western theory Professional Development for Katrina victims and the ERS Graduate as well as delve into studies of music from Terry Tierney Fund, teaching others, formally and around the world. The love of learning Assistant Facilities informally, to play the guitar for over six has, and continues to, make my life richer To Be Announced trimesters, jamming in the School House, as it persists in opening my eyes to the Life A� er Eagle Rock discussing social justice issues, receiving many wondrous things that there are to Jesse Tovar Health and Wellness the Eagle Rock Excellence Award twice, experience and observe.” Counselor Eagle Eyes Page -4-

EAGLE ROCK IMPACTS DUTCH JUVENILE CORRECTIONAL FACILITY by Dan Condon, Associate Director of Professional Development

This past June a group from The Sprengen, a non-profi t youth care organization located in the Netherlands, traveled to Eagle Rock to spend time leaning through Eagle Rock’s Professional Development Center. The Sprengen consists of a correctional facility for 100 boys and a residential facility for 60 boys. At each location they house a high school. The schools are in the process of reforming, inspired by Eagle Rock. They are redesigning the residential facility into a living, learning and working community. Hans Jagers explains, “We were inspired by our visit! We experienced the strength of 8+5=10 in daily living. We learned about the Wilderness Program, visited several classes, and talked to the members of the learning community.” The group of 10 people from the Sprengen who visited Eagle Rock will be leading the redesign team in their reform process. A� er their summer vacation they will call the residential facility Campus of the Sprengen and will begin to implement the redesign at that time. Within two years they hope to develop into an a� ractive program for young people with severe behavioral problems who are living in the Netherlands. It is not clear how Eagle Rock and the Sprengen will benefi t from each other’s experiences, but we look forward to further contact with our Dutch friends.

FELLOWS MOVE ON by Margre� e Castro, Director of the Public Allies Fellowship Program

Every year, Eagle Rock School and Professional and empower people to create social and political change Development Center in collaboration with Public Allies, while empowering herself. Inc., brings in 12 individuals passionate about education Alan Barstow, Language Arts and Literature and youth development. They interact with students in Fellow, will be pursing an MFA in creative writing at and out of the classroom and learn ways of empower- the University of Wyoming. He will teach composi- ing students to make healthy life choices, take charge tion for the University and will specialize in creative of their learning, and to be leaders. Fellows learn and nonfi ction. His studies will culminate in a book-length grow as well and share their gi� s with the community. work of publishable quality. He hopes to use his expe- The following Fellows will be very much missed and the riences, including Eagle Rock, as a lens with which to Eagle Rock Community and Public Allies thank them write. for their contributions. Sarah Dribin, Learning Resource Center Fellow, will Daniel Alvarez, Societies and Cultures Fellow, will stay on at Eagle Rock for the next year as the Learning be going back to Chicago to work on his Master of Arts Resource Coordinator, a new position created and de- in Teaching at DePaul University. Danny will begin his fi ned using her past experience as the LRC Fellow. Sarah courses in the fall of 2007 and is excited about continuing also plans to pursue her Master’s degree in Library and the process of learning to be a be� er teacher. Information Sciences (MLIS). Sarah hopes to stay in Adriana Barboza, World Languages Fellow, will be education and coordinate a Learning Resource Center at moving to Minneapolis to work with Wellstone Action, a the secondary level. She also plans to sharpen her pas- non-profi t organization that trains, educates, mobilizes, sion for media awareness into a specialty and develop and organizes individuals and organizations to create her philosophy regarding access to information. social and political change. Adriana will continue the ______work she started at Eagle Rock by continuing to teach ...See Fellows - Cont. on Page 8 Eagle Eyes Page -5-

REDEFINING SERVICE LEARNING The following is being reprinted with permission by Horizons, the newsle� er put out by the Association for Experiential Education.

at MacGregor Ranch. At fi rst it felt as if I was there to just restock the freezer, but as time went on I realized that I had to be fully into what I was doing or else it wouldn’t benefi t me. It was during this time I learned that service wasn’t just for the person I was serving, it was also for me. But the biggest challenge I faced was in the woodshop. When I fi rst started I wanted to get as much done as possible with as li� le work as possible. I came into the woodshop thinking I could get so much done because I had refi nished furniture before. It took me a few weeks to accept that I would only complete one project in the 10 weeks allo� ed. The fi rst few weeks I didn’t know whom I was helping by fi xing up a table. At MacGregor I knew directly whom I was helping. The indirect nature of the SERVICE ISN’T JUST ABOUT DOING service project at Furniture Connections was challenging because it felt as if I was just doing work to fi ll up the GOOD FOR THOSE IN NEED; IT’S class time. Only when I did my fi rst furniture pick-up did ABOUT DOING GOOD WORK I realize the positive repercussions of what I was doing in WHEREVER YOU MAY FIND YOURSELF. the woodshop. I was turning this once thought of trash by Katie Wiseman, Student into someone’s new table. I was now more aff ected by the community I was doing service for and I could now During my second trimester at Eagle Rock I enrolled identify it. in the service program (ER-38). I engaged myself in two My understanding of service and community has service areas, both in Estes Park. On Tuesdays I worked changed over the past two months while working with with Jane Lopez at MacGregor Ranch on marketing businesses in the Estes Park community. I came into initiatives and restocking the meat freezer, and on service with the only notion of service as community Mondays and Fridays I dedicated my time to repairing service. Now when I hear service I get a mental image furniture through Furniture Connections. Part of the of tutoring, woodwork, moving someone’s furniture, ER 38 curriculum is to set academic and personal goals. gardening and many other things. Now I feel that service My academic goal was to begin my service credit early. is a two-party enjoyment instead of just a recipient- Each Eagle Rock student puts in more than 500 hours oriented process. I truly believe I have learned so much of service by the time s/he graduates. Many students as a person and as a person of service. I also have refi ned don’t start working toward that goal until at most a what is important to the people for whom I do service, year into their Eagle Rock careers. I started my chunk and when people come in to help it really is appreciated. in my fi rst academic trimester. One of my personal goals When I went to the ranch at fi rst I felt like I was just was to connect with the Estes Park community. I feel there to do the li� le jobs, but as time went on I felt more more a� ached to the community I live in now because I important as marketing came into play. I was now having worked with local businesses and was an active member a direct impact on the success of the place for which I of the Restorative Justice program. I was also striving for was doing service. I learned that service is more than a new perspective on what service is. When I worked in just odds-and-ends jobs and that it is about making a the wood shop, I felt that it was more of a hobby than a diff erence in whatever place one works. service. And that was one of the things I loved about the My suggestion to future service students is to service I did during ER-38. It didn’t just feel like a service, challenge all the thoughts you come into service with. but a learning experience and a hobby. While restoring Take on roles that you thought you could have never furniture, it truly felt as if I was taking the saying “one taken on. Try to do things that positively refl ect on Eagle man’s trash is another man’s treasure” into my own Rock and benefi t Estes Park. I would encourage students hands. to develop new ideas of what service is and to get past One of the skills I came to appreciate and associate the credit part of doing service. Service is a great thing, with service was dedication. I developed a greater ______understanding of what dedication means while working ...See Service - Cont. on Page 6 Eagle Eyes Page -6-

...Service - Cont. from Page 5 The greatest challenge I met with during this project was just ge�ing on good terms with the kids so they felt and I am so thankful that I got to experience it in my comfortable working with me. I did that by asking them first academic trimester because I think I would have about their background and family and pointing out the gone on with the idea of service as a punishment and a similarities between them and me. wilderness requirement. When I first started with service, I wasn’t planning About the Author: Katie Wiseman, 16, grew up in Windsor on learning anything—I just wanted to get the credit out Colorado. She enjoys spending time with her mom and three of the way, but as you can see I have learned a lot. I see dogs. Her service paper was wri�en a�er six months of serving many changes in myself as a result of tutoring the kids. the Estes Park community, where Katie is currently a�ending I feel that I can help make positive changes for children, the Eagle Rock School. Since arriving at Eagle Rock, says Katie, and that makes me glad because most of my life I have “I have come a long way from where I was to where I am now! been a bad influence on kids. It feels good to repent Service is now an active part of my life.” from that and do some good. I’ve also learned that the meaning of service isn’t just helping the community, YOU GET AS MUCH AS YOU GIVE though that is a big part of it. I feel that service is about WHEN YOU WORK WITH KIDS. finding peace within myself and doing positive things by Jonathan Pe�y, Student that aren’t necessary for me to survive but are good for me. The advice that I would give to a student before they This trimester I have done the most service I have start a service project is don’t just do the service to get ever done in my life. Before coming to the Eagle Rock it done, try to get something for you out of doing the School (ERS) the only time that I did service was when it service. If they are working with kids like I was, I would was court-ordered. The projects were always picking up also advise them to give 100% to helping the kids because trash, and I rarely learned anything from it. This trimester the kids need as much help as they can get. I did a lot of service and I learned how it was beneficial In the other projects, I feel that I didn’t learn nearly to the community. The service projects I did included as much as I learned while tutoring the kids. I say that barbwire clearance, chopping wood, fire-pit removal, because when I was doing the other projects I didn’t see tutoring, trash pickup and campus demolition, which the importance and priority. When I was tutoring the kids consisted of tearing down a part of our amphitheater. I knew I was making a difference, which made me put a Even though I didn’t volunteer, I enjoyed and learned a lot more energy and care into it. During the wilderness lot about contributing to the community. course I did the barbwire clearance and the fire pit The main service project I am going to reflect on in removal. The purpose for the barbwire clearance was to this report is tutoring. I have been tutoring 5th graders keep the wildlife from ge�ing caught in it. The purpose at the Intermediate School in Estes Park. A few other for the fire pit removal was to make the desert more wild ERS students and I go there on Tuesdays and Fridays. and for people to not use up all the natural resources. I The community needs us to do this service because kids picked up trash and demolished part of the amphitheater always need extra help with their academics. The goal I for “Sunday Sweat.” I feel proud that I embarked on so set for myself was to be the best tutor I could possibly much service this trimester, and I plan to continue to help be to these kids. I didn’t want to let them down like my out the community. tutors had done to me in the past. I really didn’t have to About the Author: Jonathan Pe�y, 17, grew up in Denver, practice any skills. Most of the stuff I helped the kids Colorado. He plays football, lacrosse and basketball and boxed with I already knew, although I had to figure out a way for a li�le while. Says Jonathan: “I drive a baby blue ‘85 Cutlass to explain multiplication an easier way. I also had to Supreme and plan to fix it up to a clean old school. My life practice socializing with the kids so we were comfortable before ERS was pre�y rough and going down the wrong road. with each other. Making sure the kids were comfortable I got into some trouble with the law, was involved in gangs, with me was an important task. What made that difficult drug and alcohol abuse, violence, the�, robbery and a whole lot was that I am a young black male. Estes Park isn’t that of other things. I was living the stereotypical life of a gangster. diverse and I know I seemed intimidating to the kids, yet I was kicked out of two Colorado school systems, so I wasn’t I didn’t let that hold me back from ge�ing to know and enrolled in high school when I came to ERS. I had broken my helping the kids. As a result I learned that I could make a probation for the second time the Saturday before I le� for ERS, difference in someone’s life and help out other kids. I also so pre�y much ERS is my only chance to succeed. I feel I bring learned that Estes Park has a very good school system. leadership, humor and compassion to this community. These 5th graders were working on stuff I didn’t learn until 7th or 8th grade, and they have the potential and drive to be very successful. Eagle Eyes Page -7-

STUDENTS RECEIVE COLORADO CARES AWARD FOR VOLUNTEER SERVICE by Dan Condon, Associate Director of Professional Development

Governor Bill Owens and Lieutenant Governor Jane service opportunities for students through a variety of Norton honored outstanding volunteers who make a short and long-term activities. diff erence in their communities on August 10th at a These include the following: reception at the Governor’s executive residence. Eagle Service Specials, a hands on service-learning Rock School students were awarded the Governor’s 2006 course that meets four times a week each trimester Colorado Cares and engages students in on- and off -campus commu- Volunteer Ser- nity service as well as regular opportunities to think, vice Award for discuss and write refl ectively about their service ex- their tireless periences and viewpoints; eff orts to assist Chores, a community-wide work program others in their whereby students and staff participate in campus community. maintenance including recycling, landscaping, for- “Volunteers estry, resupply and general housekeeping; have a power- EagleServe, which consists of two to three days ful impact on of community service each trimester provided at the strength Eagle Rock and to the wider community; and well-being Service-Learning Advisory Council, where stu- of Colorado’s dents have a voice in planning, action and decision- communities,” making around service-learning at ERS; said Governor Independent Service Projects, whereby students Bill Owens. develop a proposal to integrate a service-learning op- “We’re thankful for the dedication of this year’s recipi- portunity into their coursework or personal time; ents of the Volunteer Service Award because they are Classroom Service-Learning Projects, which making a diff erence in the lives of many Coloradans are coordinated through diff erent instructors and throughout the state.” courses. Lieutenant Governor Norton has direct supervision Service learning appears in courses like Soccer and of Colorado’s mentoring and community service ac- Service; For the Birds; Service, Spanish and Culture in tivities, including Colorado Cares Day. Colorado Cares Guatemala; Four-Corners of Service and Culture; Wil- was created in 1999 by Governor Bill Owens as a day of derness; Math and Cooking; Reduce, Reuse, Recycle; Sa- service in recognition of Colorado’s statehood, and as a cred Benches; and Sustainable Resources. These courses way to encourage Coloradans to give back to their com- are found across the curriculum in art, math, world munity. languages, science, societies and cultures, music and hu- “These volunteers set an important example for other man performance. Service partnerships are maintained Coloradans,” said Norton. “I am proud to have been a in collaboration with local organizations and agencies. part of this event to celebrate the human spirit at its best. These include Rocky Mountain National Park, Mac- Through their work in schools and senior centers, neigh- Gregor Ranch, the Prospect Park Living Center, Park borhoods and churches, these volunteers have made a School District, the Town of Estes Park, the University diff erence in the lives of many Coloradans.” of Colorado, Rocky Ridge Music Camp, Sunrise Rotary Service learning is recognized by Eagle Rock as an ef- and many more. Travel and off -campus experience in fective, experiential means of preparing young people to the wilderness program and in various courses provide make a diff erence in the world. From the school’s incep- service-learning opportunities in both local and distant tion, service has fi gured strongly in its values, expecta- communities. Students may experience anything from tions and commitments. “Service to others,” “Environ- trail work to cross-cultural dialogue, from tutoring at an mental stewardship,” and “Participating as an engaged elementary school to renovating a home on the Navajo global citizen,” are expressed in 8 + 5 = 10 and highly Reservation, from picking up trash to organizing a Peace- valued at Eagle Rock. Students are expected to “Serve Jam project on global peacemaking, from working with Eagle Rock and other communities” as an ongoing part Latino children in Estes Park’s Roundhouse program of their learning experience and knowledge acquisition to teaching English classes in a rural Guatemalan com- at the school. The service-learning instructor and fellow munity school. For more information about Eagle Rock’s coordinate service-learning experiences and partner- curriculum visit: h� p://eaglerockschool.org/our_school/ ships, providing many direct and indirect community academics.asp Eagle Eyes Page -8-

...Fellows - Cont. from Page 4 with a diverse youth population at a residential treat- ment center. John Gillum, Human Performance Center Fellow, HaeJohn Medley, Visual Arts Fellow, plans to con- will be traveling solo throughout Europe for six tinue teaching. HaeJohn’s current teaching options span weeks. Partly inspired by the solos ERS students get from Las Vegas to New Zealand. In addition, HaeJohn on Wilderness, he seeks to have solo time to refl ect plans to return to school to fi nish his other two degrees on ERS. A� er traveling, he will return to Charleston, in Studio Art and Psychology. HaeJohn will continue to SC, where he will work for Charleston County Parks be active in the arts and education and looks forward to and Recreation where he will lead kayaking trips, and having his Basset Hound named Turbo. facilitate ropes courses and challenge experiences. In Jill Pa� erson, Math Fellow, will be moving to Japan the spring, John plans on a� ending Minnesota State for a year to work as an Assistant Language Teacher for University, Mankato to begin working on an M.S. in the JET program. She is departing in August and will Experiential Education. be living in Ojika in southwest Japan. Her new town Sarah Gnizak, Service Learning Fellow, will be work- has a population of about 3,300 people and she will be ing for a camp in California as an Outdoor Education placed in elementary, junior high, and high schools to Instructor. Sarah hopes to continue along the experien- teach English as well as participate in a� er-school ac- tial education path through outdoor education and even- tivities with the students and teachers. Jill is excited to tually become a camp director. Sarah plans to return use the teaching skills she learned at Eagle Rock at her to school as well and continue being a life long learner. position this upcoming year. Sarah is thankful for her experience at Eagle Rock that Jamie Randenbaugh, Outdoor Education Fellow, has allowed her to learn and grow every day. will be living in Boulder, Colorado. Her employment Jenna Kay, Science Fellow, is passionate and dedicat- is yet to be determined, although she has applied for ed to science. Jenna will continue in the fi eld of science a record of 14 diff erent jobs in the last two weeks. either teaching in the public school se� ing, wilderness Who knows, she may be waiting tables at your instructing, or doing non-profi t environmental justice favorite restaurant or babysi� ing your neighbors’ work. Jenna looks forward to living and working in kids. In the future, Jamie would like to work with an challenging and supportive communities like Eagle environmental non-profi t organization doing writing Rock anywhere she goes. and education campaigns that infl uence young people Megan McLean, Health, Wellness, and Counseling to live sustainably. Jamie would also like to a� end Fellow, will start at the University of Denver in the graduate school for journalism a� er some more Graduate School of Social Work in the fall. Megan will professional experience with writing. Jamie is looking be focusing on working with youth and with people forward to continuing working with people in the who have been through trauma. Megan’s experience outdoors on shorter-length courses, possibly with the with Eagle Rock has been incredible, and has served as Women’s Wilderness Institute in Boulder. a confi rmation on how much she loves working with For additional information about the Public youth, especially in a residential se� ing. A� er obtaining Allies Teaching Fellowship at Eagle Rock School visit her Master’s degree, Megan hopes to continue working www.publicallies.org/eaglerock.

...Reaccreditation - Cont. from Page 1 training experience each new Eagle Rock student has to the classrooms and student life when the students return; b) Utilize the Professional Development Center in preparing teachers for classes where they encounter diff erent learning styles, disabilities, and serious gaps in student learning; c) Develop clear language and understanding of the Eagle Rock experience of chores vs. service, so that each refl ects the mission of the school; d) Consider integrating technology so that all systems talk to one another and can be accessed by all staff ; e) Find ways to pay greater a� ention to the mental health and well-being of all the students; and f) Look closely at fi nding ways to improve the social studies curriculum so that it plays a stronger role in each student’s learning experience. ACIS Heads of School Mary Lou Faddick (Foothills Academy) and Rex Brown (University of Denver High School) co-chaired the Visiting Team. Their deep wisdom helped to ensure that the 2005-06 reaccreditation episode impelled Eagle Rock to grow through the experience, and we are grateful to them for their fi ne work. Eagle Eyes Page -9-

...Leadership - Cont. from Page 2 germane and trenchant. You have a role communication through real events over up systems to ensure regular discussion to play in se�ing guidelines and expecta- time. And remember that there will be or feedback. By paying a�ention to the tions. One of the advantages we have at some who do not want it to succeed. Be culture the school is building it becomes Eagle Rock is that there are a variety of like water: seek your own level and work possible to evoke the voices one wants to forums for discussion (community meet- with like minds. Have fun. Others will ac- hear. No, it is not easy. But it is impor- ing, Gathering, advisory, class, gender knowledge success and results over time, tant. __ Answered by Robert Burkhardt meetings, ad hoc commi�ees, etc.). This however grudgingly. Then you can poten- __ Q: First, thank you all for your gives students and staff AMPLE oppor- tially reel them in, slowly. Answered by participation in this panel. As a tunity to hear and be heard. It also offers Robert Burkhardt teacher at the classroom level, I have many opportunities to steer a conversa- Q: Are you familiar with the been a believer in nurturing and tion or discussion back to relevancy. It work of Dr. William Glasser, M.D.? encouraging student self-determi- has taken a number of years, but our Glasser is a psychiatrist and lives in nation and input into the pedagogy students, especially veteran students, are LA. He has wri�en many books, but and curriculum directions we take adept at concise framing of argument or relative to this topic, Choice Theory as a class (within the framework plea. And they are careful with each other and Every Student Can Succeed. His of best practices, school policy and (small communities help this occur) to premise is that everything evolves state standards). Examples are a “de- not dismiss out-of-hand a stray remark, around our relationships. If we want briefing” a�er an assessment, plan- knowing that poor treatment of another to foster powerful student voices we ning a strategy to improve achieve- will return to haunt them soon. Constant must create a be�er relationship be- ment on an upcoming unit of in- practice and modeling will yield favorable tween administrators, teachers and __ struction, deciding whether to move results. Answered by Robert Burkhardt students. What do you think? more deeply into a topic or move on Q: I believe the root problem A: I really believe that this is a to another and developing plans for at my elementary school is that the strength we have the luxury of having projects that interest the student teachers don’t know how to com- at Eagle Rock as we’re residential and while remaining within the scope municate effectively in a democratic year round. Not to say it’s not possible of the course. Generally this works environment at school. How can I elsewhere. Through my Houseparenting well and I’m looking forward next help my colleagues to find produc- experience those relationships were pow- year to working in an even more stu- tive ways of communicating with erful. I play a variety of roles for students dent centered environment. I have the administration? The teachers at from big brother to surrogate parent. We li�le experience with “real” student my elementary school (LAUSD LD are intentional in having as many differ- voice at the school level; however, 3) appear to be habituated to the “we ent teams and groups (intramurals, advi- some of my classroom experience versus them” mentality to the extent sory, house, etc.) as possible in order to __ with this issue raises this question. that the teachers automatically fight building these relationships. Answered How does Eagle Rock strike a bal- any ideas they hear from someone by Dan Condon ance between genuine student input who they believe is in “authority.” A: I’ve been using Glasser’s ideas and the random, non-relevant type How can I help change this? I’ve since the beginning of Eagle Rock. He’s of input? One doesn’t want to stifle a already tried for 5 years to show a very smart guy, and his words seem student’s opinion; on the other hand the teachers that there is no “us and wri�en for this school. I have long been one presumably wants the dialogue them,” but I’ve seen absolutely no convinced that the various relationships to move forward in a meaningful di- change in behavior. among students, teachers and adminis- rection. Do you simply take a more A: Perhaps there really is an “us and trators are foundational to fostering and patient approach, allowing time for them,” and therein may lie the seemingly nurturing student voice. We use the word the odd tangential discussion? Or intractable problem. Do the administra- “community” as the primary lens for de- do you use methods or guidelines tors want to communicate with your veloping relationships during the first five to keep the dialogue on track? I’m colleagues? Or do they want to speak at years of Eagle Rock. It turns out to have __ interested in any specific practices them? If your colleagues have been effec- been a wise choice. Answered by Robert at the school, house or classroom tively dismissed or marginalized for some Burkhardt level you would like to share. Wya� time it will take hard work and patience A: It’s really true! Being able to ad- Bingham to rebuild relationships. My suggestion: dress staff members by their first names A: Wya� --- Thank you for your fine start slow and small and manageable. and knowing a li�le about their personal question. Yes, we are patient with errant Pick something for next autumn that has life really connects the student and staff. student voices, but we are not fools. There a high probability of success involving We are so lucky at Eagle Rock because we are periodic arabesques in student discus- only a few people. Make it work. Trum- get to share almost three meals a day with sion that may seem to go nowhere. There pet the success slowly (nothing succeeds ______are other times when observations are like success). Build relationships and ...See Leadership - Cont. on Page 10 Eagle Eyes Page -10-

...Leadership - Cont. from Page 9 feel like an active participant and take re- read this or go there. As students use sponsibility for their learning. I would like their voices and become more familiar staff . At the table we get to fi nd a connec- to caution that student voice not be looked with directing their own lives, they are tion in lives. It helps our community and upon as a program to be implemented. My both more accountable for choices and any the smaller communities within our com- view is that it is an a� itude to be encour- resultant learning. They are more con- munity. Examples like classes, advisory, aged and nurtured. This is done through scious of choreographing their own lives. and houses. We all become closer through building authentic relationships based It is not in passivity that we learn--it is spending leisure time together. __ An- upon trust and intimacy. Then systemic in action that gives us opportunities to swered by Coral S. changes can occur within the classroom think, refl ect and grow. Student voice is Q: Hi, there. Do you think that and school as a whole. __ Answered by one important tool in this process, as the student voice has any eff ect on learn- Philbert Smith speaker cannot disengage from his/her re- ing? If so, what eff ects do you think A: What a wonderful question! And sponsibility for having spoken the words. it has (positive and negative)? the answer is an emphatic YES. Think It has been our experience at Eagle Rock A: Absolutely, it has an eff ect on about your own learning for a moment. that students grow their own voices as learning. I do not see a downside with stu- When you are in charge of where you they move from newcomers to potential dent voice in the classroom. Sometimes it go, what you do, what you think, what graduates, and their learning seems to may be awkward and uncomfortable, you say, what you read and write and follow a similar pa� ern. __ Answered by most of the time it stimulates learning. see, there is more likely a higher return Robert Burkhardt Students learn and retain more when they on learning than if I were to tell you to

SOCIAL NETWORKS AND DEMOCRATIC SPACES by Stephen Paul Smith, Former Public Allies Teaching Fellow in Society & Cultures who spent the summer at Eagle Rock researching for his PhD at UC-Berkeley

Advocates on both sides of the education debate practices encourage full participation from students, cling to their talking points. Progressive reformers teachers and administrators? And, conversely, how do highlight structural factors. They argue that substandard schools maintain systems of authority and discipline educational funding abandons disadvantaged students while cultivating an honest dialogue prefaced on full to rat-infested buildings, dog-eared textbooks and equality? Eagle Rock is an interesting case of ongoing overfl owing classrooms. Conservative reformers tend to democratic negotiation in a small school because it fault individuals. They spotlight incompetent teachers, has developed so many eff ective networks to foster a weak families, and a lack of student responsibility. dialogue across various actors in the institution. Despite their diff erences both sides recognize the Community meetings and morning gatherings potential of small schools. Conservatives celebrate are clearly the most inclusive venues for democratic the free-market logic of charter school competition participation at Eagle Rock. They provide a public space and progressives rejoice in the potential for tailored to discuss everything from second chances for students curriculum and smaller classes. Both camps see promise that have been asked to leave to announcements about in local control, community involvement and value- chores, visitors, and extra-curricular activities. In these driven education. gatherings individuals may air both the sacred and In practice, of course, small schools never refl ect the profane comments that form the background of a either ideal. They are contradictory places, places of functioning community. However, other intentional negotiations, failures and resurrections. Eagle Rock is social networks may be equally important to cultivating no diff erent. As a summer researcher at the school my a democratic ethos by drawing more reticent members goal has been to identify some of these contradictions in of the community into the conversation, eliciting their order to understand the struggles of students and staff opinions, and translating those concerns back to the from various perspectives, and, hopefully, to illuminate general collective even when the individuals originally these processes in order to improve the prospects for expressing them hesitate. students to succeed. In the following paragraphs, I Other small schools could learn from the briefl y note a few of the common paradoxes for Eagle intentional overlapping social relations at Eagle Rock. Rock and other small schools. It is sometimes assumed that the size of schools will A signifi cant dilemma for small schools a� empting determine their democratic potential. The equation to construct democratic communities is “how to deal reads: Small school equals democratic community. with hierarchies of power,” and particularly the divide ______between staff and students. How can institutional ...See Social Networks - Cont. on Back Page Eagle Eyes Page -11-

GUATEMALA: ROUND DOS by Robyn Weaver, Former Public Allies Teaching Fellow in World Languages

Leaving behind air condition- all this, we found a bit of time to shop our “hired” driver hadn’t found be� er ing, a reliable supply of electricity, for books in Spanish to donate to the work, we considered ourselves lucky and many of the things that we have library in San Andrés, as well as seat and caught a ride back with him to been accustomed to as inhabitants of bo� oms for swings to help us con- San Andrés. We ate lunch with our the United States, four veteran Eagle struct a playground we planned to families and then either went down Rock students, the World Languages build as our service project. to Lake Petén Izta for a respite from Instructional Specialist (IS), and a Upon our arrival in Santa Elena’s the midday heat or took a much-de- co-instructor (yours truly), hopped airport on May 24th, we met Mateo, served nap. Then around 3.00 pm, we aboard a United jet on May 22nd and the director of Volunteer Petén, who reconvened for our a� ernoon block of began what was our physical journey explained to us that, “the rainy sea- work, continuing to mix concrete, dig to San Andrés, El Peten. son seems to have come a bit early holes, cut pipes, level the earth, build Over two years ago, Russell this year.” A� er a bumpy and mud- rock walls, paint the equipment or Rendón, the current IS, other various tasks. It was physically entertained the idea of tak- demanding work, considering nearly ing a group of students to all of it was done without the aid of Guatemala to take part in a electrically powered machines, in the service-learning project. As heat and humidity of a low-lying jun- the class design evolved, it gle climate. A� erwards, around 6:00 took shape in the form of a pm, we ate dinner with our families history and culture experi- and then o� entimes spent the evening ence including service com- at the library with the children of the ponents. A� er ge� ing the community, playing Uno or checkers, approval, the fi rst group of reading books, watching a movie, or Eagle Rock students to take throwing ronrones (unbelievably large part in an abroad expedi- fl ying beetles that adhere particularly tion happened ER-36. The dy ride, we were dropped off at our well to hair, skin, and clothes) at one course was a success, and we were host families’ houses. Later on that another. We took an amazing trip to Tikal not only given permission to have a a� ernoon and slightly weary-eyed, National Park in El Petén. Tikal is a second round, but were welcomed we took a tour of the town and neigh- well-preserved ancient Mayan city, back this trimester by the San Andrés boring villages. That night, we spent full of temples and other historic community as well as Volunteer Pe- time with our dear host families and buildings. We spent the day explor- tén, the organization with whom we also got acquainted with large in- ing the park, learning about the fasci- worked. sects, copious amounts of rain, and nating history of the civilization and Heidi Bingham-Schofi eld, Mad- the unfamiliar sounds of nigh� ime taking in the majestic ecosystem of den Foreman, Stephen Maestas, and Guatemalan animals. the park. Brizeida Piña were the chosen ones to The following day, we began with When we returned to Eagle Rock take part in an experience that most our own version of morning gather- on June 9th, the students had the people can only imagine. The course ing, o� entimes journaling and dis- weekend to recover, rest and readjust offi cially began on May 15th at Eagle cussing what this experience was like to life in the States. Then there was Rock; however, the students had for us. We then were given Spanish one more week of class where stu- been meeting once a week, preparing lessons with Brizeida we gave Eng- dents refl ected on their experience. passports, and reading various books lish lessons to grade school students Overall, the trip encompassed about Guatemala since the previ- at La Escuela Norte. Around 9:00 am, what Eagle Rock is about—experien- ous trimester. We began our course we began a thirty-minute walk out to tial learning at its best. Many people discussing culture, investigating Ixhuacut, a village nearby, where the worked hard to make this trip pos- the various books read, and digging future site of the playground was. sible and it is our hope that we can in to the secrets about Guatemalan Our plan consisted of building a bun- continue to provide such an opportu- politics. We prepared as much as we galow, fencing in the area, leveling the nity to scores of Eagle Rock students possibly could in order for us to be� er area, and constructing and pu� ing who are willing to make a diff erence understand Guatemalan people, cul- up a swing set, see-saws, and monkey in the world. ture, and the way of life. In between bars. We worked for two hours, and if Eagle Eyes Page -12-

EAGLE ROCK PRESENTS NINTH SUMMER PRODUCTION, THE BOY FRIEND by Andy Artz, Former Adjunct Faculty in Music & Performance

Eagle Rock students and staff interested in her considerable wealth. and parasol and Sarah’s “palpita- were proud to present The Boy Friend, Things are looking up for Polly when tions,” the silent interactions between a satire of 1920’s musical comedies in she becomes beso� ed with Tony, a Saul and Big Mike, Steve and Shelby’s which boarding school teenagers in messenger boy played by Marc Feder, dancing in Won’t You Charleston with the south of France fret about fall- until he inexplicably runs away just Me, Sia Yang’s reprisal of Speaking ing in love. The show returned to hours before the party and is pur- French, and the vaudeville-inspired sued by the police. and very cute Never Too Late to Fall Polly thinks all is lost In Love with Robert and Tatiana. and must be persuad- Jonathon always got a laugh when he ed to even come to the delivered one of his lines in his deep, Ball, but she is fi nally resonant voice, and Cindy delighted astounded when Tony the crowd every time she tickled the appears and reveals over-stuff ed Percy (Mat) and made that he is, in fact, a him hop. wealthy aristocrat The only thing that seemed to himself! They profess happen faster than Polly & Tony’s their love and agree to romance was our production sched- be married, just hours ule, which we trimmed to fi ve weeks a� er they fi rst met. instead of the usual ten. Fortunately, Meanwhile, as this we had an experienced and dedicated farcical romance is production team. In addition to Rick the outdoor amphitheater a� er last playing out, support- and Karolee, Suzanne Garramone year’s dinner theater production held ing characters are glimpsed. Polly’s returned as the accompanist, Andy in the Lodge, and we were fortunate friends Dulcie (Tatiana Vinzant), Artz acted as stage manager, Leah to have great weather. All six of our Fay (Ashley Trunck), and Nancy Englebart choreographed, and ERS scheduled performances were played (Christine Woeltge) are all afl u� er graduate Mat Kasper designed and to robust audiences between June 18- about their costumes and dates for built the sets. Devin Cruikshank re- 22. As usual, we also presented se- the evening’s Ball. Maisie, played by turned for a second summer as light lections from the show at the Senior Shelby Violante, remains busy keep- designer and technician extraordi- Center and Good Samaritan in Estes ing the hopeful boys on a string. Pa- naire. Sarah and Cindy made invalu- Park. trice, Bobby, Alphonse, and Marcel, able contributions as Dance Captain Back in the fall, a group of stu- played by Tahira Ali, Steve Sanders, and set painter in addition to their dents traveled to San Francisco with Jonathon Pe� y, and Jesse Collier, roles. Caitlin McTague, a summer Karolee McLaughlin, our producer, to fl irt and frolic. Polly’s father, Per- intern, joined the team to coordinate meet with beloved director Rick Rob- cival (Mat Kasper) comes to visit his publicity and act as House Manager. erts, whom we were lucky to have for daughter and reluctantly reacquaints Caitlin and Andy also stepped in a ninth summer. A� er listening to himself with Madame Dubonnet to fi ll roles that were vacated just and leafi ng through scores of shows, (Cindy Elkins), the headmistress before the fi nal two performances. the commi� ee narrowed the choices and an old fl ame! Robert Burkhardt Supporting the cast and the produc- to fi ve, and The Boy Friend was se- lurked about the action (and the girls) tion team were a dedicated set crew. lected a few weeks before auditions as Lord Brockhurst, pursued dog- Paul Cook, Saul Flores, and Katelynn in February. In addition to those of- gedly by his overbearing and dra- Wiseman worked tirelessly on lights, fered parts at the time, a number of matic wife, played by Sarah Gnizak. sound, and set construction. auditions were conducted by phone Finally, Nathalie Tovar stole the show The long hours of rehearsal and or upon the students’ return in May, as the French maid Hortense, with preparation proved worth it in the and we fi nally se� led with a cast of help from Saul Flores and Big Mike end, when our cast rose to the occa- eleven students and fi ve adult com- Glowacki, who had cameo roles as sion and delivered fantastic perfor- munity members. waiters and cops. mances. Here’s looking forward to The lead character of Polly Some moments that proved con- next summer! Browne, played by Amanda Hansen, sistent audience favorites included To see photos from this summer’s pro- is a sweet and innocent young lady Natalie’s tendency to dust other duction visit: h� p://eaglerockschool.org/ having trouble fi nding a partner for characters, the hilarious histrionics gallery/index.asp the upcoming Carnival Ball because between Robert and Sarah, including she is worried every suitor is only the impromptu swordfi ght with cane Eagle Eyes Page -13-

THE WORLD CUP AND GOODBYES Former Language Arts and Literature Public Allies Teaching Fellow Andrew Barron recently sent this le� er to the Eagle Rock Community.

Although Argentina lost in says no. It’s a small no, a small defeat, penalty kicks to a clearly inferior but that door closes and the no’s add German team, I was blessed to share up to a wall. Long before I could the excitement with these boys. When speak my mind, I spoke my stomach. the dream was squashed, we hugged, What happens to kids like Lucas who pa� ed each other on the back. Pepe learn early on that there’s no reason cried and began speculating about to speak up, the answer’s always the Olympics in two years. no? The asado last Saturday was a On game day, the streets My time at El Hogar La Casita, chance for them to get nothing but are empty- like Christmas day. a home for abused, neglected, and yes’s- and lots and lots of good food. Businesses close during the game. abandoned boys in Buenos Aires, At dinner out with the older Buses run slow. At the Hogar, the draws to a close. In a week, I’ll return boys, everyone buzzed with nervous process starts long before kickoff . The to the United States to see my family energy. None of them were entirely boys have to clean their rooms before and friends and to face a barrage of comfortable, but Alan, the youngest the director of the Hogar, a widely questions, beginning with “How was of the group at 13, was clearly the despised man named Walter, will it?” most unsure of himself. What do I do? turn on the power. On this particular How was it? It was a year. It Can I eat whatever I want? And dessert? day, there was paint all over the fl oor. wasn’t perfect and neither was I. I Is there a bathroom here? Can I use it? The boys had showered Germán with was sad and capricious, angry and A� er I explained that all- fl our, water, and paint to celebrate his lonely and short-tempered. And in you-can-eat means you can keep birthday. The beds must be made. all my failings the boys loved me. going back for more if you want The fl oors must be cleaned. And Even when I didn’t want to be there, I and that includes dessert, and yes, most importantly, the TV needs to wanted to be there. the bathrooms are for everybody, be operable before 4 o’clock when the In these fi nal weeks, I have tried including you, he calmed down and game will start and Argentina’s World to say my goodbyes in my own way. started to enjoy himself. Cup hopes will either be squashed or Those who know me know that I I’m reminded of my privilege vaulted. For a nation struggling to be believe in food. I believe in its ability (those many open doors), when the hopeful, the importance of The World to show deep gratitude and feed the boys feel like they need to whisper, Cup cannot be overstated. soul as much as the body. Last week, slouch, and try to disappear in public. During the game, the boys sit I showed my gratitude to the boys They have been told repeatedly, “You in chairs, on their beds, or stand, through food. For the younger boys, I don’t belong here. Go away. And no nervously shi� ing their weight. In made an asado (Argentine barbecue), you cannot have seconds.” addition to the TV, there is a warped and for the older boys, I treated them Alan ate his fi ll of grilled chicken table, cement fl oors, and a few metal to dinner out at the neighborhood all- and french fries. Pepe ate steak and chairs. From time to time, Pepe has you-can-eat buff et. more steak. Germán ate seven bowls to kick the side of the TV stand to I chose this way to say thank of ice cream, and on the walk home, jar the cables back into place, fi x the you and goodbye because I wanted he hobbled like an old man, claiming picture, and relieve the tension that to give the boys one meal when they the ice cream was kicking his grips the room whenever the screen could ask for seconds and receive insides. goes to snow. The room is cold and them. I wanted to give them plenty- if Alan, Jonathon, and I walked unheated. The boys watch intently, just for once. back from dinner arm over arm. We in turn cursing the refs, the opposing Seconds (and thirds for that o� en walk this way, like members of players, and their own players as the ma� er) are important. There are a strolling chorus line, like friends. ball moves around the fi eld. If an a thousand small doors that open Alan looked up at me and said fl atly, Argentine player makes a bad pass, with privilege. So many doors, we “I’ve never eaten like that.” Alan the boys yell expletives and insult his sometimes mistake them for a big hadn’t ever eaten like that. He’d never mother. When Argentina scores they door called rich, white, or fi rst world. been to a restaurant. He’s never been scream. They shake their fi sts in the But the doors are small. We see them to a movie or a fair. He’s never even air. They throw their chairs across more easily in aggregate. Lucas asks been to a friend’s house to hang out. for seconds at lunch and the cook ______the room. ...See World Cup - Cont. on Page 14 Eagle Eyes Page -14-

EAGLE ROCK COLLABORATES WITH CES ON SUMMER INSTITUTE by Dan Condon, Associate Director of Professional Development

Eagle Rock School & Professional Development Cen- Throughout the week Eagle Rock met with part- ter worked with the Coalition of Essential Schools (CES) ner mentee schools, Skyview Academy of Thornton, in hosting their Summer Institute held in Denver, Colo- Colorado and Odyssey – The Essential School of SeaTac, rado this past July. Washington. Conference participants included individuals and Fourteen of Eagle Rock’s staff were able to a� end por- teams of educators interested in small high school design. tions of the conference in Denver. Mathematics Instruc- The Institute provided powerful professional develop- tional Specialist shared, “I le� with a renewed apprecia- ment for large high school teams interested in converting tion for the potential of Essential Questions to make my to small schools, as well as teams creating or improving classroom more engaging with deeper thinking done by new small schools. students more regularly.” Jen Morine, Human Perfor- In the tradition of CES, an essential question served mance Instructional Specialist stated, “It was great to sit to frame the work throughout the week: How do we design and talk with other teachers from around the country and continuously improve schools that support powerful in- about diff erentiated curriculum with a focus on continu- struction and success for all students? ing to improve what we do in our classes at ERS. With Eagle Rock Alumni Jeremy Martinez provided the this being a focus for our instructional staff this year, the opening address at the Institute. He spoke to the essen- timing was great.” tial question and provided a framework to understand A highlight for the Eagle Rock learning community what schools might do in order to become more demo- included hosting 60 conference participants on campus cratic and equitable for all students. Jeremy shared, “This on Tuesday, July 21. process of democracy at Eagle Rock is not incidental. De- Refl ecting on her visit, Melody Sears, Principal of Re- mocracy is built into the curriculum and morals of the naissance School at Olympic in Charlo� e, North Carolina school. Democracy is continuously being evaluated and shared, “I need to concentrate more on rites and rituals, searched for. Eagle Rock has its most eff ect because it is as they are important to establishing a culture and be- democratic.” havior pa� ern, as well as school traditions.” La Dolce Vita, Eagle Rock’s a cappella group also per- To learn more about CES visit: www.essentialschools.org formed at the opening session. The group was founded three years ago by a group of students and staff who shared a love of singing.

...World Cup - Cont. from Page 13

Alan, more than any of the boys at the Hogar, is a So, How was it? It was a year. It wasn’t perfect and child of hogars (homes). His mother had AIDS, and since neither was I. But I got to say yes to a bunch of guys he was two years old he has been a ward of the state. His who are used to no’s. I don’t know how many yes’s I’ve mom was in the hospital on Monday when we went out been this year. When we do homework together, when to dinner. She died that Thursday. we walk to school, when we go to the park, when we eat When I saw Alan on Friday, we hugged. He had together, already been to the cemetery to bury his mom. When I Can I play with the fl ashcards? asked him about it, he had the look of someone who had Can I carry the ball? already done his mourning. He shrugged and smiled, Can we whistle when the train passes? as if to say, what am I supposed to do, it was bound to Can I say the blessing? happen. Yes, yes, yes, yes. I get to go home. No ma� er what I do in my life, Thank you, boys, for saying yes to me, too. where I go, what clothes I dress myself in, I have parents who love me, and a family that would take me in and even take me out to eat. I’m coming home, and I can’t bring these boys with me. So what do I do? I don’t do anything. I come home and be me. Eagle Eyes Page -15

STUDENTS ATTEND WORLD SCHOLAR ATHLETE GAMES by Katie Wiseman, Eagle Rock School Student

The last fi ve weeks of this trimester started off a day got to see the ocean for the fi rst time and took pictures early on a plane to Rhode Island, where I joined two of HaeJohn, Dustin and John swimming. It was a great other students as participants in the World Scholar Ath- trip that gave me the momentum to come back to Eagle lete Games (WSAG). As Eagle Rock instructors HaeJohn Rock. and John excitedly awaited our arrival in Rhode Island, Being in Rhode Island set the ideal example for us we realized we didn’t completely know what we had to come back to Eagle Rock and create our own Olympic go� en ourselves into. The WSAG are events planned games. We spent the fi rst two weeks back planning the to bring young people between the ages of 15-20 from ERS Olympics. We picked teams and the countries to over 150 countries together to make a diff erence in the be represented and decided how they were going to be world through sport and art. Tatiana and I participated represented. We planned events to have included and in the writing program; Dustin was on the basketball prepared an opening and closing ceremony. There was court along with John who coached girls basketball; time and eff ort put into all of the details for our July 22nd and HaeJohn spent his instructional time with artists Game Day, which seemed to approach so rapidly. We had from all around the world. We were in Rhode Island for four teams representing Argentina, Japan, Jamaica, and nine days dedicating ourselves to a specifi c program and France. The theme for the day was Unity. We split the community up intentionally to have participants meet someone new. We had great weather and great team spirit. Events included the 400-meter dash, wheel- barrow races, water balloon toss, and the long jump. Members of each team participated in at least one event and we facilitated each event. It was awesome to see teams cheering each other on and teammates encouraging each other to fi nish their event. We took a non-traditional route by separating teams with ban- danas instead of the typical t-shirt. Our Olympics started with an opening ceremony that included a speech from our Head of School, the were able to see multiple keynote speakers. Some of the traditional lighting of the torch and the athletes recit- more infl uential speakers included Bill Clinton and Bill ing the Olympic oath. The beginning of the Games in- O’Reilly. Each day held a theme that aff ected the whole cluded a relay to the Field of Dreams (our athletic fi eld). world such as global warming, world peace, and the cur- A� er a long morning of intense competition there was a rent hot topic of immigration. It was an amazing experi- water balloon fi ght and a barbeque. We fi nished the day ence that allowed us the opportunity to take Eagle Rock with a traditional closing ceremony where medals were outside of Colorado. handed out and a slideshow of the day was put together. Dustin spent his days on the court ge� ing to know It was a great fi nish to see the torch put out to an incred- people from as far away as Australia and New Zealand. ible day of planning, work and fun! Tatiana and I spent our days with 17 other writers from Bahrain, Argentina and Canada to name a few of the countries I had the opportunity to learn about. The time that wasn’t spent in designated programs was spent in a variety of events such as dancing, listening to live mu- sic, hanging out in our dorms or checking our MySpace accounts at the university library. Staying in diff erent dorms gave us the opportunity to meet even more people. My two roommates were from Canada and Poland. Our dorms served as the perfect opportunity to meet people from outside of our chosen activity. We were also able to adjust to the humidity and the time diff erence. We had one day to go sightseeing and we ventured out to New- port, Rhode Island for seafood and window-shopping. I AMERICAN HONDA EDUCATION CORPORATION NON PROFIT Eagle Rock School and Professional Development Center ORGANIZATION 2750 Notaiah Road, P.O. Box 1770 U.S. POSTAGE Estes Park, CO 80517 PAID PERMIT #380 ESTES PARK, CO

...Social Networks - Cont. from Page 10 These networks tend to intertwine and in moments While in practice small schools o�en provide a greater of democratic crisis may constrict to draw the relations opportunity to develop intimate relationships with tightly together rather than unraveling as in some other members of the school, this does not necessarily small schools. Democracies in small communities, translate into community. It may even devolve into like the larger democracies beyond them, are always a series of competing factions. I would suggest that imperfect. Dialogue does not guarantee consensus, and intentional social networks that provide places to full democracy in a school, which inherently requires a discuss ongoing issues at the school and create new system of authority, remains impossible. Nevertheless, friendships and trust cultivate the necessary democratic by fostering diverse and integrated social networks in spaces that uphold the larger democratic community. school institutions, small schools construct profound At Eagle Rock these include advisories, house meetings spaces for students to practice citizenship, voice their and retreats, Eagle Rock service groups, kitchen patrol, opinions and listen to other points of view. gender meetings, specials and classes, mentoring Eagle Rock is rich in social capital, networks groups, tutoring and study groups and other activities and relations of reciprocal cooperation that facilitate that bring together diverse segments of the students and trust, and this capital may be used to cultivate more staff. democratic spaces and discussions at the school. Other The structure of curriculum at Eagle Rock may small schools could equally develop such capital and further foster cohesive social networks due to the reap the benefits in terms of the salience of their own open enrollment and mentoring that occurs in democratic spaces. In debates on democratic schools classrooms. The individualized learning plan (ILP) perhaps a�ention should be redirected to the intimate may serve democratic ends in avoiding some of the spaces in schools where relationships develop. grade distinctions that may create barriers between In closing, I want to again thank the Eagle Rock individuals and groups in schools. Further progress on School for hosting me during the summer months. And the ILP creates a quasi-mandate for student leadership give a special thanks to Dan Condon, who organized that persuades more veteran students to take an my visit and provides valuable support throughout my active role in generating and facilitating public school research. discussions.