Fall/Winter 2012-13

In the upcoming Spring issue of Independent School, a

quarterly magazine published by the National Association

of Independent Schools, NAIS President Pat Bassett

projects into the future, in an attempt to answer the following

question: “What are the skills and values that 21st century

society and occupations will require of our students?”

He answers this provocative question with his “6 C’s”:

1. Collaboration: the ability to work effectively in a group

setting

2. Critical Thinking: the ability to apply high-order

thinking skills to problem solving

3. Creativity: the ability to apply curiosity and divergent

thinking

4. Communication: the ability to apply written, spoken,

and technical skills to others

5. Cosmopolitanism: the ability to apply cross-cultural

competencies to real-world problems

6. Character: the ability to apply compassion, caring,

empathy and integrity in a genuine manner

All of the above “C’s” are intricately and intentionally

implemented across all divisions and in all disciplines here

at Dawson. Our students work collaboratively, using critical

thinking, high-level communication skills and creativity to

elucidate divergent outcomes. Sr. Ken Robinson, the world

famous educational philosopher, once said of 20th century

American education, “School is where creativity goes to

die!” I can guarantee you, this is not happening at Dawson!

Through our global focus and our robust language offerings,

our students are gaining a clear sense of our place in a diverse

world.

As you all are aware, character education is among the most

important pillars of the Dawson philosophy. In all that we

do during the school day, we hope to embed in our students

the positive traits of consideration, sharing, giving, respect,

collaboration, generosity and appreciation for others in

different economic and social circumstances. Our partnership

with Petersen Professional Development School is part of this

ongoing mission.

The purpose of this partnership is to fulfill Dawson’s private

school/public purpose mission through our robust Community

Service outreach program. We believe that “to whom much

is given, much should be expected.” We hope to broaden

the perspective of our students by supporting the positive

momentum already started by the new leadership at Petersen

in a mutually beneficial exchange through service learning.

I can say without hesitation or reservation, that our Dawson

students are being prepared at a very high level for the

opportunities and challenges that await them in this fast-

moving and ever-changing world!

Michael Imperi, Headmaster

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4 | Private school, Public service Dawson has partnered with a local Title 1 school,

Petersen Elementary.

8 | mandarin at dawson Meet Dawson’s new Mandarin teachers.

10 | dawson alumni Dawson 2010 graduate Lara Findley is a sophomore at

Rosemary Choate Hall in Conneticut.

12 | sixth grade triP to camP stevens Dawson sixth-grader Natalie Mavroidis writes about her

Camp Stevens experience.

14 | seventh grade triP to camP surf Dawson seventh-grader Grace Pan on the trip to Camp

Surf.

16 | eighth grade visits washington, d.c. Dawson eighth-grader Michael Woloson reflects on his

experience in Washington, D.C.

18 | all the difference The Dawson Parent Association needs you!

20 | meet nancy woodDawson’s new Development Manager

21 | new! graduate tributes available The Petroglyph will publish graduate tributes in the

Spring/Summer 2013 edition.

22 | amazing student workSee what students have been up to in photograghy and

performing arts this semester.

on the cover: Middle School students Carson Van Kalsbeek, Nico Politis, Diego Martinez and Marco Mercado perform on Grandparents & Grandfriends Day

Ms. Molnar’s second-grade class puts on their shades for their performance of Desert Poetry .

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Private SchoolWhen Zakeisha Jones, Dawson’s new Community Outreach Manager, first visited Petersen Professional Development School - a Title 1 elementary school in the heart of downtown Las Vegas - she knew she was in for something special.

Jones and a crew of Dawson Lower School teachers, parents and students arrived at Petersen one November morning bearing truckloads of boxes full of food and other essentials for Petersen’s food pantry. They were greeted by Petersen Principal Kim Swoboda and four student ambassadors. Jones wasn’t surprised

that Dawson students were eager to get to work and stock shelves. What she wasn’t expecting was the reaction by the Petersen students to Dawson’s donation.

“It was fantastic!” said Jones. “Yes, the Petersen students were grateful and excited. But what was so incredible was their readiness to reciprocate. The Student Ambassadors were impressed with our giving and wanted to know how they could serve us. It was a central question for them, what can we do for you? For me, this just further validates the importance of partnerships and of a mutual

Above: Dawson and Petersen students and teachers pose for a picture at Petersen.

Private School Public PurPoSeexchange when working with Petersen students, or any other group that we are helping. It’s so important for our students to learn to give as well as to receive.”

At Dawson, character education is among the most important

pillars of the Dawson philosophy, and the School has a rich history

of community service. In fact, for most private schools, community service experience is a requirement, and lessons in “giving of oneself ” is as much a part of the curriculum as math or English. Behind this lies a shared belief that a feeling of responsibility to the

greater community instills a sense of self worth and fosters respect for a larger social group, as well as reinforces values like honesty, humbleness, gratefulness, respect and being non-judgmental.

Community service experiences and partnerships also require action and initiative, and can provide the kind of life lessons that go beyond the boundaries of school or home. As Jones’s experience at Petersen shows, students quickly learn that the effects of giving to others can be wonderfully surprising, inspiring the receivers of charity to give back or pay the good will forward.

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Top: Noah Kennedy and Junior Reynolds, third grade, unpack food at Petersen.Bottom: Lyndee Moser and Maesen Peshina, kindergarten, help stock

Petersen’s pantry.

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While it’s clear that engaging in community service learning has many benefits for private school students, meaningful service partnerships - like the one forged between Dawson and Petersen - are invaluable for Title 1 schools. To qualify for Title 1 funds, a school must have at least 50 percent of their students qualify for free and reduced-price meals. There are more than 600 students at Petersen Elementary, and 100 percent of them qualify for the free meal program. Principal Swoboda notes that for many students at Petersen, the meal they receive at school is often their only meal of the day. Though this is an everyday reality for Petersen students, such levels of hardship can be hard to comprehend for most Dawson students.

That’s why for Janet Ishkanian, Dawson’s Head of Lower School, the overall mission of the Petersen partnership is as much about finding ways to reinforce Dawson’s message of social responsibility and personal excellence as it is about helping to alleviate hunger.

“It is not easy to teach children about poverty, illiteracy, homelessness and hunger, when they have all the food they want, go to the best schools and live in comfortable homes,” said Ishkanian. “That’s why community service is absolutely essential to the overall learning environment at Dawson. The primary concern is to get our students to think beyond themselves and consider how they can meet other people’s needs, rather than assuming it’s someone else’s job.”

Each day, Dawson faculty strive to help students focus on being responsible, caring and respectful citizens to one another. But the opportunities to take those lessons outside the classroom are as important, Ishkanian stresses. “Once students develop a sense of we rather than I,” she said, “they gain a better understanding of the pleasure and emotional fulfillment of service learning.”

Ishkanian was also there for the Petersen food donation delivery, and she was moved to see Dawson and Petersen students working side by side, organizing, talking with and supporting one another.

“The day our students were able to meet those who would be receiving the food they’d collected, and watching as they worked alongside Petersen student representatives to unpack and organize the cans of food, baby diapers, and an array of other items, is a great example of providing real-world context to what we’re teaching about service,” said Ishkanian. “For our students, that kind of experience brings everything full circle.”

There’s no “right” age at which to introduce these concepts.

Tara Williams, Dawson’s Head of Early Childhood, notes that lessons in kindness, friendship and giving begin in preschool with students as young as three years old.

“I feel that it is essential to begin teaching young children as early as possible about the importance of helping, giving and doing kind things for others. If these life lessons are developed at an early age, they tend to become part of who the child is at their core,” said Williams. “The importance behind forming new friendships is at the center of what we teach in the Early Childhood Division.”

Amanda Musgrave, Dawson pre-kindergarten teacher and longtime Community Service Committee member, agrees. “As educators, it is our hope that these experiences will teach the value of community service to our students, whether they’re in Early Childhood or Middle School. The division-level projects that we conduct here at Dawson are intended to help those

currently in need, but also to instill in our students the importance and power of community service so they can, in turn, make a true impact on our world.”

How we instill these values and approach community service goals with our students is also important because, as Jones notes, it shouldn’t always be about writing a check - which can be a challenge in a community where financial and social resources are relatively abundant and easy to lean on.

“Our goal for this partnership was never about just handing Petersen money. Instead, we have our students collecting and donating food, books, blankets - you name it. Middle School is collecting shoes because so many Petersen students have shoes that are worn through or don’t fit them properly. Dawson faculty and staff collected gifts so that every fourth and fifth-grader at Petersen would have a present to open on Christmas,” said Jones. “It’s easy to give money or make a phone call to make things happen in our community, but I believe it is more valuable to work toward establishing some intrinsic motivation and connections for our students. It’s about recognizing challenges and problems in our community and working to create solutions, and then taking action.”

And what does Jones, also the mother of two Dawson students, see as the ultimate goal in Dawson’s community service mission?

“Essentially, we want to use these years to plant the seeds of service in our students, so that we create amazing citizens of the world,” she said. “I can already tell you that we’re well on our way.”

Zakeisha Jones, Community Outreach Manager

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Dawson students (from left) Sophie Gray, Anya Gururaj, Stella Spiegel, Katie Rosenblum, Treyson Le, Michael Rosenblum, and Nayan Gururaj join Dawson art teacher Normalynn Beagle and Dawson mom Anne Mazzola to decorate the Dawson/Petersen Tree at Opportunity Village’s Magical Forest. Ornaments were made by Dawson and Petersen third graders.

ECEC’s “Pioneer Packs,” which include a blanket and a set of pajamas, to be delivered to every Petersen pre-schooler.

Sabrina Robertson, kindergarten, helps stock the shelves in Petersen’s food pantry.

ECEC assistant teacher, JoJeen Richers, makes fleece blankets for Petersen pre-school students.

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To enter into Chaohui Huang’s classroom, Dawson’s new Lower School Mandarin teacher, is to gain instant insight into her teaching philosophy. Huang has created a classroom that is a feast for the eyes and the mind: bright artwork, red Chinese lanterns, maps of China, and various Chinese characters fill the walls. Props are everywhere, which Ms. Huang uses as part of her curriculum instruction, along with song, dance and expressive gestures.

Taken as a whole, Ms. Huang has created an inviting and stimulating classroom environment for the more than 130 Lower School students enrolled in Mandarin. It seems to be working: as she engages a group of kindergarteners in a Chinese song, their enthusiam is obvious, as is Ms. Huang’s.

Across the hall from Ms. Huang is Haiyan Yue’s classroom, the new Middle School Mandarin teacher, and many of the same visual elements apply here. Ms. Huang notes that teaching methods that are both visual and interactive are considered to be far more effective in teaching languages such as Mandarin to young children than those that use rote memorization and sequential techniques.

“At the end of the day, my goal is simple: make the learning process easy, fun and enjoyable. I believe a colorful, stimulating classroom environment can better help my students to acquire new vocabulary and grammar, and the cultural references on the walls start daily conversations about Chinese culture and life,” said Huang.

MANDARIN

DAWSONAT

9

Ms. Huang’s and Ms. Yue’s classroom displays of Chinese art and culture are also a delightful reminder that learning a language is about more than grammar and vocabulary; it’s also about social-cultural knowledge and awareness.

Ms. Yue says, “We want our students immersed into the Mandarin language and Chinese culture when they enter our classroom, and a colorful and stimulating classroom environment keeps our students engaged for the short period of time that we have them.”

Dawson’s Mandarin program has arrived at the right time: Mandarin, the national language of China, is fast becoming one of the most widely spoken languages in the world. Modern Standard Chinese (a Beijing-based variation of Mandarin) is one of six official languages of the United Nations.

Mandarin offers students a different and important understanding of other cultures, evidenced by China’s rich history of literature, art, music and philosophy. Learning Mandarin also provides Dawson students with unique opportunities to study a character-based language, which is quite different from English, Spanish or French.

“China plays an important role in the world’s politics, economy and resources,” says Ms. Yue. “And as China continues to grow, learning Mandarin is a great way for students to not only acquire a new language, but also to learn about China’s culture, people and politics. For American students interested in China, or in future jobs in the global economy, mastering Mandarin will be a tremendous benefit.”

Ms. Yue was born and raised in the northwest part of China, and she moved to Shanghai to attend the Shanghai International Studies University. She moved to the United States in 2005,

earning her Master’s degree in Educational Leadership from The University of Nevada, Las Vegas. Now at Dawson, she’s eager to improve her students’ language skills.

“There are more than 200 students taking Mandarin at Dawson. By the end of the year, I want them to be able to communicate well with Chinese people and have the confidence to express themselves in Mandarin.”

Ms. Huang, born and raised in Hunan, China, received her B.A. in History Education from Hunan Normal University, and her M.Ed. in Instructional System Design from Penn State University. Before coming to Dawson, she taught Mandarin at different private schools throughout Henderson for more than five years.

“My father was a high school teacher. I mostly lived in schools in my childhood, watching my dad teaching in classrooms, listening to his stories about how important his job is because teachers can impact people’s lives by either giving them essential skills or being a positive influence,” she said. “I enjoy my teaching at Dawson because I get to watch my students from different grades make progress daily. It is a lot fun to see their curious eyes, teach them what I know, and see all my efforts bear fruits.”

Ms. Huang is very happy with her Lower School students’ performance in classes. She says, “They like to be challenged. During the short period I have been teaching them, most of my students already mastered simple conversations about their Chinese name, age, birthday, family members, calendar, weather, and so on. They show excellent capability and potential to learn a new language.”

Ms. Haiyan Yue and her class of fourth graders. Ms. Chaohui Huang and Ella Maurice, first grade.

When it came time to research high school options in her

eighth-grade year, Lara Findley, Dawson class of 2010, decided

she wanted a less traditional experience. With the help and

encouragement of her parents and several Dawson faculty, she

made the decision to apply to boarding schools.

“The boarding school experience is

rare. I believed that in the long run,

boarding school could offer me many

more opportunities in the future. Most

importantly, both of my parents were

extremely supportive and thought it

was a great opportunity too.”

The decision to go away for high school wasn’t easy – she

admits that she sometimes doubted whether she was ready for

boarding school, worried that she wouldn’t fit in or would be

too homesick. Now in her junior year at Choate Rosemary

Hall, a boarding school in Wallingford, Connecticut, she knows

she made the right choice.

“I really enjoy the entire boarding school experience. I love

how I’ve met so many diverse people

from different places. I have friends from

all over the world, including Italy, Japan,

and even Ghana. I also like the freedom

boarding school gives you.”

That same freedom proved to be Findley’s

greatest challenge as a high school freshman. While living at

home and attending Dawson, Findley’s parents were always

there to help her with homework and ensure assignments were

finished on time. Once at Choate, having to manage her time

independently was much more difficult than she anticipated,

I really miss the Dawson community and my friends. Choate is nice, but Dawson’s community was closer.

“

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LaraFindley

- Class of ‘10

2005 2010

and procrastination became a real obstacle to her academic

success.

“I definitely had issues with time management my freshman

year. The workload at Choate was much harder than what I

expected, and no one was constantly there to check on me. I

procrastinated, and my physics grade hit an all-time low by

the end of fall term. I got a physics tutor and began to see my

teacher for extra help. I’m glad that my friends helped me focus

and get back on track. By the end of winter

term, my grades had improved, and now

I’m doing very well.”

Though her favorite subjects are English

and History, Findley already has a few ideas

of what she’d like to major in when she

heads to college.

“I was just talking to my parents about this!

I think I want to major in Finance, and I

really want to get a master’s degree in International Relations.

I’m learning Chinese at Choate, and I know I’ll end up using

it in any job I have. I’m not sure what I want for a career yet,

but I know it will have to do with foreign relations, especially

China. Because of my background, I am very interested in

Chinese culture.”

When the discussion turns to her years at Dawson, Findley talks

about one of her favorite teachers, Mr. Josh Keilty.

“Some of my favorite memories at Dawson happened in my

biology class with Mr. Keilty. I’ll always remember dissecting

a fetal pig in his class! I also loved playing freeze

tag with my friends. I really miss the Dawson

community and my friends. Choate is nice, but

Dawson’s community was closer. I really regret

that after I graduated from Dawson, I didn’t

really keep in touch with many of them.”

Findley has some final words of wisdom for those

Dawson students on the verge of high school:

“Don’t be afraid to take chances or try new

things. Know when to study, but don’t forget to have fun. High

school is very different from middle school, and you can only

experience it once. Enjoy it!”

“Don’t be afraid to take chances

or try new things. Know when

to study but don’t forget to

have fun. High school is very

different from middle school,

and you can only experience it

once. Enjoy it!.”

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Class of 2012 Eighth Grade Class Gift

- Class of ‘10

Francis & Melanie Alexander

James & Michelle Bischoff

Brent & Anne Caldwell

John & Patricia Curtis

Frank & Tammy Gatski

Scott & Jill Gragson

Edward & Cheryl Harrison

Heather Heath

Timothy & Lisa Herbst

Rodger & Catherine Hughes

David & Elizabeth James

William & Jodie Lasky

Rick & Sheila Mantin

David & Cathi Muckle

The Murren Family

Robert & Marci Murdock

Travis & Christi Richards

Joseph & Kimberly Riggs

Gregory & Jennifer Rosebeck

Allan Rosenhek & Alexis

Kennedy

Anthony & Karin Toti

David & Carla Van Kalsbeek

Mark & Dana Walton

Ken & Amy Wiles

Fiona Yeh

Dawson’s Class of 2012 is leaving their legacy on campus with the installation of a special bear art sculpture, designed by teacher Scott

Clemson. The glass sculpture will be a beautiful addition to our school and will be enjoyed by Dawson students each day as they travel

through the heart of campus. A special plaque will recognize the class for their generosity and legacy. Thank you to the following families

for their support of the class gift:

Camp Stevens was amazing! It had surprisingly great food and very nice councelors. In my dorm, I looked outside and saw the archery range. I could not sleep the first night because I was so excited!

The first day of camp, we thought our team color was green, so we came up with the name “Green Goblins,” but we later found out that we were “The Outlaws” and our color was really brown.

On the second day we went to the farm. To get to the farm, it was a beautiful walk that I enjoyed greatly. At the farm we looked at all the animals (and I learned how to identify different types of animal scat) and we picked carrots, tomatoes and onions. Every night we had a community gathering where we would talk about our day and sing songs.

The third day, we had a camp fire with my group, The Outlaws. At the campfire, we ate soup, s’mores, and we made quesadillas from scratch. The campfire was my

favorite part of camp. Later that night we went to bed, but before that I called my mom and talked to my family. I missed them a lot.

We also had something at camp called “hosting.” It is where one group would serve and clean up after the others. The menu sounded strange, like pumpkin lasagna and protein pancakes, but it was actually really good. Our group also tried the rock climbing wall, and I learned that I was really good at rock climbing.

Camp was something I would never forget because we did all these awesome activities while working together. I liked my group even though I was not with all of my friends. I learned more about all of the people in my group, and I learned how to trust people I never thought I could trust.

Camp Stevens really brought out the best in all of us. That is what I experienced at Camp Stevens, and I hope to go back soon.

6TH GRADE VISITS

CAMPSTEVENS

BY NATALIE MAVROIDISSIXTH-GRADE STUDENT

6TH GRADE VISITS

CAMPSTEVENS

SIXTH-GRADE STUDENT

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From the bus ride to actually surfing on the beach, there wasn’t

a single moment that I wasn’t smiling and enjoying myself, and

being able to attend the Camp Surf field trip in California was an

amazing experience. We were right by the beach, and after learning

the basics of how to surf, we were able to surf and play in the ocean

for hours.

I had never tried surfing before and the thought of it was a bit scary,

but I tried anyway. Even though I was never able to stand on my

board and fell off numerous times, being there with my friends and

trying new things was exciting.

Besides surfing, we learned about things to do in case of emergencies,

and we even had to tend the injuries of our teachers who had been

“hurt.” Even if there were things we didn’t know, we were able to

come up with good, creative solutions and work together as a team.

I had skipped sixth grade and was attending seventh grade, so I

didn’t know very many people in my new grade; I hardly knew

everyone’s name. However, being able to spend the entire day with

my classmates for almost a week helped me notice new things about

them. I learned more about the friends I had already made, as well

as learning that I got along well with people I never expected. We

were divided into groups for the majority of the time, and I learned

about the people in my group’s strengths and weaknesses and their

personalities.

Going on this field trip to California wasn’t only about learning to

surf and medical emergencies, it also allowed me to get to know

everyone better. Those four days at Surf Camp were amazing, and

I learned so much about many things there.

Camp SurfThe 7th Grade

Experience

By Grace Pan, Seventh-Grade Student

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10

D.C.

Experience

16

As the four of us marched down those white marble stairs

with our arms by our sides, all we could hear was silence in

the air, for there were no other sounds but the wind softly

whistling past our ears, the snapping sound of the cameras

capturing photos of us, and the sharp click of noise coming

from the shoes of the soldier walking among us. All four

of us were very nervous, especially me, but we had a good

reason to be, for along with our peers, there were at least 50

people watching us. The opportunity to represent our school

in such a way as we were was exciting yet overwhelming,

and though we were nervous, we could not have been more

honored to do so.

The experience of being a part of the wreath-

laying ceremony was such a great privilege,

and the experience began on Tuesday night

when we four were called out into the hotel

hallway: Capri, Bori, Marley, and myself.

Thinking that we might’ve done something

wrong, we were all slightly anxious. However,

they began to explain to us that we had

been chosen for the laying of the wreath ceremony in the

Arlington National Cemetery. I was shocked. The words

hung in the air like a slightly deflated balloon, and none of

us knew what to say. Breaking the silence, they told us their

reasons for choosing us were that each of us had shown

leadership throughout the trip. They also told us that we

stood out to them, and deserved the opportunity. The four

of us looked to each other for help, for we didn’t know what

to make of this announcement. After the gathering, I know

that we all had a small feeling of pride because out of 49

others, it was only the four of us who were chosen. , I didn’t

quite know yet how important this opportunity really was.

I was asked if I was nervous about the ceremony several times.

I didn’t understand why I would be nervous, considering the

only role I was playing was just laying a wreath. I was wrong.

I was representing my school in front of over 50 people, and

if I made a mistake, there was no way to redeem it. It was

so incomprehensible to see so many graves at Arlington, and

it really made me realize how many people are giving their

lives for our country.

While at Arlington, I began to feel slightly edgy about the

ceremony. I then began to realize that I was playing a larger

role then I expected. I started pondering

about all of the different bad scenarios that

could occur. The tension was building up as

we were escorted to a small outdoor area, and

given instructions as to what to do during the

ceremony. The man gave many directions

and he spoke so quickly that it was difficult

to comprehend all of it. However, before the

ceremony began, the soldier who would walk

beside us refreshed our minds and gave us

directions again, and made it seem a lot easier.

The ceremony began and I could feel my heart racing,

and I was relieved that I was in the back of the two-by-

two formation, so I didn’t have to perform any kind of

noticeable action. My only fault during this ceremony was

that when the five of us were walking back up the stairs after

“Taps” was played, I stepped off of the wrong foot, and I

had to try to fix it by quickly switching feet on each step. It

went unnoticed. It was still a great experience despite the

small mistake I made. The ceremony was truly a once-in-a-

lifetime opportunity that I was honored to be a part of.

S

N Washington, D.C. NReflections

by Michael Woloson, Eighth-Grade Student

S

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From the squeals of delight emitted from children on the zip line

at Dawson’s Fall Festival, to the sugar-induced giddiness from

more than 300 children during the 13th Annual Gingerbread

Event, to the annual Mother/Son and Father/Daughter events in

the winter and the Faculty/Staff appreciation event in the spring

… it all happens thanks to The Dawson Parent Association.

Technically, members of The Parent Association include every

parent or guardian of a Dawson student. However, the group

is headed by a nine-member Executive Committee which

coordinates all of the moving parts—and there are a LOT of

moving parts. The Parent Association provides a voice for the

parents and supports the School and its mission, playing a vital role

in the Dawson experience. Members also help foster community

spirit, make new parents feel welcome and help organize some of

the School’s biggest family events.

We are excited to report that the 13th Annual Gingerbread Event

set attendance records this year. In addition to being a fun-filled

highlight of the school year, this event is The Parent Association’s

biggest fundraiser, helping to raise money for Faculty and Staff

appreciation.

While they may be the most visible aspect of The Parent

Association’s involvement, events are just a part of what keeps

its committee busy. The School’s Room Parent Program has a

representative from each division, and with other members of the

Executive Committee, they meet monthly to discuss school news,

provide feedback from parents, discuss any concerns and ensure

that the communication lines are flowing.

Staffed by parent volunteers, the Bear Cave provides a variety

of Dawson Spirit items for children in which to “invest” their

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THE DAWSONPARENT ASSOCIATION

All the Difference

19

allowance — and for one week each December, the Bear Cave

is transformed into Reindeer Lane, a place where students can

do a little holiday shopping of their own for family members.

Proceeds from the Bear Cave and Reindeer Lane help to support

faculty and staff appreciation.

With so much going on, The Parent Association relies heavily

on volunteers who step up and give generously of their time

and humor. “Our parents seem to be more involved than other

schools—which is one of the reasons parents pick Dawson,” says

Volunteer Coordinator Tracie Chang. “It’s really rewarding to

be so involved.”

Whether it involves glue guns and gingerbread houses, schlepping

bales of hay and water bottles, running errands to Costco or

cleaning up after the masses have come and gone, our parent

volunteers go above and beyond. Parent Association Committee

members are quick to point out that being involved doesn’t have

to take up a lot of time, however. “When we have our big events,

it takes more time, of course, but we enjoy it; it’s fun to see it

come together and, of course, the end-product is always a lot

of fun,” says Chang. For those parents who don’t have as much

time to give, that’s okay, too. “I can give more time right now, so

I do. But other volunteers can only volunteer a couple of hours

once in a while, and that’s perfect. Together we make it work,

and it’s really rewarding.”

To learn how you can be more active with The Parent

Association, making Dawson even more Amazing, contact

Amy Wiles, Director of Development and school liaison to the

Association, at awiles@adsrm.org.

All the Difference

The timing couldn’t have been more appropriate: on Monday of my second week at Dawson, the inspirational quote on my page-a-day calendar was from William Butler Yeats: “Education is not the filling of a pail, but the lighting of a fire.” Indeed, truer words have never been spoken.

“Amazing Happens Here.” It’s a theme emblazoned across campus. As one of the newest members of the Dawson team, each day I am struck by how literal that expression is. I feel it in the energy of the staff and faculty, I see it in the eyes of the students who pass by my window throughout the day, and hear it in the voices of the parents I’ve already had the pleasure of meeting. From the classrooms to the lunchroom, you see Amazing at work.

Few would argue that the most important investment you will ever make in your life is the future of your children. Dawson is committed to offering your child an experience that includes unparalleled education and personal enrichment … whether it’s our phenomenal language programs, our award-winning science and math programs, our student photography programs or our state-of-the-art technology. That experience also extends beyond the classroom, with our after-school programs and our school-wide commitment to community service and kindness for others.

We have 600 pretty great students here at Dawson. I am confident they will become pretty amazing adults.

All of this is why I made my own personal pledge to the Annual Fund. I’m not a Dawson parent; in fact, I’m not a parent at all, unless you count being a pretty awesome cat mom. But I believe in doing what I can to help make the entire Dawson experience even better, whether it’s enhancing our already-terrific programs or helping extend tuition assistance to a deserving family who might not otherwise be able to give their child the opportunity to excel in an environment best suited for his or her needs.

Obviously, tuition fees play a major role in making all of this possible. But, just like tuition, your participation in the Annual Fund is an investment in your child’s future. A strong Annual Fund is the difference between great … and Amazing.

If you haven’t already, please join me. You can give online at www.asdrm.org/giveonline or use the envelope included in this issue of Petroglyph. Or, better yet… call me and I’ll be happy to take your pledge personally. I welcome any opportunity to visit with you and hear more about your personal Dawson experience.

Nancy L. WoodDevelopment Manager

AMAZING happens here.

Meet Nancy WoodDawson’s New Development Manager

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Graduate TributesAvailable Next Petroglyph!

CONGRATSJohn Smith!

We are so proud of you and all of your accomplishments.

Love,Mom & Dad

We are happy to anounce the addition of Graduate Tributes to the Spring/Summer

2013 edition of the Petroglyph. These tributes make for a wonderful keepsake for your

Dawson graduate. For $50, we will create a 4”x6” tribute that can include up to two

pictures and up to 30 words. This edition of the Petroglyph will also have the 2013 eighth

grade class portrait, high schools they will be attending and the winning graduation essay.

Spaces are limited, and the deadline to submit your tribute is Friday, May 31st. For more

information, please contact Megan Gray, Communications Manager, at mgray@adsrm.org.

SAMPLE GRADUATE TRIBUTE

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“Camera,” digital composition by Stone Wachs, seventh grade. “Untitled,” photographed by Natalie Chaisson, eighth grade.

“Drain,” photographed by Alex Perez, seventh grade.“Untitled,” photographed by Aaron Bailey, seventh grade.

“Dark Forest,” photographed by Claire Mason, eighth grade.

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Student Photography

AMAZING student work & performances

Madeleine Browne and Sophie Smeeton

Sadie Kent Tristan Saxe and Adnan Shaukat

Ammon Flowers

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ECEC’s Pre-K Holiday Performance

10845 w. desert inn rd.las vegas, nv 89135

NONPROFIT ORG.US POSTAGE PAID

LAS VEGAS, NVPERMIT NO. 302

facebook.com/AlexanderDawsonSchool

Petra Morton, first grade. Tessa Maddox, first grade.

Lower School’s Halloween Performance

Remy Levasseur, Braeden Shroeder, and Ruby Heath, first grade.