June 2015 PDF - Sage Ridge School

Transcription

Wonder is the beginning of wisdom.
- Greek Proverb
Learning Outside
the Classroom
1 THE SAGE June 2015
f
back cover: art by sage ridge middle school student jenna slikkerveer
2515 crossbow court, reno nevada 89511
775.852.6222
www.sageridge.org
facebook: www.facebook.com/sageridge
twitter: @sageridgeschool
for submissions, please email jill strawder bubala at [email protected]
co-editors robin monteith & jill strawder-bubala
special thanks to tyler becker
Table of Contents
June 2015
4
6
10
A monthly note
from Headmaster
Norm Colb
Meet Jacqueline Grant
A monthly column by
Celeste Barnaby
reflecting on life as a
college freshman
Thinking
Out Loud
The Educator
and The Author-
Notes from
the Front
16
20
26
Read about Maddy
Welch’s work as a part
of this important
program
Alumni spotlight story
by Laura Hayes (‘12) about
her recent internship and
adventure in Chile
A collection of
memories from this
year’s bike trip with
Mr. Cook
Nevada Youth
Legislature
An Adventure
Explored
Minisession
Bike Trip
THINKING OUT LOUD
What Matters Most
Dear Sage Ridge Community,
If you were to write down
all that goes on in a school,
you would find yourself filling
page after page listing courses,
athletics, wellness, clubs,
student government, theater,
music, art, technology, field
trips, college counseling,
transportation, dances,
parent association meetings,
newsletters, email, and on
and on.
I’m sure you get the idea:
A school contains almost
too many elements to count.
And they all matter. If even
one is missing or not up to
standard, the whole edifice is
weakened – something like a
tower of Jenga blocks.
But if I asked you what
matters most, you would
almost certainly place the
instructional program right
at the top. After all, before
anything else, we want the
school to help our students
acquire the skills and
knowledge they will need to
be successful, self-sufficient
adults.
Having agreed that the
instructional program is at the heart
of the school, what else is there to
say about it? Well, the program
obviously should have high
standards that encourage students
to stretch themselves. Going
further, the program we most want
should also encourage students
to experience the joy of learning;
it should stimulate students to
keep learning beyond their formal
course work and beyond the school
building.
I once heard Dr. Deborah
“...too many
schools
throughout the
nation are
being pressed
to produce
students who
simply score
well on
standardized
tests.”
Stipek, the Dean of Education
at Stanford and an exceptional
educator, electrify several hundred
heads of independent schools
by relating how her daughter
celebrated having completed
her French AP test. “There,” the
daughter said. “I’ll never, ever have
to speak French again!” Dr. Stipek
asked whether we were satisfied
with her daughter’s response, and
if not, what we were prepared to do
about it.
From where I sit, too many
schools throughout the nation
are being pressed to produce
students who simply score well on
standardized tests. But when
improving test scores becomes
the program’s overriding goal,
it seems to me that something
essential can too easily be lost.
Test scores clearly matter
for a host of reasons (and I
assure you that Sage Ridge
students do exceptionally well
on such measures). In the long
run, however, what matters at
least as much is that students
take pleasure in using their
minds well, and that they
enjoy exploring interesting
ideas and expanding their
horizons.
I mention this because the
past month has overflowed
with opportunities to see not
only how much our students
have learned, but also the
satisfaction and pride they take
from their school experience.
To give you an example
of the work our students produced
this year, please take a moment to
scan the titles of the major research
papers this year’s seniors wrote:
- U.S. Imperialism and the
Systematic Degradation of
Latin America in the 20th
Century
- Java: A General Solution
to Issues Arising from the
Continuously Increasing
Need for Software to Run
Across Platforms
- Color Blind Admissions and
Ending Affirmative Action
in College
- Chinese as a Foreign
Language Option for Public
Schools in Nevada
- Harnessing Neuroplasticity
and Connecting it with
Computer Programming
to Create Virtual Reality
that is Effective in
Pain Treatment During
Procedures
- Benefits of personalized
Medicine for Breast Cancer
Patients
- The Necessity of Annual
Mental Health Screenings
for High School Students
- Che Guevara: Hero or
Demon?
- Sabermetric Integration:
The Development of
Defensive In-Game
- The Defects of SocietallyInduced Colorblindness
and the Continuation of
Institutionalized Racism
- The Effects of Rising Health
Care Costs on Income
Inequality
- The Dramatic Arts are
a Core Curriculum: The
Current Approach to
Arts Education Funding
in U.S. Public School is
Fundamentally Flawed
and must be Replaced by
a Data-Driven, OutcomeOriented Approach to Arts
Funding
- Small is Significant: The
Need for Nanoscience in the
Fight Against Cancer
- “Love is Merely a
Madness” A Shakespearian
and Neuro-Scientific
Analysis of Romantic Love
Forgive me for boasting about
Sage Ridge, but I want to note that
these topics are far, far beyond
what most students in most of the
nation’s high schools ever have the
opportunity to explore. To produce
such papers, our seniors had to
think deeply about their topics and
do a great deal of research, largely
on their own. They ended high
school feeling justifiably proud
of all they had accomplished; and
their teachers saw in these papers
reason to be optimistic about their
students’ prospects in college and
beyond.
New Teacher Spotlight
Mee
She’s a former air force officer and published author who,
much to her students’ amusement, reads history books for
fun. Dr. Jacqueline Grant hails
from Jamaica and grew up in
Florida before finding her
way to Reno and Sage Ridge
School. She joined the faculty last August and serves as
the History Department Head
and Upper School teacher for
Grades 11 and 12. Although
she describes herself as a ‘late
bloomer,’ Dr. Grant has been
preparing for this job all of her
life.
Dr. Grant loves
to teach history
because “I am able
to share or explore
these stories with
students for whom
this is all new. It is
also a chance to
experience these
histories through
fresh eyes.”
As a child, Dr.
Grant attended
Catholic boarding schools from
the age of six to
14. She describes
this experience
as being raised in
a protective bubble. She went to
Educ
day school for the first time
when she was 14 and was
the kid who always had her
nose in a book. When she
wasn’t reading or studying,
she danced with the National Dance Theatre Company
of Jamaica of which her Aunt
is a founding member. She
also swam for her school
team, The Blue Marlins, and
for the Jamaican team, The
Flying Fish, and competed
with her backstroke.
After moving to Miami
with her parents and before
becoming a history buff,
Dr. Grant studied business
at the University of Miami
where she earned a bachelor’s degree. She then served
for five years in the United
States Air Force. In her five
years of service, Dr. Grant
held three different jobs. At
Wurtsmith Air Force Base in
Michigan, she was a as a Personnel Officer. During Desert
Storm, she deployed to Cairo,
et Jacqueline Grant
cator and Published Author
University of Nevada, Reno, to
earn her master’s degree and
become a writer. While she
was earning her degree, she
sent a query Oliver Press asking if they would be interested
in an idea she had for a book.
She went on to write Women in
Medicine, a book for readers
age nine and older that profiles the lives of eight American pioneers in medicine.
“The well-organized, lively text
covers the subjects’ early lives,
their efforts to be
admitted to medical school and
practice medicine, and their
achievements.
Readers will learn
that such advances as the Apgar
score to assess a
newborn’s vital
signs, early heart
bypasses, and
reconstructive
plastic surgery
techniques were developed
organized person but that the
military “toughened” her up. “I by women,” writes the School
had never really had to do any- Library Journal about Women
thing for myself before I joined in Medicine.
the military and I learned
During her graduate studquickly that my commanders
ies, Dr. Grant also wrote for
simply wanted me to get the
Comstock Business Magazine
job done with no whining.”
and took care of her children,
Air Force base in North Carolina. My job here was in Social
Actions, which was monitoring
the Air Force diversity program and the substance abuse
program,” says Dr. Grant.
Her time in the military taught
Dr. Grant how to “compartmentalize things and get things
accomplished.” The five years
she was in the Air Force have
“colored everything I have
done since then.” Dr. Grant
says she has always been an
West in Egypt, as a Personnel
Office - Personnel Support
for Contingency Operations
(PERSCO). Back stateside
after Desert Strom, Dr. Grant
was sent on a one year remote
assignment to Kunsan Air Base
in South Korea. There, she held
the position of Protocol Officer
and handled the commander’s
protocol-related events. “My
final assignment was to Pope
With the assistance of the
GI Bill, Dr. Grant entered the
continued on page 8
continued from page 7
Johnathan, a junior, and Dominic, a senior, who both attend
McQueen High School. Dr.
Grant can remember getting
up at 4 a.m. to drive to UNR to
study and work and staying up
late into the night working on
her thesis while holding her
son Dominic in a baby sling.
Exhibits committee and we
planned the year’s exhibits and
coordinated mounting them
and planning the opening
night events. Finally, I worked
with the Archivists from Special
Collections to write grant proposals for various things they
needed in conjunction with
processing their collections,”
Dr. Grant says.
it to see their knowledge,” Dr.
Grant says.
Teaching, she says, consumes the majority of her time,
so her writing is relegated to
limited periods of time now.
Even with the time it takes to
prepare for daily lessons, Dr.
“I am so grateful to be
able to teach and cannot
think of anything else I
would like to be doing.”
In 2004,
Dr. Grant
found herself back
in Miami
to care for
her parents.
During the
five years
she spent
back ‘home’
in Florida,
she studied
19th century
Cuban and
Spanish history at the University of Miami to earn her doctoral degree.
Back in Reno, Dr. Grant
worked at the UNR Mathewson-IGT Knowledge Center
where she was the Events and
Exhibits Coordinator as well as
the Grant Writer for the University Libraries. There, she
wore a number of hats doing
the following: planning and
coordinating all the internal
library events such as Dean
Holiday parties and external
higher-level events such as
President Johnson’s faculty
“chats.” She was also responsible for art exhibits throughout
the building and in the gallery
outside the Wells Fargo Auditorium. “I chaired the Arts and
As a high school teacher,
Dr. Grant says she has realized
how much goes into teaching
before the teacher ever sets
foot in the classroom. In the
classroom, teaching history
is a natural extension of all of
her passions. “I love learning
about how things used to be
and I get absorbed in trying to
imagine the real internal experiences of people whose entire
existence emerged in circumstances so different from
mine,” Dr. Grant says.
“I am so grateful to be able
to teach and cannot think of
anything else I would like to
be doing. When I am standing
in a class and I see the look on
the students’ faces’ it is worth
Grant values writing to keep sharp
her own skills. She
created Gongapeas
Book, her own publishing company
and self-publishes through it and
Kindle. She creates
the artwork herself
and also writes for
Appleseed, a magazine for children about the arts,
science, and history that recently became ASK magazine,
and Faces, another Cricket
publication for children ages
nine to 14.
It is difficult to imagine
balancing all of her jobs, but
Dr. Grant credits her military
experience with teaching
Titles by
Jacqueline
Grant
her “to focus on surmounting
challenges without having to
have my hand held. I learned I
am capable of much more than
I ever thought I could do, and
I have developed the habit of
never contemplating failure,”
she says. “If something is within my power to do, it will get
done.”
NOTES
FROM
THE
FRONT... life as a
college freshman
by Celeste Barnaby
As I am writing this, I have just
completed my last final. My freshman
year of college is officially over. While
this year on whole was great, it had
its ups and downs, and I learned a lot.
I figured I should share some of the
lessons I’ve picked up using one of
the most salient media formats of our
generation: the listicle. Without further
ado, here are 30 things I learned my
freshman year of college.
Friends & Relationships
1. The people you meet during
orientation are probably not
going to be your best friends
2. If you don’t nail down a roommate contract early in the year,
you may end up exiled at 1
a.m. during midterms.
3. I’ve found that friend groups
can get kind of insular and
cliquey. Attending club meets
is a great way to expand your
social circle.
4. Hook up culture exists and it
is weird.
5. You will likely lose touch
with some of your high school
friends. It’s a bummer, but
people do grow apart from one
another.
6. Conversely, other friendships
may stay constant or even
strengthen with distance. Plus,
If you’re
feeling
lonely call
your
parents or
someone
from home
who you
can talk to.
It will help
-- trust me.
with Skype and Snapchat,
it’s easier than ever to stay in
contact with people.
7. It is totally possible to have
fun without drugs or alcohol.
8. If you’re feeling lonely, call
your parents or someone from
home who you can talk to. It
will help—trust me.
Academics
1. Find a cool study spot as early
as you can. It’ll make it way
easier to grind through those
problem sets.
2. 9 a.m. in college feels like 6
a.m. outside of college.
3. Taking a three-hour seminar
that meets at 9 a.m. on Friday
is unequivocally a bad idea.
4. READ. THE. SYLLABUS. It
actually has a lot of pertinent
information and will save you
time and confusion!
5. Pulling an all-nighter is doable
but it will make you feel like
setting yourself on fire.
6. Though (hopefully) your professors want you to learn, they
are not as personally invested
in your education as your high
school teachers were. It’s up
to you to seek out extra help,
whether that be through office
hours, TA sessions, tutoring,
or another resource.
Extracurriculars
1. Before you write your email
on a club’s mailing list, know
that you are committing to
receiving periodic emails from
them for the rest of the year—
maybe the rest of your life.
2. The best way to work your
way towards a leadership
position in a club/extracurricular is very simple:
just show up and
participate consistently. It shows that you
are trustworthy and
committed.
3. Start looking for
summer opportunities
early! (Like, start of
the year early.)
Life
1. The following are
dorm life essentials:
mattress pad, shower
flip-flops, dry shampoo, and Febreze.
2. Wearing a lanyard
will instantly peg you
as a clueless freshman.
3. Everyone has a different adjustment period when
starting college, and it can
range anywhere from a couple
weeks to a couple semesters.
4. Sometimes you spend 4
years trying to get rid of your
hormonal acne and then it just
goes away on its own.
5. No one cares if you eat alone
in the dining hall.
6. College is a good time to
experiment with ugly haircuts
and weird fashion choices.
7. Layering is crucial to surviving New England winters.
8. People at college come from
different backgrounds and
have had different experiences
than you, and you have to be
conscious of that when engag-
Your SAT
scores
do not
matter
one iota
once you
graduate
high school.
ing in discussions or even just
casual conversations.
9. My college is considered
small (approximately 3,000
undergraduates), but I feel like
I see new people everyday.
Size is relative.
course selection, study abroad,
or some other registration
process. You just have to roll
with it.
11. Your SAT scores do not matter
one iota once you graduate
high school.
12. Many students experience
depression, anxiety, and other
mental health obstacles. There
is no shame in reaching out
for help.
13. There is no universal
college experience. Some
people find their groove
right away; others have
difficult adjustment periods. Some can take on tons
of clubs and leadership
positions and opportunities right away; others might
only want to focus on their
academics for a while.
Some have the best time of
their life at college; others
discover that a traditional
university is not for them
at all. This is your life, and
whatever you come to find
about yourself, you gotta do
you.
Peace Out,
Celeste Barnaby,
Wesleyan University
Class of 2018
10. At some point, everyone gets
screwed over by housing,
Scorpion
Spotl
By Claire Adams
Chris Miller
Student Athlete of the Month
April 2014
In April, Sage Ridge High
School officially began preparation
for the spring sports’ season. Winter was finally coming to a close,
ushering in sports such as golf and
track & field. Spring sports present
opportunities for students looking
to get out and compete outdoors as
the cold weather fades away. One
of the more popular sports at Sage
Ridge is the swim team, attracting
many to compete in the high-intensity sport.
Christopher Miller, a junior and
swimmer, was chosen as the April
Student Athlete of the month. Not
only does Miller compete for the
Sage Ridge swim team, he is also
heavily immersed in the larger
scale teams outside of the school.
Miller participates in the Lakeridge
swim team which is within the
Pacific Swimming Organization of
the United States.
Miller’s devotion to the sport
began early, beginning to swim at
the mere age of six and starting a
competitive career at
eight. His love of the
sport has proven to be
extremely beneficial.
In 2014 he earned
the State Title for the
500 freestyle event
at the Nevada State
Championship. Miller comments on his
other awards as well,
“For club, I set a Far
Western record in the
1650. Also at 2014
Club State Championships I won the 400
IM.” One of his most
prevalent awards is the
Scholastic All-American Award given
by USA Swimming,
an award given for academic and
athletic excellence. Miller believes
this award will benefit him both
in terms of college education: “It
will really help in the recruiting
process. Now colleges know that I
have good grades and can maintain
them, which helps when recruiting
an athlete.”
Miller’s devotion can prove to
be stressful, “Swimming takes up
a lot of my life. I swim 9 times a
week, Monday, Wednesday, and
continued on page 14
n Sports
light
Courtney Leonard
Student Athlete of the Month
May 2015
While this winter season
proved to have particularly low
levels of snow, it didn’t stop the
high school ski season in the
Reno/Tahoe area. Although many
races were canceled, dry-land
training and the overall dedication
to the sport continued without
fail. Sage Ridge School completed their ski season with success,
showcasing the talented athletes of
the school. However, one student
in particular proved her success in
both the sport and all aspects of her
academic and extracurricular life.
This student is Courtney Leonard, a
senior and the May student athlete
of the month.
Leonard qualified for the State
Championship competition for her
skiing achievements. She credits
her coach and the support of her
team for her accomplishments: “TJ
Lyons is a fantastic coach who really helps us with our technique, skill
level, and fitness while also making
our trips to the mountain really fun.
The support I get from my teammates always makes me feel confident and accomplished regardless
of the race and results”. The team’s
unconditional support is a constant
in driving Leonard to love the
sport, “Everyone really celebrates
continued on page 14
Chris Miller
Courtney Leonard
Friday I swim both before and after
school. With this intense training
I have to make sure that I use my
time wisely. I cannot leave homework for the next day when the
next day I have to wake up at 4
AM. Also I give a lot of my weekends to swim meets. My swim
meets sometimes mean that I miss
school so I have to try and be on
top of all of my school work or I
get really behind.” The hours are
demanding but Miller still maintains high grades and excellence in
school as a devoted student.
everyone else’s accomplishments
whether it’s placing higher than
one has before or simply feeling
really good about the way the race
went.”
Beyond his high school swimming career, Miller has big plans
for his future: “Olympic Trials are
the summer after I graduate high
school so I’m training to get a cut
and go to those. Also I have my
eyes set on the 500 free state record
this coming High School State
Championships.” Miller’s focus on
school and extracurricular activities
make him a dynamic member of
Sage Ridge School and the swimming community nationwide. We
at Sage Ridge wish him luck and
success in his future endeavors.
Beyond her athletic achievements, Leonard participates vigorously in school and outside
activities. She is the Co-Chair of
the Honor Council, a committee
dedicated to emphasizing respect
and honor in the community. She
also is the assistant editor of the
school newspaper and a member of
the student-led prefecture. As well
as being involved in school leadership positions, Leonard is president of the buildOn club where
students raise money to build
schools in third world countries
and sometimes even travel there to
help build them. Along with school
sports, she is a talented dancer
involved in multiple companies
located in Reno. Leonard is also an
active member of the school theater productions, working as prop
manager and often taking lead roles
on stage. Along with all of these
activities, she is able to find time to
work as a nanny as well.
Although Leonard is an extremely busy student, her schedule
is one she is truly passionate about.
As most high school students do,
however, she finds stress in her
intense amounts of activity. Yet,
although stress is present she has
discovered a way to find multiple activities she loves and invest
time in them: “Over time I have
definitely learned how to pick
and choose what to do so that I
can excel in the things I decide to
do. Therefore, in order to manage
everything, I only do things that I
am very passionate about and love
doing; this makes the work and
time that I put into each thing fun
and enjoyable for me and participating in these activities makes me
feel happy and accomplished.”
Leonard will attend Willamette
University in Oregon this fall.
Courtney Leonard’s accomplishments in skiing have earned her the
recognition as a great athlete and
vital participant in the community.
However, it is her dedication to her
academics and multiple outside activities that have earned her the title
of “Student Athlete of the Month.”
Sports stories written
by Claire Adams
Issues in Education
The “Right” to a Public Education:
Limitations on Students and Schools
Public or private education?
Sage Ridge has the privilege of
educating more than 200 students
each year. But the reality is that
private school isn’t an option for
most families. About 90 percent
of students nationally attend public
school, taking advantage of a long
history of public education in the
United States.
Notwithstanding its “public” nature, a recent court case in Nevada
highlighted an important limitation
on the scope of public education.
First, there is no absolute right to
public education. Second, the public school, as a government body,
cannot indiscriminately terminate
student rights to public education.
Both points prevent rash actions by
students and administrators.
A brief history lesson puts the
issue in context. There is nothing in the U.S. Constitution that
guarantees a public education.
Education has been and remains
largely a construct of local and
state government. As a result, state
law provides the outline for publicly funded education. The Nevada
Constitution, for example, requires
the state legislature to provide
a “uniform system of common
schools.”
But once a state provides such
educational opportunities, students
have a property interest in the publicly funded education. The U.S.
Supreme Court has held the state
cannot take away this interest based
on misconduct without providing
students the minimal requirements
of due process.
The issue came to head in a
recent case before the Nevada
Supreme Court, In re L.A.W., a
Minor. The case involved a student with a history of behavioral
problems given a last chance at
school. To enroll in high school, he
and his parents had to sign a “behavior contract, including consent
to random searches by the school
administration. When the school
eventually conducted a random
search, it found marijuana.
The student sought to exclude
the marijuana from evidence in
delinquency proceedings. He
claimed the school had violated
his Fourth Amendment right to be
free of unreasonable searches and
seizures. The trial court disagreed
because the student and his parents
consented to the search by signing
the behavior contract.
On appeal, the Nevada Supreme Court recognized that
schools fulfill a certain parental
role. But that was offset by the fact
that students do not surrender their
Constitutional rights at the schoolhouse gate, a point long recognized
by the U.S. Supreme Court. The
Court also considered the scope of
the student’s request. The student
merely sought access to a public
education, and there was no evidence of any alternatives. The
Court also noted that this was not
a case involving extracurricular
activities, where random searches
have been approved.
Taking all this into account,
the Nevada Supreme Court held
that the behavior contract was
unenforceable. The Court found it
was a contract of adhesion--either
waive Constitutional rights in order
to enroll, or be denied enrollment.
As a result, the Court found the
waiver was not effective under the
Constitutional requirements that
the student both intelligently and
voluntarily waive his rights. And
without an effective waiver, the
random search violates the student’s Fourth Amendment right to
be free of unreasonable searches
and seizures.
The case ultimately voided a
juvenile delinquency proceeding.
But it emphasizes that while there
is no absolute right to a public
education, schools must recognize
the Constitutional rights of their
students in providing them with a
public education.
Lou Bubala, an attorney with Kaempfer Crowell, writes this column
to highlight developing educational
issues in the courts. The column is
drawn from the work of his friend,
Kevin McDowell, who writes for
the National Council of State Education Attorneys. Disclaimer: The
views expressed are not those of
Sage Ridge School, Lou, Kevin or
his employer, the State of Indiana.
Maddy Welch Completes Term
Sage Ridge Senior Works To Pass Legislation Impacting Nevada
Senior Maddy Welch recently completed her two-year
term as a Nevada Youth Legislature, a term during which she
was an integral part of creating
new law for the Silver State.
Nevada is one of only two
states that has a youth legislative delegation where 21
young people – one from each
district – serve two year terms.
Each year, the youth lobby for
causes and as a group select
one bill with which to move
forward.
attend a community
college or a Nevada
state college; the
amount of the grants
will vary based on
students’ ability to
pay.
As a group, the
youth legislators
selected Senate Bill
464, Brady’s Bill, as
the youth bill for this
year’s session; it was
signed into law on
May 11. Welch said
Welch drafted legislation
the Nevada Youth
proposing that Millennium
Legislature ultimateScholarship Fund monies be
ly decided to work
diverted to a new fund and be
on this bill because
distributed to students in need. the student legislaWhereas the merit-based
tors believe it will
Millennium Scholarship cursave lives.
rently provides eligible Nevada students $10,000 for 12
SB 464 grants imhours of college coursework,
munity for an underher bill proposed covering the age drinker in need
entire tuition for the neediest
of medical attention
students. Although her bill was and the person who
not selected by the Youth Leggets help for the ineislator as this year’s youth bill,
briated person. The
the legislation was picked up
goal of the bill is to
by Welch’s appointing senator, keep minors safe.
Sen. Ben Kieckhefer-R. Senate “(SB 464) was selectBill 227 created the Silver State ed (from all the Youth
Opportunity Grant Program.
Legislative bills) because as
youth we are acutely aware of
The grant program is septhe role drinking has in lives.
arate from the Millennium
This is a bill that will affect a
Scholarship and will provide
majority of youth and has the
$10 million over two years for
potential to save lives. The bill
students who have no other
allows people to help their
means of financial aid. The
friends and have the lobby on
monies will aid students who
their side, Welch said. “Other
bills did not have a universal
effect on young people.”
SB 464 was drafted by Bishop Gorman High School Senior
Rose Asaf in memory of Brady
Caipa, whose friends left him
to sleep off his drinking after
he became ill; in the morn-
m with Nevada Youth Legislature
a Youth, Sets Sights on D.C.
the meeting in an unfamiliar
place where she did not know
the students. The purpose of
the town meetings is to discuss
issues affecting youth within their community. Welch’s
council had more members
than any other district with five
students, including Sage Ridge
Senior Cyrus Moassessi.
Although her experience in
the legislature was invaluable,
fulfilling her commitment was
time-consuming and required
a delicate balance between
her legislative duties and her
school commitments. Welch
said on some days she worked
up to eight hours on legislative work in addition to her
other responsibilities. Welch
is the Sage Ridge School Student Body Vice President and
Debate Club Vice President.
In addition, she sings with the
female a cappella group, Aca
Bellas, and plays club and SRS
volleyball.
ing, he was dead. Caipa was a
senior at Gorman in Las Vegas
when he died in 2011.
Nevada is one of twenty-nine states to adopt such
amnesty legislation for underage drinkers and those who
help them when they are sick
and in need of medical attention.
As a member of the youth
delegation, Welch also formed
a Youth District Advisory Council and held a town meeting at
Incline High School. Welch said
she felt it was important to hold
The rigor of the legislative
process has not dulled Welch’s
desire to be involved with
politics; she heads to Washington, D.C. in early July to serve
for one month as a page for
Sen. Minority Leader Harry
Reid. Youth Legislature Chair
and former Reid speech writer
Sen. Valerie Weiner-D, wrote
Welch a recommendation for
the page position. Welch said
her selection was also based
Maddy Welch
on her academic transcript and
application.
As a page for the political
icon, Welch said she will be
doing what she calls “low-level
work” such as carry papers,
making deliveries, and getting
water, but that the value is in
being around and in the environment. Welch is eager for an
inside look at national politics
working for one of the country’s most recognized political
names. Although he is nearing
retirement, Reid continues to
work for his party and many
consider he will be a key player in the events leading up to
the 2016 presidential election.
As she approaches her
senior year and the college application process, Welch said
she is weighing her interests in
soft sciences such as law and
business, or maybe political
science.
Congratulations to the
Sage Ridge Class of 2015!
We are so very proud of you and wish you all the very
best as you embark on your collegiate adventures!
Elena Mendez-Leal (University of San Diego) l Courtney Leonard (Willamette) l Jack Hester (Emory) l Anja Phillips (UCSB) l David Newman
(Haverford) l Persiana Saffari (Stanford) l Sergio Lopez (University of
Redlands) l Lauren Becker (USC) l Ben Stevenson (NYU) l
Morgan Johnston (UNR) l Nathan Hayes (Boston College) l Tyler Becker
(UNR) l Marilyn Morales (UNR) l Chengcheng He (UMass Amherst)
The Road Beyond.
...life after Sage R
“Quite hard going” the guidebook had read. I shook my head
as I panted up Cerro La Campana,
thinking that that was the quite the
understatement. My trusty guidebook had also noted that this hike
climbed 1455m in only 7km. I
had read that sitting at my kitchen
table, at a time when kilometers
and meters did not have quite the
same significance for me. Now,
looking up at the sheer mountain
climbing mercilessly before me, I
realized just how steep 200 meters
a kilometer is (about 1,000 feet per
mile). I pushed on, remembering
just how far I had already gone.
Getting to the trailhead in La
Campana National Park was an adventure in itself, for it was several
cities away from where I was living
in Viña Del Mar. The guidebook
had given me a general idea of how
to get there, but left a lot of details
up in the air. That morning, I had
taken the metro train an hour to its
completion inland in a city called
Limache, and then found a small
bus that would drive me another 30
minutes to Olmué. Then, I tracked
down a taxi to drive me up the hill
to the National Park entrance. Not
only did I have to figure this all out
as I was going along, I was doing
it in a foreign language and by
myself. This was a huge step out of
my comfort zone, as I am a person
Please check out Laura’s
beautiful photos from her
Chile 2015 album on the
following pages.
who prefers to have everything planned to the smallest
of details. However, slight but
constant unease from living out
of my comfort zone has become
a way of life for me here in
Chile.
The past two and a half
months, I have been living and
working in Chile. Chile is the
small, narrow country on the
western side of South America,
seemingly almost squeezed off the
continent by the great masses of
Argentina and Brazil. Though a bit
off the beaten path of destinations
for international study, the Chilean
people, their way of life, and their
incredible country have irrevocably
changed me.
Since enrolling at Dartmouth
College, I knew I wanted to study
abroad at some point, as over 55
percent of students do so during
their undergraduate career. However, instead of applying for an
exchange program through my
school, I knew what I most wanted
....
Ridge
was experience, not credits, from
my time abroad. I managed to find
a two month medical internship in
Viña del Mar, Chile, which entailed
three weeks of intensive Spanish
classes followed by a five week internship at a local physical therapy
rehabilitation clinic.
At my internship, I assist with
patient exercises, ultrasound therapy, electrical muscle stimulation,
but more than anything, I listen.
Everything I do or
hear is in the quick,
slang-like Chilean
Spanish, which requires me to devote
my entire mental
process to decipher.
I am learning about
medical terms and
bodily functions
in Spanish even
before ever learning
about them in English. By the end of
each day, my brain
feels stretched to its limits in ways
that an American university class
could never accomplish. Relying
on my foreign language capabilities not only to work, but also to
survive day-to-day, has pushed me
more than I ever thought possible.
The vast majority of Chileans don’t
speak any English, so I have had no
choice but to communicate in this
Laura Hayes
Sage Ridge
class of 2012
by Laura Hayes
uncomfortable language. However,
I have made the uncomfortable my
comfortable.
Many students would not find
traveling or living in a foreign
country alone very appealing, nor
would they choose to go hiking
solo in a region they can barely
pronounce. I have embraced doing
things by myself, because I must
either do these activities alone, or
not do them at all. Being alone can
be scary and overwhelming, but I
have found that it is also the best
way to learn about oneself. There
is a saying that you should “do one
thing every day that scares you;”
in Chile, I do a multitude of things
every day that are daunting because
I have never done them before.
In this way, I have discovered my
limitations, and have found that
I always have the capability and
resourcefulness to surpass them.
By traveling alone, I have reached
new levels of open-mindedness
and self-confidence. I have learned
to trust and rely on myself to find
solutions. Also, my instincts have
never been stronger!
I am not afraid to admit that I
have come to love traveling alone,
because it means I am in control
of my own journey. I know who I
am when no one is watching and
that the person I want to be is really
up to only me. My ten weeks here
have given me the chance to learn
more about both myself and other
cultures in the world. Though not
everyone lives like I do, I realize
how much we are all brought together by our shared humanity. Unfortunately, modern globalization
has served to depersonalize human
connections in recent years, subsequently increasing the gap between
peoples of the world. Travel and
cultural immersion bring us back
together and make us better citizens
and stewards of the world. Because
of my time here, I feel a heightened
awareness, open-mindedness, and
affinity for Latin American culture
that I will never lose.
I am so very lucky to have had
these experiences, and absolutely
would suggest all college students
make time to study abroad. From
Outdoor Ed to Senior Internships,
Sage Ridge always taught me that
there is so much to learn outside
the classroom walls. My Chilean work experience has opened
my eyes to the world beyond the
United States and shown me how
much independence and a dose
of courage can change my perspective. Take the chance to go to
another country, to speak that other
language, to hike that mountain.
Life is full of possibilities that lay
beyond your comfort zone.
COLLEGE COUNSELING
Seniors are breathing a sigh of
relief. They have received their
college acceptances and have
decided the schools to which they
will matriculate in the fall. College
and universities made those admissions decisions after reviewing
thousands of applications. Many,
if not most, of those applications
were the Common Application, a
standardized form accepted by over
500 colleges.
Institutions of higher education
typically download applications
from online systems designed for
credential issuers and receivers to
process application information
with ease and efficiency. Today,
few colleges offer paper applications, since forms and instructions
are on college admission and
third-party websites. The Common
Application itself is now being
used by 517 colleges in 47 states
and the District of Columbia, as
well as in Austria, France, Germany, Italy, Switzerland, and the
United Kingdom. Most of these
institutions are private, but the
number of public universities using
it is growing.
In essence, the Common Application (informally known as the
Common App) is an undergraduate college admission application
allowing students to complete
one form online and submit it to
a maximum of 20 colleges and
universities in the membership.
Many member colleges require
The Common A
A Double-Edged S
Admiss
additional forms
or “supplements”
(i.e., short essays
or responses)
which are included
in the Common
App as well. Students should go to
individual college
websites and/or
use the chart in
the Common App
to check requirements for these
supplements, application deadlines,
SAT/ACT tests used, and other
vital information. Many colleges
now exclusively use the Common
App, and there is no disadvantage
to using it rather than the college’s
own application (if that even remains an option). Colleges within
the Common App membership sign
an agreement to give full and equal
consideration to students using it.
The Common App has been in
use since 1975. It was then a small
confederation of private colleges
with enrollment around or under
5000 students. These institutions
conducted “holistic” reviews of
applicants, in which admission
officials looked at more than an
applicant’s test scores and GPA/
grades. Recently, however, given
the Common App’s growing popularity and membership, a group
of elite colleges (some of the most
selective) has proposed starting a
new common application version,
a kind of return to a small institutional membership. Furthermore,
in Breakaway Group Seeks ‘Retro
Common App’, a recent article in
The Chronicle of Higher Education, columnist Eric Hoover notes
that the Common
App will be removing
the holistic review
requirement for the
2015-16 admission
cycle, and this change
“greatly expands the
roster of potential
members, since many
colleges and universities do not require additional materials such
as essays or short-answer responses.”
The m
researc
have do
the m
college
have vis
senior y
more in
they will
where, w
how to
In one sense, the increasing convenience
of the Common Application comes with a
cost, what some would
call “application glut.”
That is, students may
try to game the system
with more applications, often to the most
selective schools. Yet, while they
think they will increase their chanc-
Application:
Sword in College
sions
es of acceptance at these schools
by applying to a large cluster of
them, the opposite result is the
case. Acceptance rates continue to
drop, especially at elite
schools, as the competition for admission
to them grows. More
aggressive marketing
to high school students
by admissions offices
has contributed to the
same dilemma.
more
ch they
one and
more
es they
sited by
year, the
nformed
be about
when and
o apply.
These trends reinforce the need for
students to find the
best “fit” in a college.
Students should have
a balanced list of five
to eight schools, with
a foundation of two
that are most likely to
offer admission. The
Common App member
schools have stipulated that no applicant
may add more than 20
schools to their “My
Colleges” list. This number cannot
be expanded for any applicant. You
can only create one First
Year account since the
system will not allow
duplicate accounts. In
the UK, the computerized application system
(UCAS) only permits a
maximum of five applications, and, if a student
wants to apply to Oxford or Cambridge, she
can only select one of
them, not both. Many schools, like
the University of Nevada at Reno
and all of the University of California and California State University
institutions, for example, do not
use the Common App, and students
must use the institution’s online
systems to apply for admission.
As the Seniors begin their college
search, they should take an organized, systematic approach to the
application process:
applications requires diligence,
persistence, and some soul searching, especially given the nature of
college essay questions.
Sage Ridge students are equipped
with the tools and support they
need to face this challenge and
submit their applications with
confidence and excitement for the
next chapter in their lives. To that
end, please contact me if you have
questions about the college search
and application process, as I would
be happy to meet with you to elaborate on things and customize the
process for you.
Rob Lamb, Director of College
Counseling, can be reached via
email at [email protected] or
by phone at 775-852-6222, extension 510.
• Read all instructions carefully.
• Work well ahead of deadlines.
• Draft and review application essays and supplements before submitting.
Much of my work in the fall
involves advising Seniors on how
to take a focused approach to find
the ‘right fit’ school as they complete their college applications.
Creating a final, balanced list of
colleges can be challenging and,
as I tell students, crafting effective
Mini Session
“The first week of the mini
semester we did pre-trip
training. I thought it was really
important because we learned
how to repair our bike, about
first aid, how to take great
pictures, and we did a lot of
biking practice, especially up
and down hill. The first day
of the first week was the most
important day I thought. We
went to the Great Space in
the morning and learned how
to change the flat inner tube
from Mike, the owner of Sierra
Cycling. Some people might
think this is not really important because they think they
will not get a flat, but there are
really thousands of reasons
to get flats, and most everyone got flats during the trip at
some point, so it is really im-
portant for us to learn how to
repair our bikes. After the lesson from Mike, we got a chance
to try to change the inner tubes
by ourselves. I followed the
steps Mike taught us and I finished it pretty quickly; however, I made a mistake. I pinched
the inner tube when I put the
outer tube on. So, my inner
tube exploded, and the explosion was really loud! In the
afternoon, we did a long ride,
and it was a lot harder than I
thought it was going to be. It
was the first time I rode uphill
for a really long distance, and
I was extremely tired after the
ride. Also, about five people
had flats that day. We rode
every day that week after that
and the distances were getting
longer and longer, but I got
less and less tired every day.”
Tommy Yang
Class of 2017
n Bike Trip
Heading
“After a short weekend of
rest, we were ready to finally
head to California. We met
at the ungodly hour of six in
the morning on Sunday, when
it was still dark and freezing
cold. Luckily, everyone was
bundled up and the vans were
pretty warm, especially when
15+ teenagers were packed
into them. The van ride mostly
consisted of napping and waking up when the van stopped
so that we could get Starbucks
and snacks. Luckily, it was
early enough that we could
West...
sleep away the super long trip
so that it felt much less tedious.
We got to Monterey a little bit
after lunch, which we ate at a
tiny but delicious restaurant.
Once we had checked into our
rooms, we headed to the Monterey Bay Aquarium, where we
saw all kinds of weird and cool
aquatic creatures. We petted
bat rays, stood under wave
simulators, and watched otters
play together. Then, of course,
we had to stop at the gift shop.
I didn’t buy anything there but
it’s always fun to look at the
huge number of things for sale.
After the aquarium, we got
to wander around the tourist
section of Monterey, going
into a candy shop and a place
that had a mirror maze, where
a large group of us ran into
countless walls, and a laser
maze challenge, where Jeremy and I tested our superspy
skills by maneuvering around
lasers. Once we had explored
most of the shops, we went to
Bubba Gump’s for dinner, a big
Forrest Gump-themed sea food
restaurant where we answered
Forrest Gump trivia and ate
lots of shrimp. We then headed
back to our hotels and went
in the hot tub for a little while
before going to bed.”
Audrey Thompson
Class of 2016
Today We Ride.
“And the next morning our
biking escapades began. We
rode through Monterey, which
was so beautiful. If I had tipped
over to my right, I basically
would have hit the sand. Then,
we rode through the town,
with all of the people walking
their dogs and riding their
beach cruisers, and the whole
thing was very pleasant. Then,
we had thirty more miles to
go on Highway 1. First, we
were driven over this huge
hill, which I was thankful for.
The landscape was beautiful.
The further we got away from
Monterey, the quieter the road
got. There were some rolling
hills to the left and the ocean
to the right. We also started
to gain some elevation, which
led to more dramatic
mountainside landscapes with crashing waves below.
There were also
some bridges that
we passed over, which were
huge, steep valleys with jagged, wet rocks below. There
were a variety of trees and
grasses, and even some wildflowers every once in a while.
Also, on the hillsides leading
down to the ocean, there were
some cow fields, and lots of
mooing as I passed by. I could
only think about how this
breathtaking seaside property
was monopolized by presumably unappreciative bovines.
I fell in between the groups,
which made me a tad nervous.
It turned out I was 15 minutes
behind the group in front
of me and 30 minutes in
front of the group behind
me. I went into the little shop
and purchased a quarter gal-
lon of milk, which I downed in
about five minutes. The thing I
remember most about Big Sur
was how bright the stars were.
I thought the stars were bright
in Reno, but they were radiant
in Big Sur. I suppose there is
not light pollution anywhere.”
Maddy Welch
Class of 2016
The Longest
Ride...
“The next day was the longest
ride of the entire trip. Seventy
miles, when you start thinking
about it, is an extremely long
distance to complete on a bike,
so I didn’t even think about the
distance. The only things I was
thinking about were the directions, not getting lost, having
fun, and the absolutely gorgeous view that I was seeing
in front of me. When we started the 70 miles, for about the
first 20 I was riding with the so
called “fast group”, and it was
fun, but after a while I felt as
though I should slow down and
take the surroundings in and
experience what was around
me (plus I was pretty tired).
Before I actually slowed down,
my chain came off and lost
complete control of the pedals,
so I had to stop anyways and
I lost a lot of ground. Once I
got the chain back on, I started
again and I continued through
the rest of the 20 or so miles
pretty comfortably. When
we finally arrived at a little
gas station, I met up with the
rest of the people. However, I
decided to slow down a little
and take in my surroundings
again. Little did we know that
the hardest part of the entire
week was coming up. The
next 5 or 10 mile uphill climb
was excruciatingly difficult, in
addition to the extreme heat,
the shift in altitude was causing me to have sudden minor
attacks of asthma; however,
these only delayed Tommy and
me a little as we kept trekking
on. When we finally reached
the “impossible” hill, sure it
looked like a challenge, but
at the end it turned out to be
much more than just that. The
hill, which everyone who had
gone on previous bike trips
had warned me about, finally
stood before my eyes. I had
no option but to conquer it as I
had all other hills previously.
As I climbed it, my legs felt
like they were tearing apart,
but when I accomplished the
climb, I had a feeling of success that few ever feel in their
lifetime. This climb, although
it was challenging, motivated
me to continue the journey and
finish strong. The rest of the
70 miles seemed like a breeze
compared to that part. When
I finally reached the hotel in
town I quickly grabbed my
keys and just fell on the bed
and didn’t move for about 20
minutes.”
Sahajpreet Singh
Class of
2016
Castle By The
Coast.
“The next morning we ate a
vending machine breakfast at
the hotel and headed to Hearst
Castle. We watched a movie
in the IMAX theater about the
history of the castle then took
a bus up and toured the main
building. The castle was very
impressive and the view from
the top of the mountain was
even better. We unfortunately never got to see the zebras
though. After Hearst Castle
we went back to the hotel and
geared up for our bike ride
to Pismo Beach. The ride was
flat and leisurely which made
it very enjoyable. I stuck in the
back mostly with Petra and
even though we were going
slowly, we had fun. We
picked flowers, took selfies in cemeteries, and
saved frogs from being
run over by trucks. The
hotel at Pismo Beach
was beautiful and we
watched the gorgeous sunset on the water. We
went in the hot tub and played
life size chess as well. Finally,
we went to a great BBQ restaurant for dinner.”
Kendall Chaffin
Class of 2016
The Final Push...
“Friday, the final day, was from
Lompoc to Santa Barbara and it
was a fun one. After a 20 mile
climb at a 1% grade (man that
wears on you!) we got onto
the highway that ran along the
ocean for about 15 miles. We
had lunch on the beach and
rode along the beach into Santa Barbara. We biked along the
beautiful highways and roads
until we got to the main street
in Santa Barbara near the pier.
We biked on the beach for a
mile before pulling into our
hotel. We had finished this 257
mile journey and could now
celebrate! I walked down to
the main street with other kids
and got to visit my record store
and overall just kick back and
talk about how much fun the
trip was. We then got to sleep
nice and well and head home
after our legs (finally) refused
to walk anymore.”
Matt Grimm
Class of 2016
Leaving The Coast.
“Sadly, we had to say goodbye to Santa Barbara the next
day. By this time we were all
super tired and so crashed
on the ride home although
some of us woke up and
started singing again. This
trip taught us the importance of safety, staying
together, and to stop and
enjoy life for once. We as
group also became so
close to each other and
enjoyed being around each
other and it was a nice break
from school. This bike trip
gave me a sense of accomplishment that I didn’t have
before. We accomplished this
big ride together and cheered
each other on every step of
the way. I gained so many
more friends that I probably
wouldn’t have if it weren’t for
the bike trip. We all grew
closer and created bonds over
something as simple as biking. Before this trip some of us
didn’t even know how to ride
a bike and now look at what
we’ve accomplished. Some of
us are now biking as a hobby
or sport thanks to this trip. We
will always remember this bike
trip and have these bonds because of this trip.”
Morgan Johnston
Class of 2015
Lesso ns From Outside
“The 2015 bike trip had a great and positive impact on me.
I learned little things, like how to put a new tube on a tire,
but also more important things, like having confidence in
myself.
After the Big Sur ride, we could all look back and think,
“Hey, I just rode 70 miles in a day.” It’s a great feeling. I had
never road biked before this trip, and now it’s something
that I love doing and want to continue. I met new friends
and was able to become even better friends with people
I already knew. As cliché as it may sound, it truly was a
bonding experience that I will not forget anytime soon. I
would highly recommend it. I would give a fair warning
that it is physically strenuous, so it may not be the right
trip for everyone. It’s truly a great experience, and one of
the things that stands Sage Ridge apart from other schools.
What school gets the chance to take 20 kids to ride 250
miles down the coast of California? Sage Ridge does. What
kind of kids get the chance to bike 250 miles down the
coast of California? We did.”
Louis Bubala
Class Of 2017
The Classroom.
of note
SRS Facebook Page Please
like and follow us on Facebook
to keep up to date on news,
happenings and events. You’ll
find us at www.facebook.com/
sageridge
Alumni Parents Group Are you
interested in keeping in touch
with other Sage Ridge parents?
The SRS Alumni Parents get together the first Friday of each
month at La Posada Real (5270
Longley Lane). Contact Cary
Ingbar at [email protected]
for summer schedule and more
information.
Don’t Forget to Order
Your Books This Summer You
can contact MBS Direct to order
your student’s school books this
summer. The first day of school
is August 17 so allow some time
for shipping. http://bookstore.
mbsdirect.net/sageridge.htm
SRS Alumni Facebook Page
Come join us on the SRS Alumni Facebook page to keep up
to date on alumni news and interesting information
https://www.facebook.com/
groups/sageridgealumni/
Parents of Gifted Kids Support Groups,
led by Monica Joyner, MA, MFT-I, NCC,
are starting in January. Share with other
parents of gifted children in an open communication setting. For more information,
please contact Ms. Joyner at 775-525-1363
or via email at mjoyner@joynercounseling.
Check it Out! The Ridge, SRS’s
student newspaper, is available
on line. You can find it here:
http://theridge.sageridge.org/
Big Congratulations to SRS
Alum Alex Carpenter (SRS ‘10)
who was awarded his PhD in
Chemistry from the University of
California, San Diego in May. He
will begin work with the Organometallic Research Group which is
part of Exxon Global Research in
July. Congrats Alex, and Go Scorpions!
Congratulations to Maddy
Welch (SRS Class of 2016). She
won this year’s Harvard Prize
Book, regionally awarded to select students for their academic
and extra-curricular achievements and high character. Go
Maddy and go Scorpions!
Save the Date! Next year’s Sage
Ridge School Annual Gala is slated for Saturday, May 7th, 2016.
Featuring silent and live auctions,
great food and entertainment, the
Gala is SRS’s biggest bash and
benefits the Annual Fund.
Congratulations to Sarah DeLappe (SRS Class of 2008) on the presentation
of her new play at the Great Plains Theatre Conference last month! Hooray!
Here is a salient quote from the article describing the presentation: “Yale
graduate Sarah DeLappe’s ‘The Wolves,’ a 162-page teenage girl chat fest
about a high school soccer team, was among this year’s standouts. Zipping
through in an impressive 90 minutes with a frenetic energy and overlapping
colloquial language, the show stole its audience’s attention as quick as one
could say, ‘As if.’”
of note
Mark these dates on your
Calendar
8/14
New Family welcome
book drop off/ pa info
9/149/18
Outdoor education
week
8/17
first day of school
10/16
no school
8/23
back to school BBQ
10/23
Conferences
early release
9/1
Back to school night
10/29
Conferences
early release
9/7
Labor Day no school
10/30
Nevada day no school
Parents Association News
Be a PA Board Member!
It’s that time of year - time to pass the torch and bring
new energy into the Parents Association. We are looking
for a 2015-2016 PA president. Additionally, we need people to step forward to coordinate Back to School Night,
Promotion, Graduation, Back to School BBQ, Thanksgiving Feast, and the End of School Carnival and Picnic.
If you are interested in a PA Board position, please email
current president Lisa Cady at [email protected].
Thank You to Roundabout
A big thank you to Roundabout Catering for the terrific job they are doing
with the SRS Lunch Program (and big
thanks to all our Lunch volunteers!).
Please remember that Roundabout is
available for party and special event
catering.
Raley’s extra credit program
Sign-Up Today!
The Sage Ridge Parents Association is enrolled in the
Raley’s Extra Credit Program.
This is an electronic scrip program. It is free and no card is needed.
Parents, relatives, and friends of SRS can sign up online per the instructions below and use their reward account at checkout. A portion
of each purchase will be donated to the SRS PA.
To sign up for Raley’s Extra Credit:
Extra Credit is a part of the Something Extra rewards program. If
you’re not already a member, you can quickly enroll at https://www.
raleys.com/www/enroll
Once enrolled, follow these steps:
1. Visit: http://www.raleys.com/www/scrip_home
2. Click on the green “Get Started” button
3. Select your organization(s) from the menu (either put in Sage Ridge
School or 89511 -it t will pop up)
4. Designate the percentage of scrip to donate to the organizations
selected!
Parents Association News
Donate your used books and uniforms
It’s time to get rid of those old textbooks and too short or tight uniforms. Students and
parents may drop off old textbooks in the labeled boxes inside the Webster and Crossbow doors. The Parents’ Association will sell the donated books in used book sales much
like the used uniform sales. The Parents Association is NOT accepting novels or Middle
School science books. Students, please make sure you do not donate a book that you will
use again during the 2015-16 school year. Drop off your clean uniforms in the main office.
Please do not donate uniforms if they have holes or stains.
Check back on the HAPPENINGS page on the school website later this month for the date
and time of the first Used Book Sale.
Questions about the book donations? Email Sabina Ballard at [email protected].
Questions about uniform donations? Email Fiona Miller at [email protected].
report your volunteer hours now
The end of the fiscal year is quickly approaching and if you
have not already done so, it is time to report your volunteer
hours. Each family is required to volunteer for 10 hours or donate $200 to the Parents’ Association.
To report hours see our Volunteer Hours Reporting Form. If you
have not completed your volunteer hours, please write a $200
check made out to the Sage Ridge Parents’ Association and attach it to the 2014-15 Volunteer Hours Reporting Form. Forms
are available online or in the main office, where you can also
turn in forms and checks.
Questions? Email Lisa Cady at [email protected].
Moments:
snapshots of daily
life at Sage Ridge

June 2015 PDF - Sage Ridge School

Transcription

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