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On April 26, the highly anticipated Level 3 study tour to Olvera Street was finally here! Upon arrival, Level 3 students were immediately immersed in the colors, sights, sounds, and culture of this charming village, also known as El Pueblo Historic Monument, and celebrated as the birthplace of Los Angeles. Their adventure began with a scavenger hunt that led them on an exploration of Olvera Street's historic monuments, including the oldest house in Los Angeles, as well as unique Olvera Street finds, such as a giant 80 year old candle, and authentic Mexican sweet treats. On their next stop, students joined together for a delicious Mexican meal which they ordered in their very best español! They concluded their journey with a stroll through the Mexican style marketplace where they used their Spanish to shop and bargain for souvenirs. The students' excitement, curiosity, and participation made this day a truly memorable experience for all and many are eager to visit again soon.

We are proud to share that Turning Point's 2010-11 Annual Report, Form Follows Function, has been awarded Gold and Bronze medals in the CASE [Council for Advancement and Support of Education] District VII Awards of Excellence Program! We are especially gratified to be recognized in two categories: Excellence in Design, Multi-Page Publications and Individual Fundraising Publications, Annual Reports and Fund Reports.

This year's Report pictorially celebrates and promotes the relationship of the newly expanded campus, school mission, and program opportunities (current and future), while highlighting the commendations from the recent CAIS/WASC re-accreditation. These two highlights of the year are woven into the traditional Annual Report content, demonstrating the connectedness of all aspects of our school. As the pages of the Annual Report reveal, the students are an intrinsic part of this connectedness, from their work in the Theatre, SmartLab and Art Studios, to their play on the Field and Primary classrooms, to our Alumni and Class of 2011 Graduates and the transitions they will make.

Congratulations to our entire community whose efforts are captured beautifully and eloquently in this report; to the group of administrators and faculty, board members, and parents, who contributed to the report itself; and most of all to the students who inspire our work and are the essence of our school.

An abridged version of the printed Form Follows Function, Turning Point 2010-11 Annual Report, is available online by clicking here.

Turning Point's Intergenerational Writing Project has been featured in the Culver City News! Click here to check out the story.

Level 7 students participate in a weekly Humanities Workshop, the subject of which is Shakespeare. Throughout the year, students learn the importance of seeing and hearing Shakespeare's works. They understand that this material was never meant to be read as literature, but to be received on the ear and with the eye. They learn the Five Act Play Structure and through an in-depth study of Shakespeare's last play, The Tempest, they apply the format to silent films that detail the story of Sycorax, Caliban, and Ariel. By spending significant time with the characters who call the island in The Tempest home, students are better able to develop multiple perspectives on how Prospero has treated the island and its inhabitants. This exploration allows students to draw comparisons to events studied in their core Humanities curriculum.

Recently, the first annual Shakey Awards was held to celebrate the work invested on their silent films. Students dressed up in wacky party gear to learn the nominees and watch highlight reels. Every filmmaker received recognition and a lovely trophy featuring a quill pen. Each student brought his/her own style to the film; Innovation was at the forefront. They told Shakespeare's story through their own lens.

So often, thoughts of a Shakespearean play bring forth images of stuffy speeches, aging actors, and a very serious tone. While there definitely was nobility and grace in these films, there was also invention, individuality, and the students' perspectives. These students were recognized as talented storytellers who listen, observe, and react. From puppets to animation; from a Totally 80s Tempest to a Lego stop motion portrayal; from the birth of a monster to the death of a malevolent witch; with scores by Chopin and Mozart and Holst; and performances including siblings, pet dogs, hedgehogs, parents and neighbors; students told a story and were fearless in their perspective.

Off we go, to the climax that awaits us in Act III. "And the Shakey goeth to..."

On March 20, the Turning Point students, faculty, and staff gathered in the gym for a spirited "Family Event." Members of the boys and girls basketball teams challenged faculty members on the courts. Whether or not the players scored points in the game, they scored lots of points from the enthusiastic student cheering sections. For highlights, see below:

Level 4 has been having tons of fun with fractions this past week! We learned how to find the Least Common Multiple in order to find a common denominator to add fractions. In this video, you see a Level 4 student show her process as she uses various techniques using equivalent fractions with the same denominator to add two fractions.

The International Collaboration on Sustainability: "It is hard to believe our time here in Australia is almost over. Today we said goodbye to Goulburn Valley Grammar School, and we say goodbye to Oregon Episcopal School in the morning. It has been an amazing experience. We saw sugar gliders on a river spotlight walk last night, and we went on a paddle steamer in the old port town of Echuca today. We also made commitments to improve sustainability at Turning Point, and we look forward to following through on our goals upon our return and over the next year."

It was a broccoli bonanza recently in Level 4 when students visited the Incredible Edible Park in Irvine. The land for this unique park was donated to Second Harvest Food Bank of Orange County by Southern California Edison. Employees and volunteers cultivate watermelons, broccoli, cauliflower, carrots, onions, strawberries, cabbage, peppers, green beans, and pumpkins, and even maintain a small citrus grove. The produce is distributed to soup kitchens, churches, battered women's shelters, children's after school programs, and senior centers to help people in need. The harvest helps the Second Harvest Food Bank feed 200,000 hungry people every month.

Level 4 students, armed with gardening gloves and high spirits, harvested 2,500 pounds of fresh broccoli and loaded it onto the truck. As a thank you, Sam Caruthers, the Harvest Coordinator, allowed students to each choose one broccoli bunch to take home. Some kids were so excited that they nibbled on their fresh broccoli during lunch!

The origin of this study tour began with the Level 4 core literature book, Hatchet by Gary Paulsen. Students read about a boy surviving in the wilderness, using natural resources to feed and shelter himself. During his experience he learns the value of maintaining his needs without being wasteful, and in turn deepens his respect for nature's bounty. With these ideas in mind, Level 4 students were eager to help those who struggle to feed their families every day. This was truly an incredible day for everyone involved.

On February 15, Level 2 had Parents at School Day. The students invited their parents to spend some time at school and eat lunch with them. The students put on a very special performance following our Social Studies theme of Presidents' Day. During the performance, the students got to ask George Washington and Abraham Lincoln questions. Parents even got to hear a special "kid-friendly" version of the Gettysburg Address. After the performance, parents joined students in the classroom for some President's Math, log cabin building, and were even able to practice the feather calligraphy George Washington would have used. It was an exciting and memorable day for all.

One of the many rites of passage at Turning Point School is the Elementary Science Fair. Students begin in Level 3 by researching a wild animal. Many students are so eager to begin the project, they "reserve" their animal with Ms. Gose in Level 2! In Level 4, students select a famous invention or a current science event to study. Last year we had everything from the wheel to motion-sensor technology! By the time students get to Level 5, they are ready to ask a question and try experiments at home.

To prepare for the Science Fair, Level 5 students are learning the process of the scientific method. They start by asking the question "Does water temperature affect the rate at which sponge creatures emerge?" Beginning with something familiar like these sponge creatures makes students feel more comfortable making hypotheses, writing procedures, and forming conclusions about their results. They are starting to ask the questions, "What is my hypothesis for this year's Science Fair on April 20?" I think we will see a lot of fun, excitement, and learning!

On January 30, Level 6 enjoyed a fantastic study tour to the "Warriors, Tombs and Temples: China's Enduring Legacy" exhibit at the Bowers Museum to enhance their studies of Ancient China in Humanities. The highlight of the exhibit tour was the famous Chinese Terra Cotta Warriors. Students were absolutely awestruck in the presence of this ancient stone army! This trip brought the ancient world curriculum to life; in one student's words, "It was really interesting to see how detailed the soldiers were up close. I didn't think they would look so much like people do today!"

Students also participated in a connected art class where they practiced ancient Chinese art forms using original tools and techniques. Working with watercolor and ink, students created thematic Chinese scrolls.

Themes were expressed through Chinese characters and accentuated by an accompanying phrase, related pictures, and an original handmade stamp. Students dedicated their scrolls to topics of peace, friendship and happiness in this hands-on project. They were genuinely excited to learn about the history of this art form and eagerly embarked on their own creations using an age-old process. The scrolls now line the hallways of Building 2 and have sparked many conversations about Chinese culture.

Recently, Level 7 enjoyed a study tour to the Huntington Botanical Gardens in San Marino. They went there to study plant adaptations, the unit they are working on in Level 7 Environmental Studies. When they got there, they started their experiment - testing and observing plant adaptations. They separated into groups of three, and each person had a job. They went to the desert garden to start their experiment.

Their first activity was to identify plant colors using small colored note cards. Desert plants are usually lighter shades, because light colors deflect sunlight; if they didn't deflect the light, they would dry out. The second activity was to look at the textures of plants, and the students noticed that some were smooth and some were bumpy or hairy. These bumps or hairs are there to stop the wind; if they didn't stop the wind, the hot winds would dry the plants out. They then took a short walk, and ended up by a bed of rosette plants. Rosette plants have leaves that curve inwards to catch the water and bring it to the center of the plant.

That was the end of the plant adaptations part of the study tour, but it wasn't the end of the trip! The students had a short lunch break, and then went back into the gardens. Students integrate art into their field trips by sketching things they see. This time they were asked to draw four different plants and spend five minutes on each drawing. After the sketches, they went off in groups and explored the gardens. At the greenhouse, they saw many exotic plants, including a pitcher plant - a plant that traps bugs then eats them! They then went to the Chinese Gardens exhibit, took some group photos, and headed back to school. It was an amazing experience and many of the students plan to go again soon.

Turning Point School is participating in the Green Cup Challenge, which is a nation-wide contest to save energy. Four Level 8 students made a video in Community Leadership class expressing this concept of saving energy. They entered their video into the Green Cup Challenge video contest. Please watch the video online by clicking here and vote for Turning Point School's video. The video with the most votes wins! Please enjoy!

On February 1, Level 6 students once again partnered with the Culver City Senior Center in our ongoing Intergenerational Writing Project. During their second session together, students and elders shared poems about how they hope to see the world change. The participants found that they shared common dreams for the future. Topics of conversation ranged from human and animal rights to war and oppression, with each poet expressing a hope for a more fair and peaceful world.

Elder participants were able to offer students valuable personal histories of the many changes they have seen in the last half century. Students infused the discussion with youthful optimism and creative ideas for continued social progress. In addition to talking about their ideal worlds, participants spoke about ways to affect change in the world and make their messages heard. In response to hearing students' visions for change, the seniors expressed great hope and excitement for the future. It was reiterated many times that young people are the hope for the future, and that because of this hope, the future is bright.

In preparation for our post Valentine's Day meeting, the group read poems dedicated to the subject of love and friendship. Young and old contributors discussed important characteristics of friends and shared stories of friendship. Much time was also dedicated to the idea of cherishing and honoring memories and special times with loved ones. This collaboration brought out the best in our students; their engagement in heartfelt conversations about life and friendship with the senior participants was a powerful learning experience.

Congratulations to Jarred Green, Class of 2007, for earning honors at Skidmore College this fall semester. Read about his impressive accomplishment here.

The Boys' Level 7 and 8 "A" basketball team is off to a strong start. What could explain this? Is it the players, the coaches, or the ties? For over four years, Coach Colley has asked the players in Levels 7 and 8 to wear a dress shirt and a tie on game day. His reason for this could be one in many, but Coach Colley explains that when he played in Middle School, his coaches had the team wear a suit and tie to build the team's camaraderie.

"Because everyone does it, it brings the team together," explains Colley. "I feel it gives them confidence maybe because it makes them feel more professional."

Each player has his own opinion about this tradition. Level 8 student Griffin Nex feels, "it brings us together, kind of like another uniform." If wearing ties contributes to that much more success, why wouldn't every school have their players wear them? Perhaps one reason may be that ties are difficult to find. It takes an extra effort to find a tie at home.

Although it requires that extra effort, Coach Colley feels that most students respect the tradition and some even look forward to dressing up. Players have also started to enjoy the attention they get in the halls when they wear ties. Teachers and students are more likely to wish the players good luck when they see players wearing their ties.

How long will this tradition last? Will it expand to other sports? Only time will tell. However, at the basketball game against Windward on January 18, several faculty members were spotted wearing ties. (Please see photo above.) As with many things, this tradition started out as an idea. Now it has flourished and become contagious, resulting in a show of school spirit and sportsmanship.

Middle School Open House welcomed a large crowd to campus on Thursday, January 19. Highlights of the evening included Jazz Band and Oklahoma! performances, and presentations by Lauren Choi (Class of 2012) and Mrs. Akana, Middle School Division Head. Faculty held interactive classes that explored topics such as the Mesopotamian Civilization, mineral density, family journey projects, and more. Students also experimented with innovative technologies in the SmartLab. See the video highlights for more information.

On January 18, Level 6 began their on-going partnership with seniors from the Culver City Senior Center for the Intergenerational Writing service learning project. Students and seniors shared their original "I am Poems," read a poem about the power of imagination, and discussed their image of the perfect world.

Through the sharing of their "I am Poems," and the subsequent discussions, students and seniors learned about their pasts and common experiences. As one Level 6 student noted about the ensuing dialogue, "I learned that seniors and children have much in common."

For the next meeting, all participants will write about changes that they hope to see in the world. In preparation, the groups discussed the changes they would like to see and how change happens. Seniors shared their memories of changes they have witnessed in Los Angeles and globally during their lifetimes. Topics such as the importance of respect, empathy, and taking calculated risks were common themes in their conversations.

To complete their first visit to the senior center, students were given a tour of the spectacular facility. They saw seniors engaged in games of pool and dominoes, exercising in the gym, knitting and crocheting, and they listened and sang along with the harmonica group. More than one Level 6 student commented that they were shocked by how well the harmonica group played, and certainly all involved will remember Level 6 singing along to the harmonica group's renditions of Somewhere over the Rainbow and I've Been Working on the Railroad. It was an excellent beginning to this meaningful service learning collaboration.

This year the Level 7 mentors have been working with their Level 4 mentees on the concepts of teamwork, healthy competition, and leadership in competitive situations. The mentors have visited their mentees during recess to help them with this ideas in real-time scenarios, and have facilitated discussions about doing our best and competing to win, while also honoring our opponents with respect and kindness. The mentors and mentees came together last week to participate in survivor games, and all participants proved that they are truly thinking about teamwork and healthy competition.

We want to extend a special announcement to the community regarding our future Director of Admissions and Placement, Mrs. Amy Calvert. Amy's influence upon well placed admissions personnel and leadership in competitive independent schools has been demonstrated throughout her career. We have complete confidence in Amy, and her experience, talent and manner will guide us to even greater heights. Amy's credentials and qualifications are many, and we would like to take a moment to share with you a brief bio on our esteemed colleague.

Amy Calvert is a native of Connecticut, and attended St. Michael's College (VT) where she earned a BA in psychology with a concentration in business and a MSA in administration and management. Amy has spent 19 years working in higher education and independent secondary schools. Prior to joining us, she was the Regional Director of West Coast Admissions and Recruitment for Bentley University; before Bentley, she was the Director of College Counseling at Viewpoint School for six years; before joining Viewpoint, she worked in admissions at Boston College, and was Acting Dean of Admission and Recruitment for Babson College. She remains active in regional and national professional organizations.

In July of 2011, Amy joined Turning Point School as the Assistant Director of Admissions and Placement, enabling her to combine her passions of admissions and working in an independent school community. Currently serving as the Co-Director of Admissions and Placement, Amy is deeply committed to Turning Point's mission, community, and families. Amy is married with two children (ages 14 and 12). She has worked closely with the American Youth Soccer Organization as a coach and board member, is active in the Junior League of Los Angeles, and enjoys sports, travel, and culinary arts.

We know you will join us in extending your support and welcome as Amy assumes her new role as Director of Admissions and Placement beginning July 1, 2012.

In Level 4 math, we regularly engage a technique called Model Drawing, which is a great way to break down and solve word problems. Math With Meaning defines Model Drawing as a "step-by-step, visual method of translating a word problem into a diagram or model, in order to understand and successfully solve the problem at hand." We practice Model Drawing for 15 minutes, three times per week, and our students are really getting the hang of pulling apart word problems.

First, students thoughtfully read the problem. Next, they restate the question in the problem as a complete sentence, leaving a blank line for the answer. Once the "who" and "what" are identified, they must draw a unit bar to "model" each variable. Students fill in the question mark to show what must be solved, complete the computation, write the answer on the blank line in the answer sentence, and then check for accuracy or reasonableness. Oftentimes teachers talk about modern mathematical education as a sequence; we want students to engage in a learning sequence that moves from concrete-pictorial-abstract. If you were to place Model Drawing in this sequence, it would fall in the pictorial stage.

Model Drawing is also a great way for students to develop algebraic thinking because they must determine the unknown variable (represented by a question mark) and then write a number sentence to solve for the variable. They must also check their work using the inverse operation. These operations are familiar to anyone who remembers algebra from their Middle School days.

The way we begin our daily Model Drawing lesson is for students to get out their Model Drawing notebook, which they were given at the start of the year. The problem of the day is cut into strips and glued into the notebook. The notebook is a great reference for students because they can look back on former problems for clues on how they might solve the current problem. The notebook is also a great benefit for us teachers because we can track progress over time, and so we know to offer increased challenge for those students who are excelling, and increased support for those students who need it.

After School Class Registration begins this Friday, January 6. To view information about Spring 2012 After School Classes, and to download a registration form, please click here. Registration closes January 12.

We look forward to celebrating our Grandfriends on Tuesday, November 22, giving parents the day off to prepare for the holidays.

Important Reminders

1. Parking Options
1. Lot 1 Off of Wesley Street (disabled placards)
2. Lot 2 off of National Blvd.
3. Spartan Roofing Supply Lot (8770 Washington Blvd. Shuttles will be provided to and from campus)
2. Program Information
1. 9:30-10:00 am: Breakfast on the Field
2. 10:00-10:30 am: Presentation in the Theatre
3. 10:45-11:30 am: Classroom Activity
4. 11:45 am - 12:15 pm: Lunch in the Classrooms
5. 12:15-12:45 pm: Dismissal
3. Students should pack an extra lunch for his/her Grandfriend(s). Turning Point will provide drinks and dessert for lunch.
4. All students should dress respectfully for this special occasion
5. At the conclusion of the festivities, Grandfriends are welcome to take students home from their classrooms. However, please make sure that the school is aware of any changes for dismissal. To ensure everyone's safety, students WILL NOT be released to anyone without parental permission
6. Students without Grandfriends will depart with their normal carpools, or be picked up by their parents. Please arrive for pick-up by 12:40 pm, and park and walk in to pick up your children. All students must leave campus by 12:45 pm.
7. There will be no After School Classes and no After School Care after Grandfriends' Day.

Turning Point will be hosting our annual S.A.V.E.S. food drive from Monday, November 14 to Monday, November 21. We encourage you to bring in as much food as possible to donate. Thanks in advance for your participation.

The items needed are as follows: Canned Vegetables, Canned Fruit, Canned Fruit Juice, Canned Tuna, Canned Soup, Canned Stews, Soup in Microwaveable Containers, Ramen in Containers, Canned Beans, Canned Pasta, Canned Meat, Cereal and Oatmeal, Macaroni and cheese (both microwaveable and boxes), Peanut Butters, Jars of jam/jelly.

"To the Book Fair and Beyond" is on Tuesday, October 25 from 8:30 am to 6:00 pm and Wednesday, October 26 from 8:30 am to 3:00 pm! We hope you are compiling your wish lists with your kids and preparing gift certificates for faculty, staff and friends. Please see the flyer below for more information, and the Wednesday Weekly for the class visitation schedule. We look forward to seeing you at the Book Fair so that you and your kids can see for yourself that "Reading is Out of This World!"

Click here for the Book Fair Flyer

Where do I park? :

Option 1 - Park Century, 3939 Landmark Street, Culver City After parking, please proceed to the pedestrian gate on the Landmark driveway, between Building 2 and The Field.

Option 2 - Walters Electric, 3960 Landmark Street, Culver City After parking, please proceed to the pedestrian gate on the Landmark driveway, between Building 2 and The Field.

Option 3 - Spartan Roofing Supply, 8770 Washington Blvd., Culver City After parking, please proceed to Building 1's Wesley Street entrance.

As always, we strongly encourage carpooling if possible. The City of Culver City does not permit parking on Wesley Street, so please do not park there.

Please refer to the map below and also note:

The 2011-12 School Roster will be available for pick-up at the Picnic. Lunch will be provided for all attendees.

We look forward to seeing you there!