’18, has worked proudly and tirelessly on the school’s honor code. After much research and discussion, they have honed it down from its original three paragraphs to one sentence students can easily memorize. While not yet formalized at this writing, the statement includes three key words important to the OES community: honesty, safety, and respect. Tis winter, Ewnetu and Morningstar will attend a conference in Los Angeles, California, called Honor Systems Event: Taking Your School to the Next Level. While there, they will discuss building, implementing, and evaluating quality honor programs.
Ewnetu’s other accomplishments include an impressive list of summer internships (for example, working at Microsoft as a financial analyst) that have given him real- life experience in the world of business and finance, about which he is passionate. Daniel has invested in stocks since eighth grade, and one should be wary of ever challenging him to a game of Monopoly.
“From working directly with students through tutoring to creating and refining formative school policies, dorm students contribute immensely to the life of the entire school, grades Pre-K through 12.”
Another dorm student who has embraced her role on the Policy Board is Bisrat Berhe ’17, also a senior from Seattle. As Service representative on the Policy Board, Berhe has found great satisfaction helping organizations in need. She developed the fundraising itch freshman year through her involvement with Midwinter Madness. Tis fundraising activity starts in September and culminates with a two-week event in February. Berhe reflects, “When I got into Midwinter Madness, I realized I really liked fundraising. Tat was exciting to me, to provide all this money to a group for a good cause was an awesome thing.” Last year, Midwinter Madness raised $13,000 for Camions of Care, an organization that distributes feminine hygiene products and provides other resources for homeless women in Portland.
Berhe, along with her colleagues Nahida and Simon Mehari ’17, has
made her mark on the Policy Board by educating the community about the amnesty clause of the school’s drug and alcohol policy. Te amnesty clause allows students to approach teachers about drug and alcohol concerns without punitive action for the first time. Te issue would be treated as a health and wellness issue, rather than a disciplinary one. Berhe and her colleagues have spoken to parents about the amnesty clause at Parent Association Link meetings; the response has been positive. Students feel more open about voicing their concerns, and “a lot of the parents are on board. Tey do want to help. Tey care about their kids,” says Berhe.
From working directly with students through tutoring to creating and refining formative school policies, dorm students contribute immensely to the life of the entire school, grades Pre-K through 12. OES is perched on the Pacific Rim, making it easily accessible from other countries. And nestled on the southeast corner of our campus is a small boarding program that makes a large contribution to the mission and vision of OES. Its global citizens offer diverse perspectives that enrich our community and provide opportunities for learning. Teir leadership and service contribute significantly to helping prepare students to “realize their power for good as citizens of local and world communities.”
OF OES NAHIDA
PEOPLE Upper School Junior and OES Boarding Student
It’s challenging to be a girl in Afghanistan. While I was growing up, my family did not have a personal car for me to drive everywhere. I did not have that comfort and faced many challenges. Most girls in my school did not face the same challenges because they had parents who drove them to school and back. I had to walk or take the bus everywhere.
Once when I was walking home from school with a bunch of friends, some guys threw an egg in front of us. The egg broke. I got angry and said, “You bought the egg just to annoy us and irritate us and break it in front of our feet?” One of the guys came over and kicked my friend. I got really mad and ran after them. I took one of their bicycles and stomped on it, breaking some parts. I yelled, “Come get your bike. You deserve this.”
It’s very different here at OES. I don’t face the same challenges. I love the education I am receiving. I’m very connected to my teachers here. OES has done a great job of teaching me how to think critically. I am very interested in the openness your teachers can provide for you to learn rather than to just follow. We think outside the box all the time.
Read Nahida’s
Afghanistan? here:
http://awwproject.org/2014/05/what- is-a-good-girl-in-afghanistan/
essay, What is a “Good Girl” in Winter 2017 19
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