#TarriersAre
CWA is guided by our Portrait of a Tarrier to navigate the changing landscape of COVID-19
The Power of Living Our Tarrier Values
Susan Rice, Head of School
ear Tarrier community,
In reflecting on the past academic year, there are many words that come to mind. In looking for a few to describe the work that this community has engaged in most frequently, I keep coming back to our core institutional values: perseverance, excellence, compassion, respect, and integrity. This year has brought us not only the COVID-19 pandemic, but also significant civil unrest stemming from issues of racism and inequity.
In forging ahead this past academic year, this community has been #TarrierStrong, never losing sight of the spirit of what it means to be a Tarrier, and employing the perseverance to make it happen, no matter how challenging or different it may have been. It’s been a year like no other, but through it all—our Tarriers prevail. As we resume activities this spring that were previously on hiatus, leading the way to excellence in the classroom, in remote learning, on the field, or anywhere else—our Tarriers make it happen.
In keeping with our new mission, the Portrait of a Tarrier, and now our inclusion statement, the future
becomes clearer for who Charles Wright Academy is and how we aspire to grow and change. From building opportunities in our academic and other programs for Tarriers to become thinkers, explorers, collaborators, innovators, communicators, and stewards, to ensuring excellence and respect are driving core values in everything we do, to working hard to create a community where everyone knows they belong— Tarriers are leaders. We have been trailblazers throughout this pandemic, leading the way in so many areas. That trailblazing spirit has been and continues to be the Charles Wright culture and ethos. We are #TarrierStrong.
In this issue of TIES you will read more about the planning, implementation, and monitoring it took to create and deploy our dual program for remote and inperson learning this year. From our initial “Responsible Reopening” plan through the State of School webcast in January (watch again at charleswright.org/sots), our commitment to our families and their individual needs is unwavering. We continue to evaluate best practices, align with state and local guidance and requirements, and seek new and innovative ways to meet the needs of all our Tarrier families and community members.
With the formal adoption of the inclusion statement last spring by our Board of Trustees, we are excited to engage in planning for how to best reflect on our history and look toward the future by examining current practices, programs, and policies. We hope to implement new programs that will bring our inclusion statement to life. We are committed to ensuring that every member of the Charles Wright community knows they belong. As part of our Strategic Vision 2030, we are excited to partner with a consulting firm and a task force composed of parents, guardians, alumni, faculty, and staff to help create a plan to operationalize some of these aspirations for our future.
The power of community, perseverance, and integrity is prominently on display in the stories included in this Spring 2021 issue of TIES. As a newcomer, I continue to be honored and amazed by what this community can achieve and by the power of collaboration, innovation, and teamwork. Regardless of your relationship to the CWA community, I hope that you enjoy learning more about the strength and spirit that drives all of our Tarriers to continue to persevere, to choose integrity in all things, to respect ourselves and one another, to keep compassion at the heart of our decisions, and to always strive for excellence.
With gratitude,
To inspire active, joyful learning while nurturing and challenging our students to develop the character, creativity, and skills to successfully navigate the future with confidence.
CWA MISSION STATEMENT
CHARLES WRIGHT ACADEMY
Established 1957 Tacoma, Washington
Head of School
Susan Rice
Associate Head of School
Bill Schuver
School Division Directors
Nick Zosel-Johnson, Lower School Director
Rachel Rippl, Middle School Co-Director
Bill Schuver, Middle School Co-Director
Catherine Ezzo, Upper School Director
Chief Financial Officer
Tim Gould
Director of Development
Laura Rose
Director of Enrollment Management
Maryanna Phipps
Director of Athletics
Tyler Francis
Director of Technology
Holly Gerla
2020-2021 Board of Trustees
Nancy Schauer, Chair
Daphne Mackey, Vice-Chair
Sue Mayer, Treasurer
Toby Murray ’71, Secretary
Roger J. Bass
Drew Bamford ’91
Adam Blakney ’00
Blake Goldberg ’82
Mark Hood
Rita Herrera Irvin
Kendall (McGuire) Leith ’90
Divya McMillin
Ellen Middleton
Mike Opitz
Jen Smith
Liz Snyder
Ian Toner
Shan Vipond
Sarah Weyerhaeuser
Trevor Will ’93
Liz Williams
Art Director
Amy Turner Senftleben
JOY IS DEFINITELY NOT CANCELED Despite the changes on campus in response to the pandemic, many of CWA’s beloved traditions continue. This fall, Catherine Grider’s junior kindergarten class made their annual journey to visit the Facilities team and their fleet of vehicles. Callie Forier (upper left) and Leo Arias ’34 gave this tractor their stamp of approval. See more photos from the year at photos.charleswright.org .
CWA is guided by our Portrait of a Tarrier to navigate the changing landscape of COVID-19
19 Thinkers and Innovators
CWA adapted quickly to remain open for in-person and remote learning
24 Explorers
Tarrier Outposts on CWA’s 107-acre campus create space for inquiry and place-based learning 28 Collaborators
Remote and on-campus Tarriers foster community during the pandemic through creative connections 32 Stewards
Alum of the Year Laura Malcolm ’00 makes an impact supporting communities throughout the pandemic 36 Communicators
Highlights from our Tarrier artists who are still busy creating and sharing
DEI work provides opportunities for learning, growth, and connection
Transitions On the Board of Trustees
by Amy Taub Executive Assistant to the Head of School
The Charles Wright Academy Board of Trustees exists to make decisions and take actions designed to ensure the viability of our school’s mission for the current students’ children. It is a self-perpetuating body, and in July the Board of Trustees bid farewell to three of its members. Additionally, CWA welcomed four new members to the Board for the 2020-21 school year. The school depends on and is grateful for the commitment and dedication of every Board member, but we take this time to recognize our outgoing and incoming members.
Outgoing Board Members
GEORGE GONZALEZ served as a Charles Wright Academy Trustee for nine years, from 2011-2020. As the father of three Tarrier alumni—Andrew ’15, Maddy ’16, and Maria ’19—George has shared that CWA is “a place where each individual student can learn about the love of learning for a lifetime.”
George has been an ardent supporter of the school’s mission, vision, and strategic goals. During his time as a Trustee George served on the Committee of Trustees, the Endowment Committee, and the Development Committee. As chair of the Development Committee and the Annual Fund for many years, George guided CWA’s fundraising efforts with energizing enthusiasm and heartfelt passion. George and his wife, Barbie, stepped up to help with many other Advancement efforts as well, including Admissions events, Parent Association activities, and the Spirit Auction. His commitment to raising awareness and support for CWA has been immeasurable.
Fellow Trustee Liz Williams shared these reflections regarding her Board work with George: “What a fun experience working with George has been. Whether on committees or at Board meetings, George is a thoughtful and caring Trustee with a good sense of humor. We had some challenging committee work, and his wise counsel was deeply valued. I will miss George.”
Board Chair Nancy Schauer said this about George: “He is a busy professional but always committed to volunteering for the extra work we sometimes request of Trustees. George always has thoughtful insights and contributions to offer in our discussions.”
The Board of Trustees and Charles Wright Academy would like to express our sincere gratitude for George’s dedicated service, for his modeling of joyful leadership, and for his compassion and generosity to our community. We look forward to many more years of connection between the Gonzalez family and CWA.
JOE MAYER ’88 has been a Charles Wright Academy Trustee for 13 years. He served from 2001-2007 and again from 2013-2020. He is also a parent of alumni: sons Ethan ’17 and Jon ’20.
Joe became the first CWA graduate to hold the position of Board Chair in 2015, a position he held for three years. Joe also served on numerous committees during his tenure, including the Executive Committee, the Governance Committee, the Headmaster Evaluation and Compensation Committee, and the Finance Committee. Additionally, he was a member of many task force and ad hoc groups focusing on such areas as diversity, property and facilities, strategic planning, Admissions, and the endowment campaign. He believes his most valuable work in his time as a Trustee was leading the Head of School search that resulted in Matt Culberson’s appointment.
That sentiment was echoed by Board Treasurer Shan Vipond, who noted, “We were fortunate that Joe came back to the Board to lead us through our 2016 Head of School transition. He was in the right place at the right time, and CWA is in a better place because of Joe. He is a pleasure to work with on committees. He is always prepared and engaged and actively solicits input from others. He’s a thoughtful contributor and an experienced collaborator.”
Fellow Trustee Liz Williams had this to say about Joe: “Joe Mayer is a truly nice man. Joe was a young Trustee when I first came on the Board, and he impressed me. It was great when he came back to the Board of Trustees, and over time he displayed the leadership qualities that led to him assuming the Board Chair position. We’ve come through some tumultuous times, and Joe has made an important contribution that will stand for many years.”
Former Head of School Matt Culberson reflected, “It is my great good fortune to have met and worked with Joe Mayer. He is as kind and gracious a person as I have ever met. Joe always believes in and hopes that people will always be their best selves—and even when they fail at being so, he remains hopeful that next time they will be their best. I have learned much from him about generosity of spirit, even as I have learned about the value of deep and reflective thinking about consequences of actions. Undoubtedly, most importantly for me is that I get to call Joe Mayer my friend.”
Joe believes the relationships between faculty and students are the hallmark of a CWA education, and he is still in touch with some of his former teachers after more than 30 years. His unique relationship with the school guided his work as a Trustee. As Shan notes, “Joe has a love for Charles Wright as an alum and as a parent. He has seen the school through its highs and lows, and his first thought is always: How will this decision affect the future of CWA?”
The Board of Trustees and Charles Wright Academy would like to express our sincere
gratitude for Joe’s dedication to the Board and all that he has done for CWA’s students, employees, and families. We look forward to many more years of connection between the Mayer family and CWA.
DANA (GHILARDUCCI) GAUME ’83 has deep roots in the Charles Wright Academy community. She is an alumna, a parent of alumni Sam ’12 and Sydney ’14, and a Trustee for nine years, serving from 2011-2020.
Dana brought her skills and expertise to bear on her work with the Board by providing mission-based leadership to ensure the school’s health and welfare. She has been a member of the Executive Committee and the Headmaster Support Committee and was chair of the Committee on Trustees (now the Governance Committee). As a member of the Finance Committee and the Audit Committee, which she chaired in 2019-2020, she was a careful steward of the school’s resources. Dana’s perspective and insights were invaluable as a member of the Head of School Search Committee that brought Matt Culberson to Charles Wright Academy.
Throughout her tenure, Dana built strong, respectful relationships with fellow Trustees and was an enthusiastic ambassador for the school with parents and the larger community.
Fellow Trustee Liz Williams had this to say about Dana: “I’ve known Dana since she was born, as we were neighbors growing up. It has been such a pleasure to get to work with her as grownups and share the experience of having kids at CWA together. As a Trustee, I have appreciated Dana’s thoughtful input, and working with her on committees revealed her as a woman with good ideas. Dana has been a very respectful Trustee, and she’s made an important contribution to CWA.”
Board Vice-Chair Sue Mayer noted, “I have always appreciated Dana’s calm and steady presence on the Board. Her thoughtful and level-headed counsel has served the school well throughout her tenure on the Board.”
Former Board Chair and Trustee Joe Mayer ’88 reflected, “Dana has always been one of our most committed Board members. While we served together on the Head of School Search Committee in 2015—and later when she was Chair of Board Governance and I was Board Chair—Dana was one of the Trustees I could most depend on to be at every meeting, prepared to go to work, and was fully engaged in everything we were doing. As an alumna and a parent of two alumni, Dana understands CWA as well as anyone I know, and she has committed a huge part of her life to making it a better place for everyone else.”
The Board of Trustees and Charles Wright Academy would like to express our sincere gratitude for Dana’s dedicated service to the Board and the CWA community. We look forward to many more years of connection with Dana and her family.
Incoming Board Members
ROGER J. BASS recently retired as a partner of Resource Group 175, a consulting group based in New York City. He began his career in education teaching at Roosevelt High School in Seattle, and in 1976 Roger joined with six other teachers from Roosevelt to open University Prep, where he served as head for 25 years. During these years, Roger was also actively involved in the educational and cultural communities. He served as president of the Pacific Northwest Association of Independent Schools, as national treasurer of the National Association of Independent Schools, and as a member of the Klingenstein Center Advisory Board at Columbia University. He also served on the boards of Annie Wright Schools in Tacoma and The Catlin Gabel School in Portland. Roger’s work with civic and cultural boards in the Seattle area is extensive, and his experience will be a tremendous asset to Charles Wright Academy. Roger has been consulting with non-profit boards since 1986, working with many boards on issues of governance, conducting executive searches, facilitating strategic plans, and providing executive coaching.
ADAM BLAKNEY ’00 returned to the Pacific Northwest after living for 10 years in Australia. He graduated from Ithaca College with a degree in international business and received a Master’s in Business Administration from Melbourne Business School. He now works as an entrepreneur and an investment manager. The Board is excited to welcome Adam to the Development Committee and the Endowment Committee. Adam’s favorite CWA memory was in 2019, when he and his wife, Nicole, watched their children, Leah ’32 and Harper ’33, enjoy their first day of school at his alma mater. He has maintained his connection to CWA as an alumnus, including serving as a tennis coach. He noted that CWA has “always been a place that fosters growth, whether you are a student, a coach, or an educator. It’s a community that enables each member to find their path.”
BLAKE GOLDBERG ’82 returned to the Board in 2020 after completing nine years of service from 2008-2017. The Board is pleased that Blake has chosen to give his time to CWA yet again and has appointed him Chair of the Facilities Master Plan Task Force, as well as a member of the Development Committee. Blake graduated from the University of Puget Sound and works in investments for Neil Walter Company in Tacoma, which specializes in commercial real estate. In his free time, he enjoys fly-fishing and gaming. Blake is the parent of Jackson ’19 and Levi ’22 Blake says his favorite events on campus are the weekly Town Hall meetings in the Lower School. He believes engaged parents and guardians are what makes Charles Wright Academy such a special place.
SARAH WEYERHAEUSER has returned to the Board after serving previously as vicechair and chair of the Language and Performing Arts Center building committee. Sarah brings a wealth of experience and energy to her recent appointments to the Governance Committee and ad hoc Risk Management Committee. A graduate of Williams College with degrees in math and political science, Sarah has served Tacoma for years on various boards, including for the University of Washington Tacoma, MultiCare Health Foundation, Tacoma Youth Chorus, and Point Defiance Zoo Society. Sarah and her husband, David ’77, are proud parents to Kaylee ’07, Jake ’09, and Natalie ’11. Sarah’s favorite CWA moments have occurred during the last months of her children’s senior years. “High school can be a place where kids are forced to choose a limited path to be accepted by their peers,” she said. “At CWA I saw my children allowed and encouraged by their own student community to celebrate those differences between kids rather than see those differences as something that divides.”
Charles Wright Academy thanks the Board of Trustees for their generous sponsorship of the annual Spirit Auction. We look forward to celebrating with you virtually on May 8 (turn to page 13 for more info)!
2020-2021 Board of Trustees
Nancy Schauer, Chair
Daphne Mackey, Vice-Chair
Sue Mayer, Treasurer
Toby Murray ’71, Secretary
Roger J. Bass
Drew Bamford ’91
Adam Blakney ’00
Blake Goldberg ’82
Mark Hood
Rita Herrera Irvin
Kendall (McGuire) Leith ’90
Divya McMillin
Ellen Middleton
Mike Opitz
Jen Smith
Liz Snyder
Ian Toner
Shan Vipond
Sarah Weyerhaeuser
Trevor Will ’93
Liz Williams
From left, Cameron Afrasiabi ’23, Sophie Martin ’21, and Molly Stone ’21 analyze animal bone fragments collected on campus as part of their environmental science class taught by Christine Jones.
Senior Leadership Updates
by Alex Domine
Maryanna Phipps Director of Enrollment Management
After a national search, CWA welcomed Maryanna Phipps as Director of Enrollment Management in July 2020.
“Upon meeting Ms. Phipps, I immediately recognized her ability to connect with people and establish rapport,” Head of School Susan Rice said. “She is a warm personality with an extensive knowledge of admission practices in independent schools— exactly what every school community seeks in this role.”
Ms. Phipps previously served as the Director of Admission and Enrollment Management at the Hockaday School, a top-tier pre-K to grade 12 independent girls school of 1,100 students in Dallas, Texas. Additionally, she serves on the board of directors of the Association of Independent School Admission Professionals (AISAP), presents at national industry conferences, and serves as a mentor at the AISAP Summer Institute.
“I am thrilled to be joining the Charles Wright community. In all of my conversations with staff and leadership, I was impressed by the genuine care for the students and families in the school,” Ms. Phipps said. “It is clear to me that CWA is poised to live its mission, and I look forward to getting involved in the community and sharing the Charles Wright story with families throughout the South Sound.”
Ms. Phipps brings 25 years of experience working in education, public relations, and marketing. Her career in admissions began at her alma mater, Washington and Lee University. Prior to her time at the Hockaday School, she served as the Associate Director of Admission and Financial Aid at the Harpeth Hall School, a grade 5-12 independent school in Nashville, Tennessee.
“Her wealth of experience in independent school best practices will be an incredible asset to CWA,” Mrs. Rice added.
Amy Taub
Executive Assistant to the Head of School
In October 2020 CWA welcomed Amy Taub as Executive Assistant to the Head of School. Amy serves on the senior leadership team at CWA and reports to Head of School Susan Rice.
“Amy brings a wealth of experience as an executive assistant from both the business and higher-ed sectors,” said Mrs. Rice. “She will be a tremendous asset to Charles Wright, and we are thrilled to welcome her to our team!”
Ms. Taub most recently served as the Program Manager for Learning and Development at Sound Physicians, where she developed procedural structures for programmatic growth. She was promoted from her Executive Assistant role at Sound Physicians for her work managing high-volume scheduling, expenses, and budget reporting for senior executives.
“I am excited to join Charles Wright and be a part of a group that shows genuine joy in working with all of the community— students and families, faculty and staff, and the local area itself,” Ms. Taub said.
Ms. Taub brings 15 years of experience working in executive support to business leaders in a variety of industries, including higher education, medicine, and large corporations. She holds a Bachelor of Arts in sociology from Western Washington University specializing in family studies and social organization and inequality.
Tim Gould Chief Financial Officer
CWA welcomed Tim Gould as Chief Financial Officer in January 2021.
“Tim has deep financial acumen, a breadth of experience in nonprofit work, and knows the Tacoma and Seattle area well,” Head of School Susan Rice said.
Mr. Gould holds a BA in business administration from the University of Puget Sound and an MBA from Seattle University, where he also completed a graduate certificate in accounting. He was most recently the CFO for the Make-A-Wish foundation chapter serving Washington and Alaska and has held roles as the CFO and Finance director in educational institutions such as Tacoma Community College and Seattle University, as well as other nonprofits such as World Vision.
“I am thrilled to be joining the Charles Wright community. After reviewing the mission and vision of the school, the CFO job was at the top of my list in terms of my next potential CFO opportunity,” Mr. Gould said. “In all of my conversations with staff and leadership during the interview process, I was impressed by the genuine care for the students and families in the school and also their commitment to the mission.”
In his 35-plus years in the business profession, Mr. Gould has worked in corporate finance for more than 25 years and in nonprofit finance for more than 10 years. Mr. Gould has taught online accounting classes for the University of Phoenix and Grand Canyon University during the past 15 years and has also taught in person for City University and Seattle Pacific University.
“I know that he will bring fresh eyes and a new perspective to the work that lies ahead for us. We are thrilled to welcome Tim to the Tarrier community!” Mrs. Rice added. //
TARRIER BECAUSE OF YOU!
If you would like to join in and make your 2021 gift, please visit charleswright.org/give or contact Annual Giving Manager
Colleen Borst at 253-620-8366 or cborst@charleswright.org.
Thank you for helping ensure CWA continues to be TARRIER STRONG!
by Colleen Borst Annual Giving Manager
A
huge thank you to the more than 650 CWA current families, alumni, families of alumni, grandparents, friends, employees, and CWA’s generous Board of Trustees who went ALL IN for CWA this fall during our Annual Fund drive! You came together and helped raise more than $400,000 for CWA.
ifts to the Annual Fund this year are helping offset critical COVID-19 response expenses, including technology needs. The Annual Fund also helps support our amazing visual and performing arts programs, athletics, experiential education, financial aid, faculty compensation, professional development, and more!
Because of gifts from you and CWA community members like you, students and faculty are better able to navigate the shifting landscape beneath us. This year has meant dual-mode learning in person and online, increased tech needs for all of our students, localized experiential learning opportunities, and reimagining what
extracurricular programs like theater and athletics look like. And with each shift, students and faculty persevere with compassion and integrity. Your gift to the Annual Fund this year has helped our community thrive.
Congratulations to both the fourth grade and the junior kindergarten classes that reached over 85% household participation. We will be celebrating them with ice-cream parties and a no-uniform day later this spring. We’ll also have the excitement of watching Lower School Director Nick Zosel-Johnson jump in American Lake to celebrate the percent of Lower School households who made a gift this year. So stay tuned! //
Save the Date! May 8
Mark your calendars and get ready to join us online for CWA’s annual Spirit Auction. The format will be different, but we’re excited about gathering virtually to raise a glass and raise some funds for CWA. Get ready to play games, outbid your friends, support our dedicated faculty through this year’s Fund-A-Need, and snag some commemorative goodies. Visit charleswright.org/auction for more info!
Show your green and white all year long!
By signing on as a sponsor or an advertiser, you play a leadership role in helping CWA continue its mission to promote the highest standards by providing programs and services to our students. Partner with us today, and learn how we can work together to promote your business while you make a significant difference in the lives of our students. There are several ways your company can participate in supporting CWA. All include great promotional benefits while making a direct and immediate impact for our students.
For more information please contact Director of Development Laura Rose at 253-620-8315 or lrose@charleswright.org, or visit: charleswright.org/sponsorship
All-School Sponsorship
Commitment to Community
Student-led DEI work provides opportunities for learning, growth, and connection
by Sam Harris Libraries Director and Diversity, Equity & Inclusion Co-Coordinator
his academic year, new student-led diversity, equity, and inclusion (DEI) initiatives continue the work started by last year’s Upper School Student DEI team. The new inclusion statement, which states, “Charles Wright Academy best exemplifies its mission and values when everyone knows they belong in our school community,” was formally adopted by the CWA Board of Trustees in March 2020 and guides the work of the student team as they develop opportunities for their classmates to learn, grow, and connect.
In the fall Upper School student DEI team members worked together using Leadership+Design’s Design for Election Week curriculum (leadershipanddesign.org) to plan advisory and assembly experiences aimed at building our community’s ability to discuss issues across differences, particularly in the midst of a contentious general election season. The team also created a video that was shared with the school community, including our Lower School students, during a weekly Town Meeting.
In December Upper School students Nick Brassard ’21, Zoha Ahmad ’22, Nawal Ahmad ’24, Lily Hay ’24, Aidan Mora Quiñonez ’23, and Caity Origi ’22 attended the National Association of Independent Schools (NAIS) Student Diversity Leadership Conference. The conference was an opportunity to learn from expert faculty and dynamic speakers and to connect with peers who, like them, are committed to increasing equity, inclusion, and justice on their independent school campuses. Students who participated brought back new ideas and are working together to build a network of student DEI leaders in the South Sound by reaching out to peers at other local schools to connect and to share ideas and knowledge. Elijah Harris ’22 and Alyssa Recasner ’21 worked with peers from other schools to organize a one-day conference, Black Voices Empowered, that “creates
a stage for the youth to have valuable interactions with black professionals.”
To build connection and community, the student DEI team, led by the current ASB Diversity and Inclusion Representative Nick Brassard ’21, hosted a cooking night in December, bringing together Tarriers both near and far to share their mutual love of delicious baked goods.
In January Middle School student Jeremy Njonge ’26 and his sister, Arianna Njonge ’19, interviewed their grandmother Gloria Rochelle about her participation in the Selma marches during the Civil Rights Movement. The annual all-school Dr. Martin Luther King Jr. remembrance assembly also included Upper and Middle School students sharing history, art, and poetry. As part of the program, all families, faculty, and staff were invited to submit videos sharing what Dr. King’s legacy means to them.
And at the beginning of March, Middle School students had a chance to hone leadership skills and connect with peers by participating in the Northwest Association of Independent Schools (NWAIS) Student Diversity Leadership Retreat. CWA’s participation in this regional program during the last few years has helped develop DEI leaders in both the Middle and Upper Schools and led to the creation of the Upper School student DEI team in 2019.
In addition to their work to build networks across schools, members of the DEI team, along with other student leaders, seek to improve the affinity and alliance group program on campus. Future efforts include connecting affinity and alliance groups in the Middle School with those in the Upper School, and looking for ways to include the Lower School students in this growing community program. //
We are committed to ensuring that every member of the Charles Wright community knows they belong. As part of our Strategic Vision 2030, we are excited to partner with a consulting firm and a task force composed of parents, guardians, alumni, faculty, and staff to help create a plan to operationalize some of these aspirations for our future.
— Susan Rice, Head of School
CWA Inclusion Statement
Adopted by the Board of Trustees, March 2020
CHARLES WRIGHT ACADEMY BEST EXEMPLIFIES ITS MISSION AND VALUES WHEN EVERYONE KNOWS THEY BELONG IN OUR SCHOOL COMMUNITY.
We embrace an intentional culture that champions everyone’s full participation as their authentic selves in all of the opportunities that comprise the Charles Wright experience. This includes supporting each community member’s understanding of their own identities and acceptance of the identities of others. By doing so, we empower everyone at Charles Wright to connect, learn, grow, and achieve.
The inclusive culture we strive for requires us to make both institutional and individual commitments. Institutionally, we will align policies, curriculum, and decision-making to this goal, and we commit to ongoing self-examination, learning, and action. We also encourage and support individuals to initiate and engage in candid, courageous conversations, as this work is the responsibility of every member of our community.
#TarriersAre
CWA is guided by our
Portrait of a Tarrier to navigate the changing landscape of COVID-19
Ashlyn Podbilski ’29 works out a problem in Carrie Wolslegel’s fourth grade class.
Upper School science teacher David Kangas sets up the camera for remote Chemistry lab partners.
All visitors to campus must pass a daily health assessment.
Señora Judy Williams with her Middle School Spanish class.
Zoha Ahmad ’22 and Andy Noh ’22 join their symphonic band classmates for an outdoor practice.
Preschoolers Tatum Carter and Tres Logan on a nature scavenger hunt near Peach Creek.
#TarriersAre THINKERS AND INNOVATORS
CWA adapted quickly to remain open for in-person and remote learning
by Alex Domine
magine a line of vehicles, each with children and parents or guardians from the same household, driving up one-by-one to a curb. Masked faculty and staff members are readily equipped with a thermometer and questionnaire to meet each car. The scene is odd, but it is the reality that students and employees at Charles Wright Academy have found themselves in during the last several months since the school’s doors reopened for in-person learning on September 2, 2020, during the pandemic. Odd as it may be, it is indicative of something that lies deeper at CWA.
“Every family’s needs are unique, and we are doing our very best to accommodate every student in our care,” Head of School Susan Rice said. “I am proud of the hard work our faculty and staff have put in to bring us here. Their commitment to our students and families, their leadership, and their hard work brought us this robust dual program for learners at home and learners on campus.”
This academic year, CWA families are offered a choice between attending class in person or online, and until late winter, CWA was the only school in the South Sound of Washington state offering inperson learning for all grades, preschool through grade 12.
Mrs. Rice held virtual “town hall” meetings via Zoom throughout the summer and fall of 2020 to keep families up to speed on the school reopening. The plan was referred to by the CWA community as a “Responsible Reopening.”
“Our reopening plan, program, and schedule is thoughtful, researched, and built for the changing guidelines from the TacomaPierce County Health Department, the Centers for Disease Control, and the Washington Department of Health, while prioritizing active, joyful learning for our students,” Mrs. Rice explained about the careful details embedded in the plan to reopen.
The reopening began with a three-pronged approach: health and safety, program and scheduling, and commitment to community.
HEALTH AND SAFETY
Our campus is currently closed to the public in order to limit exposure. Only CWA faculty, staff, and students are permitted to enter campus buildings.
• Students and adults are required to wear a cloth face covering while on campus, indoors and outdoors.
• We conduct mandatory health-screening assessments for everyone who enters campus.
• Students and employees maintain six feet of physical distancing on campus, in classrooms, and during outdoor time.
• Enhanced protocols for cleaning and disinfecting are in place, using COVID-19-approved products in learning spaces.
• We added two daytime custodians to ensure bathrooms and high-touch surfaces are being cleaned regularly throughout the day.
• Students are required to frequently wash their hands for healthy in-person interactions throughout the day.
• Individuals who do not meet the criteria in the health assessment checklist are not permitted on campus and advised to stay home, where they may participate in remote learning.
#TarriersAre THINKERS & INNOVATORS
These are just a few examples of the many criteria the entire CWA community adheres to in order to maintain the option for in-person learning. As a result, nearly 90% of CWA families selected in-person learning for their students. “Charles Wright is a nimble organization, full of people committed to the success of our community,” Mrs. Rice said. “We have the ability to adhere easily to and even exceed all health and safety protocols needed for in-person instruction on campus.”
When CWA reopened, school administration also needed to design a flexible academic program in order for students to be able to transition seamlessly between in-person and remote learning in the midst of the ever-shifting COVID-19 landscape. The fact that phases and executive orders could change the course of the general public’s actions at any given moment meant that the CWA program needed to be just as agile in nature. “Teaching and learning have looked and felt different this year,” Upper School Director Catherine Ezzo said. “Students have shown great flexibility and understanding in working with their teachers, which has made this the best experience for both groups given the circumstances.”
PROGRAMMING AND SCHEDULING
• We reduced occupancy of classrooms by measuring spaces in order to meet compliance with the six-feet physical distancing requirements.
• We increased Wi-Fi mapping to better use the entire campus for physical distancing.
• We upgraded existing outdoor spaces on CWA’s 107-acre campus for increased daily classroom use.
• We refined scheduling models in every grade to create staggered schedules, cohort-restricted groupings, and remote options to minimize nonessential interactions and maximize academic opportunities in case of a transition between remote and inperson learning.
• Faculty are engaged in professional training to ensure they continue with best practices for teaching in any of the planned models and scenarios.
• We implemented a 1:1 technology program that provides all students with access to their own device for learning (iPads in early childhood and Chromebooks or laptops for older students).
“The students on campus have been quite good with the new rules, and they are responsive when directed,” Associate Head of School and Middle School Co-Director Bill Schuver said. Middle School, in particular, can already be a challenging time as students navigate adolescence and develop healthy habits. CWA has always strived to provide support and comfort during this period in a student’s growth. “Student comfort looks different this year at school because we need to reinforce our practices and protocols to help keep students safe while still providing an excellent experience,” Middle School CoDirector Rachel Rippl added.
The third prong in the reopening is a “commitment to community” that each family needed to sign before the school year began. It outlines all the ways in which health and safety protocols and habits must be reinforced when students are at home. The document requires families to make a personal commitment to certain behaviors at home to minimize risk to the entire community. For example, families pledge to adhere to government mandates at home. “Our trust and partnership is a key element to continue to provide safe learning options for our whole community and keep the school open for in-person learning. Any departure from that relationship of trust is something we take very seriously,” Mrs. Rice said, “especially when it places others at risk.” The document includes the statement: In light of COVID-19 and the challenges that we face as a community, I commit to do my part to care for myself and others for the safety of the CWA community and for the broader public during these challenging times.
COMMITMENT TO COMMUNITY
• An assembled response team meets to discuss daily and longrange implications and to make decisions regarding student status, absences, quarantines, and protocols.
• Families are offered additional parent-education programming with opportunities for training and support to limit exposure and share new protocols.
• We have strengthened and leveraged our social and emotional learning curriculum to support students and families as they cope with this new context.
• We committed to creating intentional relationship-building opportunities with office hours, 1:1 student-faculty and family check-ins, spaces for clubs and affinity groups, and student organizations.
• Senior leadership continuously examines our plans to determine needed changes in protocols, quarantines, supervision, next steps, and to create transparent communication with employees and families.
A 1:1 technology program provides all students with access to their own device for learning.
Students have shown great flexibility and understanding in working with their teachers, which has made this the best experience for both groups given the circumstances.
— Catherine Ezzo, Upper School Director
Lower School faculty, including Emily Morena and Koryeh Cobb, distributed laptops and supplies to students before the start of school last fall.
Masks on, windows open! Upper School performing arts teacher Rafe Wadleigh leads his guitar class through practice.
#TarriersAre THINKERS & INNOVATORS
“We recognize the persistence, resilience, and compassion evident in all members of the community this year,” Lower School Director Nick Zosel-Johnson said. “This kind of partnership with families helps us ensure we can continue to deliver a strong program online and in person.”
THE VISION IN ACTION
By November, COVID-19 cases in Pierce County began to rise, and it was predicted that they would continue to do so with the onset of holidays and family gatherings. The government increased restrictions, and CWA’s program was put to the test. “We knew that things could change quickly,” Mrs. Rice said. “And we couldn’t ignore the increased risk of cases being brought to campus following the travel and social gatherings of the holiday.”
On November 15, CWA made the decision to move grades 6-12 to full remote learning until December 18. “At that time, and to this day, we continue to feel confident in Charles Wright’s ability to implement and monitor health and safety protocols and to respond quickly and thoroughly to cases brought into the community,” Mrs. Rice said. “But we are always needing to make nuanced decisions that are in the best interest of our community with the information we have at any given moment.”
The school decided to keep preschool through grade five open for in-person learning, understanding that some families in those grades would choose to follow suit with the older students and switch to remote learning, which the school allowed. Remote learning was required for Lower School students engaging in social gatherings with individuals outside of their household. “We were confident in our cohort structure in the Lower School, mitigation protocols, response to exposure, and the science that currently indicates a limited risk of spread in school communities, with younger students in particular,” Mr. Zosel-Johnson said.
During these moments of flexibility and seamless transition, the school ensures students have all the materials they need in order to succeed in remote learning. Some of these practices include drivethrough drop-off and pick-up of materials, which are diligently prepared by teachers. Thanks to the 1:1 program implemented early in the year, each student had full access to technology needed to succeed in the event of a transition, like the one that occurred in November. “Decision-making in these situations is difficult and complex,” Mrs. Rice added. “It calls for a thoughtful approach and
Saanvi Churi ’26 and her Middle School classmates participate in outdoor athletics whenever possible.
Hector Moreno-Sills ’30 and his third grade classmates spread out to work in the Lower School science room.
Thanks to your generosity, CWA has been able to weather many of the unexpected financial demands of operating in dual mode. We are grateful for the financial support from so many alumni, parents of alumni, grandparents, parents, and guardians. It continues to be needed! charleswright.org/givenow
thorough consideration of many factors. The rise in cases that came with the holidays is a perfect example of that kind of complexity.”
By the time the world saw its way through the inevitable family gatherings that would happen during the holidays, the new year brought optimism coupled with new guidance from the governor about how to proceed into 2021. “We recognized that each family was unique in their experience and choices during their welldeserved winter break,” said Mrs. Rice. “Our goal in the new year was to get all students back to their chosen mode of learning as soon and as safely as possible.”
Travel guidance was issued by the governor, which included quarantine restrictions based on whether any family traveled in state, out of state, or internationally. CWA took this guidance and added its own additional requirements in line with its commitment to keeping the CWA community safe. For example, new questions to the health assessment were added, 14-day quarantines were strictly enforced given the increased risk of reentry after the holidays, and the COVID-19 response team assessed each family’s unique situation and prescribed individualized courses of action for each family. “We know that the ‘yo-yo’ back and forth for students’ mode of learning impacts them significantly, too,” Mrs. Rice added. “While we are all experiencing COVID fatigue and want to return to normal interactions at school, work, and in the community, it is important that we do not become complacent.”
WHAT LIES AHEAD
Following a successful season of in-person and remote learning, CWA has contributed to a growing body of data and evidence, which reveals schools that implement appropriate mitigation protocols are not a source of transmission, as many had feared. “I am incredibly proud of the efforts that our faculty and staff have made this year and know that while the spring may hold yet unknown additional challenges, we are committed to continuing to support our community,” Mrs. Rice said.
The school is unable to host landmark trips this year such as Upper School Winterim, Middle School Beach Hike, and the Lower School Washington, D.C. trip. Still, it remains clear that the school’s responsible re-opening and dual-learning model has prevailed in the face of this wildly unpredictable time. “Our students continue to impress me with their resilience, even as they manage their disappointment and frustration in the era of COVID-19,” Ms. Ezzo said. “What I have observed is that in the face of these moments, our
students still seek opportunities for connection with one another in whatever way they can.”
“Our family greatly appreciates the privilege that we have with CWA,” said one parent. “Not only are our kids able to go to school in person, but our teachers have been wonderful and willing to teach in the classroom.”
“Many other schools have not been able to accommodate any inperson learning or offer a dual platform to families,” Mr. Schuver said. “This is the best way forward for our students and families, and our faculty and staff.
“This has been a year like no other, but if the fall is any indicator, we are still building meaningful relationships and providing active, joyful learning together,” Mr. Zosel-Johnson said. “Charles Wright Academy is a community built on strong relationships and a commitment of care for one another.”
Every morning, that single-file line of cars goes through the protocol of a health assessment test. In some ways, it is still striking to see, but in many other ways, it is inspiring to witness such detail from educators who remain unwavering in their commitment to students, whether learning in-person or remotely. “Since the pandemic began, we have held tightly to the philosophy that remote learning can be done well,” Mrs. Rice said. “However, nothing can replace being able to sit together and laugh, shake hands, or share a hug.”
It is easy to think of students in masks, six feet apart, as a vision of discord, but a deeper understanding of why school looks like this, for now, underscores the care students and families need at this moment in time. “I’ve been so impressed with how well this year has been going. I am so grateful for everything the staff and faculty have done, and continue to do, to make this a great year,” said one parent with students in all three divisions. “One day soon I will meet and I can express my gratitude to them in person.”
The morning line of cars and fleet of faculty and staff armed with thermometers and questions each morning remains odd and gray, maybe even hopeless. However, remembering that it is a testament to the lengths the school goes to for its students colors that sense of hopelessness and reveals brighter shades of resilience. No one can know what the next day will bring, especially now as the school navigates through one of its most trying eras, but what is certain is that the school is ready, come what may. //
#TarriersAre EXPLORERS
Tarrier Outposts on CWA’s 107acre campus create space for inquiry and place-based learning
by Kimberly Banti
ain or shine, the Charles Wright campus often calls to mind the whimsical line from the children’s classic Winnie the Pooh: Deep in its hundred-acre wood, learners of all ages have long lingered in dappled shade and lush greenery, soaking up literature or collecting soil samples and everything in between.
When planning for a responsible reopening for fall 2020 amid the ongoing COVID-19 pandemic, CWA administrators, faculty, and staff saw the 107-acre campus as an invaluable resource for keeping students, employees, and families safe. Thus, Tarrier Outposts were born. With a master plan of creating 20 outdoor classroom sites this academic year, the school has intentionally invested in the development of optimally socially distant, covered, optically and acoustically separated, Wi-Fi–enabled Tarrier Outposts in which students and teachers can safely immerse themselves in lessons. Twelve such Outposts were operational this fall, with plans to open the remaining eight as needed.
Tarrier Outposts not only provide an additional layer of health and safety precautions—on top of masking, sanitizing, and physical distancing—but also serve to deepen the school’s commitment to place-based education. “These outdoor classrooms lean into a part of what’s core to the Charles Wright experience: place-based learning expeditions, where the land and the locale become our textbook,” said Innovation and Design Labs Director Joe Romano. “We have a rich history of making the Washington coast; Mount Rainier; Washington, D.C.; the Everglades; even Mount Everest a classroom for our students to explore and to learn in, and our campus offers a rich ecosystem for our students to dive into as well.”
The added benefit has been the creative tweaking of lesson plans and curriculum to both embrace the outdoor component of on-campus learning as well as to complement the study of remote Tarriers who continue their coursework off campus. “Hybrid teaching is incredibly challenging. What works for online learning doesn’t always work for in-person learning, and vice versa,” Mr. Romano said. “However, place-based learning offers some rich opportunities to connect remote and in-person learners.” For instance, sixth grade scientists recently programmed microcomputers
Sixth grader Jameson Hatch ’27 tests soil moisture levels in the creek bed of Tarrier Outpost 1.
#TarriersAre EXPLORERS
to measure soil moisture levels. The varying locations allowed for richer inquiry, as both on-campus and remote learners were able to dive into comparative data. The same approach has been applied in the Upper School to field sketching in art classes and scrutinizing samples under smartphone microscopes in biology. “Whether you’re learning from home or learning on campus, you can create that sketch, you can collect that sample, and the entire learning community can wonder together about the differences in place,” Mr. Romano continued. “Plus, the learning here is active, and it’s joyful: We’re outside; we’re considering our place in our local ecology and community; and we’re discovering even more about the places we share.”
While CWA faculty are well-versed and highly experienced in teaching out of the traditional classroom thanks to the school’s long tradition of outdoor education, many have partaken in additional professional development specifically geared toward the type of place-based learning that the Tarrier Outposts provide. In 2019, Lower School teachers began partnering with educators at Teton Science Schools, a nonprofit educational organization headquartered in Jackson Hole, Wyoming. Between pre-COVID in-person visits and regular virtual check-ins, teachers have been able to share ideas and apply new approaches to learning outside on campus.
“We’re taking what we learned through our professional development with Teton Science Schools with inquiry-based and place-based learning and integrating our approach into a scope and sequence within the Lower School curriculum,” said first grade teacher Stephani Crozier, who led a farm-totable unit alongside coteacher Jenn Kolbo. “What we’re doing in first grade will lend itself into second grade environmental work on recycling and composting, third grade exploration of the watershed, and so on. Our farm-to-table inquiry spans science lessons, nonfiction reading, journal writing, and a service project. All of the different components can tie into other parts of our curriculum as well as other parts of our community.”
And because they reinforce such a foundational component of a CWA education, Tarrier Outposts will be part of campus long after the pandemic subsides. “Charles Wright has such a strong tradition of guiding our students out of the classroom and into the world, where the learning is a bit messier and where we nurture and challenge learners to become innovators, explorers, and stewards within a local and global
community,” Mr. Romano said. “Our Tarrier Outposts are just one small mark in that tradition, and the equipment we’ve added to our collection, from large tents to camp chairs and portable whiteboards—all of this will help strengthen this tradition in future years, as will be the learning experiences faculty members are designing this year.” //
Completed in 2019. the preschool outdoor classroom spaces serve as Tarrier Outpost 7. Lower School science specialist Janie Routh helps students inspect their samples.
20 Tarrier Outposts across campus were identified for outdoor learning.
We have a rich history of making the Washington coast; Mount Rainier; Washington, D.C.; the Everglades; even Mount Everest a classroom for our students to explore and to learn in, and our campus offers a rich ecosystem for our students to dive into as well.
— Joe Romano, Innovation and Design Labs Director
Annie Senner leads her Upper School Spanish class through a socially distanced outdoor lesson at Tarrier Outpost 14.
#TarriersAre COLLABORATORS
Remote and on-campus Tarriers foster community during the pandemic through creative connections
by Kimberly Banti
year ago, as the world was grinding to a halt, the Charles Wright technology department was kicking into high gear. Ongoing discussions regarding the role of educational technology understandably became urgent at the prospect of remote learning, and in quick succession the school became a 1:1 program, meaning that every Tarrier was given a device such as a laptop or a tablet on which to continue their experiential education.
When the current academic year started and CWA transitioned into a dual model, with some students continuing to learn remotely and others returning to campus, the challenge morphed into developing ways for Tarriers across all grade levels to stay connected to their teachers, classmates, and materials. “Our teachers have risen to this challenge like the true professionals they are,” said Technology Director Holly Gerla, who shared that platforms such as Google Classroom and SeeSaw—in addition to the ubiquitous Zoom—have become invaluable tools for connectivity. “They have discovered, tested, and perfected methods of digital instruction that they will be able to use well into the future, even when we go back to ‘normal.’”
The CWA value of perseverance has been made manifest across all divisions, with trial and error often bringing forth creative methods for fostering community. At last summer’s retreat, the Upper School student government named their 2021-2022 theme as “Innovation in the Pursuit of Community,” said Dean of Students and Upper School Spanish teacher Annie Senner,
“knowing it would be a challenge to connect our community in a hybrid learning space.” Successful initiatives include a robust club program, with more than 20 clubs meeting during three designated times each week; new assembly activities such as spicy food challenges and free-throw contests; and plans later this spring for TEDx talks, faculty stand-up open mics, and group sessions to explore hobbies like knitting and cooking. “Just before winter break, I helped the Diversity, Equity, and Inclusion team plan and host a Zoom baking night,” said Alie McDougall ’22. “It was such a great opportunity for all the Upper School students who attended, regardless of their current learning environment, to bond over something we all know and love—food! I really enjoyed chatting and laughing while baking my family’s delicious banana bread recipe. This is definitely an event I hope we continue to host, even after the days of social distancing are behind us.”
An effort to reconfigure group activities is also apace in the Middle School. Advisories now meet every day, first thing in the morning, with the added structure of daily themes such as a gratitude practice on Thursdays. Affinity groups recently began meeting in the Middle School, including groups for students who identify as or are allies with the spiritual, Black, people of color, and LGBTQIA+ communities on and off campus. Faculty and students are implementing fun new games, trivia, and other methodologies to foster engagement. “Something fun we do at assembly every week is ‘This Week in History,’” said Middle School Co-Director Rachel Rippl. “Students can learn about
The Fifth Grade “Gathering of the Greens,” Pandemic Edition Our teachers have discovered, tested, and perfected methods of digital instruction that they will be able to use well into the future, even when we go back to ‘normal.’
— Holly Gerla, Technology Director
past historical events on Google Classroom and study it at their own pace. And then each week at the end of assembly, there’s a trivia game Kahoot about the historical event, and the kids get to track their progress through the questions. Rob Scotlan gives out prizes to the top groups of those who have studied and correctly answer the most questions.” Mr. Scotlan and other teachers are bringing the Kahoot learning app into the classroom, using it as a platform to, say, encourage eighth grade English students to play a game of Jeopardy! with clues related to To Kill A Mockingbird. “It seems like competition is a nice motivator in Middle School,” Mr. Scotlan joked. “Also, I find that in virtual breakout rooms, remote students who maybe are reticent in the bigger class are more likely to contribute. And that gives us a chance to build some of that community.”
Lower School Director Nick Zosel-Johnson said that weekly Town Meeting has made a smooth transition to Zoom, with traditions such as birthday shoutouts and celebrating lost teeth still underway. And Lower School teachers have reconfigured their curriculum to embrace the hybrid learning model so that both in-person and remote learners can interact with their classmates. “I was really happy with how the winter Gathering of the Greens traditional celebration went,” said fifth grade teacher Carie Ward. “We sent at-home learners supplies and individually packaged treats ahead of time—a wreath form, a length of floral wire, ribbons, ornaments, and a gingerbread cookie, while the Parent Association sent mugs and cocoa—and we coached at-home learners about how to gather greens. We all came together on Zoom to have the wreath-making lesson and then create beautiful wreaths while listening to holiday music and enjoying cookies and cocoa. The at-home learners would hold up their wreaths for us to see periodically, and on-campus learners came to the computer to show off their wreaths.” Similar adjustments have been made to the traditional fifth grade colonial history lessons and math assignments to pair remote and in-person students together in an
Fifth grade students working on their wreaths in class paused to share their progress with classmates working remotely.
Remote learners Harmony Fyrst (above) and Parker and Bailey Bozich (below) with their finished wreaths.
#TarriersAre COLLABORATORS
effort to keep them connected and engaged with each other and the material. These efforts cross all grade levels in the Lower School. “We have synchronous homeroom morning meetings and whole-grade language arts and math lessons in the morning and afternoon,” said fourth grade teacher Carrie Wolslegal. “Students are frequently in Zoom breakout rooms working collaboratively with their remote friends and students in the other homeroom class. Fourth graders appreciate having the opportunity to solve math problems with partners or groups, participate in book club discussions, write collaborative stories, and share writing pieces with different audiences.”
While the hope is, of course, to have all Tarriers back on campus learning together again as soon as it is safe to do so, the ability for students to connect from school or at home has been a game changer regardless of learning model and will impact the CWA educational experience in positive ways for years to come. “Having a device in every student’s hands now means that technology can be integrated quickly and easily into lessons whenever needed. It doesn’t mean we are moving to all technology all the time—we all yearn for our students to be back in our classrooms, engaged in hands-on experiential education,” said Ms. Gerla. “But because we know the tools are there when we need them, we can be much more creative in our planning, more spontaneous in our learning, and connected to the world when the opportunity presents itself.” //
I feel the most connected during advisory, because we always catch up with events that happened that past week and sometimes play fun, silly games. It is honestly just nice to see my friends and actually talk to them. If something is bothering me or one of my fellow advisees, we can always make each other feel better. It’s really just a time to connect and de-stress!
— Izzy Mastras ’21
Even though it hasn’t happened yet, I’m really looking forward to participating in Global Summit pen pals. It was so much fun coming up with the ideas and to see all of our hard work on the stewardship team becoming a reality that a ton of students are interested in. I’m so excited to find out where my pen pal is from and learn about how their lives look right now and learn about what’s going on in their corner of the world.
— Sarah White ’24
Banana bread ready for the oven during an Upper School Zoom baking night.
Students also love using the Zoom chat feature to greet each other and give specific compliments and feedback when we share our work. Emilio Ngo ’29, a remote learner, expressed that one of his favorite things this year is sharing his writing with his classmates. He loves the feeling he gets when everyone cheers for him. He shared that it also feels good to read all of the positive feedback and know that his words are inspiring others. Whether in person or at home, students appreciate having the opportunity to interact with all of their friends. As in-person learner Drew Stice ’29 said, ‘Even if you are in separate places, you can always feel like you’re together.’
— Carrie Wolslegal, fourth grade teacher
One thing I’ve done this year in my Spanish 300 classes was have each student provide a ‘brain break’ video for us to do in the middle of the long blocks. These were activities like meditation in Spanish, yoga in Spanish, dancing or Zumba to Spanish music, etc. We would spend about five minutes in the middle of each long block doing these activities together with the video as a guide. Because students chose what we did, there was more buy-in. Also, having everyone participate, both on Zoom and in-person, is a great community builder! I tell them dancing on Zoom is better because of the lag, no one can tell if you have rhythm or not.
— Cori Blackman, Upper School Spanish teacher
Remote learners in Christina Bertucchi’s printmaking class observe the results of a recent print made in the studio and share their solar print progress with classmates via Zoom.
#TarriersAre STEWARDS
Laura Malcolm ’00 ALUM OF THE YEAR 2021
CEO of Give InKind makes an impact supporting communities throughout the pandemic
by Kimberly Banti
here’s a nautical term describing the part of a boat’s hull that submerges and emerges from the sea with the rolling of the waves: “between wind and water.” Laura Malcolm ’00, CWA’s 2021 Alum of the Year, grew up in a family of boat captains. She has often turned to nautical metaphors to help her through the ebbs and flows of life. There are the personal tragedies, the rogue waves, such as the losses Laura wrote about in a Spring 2017 TIES essay. And here we all are, a year into a global pandemic, between wind and water with the constant rise and fall of the tides—the tides of public health, of politics, of economics, of education, of family life.
One of Laura’s most devastating rogue waves, the loss of her daughter Layla when she was eight months pregnant, led her to turn outward instead of inward in her grief. She and her husband, James, founded Give InKind in 2016 as a means to provide people around the world concrete ways in which to help their loved ones whose hulls are temporarily submerged. By creating an InKind page, loved ones can customize care requests for the needs of the circumstances, be it a military deployment or cancer treatment or a job loss or an adoption. More than just signing up for meal delivery, Give InKind users can
tailor their pages to curate supplies for a teacher’s classroom, arrange for child care and transportation, reserve gift cards for myriad goods and services, and otherwise support the robust nature of the day-today logistics of life that often fall by the wayside during difficult times or times of change.
“Seventy percent of InKind pages are set up for one of four situations: new babies, cancer support, surgery and recovery, and grief and loss,” Laura said. “When you’re going through a crisis, you have all these people asking, ‘How can I help? What should I do?’ And it’s very hard for you to think about what’s needed, and it’s even harder to articulate it or to feel comfortable sharing it. We have some sort of social barrier that hasn’t allowed anybody to connect the dots for people in crisis to say, ‘This is what I need,” and, ‘Here’s how I can help.’ Give InKind puts it together. And that just makes everybody feel better, right? We want to know when someone we love is going through a challenging time, and we want to help them in the ways they need help.”
Laura and James self-funded Give InKind for the first several years they were in business, moving abroad to Thailand and Mexico with their growing family to live affordably while they built their product and their team. Then, in fall 2019, Give InKind participated in Ready
by
Photo
Brian Lee.
#TarriersAre STEWARDS
Set Raise, a fundraising-focused accelerator for female-founded startups sponsored by the Seattle-area Female Founders Alliance. Laura was one of eight chosen founders out of a field of over 400 applicants. “Less than 3% of venture capital goes to female-founded companies,” Laura said. “It was a competitive accelerator, very much focused on fundraising, and it worked for us. We thought that we were going to raise a $500,000 pre-seed round, and we raised just under $1.5 million instead in about a week. It was validating, and I also realized getting funding is a checkpoint on the road—it’s not the destination. But they’re huge milestones, and for somebody who had been selffunding this company as a labor of love on nights and weekends, that first paycheck that we got was a big deal.”
They used that funding to bring on more employees—their team now comprises almost 20 people—and to establish a growth plan for 2020. “We got the last team member in place on January 25,” Laura recalled. Then the pandemic hit. “We knew we were in a unique position to help, because the premise of Give InKind was really, ‘How do you support someone when you’re not there with them?’ That was what spurred all of this—we were far away from our families when we went through our stillbirth, and everybody wanted to know how to help.” Early on in 2020, communities established InKind pages so that healthcare workers at local hospitals could have lunches delivered. Laura said that by July 2020, 100,000 meals were delivered to frontline workers through Give InKind, which also put $1 million back into local restaurant economies. “There’s still one hospital in Chicago that just extended their campaigns through next year,” Laura said. “It’s something like 30 departments in the hospital, and people can go and order a meal for any floor at any time.” Pages continue to be built for personal uses, too, such as one for COVID-positive parents with a baby in the NICU who needed help, among other things, transporting pumped breastmilk to the hospital. “That is really incredible to see,” Laura said.
In 2020 more than 10,000 InKind pages were created with one million supporters. “The ways in which we shifted to giving support during COVID is that families were more understandably isolated during this time—there was a lot more support for helping new families stay home, and I would love to see that carry through,” said Laura, who also highlighted the seamless integration of gift-card purchases and Grubhub orders as major recent user-experience improvements. It’s those small acts of kindness—a lunch delivered, a Target gift card to stock up on paper towels—that add up to make sure loved ones are fed and have the supplies they need to get through each day and night. At Give InKind, “we’re taking care of the hearts,” Laura said.
This trait has long been apparent to Laura’s fellow Tarriers. “We’ve followed Laura’s journey and her story for many years—from the deepest heartaches to the enormous contributions to others through Give InKind,” said Upper School science teacher David Kangas. He and his wife, Julie, a former CWA teacher, asked Laura when she was a student to be the first babysitter outside their family to watch their daughter, Brianna ’16—and Brianna then babysat for Laura’s older son Diego ’33. “The timing and choice for this Alum of the Year is perfect. When I think of Laura, I recall a student who was unique in that she always seemed wiser than her age. To me, she simply had this graceful presence as both a student and as a person. She was benevolent, dependable, and compassionate.” CWA classmate and current Trustee Adam Blakney ’00, who is a mentor to Laura and an investor in Give InKind, also admires Laura’s ability to look outward in times of turmoil and find ways to help others. “Over my time knowing her, Laura has systematically taken things that have happened to her and created opportunities,” Adam said. “Laura has experienced things that would derail typical people, and she’s always been able to gracefully say, ‘This is a piece of me, but it’s not the whole thing that I am.’ By putting herself out there, she’s enabling other people to be helped. If anything, I wish that this award would be granted to her when she hits it really big. She’s still in the middle of this journey, and she’s winning Alum of the Year. That’s what’s exciting to me—this is just the beginning for her. My next prediction is that you will be seeing her as a very serious CEO in the future.”
In the meantime, Laura continues to not only innovate but also empathize—she thrives where those two skills intersect, thinking big and finding creative and elegant means to improve technology and build good business that positively impacts others. “One of the challenging parts for the world with COVID is that people have been talking about how hard it is to face these incredible challenges and feel that, because everybody is facing them at the same time, they can’t turn to their community to get the support that they would like,” Laura said. “We saw memes with the boat in the way of metaphors, right? We’re not all in the same boat. We’re all in the same storm, but everybody’s boats are different. I think that on a micro level, perseverance is believing in yourself enough to keep going. If we didn’t believe that our collective efforts in combating the pandemic would make a difference, we wouldn’t do it. Even if we can’t control the challenges that we face, I can persevere because I believe that I can impact the results—because I believe that my effort will have changed the outcome.” //
Early on in 2020, communities established InKind pages so that healthcare workers at local hospitals could have lunches delivered. By July 2020, 100,000 meals were delivered to frontline workers through Give InKind, which also put $1 million back into local restaurant economies.
Eighth Grade Heritage Paintings
We’ve been in an interesting place where most students can’t have their instruments on campus, so there are no rehearsals except for string players. All of my classes have learned and recorded pieces that we have stitched together into ensemble recordings, and the students have also worked on two to three projects each hexamester. They run the gamut from slideshows to compositions, videos, recordings of themselves playing and performing, artwork, and even building instruments.
— Heidi Huckins, Middle and Upper School Instrumental Music Teacher
“The Abductables,” a Middle School Zoom play conceived by students and written by Rafe Wadleigh. Directed by John Forier and Rafe Wadleigh.
Research projects create opportunities for learning outside of rehearsals.
String orchestra recorded A La Media Noche for the CWA holiday assembly.
Tofy Ogunbinu-Peters
Mera Foster
Winnie Jiang Sofia O’Neal
As I Run
by Tricia Estrada ’22 Scholastic Art & Writing Silver Key Award Winner
Now
Left foot. Inhale. Right foot. Exhale
#TarriersAre COMMUNICATORS
As my feet hit the ground, my mind wanders, boundless and free. The past, the present, and the future all melt away the moment I lace up my shoes. As I run on the dirt, the gravel, the pavement, all my worries fall away, and I’m weightless. Head empty and mind clear, I’m the only human being on earth, alone with the rhythm of my breath and the ache in my muscles.
Before
From the moment I touch the musty leather of that ancient Wilson volleyball, it owns me. I practice with fervor and determination, relish the excitement of the game, and crave the glory of each hard-earned point. Wide-eyed, I watch the high school players from behind the bleachers, captivated as they dance across the court. Standing there, peeking through the gaps in the crowd, goosebumps covering my arms, I make a promise to myself.
One day I’ll join them.
Then
I stretch as far as I can, but it’s never enough. Helpless, I watch as the ball flies off my arms and out of bounds. The hollow sound of the ball bouncing on the ground taunts me. The sting of the ball lingers on my arms, silently chastising me. I stand there paralyzed, feel the shame squeeze the air out of my lungs. Game over. The ref’s whistle slaps me out of my stupor, and reality descends on me. I hear the groans and feel the stares, but I don’t dare look up. Instead, I look down at my hands, staring through them as my vision blurs.
It’s no longer fun and games.
During the day, I dread the grueling practices, the antagonizing gaze of my teammates, the head-pounding noise of the crowd. When I close my eyes at night, when my body aches with fatigue, all I see are mistakes, errors, flaws. Over and over, I watch as the ball slips out of reach, the moment of my failure carving itself onto my brain. It haunts me, weighing me down, never letting me forget.
Practices get worse. I get worse. I begin to fear the ball.
Give it one more month, I think, One more week, one more day. Things will change, you’re just overreacting. But the season ends, and all I can feel is the weight slipping off my shoulders. Pure relief.
But I still haven’t learned my lesson.
After
Back in the gym. Back on the court. Is it worth it? Why am I still here? As I lace up my shoes and pull up my knee pads, all I feel is the shrinking of my lungs, the beginnings of a headache, the sweat pooling in my palms.
It’s all in your head. I tell myself. Inhale. Exhale. One deep breath, and I’m on the court.
It will be better. I desperately promise myself. But I’m wrong. The game’s just the same as last year. Fear, anxiety, and frustration begin to pile up again. It’s like Groundhog Day, the rerun, the reprise. But this time, I’m tired of being afraid. So I run.
After practices, on the weekends, the weeks of the postseason. At first, I run from it all. The pent up anger, frustration, resentment driving every step. But with every step, I feel a little better, a little lighter, a little happier. Every time my heel strikes the ground, I forget a little.
Now
Now it’s no longer my escape. Instead of running from, I run for. Even on the days I ache, even on the days my running shoes look too far from my reach, even when I don’t want to run, every step I take feels weightless, because every step I take, allows my mind to wander.
Seniors hard at work in the ceramics studio.
Fifth grade artists worked with patterned paper and yarn to create bold geometric arrangements enhanced with texture.
Second graders create hybrid animals.
Care packages or printmaking supplies? Getting art students ready for the start of school!
Six Feet Project Spotlight:
by Christina Bertucchi
This past fall, the Advanced Art class received large rolls of paper, with the only requirement being to create a drawing that was six feet long.
What does that amount of space look like? We are constantly being told to keep a six-foot distance from one another. Students were given a variety of questions to help guide their drawings. What story can we illustrate with that amount of room? What has been lost in keeping a distance from one another?
Senior Aries Sheng ’21 reflected on this project:
“I did this landscape drawing with Sharpie because I wanted to create a satisfying feeling with the solid lines and have cohesive patterns that resonate throughout
the drawing. I made the whole piece more balanced by differing my lines’ weight and thinking about the proportion of positive and negative spaces. Working on this piece was a stress-relieving process for me, because I enjoyed being in this personal space. I was allowed to be super focused and also relaxed.”
These large-scale drawings have been on display in the Ted Sanford Art Gallery for the winter months.
As a teacher, I was really pleased to see how the project had so many different interpretations. Students created large-scale portraits, studies from nature, and experimented with mixed media. Many felt intimidated to work on such a long roll of paper, but some found a new platform for personal expression.
Aries Sheng ’21
Yuris Luo ’22
Upper School Art Teacher and Visual Arts Department Chair
Lacey Severson ’21
Bleed Green
Tarriers are finally back in action after a year of being sidelined by COVID-19
by Tyler Francis Athletic Director
e are so excited to be sending you an update about Athletics at Charles Wright this spring. After a year of waiting due to COVID-19 restrictions, Tarriers have finally returned to competitive high school sports! By the time you read this, the following teams will have completed a condensed “fall” season, and our traditional spring sports will have just kicked off a condensed 7-week season.
The following teams participated in a condensed “fall” season this spring:
Volleyball • Football • Girls Soccer Cross Country • Boys Tennis
However, due to the high-risk nature of basketball as an indoor sport, we must await Washington’s move to Phase 3, during which our winter athletes may have a six-week season in May or June.
Health authority guidelines have also limited the number of spectators at many of our competitions, but we are excited to offer livestreaming of several athletic events this spring in the hopes that anyone who isn’t able to attend as an in-person spectator can still cheer on our Tarriers from home! Follow Charles Wright Academy on Facebook where competitions are being livestreamed in the weeks ahead.
We will continue to monitor changes in guidance and how it may impact our ability to host spectators at athletic events throughout the rest of this academic year and into next fall. Our hope is that as the pandemic gets under control we can return to greater numbers in attendance at our athletic contests. Go Tarriers!
Visit charleswrighttarriers.org for schedules and results.
Beyond the Dome
Congratulations to these inspiring Tarrier athletes who are competing around the world!
Ryan Bruce ’21 ~ Karate
U.S. and Cambodia Junior National Teams
Ryan Bruce ’21 was recently named to the Cambodian junior national team for Karate, as well as the U.S. junior national team. He is the first person to hold positions on both teams! Way to go, Ryan!
Landen Poplawski ’26 ~ Wake Surfing
2020 CWSA Junior Division World Wake Surfing Champion
All those hours practicing on American Lake have paid off for Landen Poplawski ’26, who earned the title of Junior Division World Wake Surfing Champion in 2020. Congratulations, Landen!
WAYS TO STAY CONNECTED
Want to catch our Tarrier athletes in action?
Be sure to follow us on Facebook, where we will be streaming many of our games live! facebook.com/ CharlesWrightAcademy
Want to help plan future alumni events and activities? Reach out to Laura Rose at 253-620-8315 or alumni@charleswright.org.
Would you like to be a guest speaker for a class, with a small group of students, or for a family education session? Reach out to Laura Rose at 253-620-8315 or alumni@charleswright.org.
Be sure to register for the Spirit Auction and join us for the pre-auction virtual reception. We can help you put together a “table” for your friends to catch up! charleswright.org/auction
Greetings from the Alumni Office
by Laura Rose Director of Development
ear alumni, in case we haven’t had a chance to “meet” this year at one of our virtual events, I wanted to introduce myself to you as your new alumni point of contact at CWA. We are so grateful for the years Brooke (Brakke) Judge ’97 was at the helm of alumni relations, and it was bittersweet to watch her move to the Admission office to welcome the next generation of Tarriers through our doors. She’s doing an incredible job and tells us she feels like her new role “has brought her full circle” as a Tarrier. She continues to be a source of knowledge and connection for our alumni community, and we are grateful. Once a Tarrier, Always a Tarrier!
This year, alumni events have looked very different indeed, and though we really miss welcoming alumni back to campus in person, a silver lining of the pandemic (and the necessary pivot to virtual events) has been increased access to events for so many members of our community. How wonderful it has been to see you join us online for all-school assemblies such as Founders’ Day, a virtual alumni trivia night, or an alumni panel for current CWA students.
That said, it’s just not the same, and we look forward to brighter days ahead when we will once again gather around the bonfire at Homecoming, cheer our
TRIVIA NIGHT
Lauren Dees ’09 and Melissa Rush ’09 (top right) cohosted a CWA trivia night on behalf of Phil Gardner ’09, who was running for U.S. Congress in Washington’s 10th District.
Tarrier athletes and coaches inducted into the Alumni Athletic Hall of Fame, and raise our glasses together at our next Pub Night. Memories of those special times together keep all of us here at CWA moving forward in anticipation and renewed energy for keeping our alumni community connected. When you take the time to share your stories or participate in CWA events with current students, it creates a ripple of gratitude and pride in our community that cannot be measured, so thank you for staying engaged and reminding us all what it means to be a Tarrier.
As always, we look forward to hearing from you. Contact alumni relations at alumni@ charleswright.org or (253) 620-8315.
ALUMNI PANEL
Earlier in March, college counselors Katie Ryan and Noel Blyler organized a chance for our juniors to meet with several recent CWA graduates who shared their experiences with the college search process. Thank you, Abby ’18, Calista ’20, Jade ’19, Keshava ’18 and Troy ’19!
Once a Tarrier, Always a Tarrier!
What legacy will you leave?
As you look back fondly on your Charles Wright experience—on your teachers, coaches, and classmates—think about how you can help ensure future CWA students have an education that is just as exceptional and life-changing as yours.
If education changes lives, then charitable gifts to education help make that change possible.
Learn how a charitable gift to CWA, like a bequest in your will or a living trust, can match your goals, values, and what you hope your lasting legacy will be.
For more information about gift planning and including CWA in your estate plans, please contact Director of Development Laura Rose at (253) 620-8315 or lrose@charleswright.org, or visit plannedgiving.charleswright.org.
CHARLES WRIGHT ACADEMY FOUNDERS’ SOCIETY
The Class of ’76 in second grade (1966)
ALUMNI CLASS NOTES
Tarrier alumni share updates on their adventures and achievements
75
Barb Headley ’75 and Nick Malden ’75 know the roads less traveled. They took a three-week motorcycle ride in Colombia from Cali to Cartagena and back last year!
91
Congratulations to Drew Bamford ’91 and Mariana on the birth of baby Lucia in October 2020! She is welcomed by her family and proud big brother, Liam, who turns 3 this April.
95
Molly Wilcox Pennell ’95 is having the adventure of a lifetime, writing, “Our family left Park City in the spring of 2019 to sail around the world on our catamaran. We set sail from Annapolis in June 2019, working our way down the East Coast of the states, through the Bahamas, Jamaica, and Panama. We transited the Panama Canal just before Christmas (2020) and are now working our way north along the Pacific coast of Central America. COVID scrapped our plans for a March crossing to French Polynesia, but we’re looking forward to exploring the Sea of Cortez in 2021 and crossing the Pacific next year instead. (Our travel stories and photos are on the web and social media as Beam Reach Adventures.)”
99
Heartfelt congratulations go out to Nate Moyer ’99 and his wife, Erica, who are celebrating the birth of their new baby boy, Ethan Hugh Moyer, born on January 11, 2021!
99
75
95
who found me at the
bar Chat
So glad Christine said, “Doesn’t that look like Bridget ’98’s older sister?” And Karen agreed to come over and ask if my name was “Molly.” What a fun and random run-in as my family makes our way around the world on our sailboat.”
In true Tarrier style, Barb Headley ’75 and Nick Malden ’75 make friends wherever the road takes them.
Molly Wilcox Pennell ’95 (above with husband John and sons Wyatt and Hudson) had a chance encounter with fellow Tarriers Christine Lind Cole ’98 and Karen Wesley ’98 (left) during her travels. “Look
beach
‘N’ Chill in Exuma, Bahamas?
Welcome, Ethan Hugh Moyer!
05
Lindsey McFerran ’05 has exciting news, writing, “I just launched my private practice counseling business called Nest Place Counseling and continue to work as a social worker in schools. I look forward to serving children and families in this new capacity!” Congratulations, Lindsey; we wish you much success with your practice.
06
Jordan Artis ’06 and wife Christina welcomed a new baby girl, Aubrey Christina, on September 2, 2020. Congratulations, Artis family!
08
Megan (Petersen) Bergdahl ’08 and husband Alex just welcomed their first child. Megan wrote, “Alex and I are so honored to announce the birth of our son, Owen Alexander Bergdahl. He was born on February 3 at 6:46 a.m. weighing in at 7 lbs. 6 oz. and measuring 20.5 inches long. He did so great! From the start of induction to him coming out was 12 hours—he knew the world was ready for him! We are incredibly lucky to call him ours and are just so excited for this next chapter as parents. We made it home this afternoon and he has two guard dogs that absolutely love him. We can’t wait for him to meet all of our family and friends!” Welcome to the world, Owen Alexander!
Sam Grady ’08 has been teaching English in China for about three years. He was recently the “chef” teacher for a group of classes. Keep us posted, Sam—we love that you’re inspiring the next generation of foodies!
09
CWA is proud to report that two members of the Class of 2009 ran for public office in 2020: Katie Young ’09 participated in the general election for Washington House of Representatives District 31-Position 1, while Phil Gardner ’09 ran in the primary for U.S. House Washington District 10.
Mollie Stewart ’09 and husband Rob welcomed their first child on December 2, 2019. Welcome, Woods Edgar Stewart (Woody)!
Jackie Bolt ’09 wrote in to share an exciting milestone: “This summer I graduated from pediatric residency at UCSF Benioff Children’s Hospital-Oakland and moved to Dallas to start a fellowship in pediatric emergency medicine at the University of Texas Southwestern (UTSW). Learning lots and having a great time with the people here, but definitely miss the natural beauty of the Bay and the PNW!”
Megan (Petersen) Bergdahl ’08 and husband Alex with baby Owen.
Jordan Artis ’06 and wife Christina welcomed baby Aubrey.
Mollie Stewart ’09 and husband Rob welcomed their son, Woody.
Jackie Bolt ’09 on her last day of residency at UCSF Benioff Children’s Hospital-Oakland.
Sam Grady ’08 with his students in China.
12
Nick Mungia ’12 is excited to share his new role at Indoorphins, “a platform for live online fitness classes where instructors and community see, celebrate, and support you through workouts and beyond. If you’re interested in a corporate trial, email me at nick@indoorphins.fit.”
18
Congrats to Abby Webster ’18, who broke a world record this winter for the number of consecutive times jumping on a pogo stick with no hands. We like to think she got her start with the Jumping Jaguars jump-roping team in Lower School at CWA. She jumped 16,100 times over 2.5 hours, and her college, Wellesley College, let her take over their Instagram Stories to document it all. Go Tarriers!
19
Thank you, Arianna Njonge ’19 and family, for sharing your powerful story with the CWA community this January for CWA’s Dr. Martin Luther King Jr. remembrance assembly. Ariana and her brother, Jeremy Njonge ’26, interviewed their grandmother, Gloria Rochelle, who participated in the Civil Rights movement and was present at the march in Selma.
Congratulations to Abbie Jackson ’19 on being named the American Athletic Conference Offensive Player of the Week for the second time! Abbie was signed by the University of Houston to play Division 1 volleyball, thanks for her skills on the court and her leadership for the team. She played a pivotal role in sending the CWA volleyball team to state during her senior year.
20
What’s it like to start college in a pandemic?
Ukweli Bayard ’20 asked classmates Mason Miller ’20 Kayden Samanmit ’20, and Ayana Boyd ’20 to share their stories for KNKX radio’s Take the Mic Youth Voices project. Ukweli produced the piece and composed the music for the KNKX series. Way to go, Class of 2020!
18
Ukweli Bayard ’20 produced a show for Tacoma NPR affiliate KNKX featuring voices from CWA’s Class of 2020. 20
Abby Webster ’18 as a CWA Lower School Jumping Jaguar (left) and above this winter as a world record holder!
Arianna Njonge ’19 and her brother, Jeremy Njonge ’26, listen as their grandmother, Gloria Rochelle, recounts moments from the march in Selma.
In February Abbie Jackson ’19 was named the American Athletic Conference Offensive Player of the Week for the second time.
Remembering Bruce Haertl
May 3, 1932 - May 7, 2020
CHARLES WRIGHT ACADEMY
HEADMASTER 1969-1977
E. Bruce Haertl, age 88, passed away peacefully with his wife, Tonya, by his side on May 7, 2020. Edwin Bruce had presence; he was a character with character. Many will remember his searing intensity as a coach, and others might recollect his love of history and his animated teaching of it. Some will recall how his laughter could fill a room or a nickname that he’d bestowed upon you.
Bruce was interested in people and always looked past the first impression, where so many of us stop. For him, conversation was an art form, fueled by the rare ability and desire to listen. This is how he connected with people, particularly the students he touched throughout his life. He heard all the dreams and aspirations, providing the necessary nudge here, a hug there, a slap on the back with the challenge to make yourself and those around you better. There were few people he didn’t like and even fewer he didn’t see the possibilities in. He celebrated the differences in people and believed that everyone had something to offer. To that end, he spent endless hours as a mentor, educator, coach, and parent helping others to recognize and realize their potential.
Edwin Bruce was born on May 3, 1932, in Springfield, Massachusetts. He graduated from Framingham High School in 1949 and went on to captain the hockey team at Dartmouth University for two seasons. Upon graduation from Dartmouth in 1954, he served in the U.S. Air Force from 1955-57. As a lieutenant in the Air Force he met Antoinette “Tonya” Buzzi, and it was love at first sight. After a whirlwind courtship they were married on August 26, 1957, in Wichita. While teaching at Deerfield Academy and the Holderness School in New England, they wasted no time in starting a family. Jacob Bruce, Michael Milner, and Tony MacCartney were born in quick succession while living on campus at the prep schools. Always imbued by a sense of adventure, Bruce and Tonya—no wilting flower herself—loaded three boys ages 1, 2, and 3 into a station wagon and set off sight unseen for a job in the Pacific Northwest.
Bruce joined the faculty of Charles Wright Academy in 1962 as an English and history teacher and as a coach for the football and golf teams. Bruce and Tonya’s fourth son, Brett Allen, was born shortly thereafter. Bruce made his mark at Charles Wright as a passionate educator and an inspiring coach, and he served as the headmaster from 1969-1977. He held high standards for his students and led the Academy through a dynamic era of growth. Charles Wright recognized his contributions by naming the football field Haertl Field in his honor. In 1978 he left education for several years to work in the private sector, but his devotion to working with students took him back to teach Middle School at Charles Wright Academy from 1991-1997.
Boo—as he was known by all who adored him—was an avid golfer and a member of Oakbrook Country Club in Tacoma for many years. He and Tonya retired to Indian Wells, California, in 1997 and enjoyed an active golfing and social life at Citrus Country Club. Ever the inspiring educator, Bruce tutored elementary students in the Cathedral City School District until he was 80 years old. He was an enthusiastic sports fan and a lifelong Boston Red Sox devotee. Boo also had a passion for music and swept the ladies off their feet with his dancing flair. Traveling was another highlight of Bruce and Tonya’s life together. They enjoyed couples’ golf excursions, family reunions, and Hawaii and European vacations with their children and grandchildren. An Alaskan cruise with his entire family was a celebratory adventure for the 50th
wedding anniversary of Boo and Tonya, and he spent his 80th birthday with his children traveling throughout Austria and Germany to explore his heritage.
Above all, Bruce was a devoted family man. His children and grandchildren got a large dose of his active imagination from the master storyteller and were gifted with the gentle imparting of wisdom from a life well-lived. This much is certain: He left nothing on the field. He lived his life to the fullest and, hopefully, with no regrets. If the true measure of any person’s life is how much you are loved, his was unsurpassed. His legacy remains fluid. It lives in his wife of 63 years who stood by him so lovingly, strongly, and patiently. It flows through the stories that have already been passed down the generations. And it lives in the countless memories he left behind with all who loved him.
Bruce is survived by his wife, Antoinette Haertl; his son and daughterin-law Bruce ’76 and Sarah Haertl; son Mike Haertl ’77; son and daughter-in-law Tony ’78 and Jana Haertl; and son and daughter-inlaw Brett ’82 and Brooke Haertl. He is predeceased by his parents, Edwin and Eileen Haertl, and survived by his sister, Barbara Dorr, and brother, Jacob Haertl. He was especially proud to be called Grandpa Boo by his nine grandchildren: Bo, Evie, Samantha, Trevor, Jake, and Kate Haertl; MacCartney and Sally Haertl; Haley and Miles Spafford; Alex and Isaac Steigman; and his great-grandchildren, Jacqueline and Edwin Haertl. If you would like to share your favorite memories of Bruce as a coach, a teacher, or as Head of School, we would love to share your memories with his family. Please send them to alumni@ charleswright.org.
IN REMEMBRANCE
Piper Cheney
December 9, 1955October 26, 2020
CWA Trustee 1991-1994 and Parent of Alumni
Piper Cheney passed away on October 26, 2020, surrounded by family. Piper was born on December 9, 1955, in Tacoma, Washington, to Ben and Marian Cheney and was a graduate of Annie Wright Schools and the University of Puget Sound.
Piper was a lifelong resident of the Puget Sound area, where she was wellloved by her family and friends as a devoted wife, mother, grandmother, and philanthropist. Piper’s philanthropic effort was important to her, and she was described as having a servant’s heart. Piper will be known as compassionate, strong, determined, and loving. She proudly served as the vice president of the Ben B. Cheney Foundation and was a past board chair and emeritus board member of Mary Bridge Children’s Hospital, a member of the Junior League of Tacoma, a volunteer for Peninsula Pony Club, and contributed to many more organizations, including as a Charles Wright Academy Trustee from 1991 to 1994, during which time she sat on the Development Committee, the Evaluating and Nominating Committee, and the Marketing and Admissions Committee. She gave her time and attention to serving those within the community and helping those in need.
She is survived by her husband of 35 years, Matt Beckingham; her brother and his spouse, Brad ’77 and Carolyn ’80 Cheney; her daughters Maren Foster ’97, Jamie (Foster) Algee ’00 and her spouse Delmar, Mallory (Beckingham) Delabar ’05, and Jordan Beckingham ’10; her nephews Andrew ’12 and Henry ’16; and her niece Karrie. She had five grandchildren whom she adored: Layla, August, Sutton, Annie, and Bo, who thought she was the funniest grandma ever.
John Pfeffer was born February 6, 1958, the third son of James Pfeffer and Gertrude Andresen Pfeffer, in Aurora, Colorado. He grew up in Federal Way, Washington, attended Charles Wright Academy, and studied chemistry at several institutions, including Linfield College and Iowa State University. In 1987 he became a chemistry instructor at Highline Community College, where he taught until retiring in 2018.
John was a dedicated, knowledgeable, and compassionate instructor. Friends and colleagues remember John going out of his way to support them, from organizing birthday parties to sitting for dogs to posting online reports on the state of the college parking lots when it snowed. He was known for his quirky sense of humor; for his encyclopedic knowledge; for obsessions with fonts and an ancient Commodore computer; for creating board games, greeting cards, and T-shirts for his friends; for perfecting his fudge recipe; for his love of animals, including his beloved Feral Gray Cat; and for his passions for sailing and sailboarding.
He is survived by his brother, Thomas ’72, and his niece, Laura. He was preceded in death by his parents and a middle sibling, Richard Pfeffer, who died in an avalanche on Mount St. Helens in 1975 at age 19.
February 6, 1958 - November 13, 2020
John Pfeffer ’76
March 8, 1961 - August 6, 2020
Mark Ashley Nielsen passed peacefully early in the morning of August 6, 2020, at home in Ruston after a battle with cancer. Mark was born on March 8, 1961, in Tacoma to David D. Nielsen Sr. and Margaret Merle Nielsen. Mark was an avid sailor from an early age, joining the Sea Scouts, where he eventually became a counselor. He was a member of the Tacoma Yacht Club, serving on the Foreshore Committee. His love of boats and the waterways of the Pacific Northwest were lifelong passions. His last boat, Hama, a 50-foot, 70-year-old cruiser first built to sail to the Aleutian Islands, transported Mark; his husband, Rob; many friends; and many dogs to locales throughout Washington and British Columbia. Mark and Rob spent several weeks each summer at their tract at Hot Springs Cove fishing, eating, drinking, and working on their building project.
Mark attended Charles Wright Academy, playing on the football team. After high school, he toured the U.S. in a 1954 Oldsmobile, automobiles being another passion. He loved Cadillacs and Buicks but was known to drag home Bentleys, Dodges, Internationals, or whatever might catch his eye. He was a past member of the Cadillac LaSalle Club and the Golden Era Car Club. He graduated from the Evergreen State College in 1985 with a Bachelor of Natural History.
Following in the footsteps of his grandmother and his mother, Mark went to work for the Holroyd Company, a business founded by his great-grandfather in 1906. He retired as vice president of the company in 2006, after the sudden death of his beloved mother, who instilled in him a love of all things English, especially the countryside and Georgian-era decorative arts.
Mark was a proud Ruston resident for 31 years. He was preceded in death by his mother, Margaret; his sister, Linda; and his brother David Jr. ’73. He is survived by his husband, Robyn; their dog, Opie; his father, David Sr.; his brother Stephen ’74; three nieces and a nephew, including Decker Nielsen ’12 and Alexander Nielsen ’12; and many friends who adored his pleasant and mischievous demeanor and will miss him every day.
Mark A. Nielsen ’79
Learning to Use Their “Art Eyes”
Candy Anderson retires after inspiring generations of Lower School artists
by Diane Hunt Retired CWA Senior Leadership
hen you add a University of Puget Sound graduate holding a Bachelor’s degree in biology and a Master of Fine Arts in ceramics to the faculty of a not-yet-20-year-old independent boys school on the outskirts of a blue-collar town like Tacoma, and you ask that young grad to teach art to Lower Schoolers, who would expect the net result would be a teaching career spanning more than four decades? Certainly, not Candy Anderson.
Candy’s entire teaching career, all 44 years, occurred at Charles Wright. She estimated that in that time she showed approximately 2,000 young people how to use their “Art Eyes,” and she was quick to add, “Sight is a faculty, but seeing is an art!” Quite a few of these individuals are now working as artists, teaching art, or using design concepts as an integral part of their careers. All of these students experienced and understood art more fully because of the opportunities they had to explore line, color, shape, texture, and pattern, as well as positive and negative space within Candy’s classroom. One more number
ought to be included in her career summary: Candy has been tracking Spirit Auction proceeds from a career’s worth of Lower School classroom auction projects, and she ballparks this to be about $1 million raised for the school!
From Candy, aka Miz Candy, Lower Schoolers learned to explore art-making with confidence and enthusiasm. She provided her students with top-notch tools and beautiful materials. She also hustled all types of repurposed items, including egg cartons, Styrofoam trays, and plastic bottles from CWA families and the ends of newsprint rolls from the Tacoma News Tribune. She was an expert in establishing clear, step-by-step instructions for each project, and she displayed these prominently in the art room as a ready reference for the kids. Candy’s students learned how to create a plan for their work and the importance of having a plan in the first place. Dyeing Ukrainian eggs required determining when and where to apply wax in order to retain color. Carving printing plates required identifying the negative space, the part of the linoleum block that should not be carved. Most importantly, though, Candy’s students learned how to manage the inevitable “oops
moments.” As she often reminded them, “We don’t make mistakes, we make changes!” Likewise, students were regularly encouraged to seek an answer, not the answer.
Candy filled the halls of the Lower School with bright and bold student work. Anyone walking into the building knew this school valued art! Candy frequently collaborated with classroom teachers and the other Lower School specialists, linking her projects to their curricula. These included dinosaurs, pumpkins, Día de los Muertos skeletons, salmon, elves (no longer on shelves), Pinwheels for Peace, and Make Your Dot, but my most treasured project remains the Peach Creek Field Guide that CWA Lower Schoolers created in a partnership between science, art, and homerooms with information and illustrations of the flora and fauna of Peach Creek.
My huge art “aha moment” from Candy’s curriculum definitely came with the Picasso witches. As her fourth graders annually created 2-D versions of witches’ faces, I finally got Picasso! The same was true as her kids dabbled in Matisse’s colors, re-created Van Gogh’s sunflowers, and studied Miro’s symbolism.
When I asked Candy how CWA changed her, she reflected, “We grew up together. We were both young adults in the ’70s, and we seasoned gracefully together over the next 40-some years.” She added that the first true marker of her success as an art teacher occurred when she purchased an art piece from one of her former students at his first art opening. The piece is displayed proudly over her fireplace.
When I asked Candy about a memorable moment in her teaching, she shared two stories. The first was about a fellow who was distraught to the point of tears when too much was carved from his linoleum block. Candy suggested that they try over-printing, using two different colors, and turn one of the printings upside down. When the result was revealed, the fellow’s eyes lit up. “That’s awesome”, he shouted as he gave Candy a big hug. The second story described a fourth grader who stopped by the art room at recess to finish up one of his Ukrainian eggs
following Spring Break. He came running to Miz Candy saying, “There’s an egg in my cubby that’s boiling!” When Candy went to check, she found an egg covered in maggots. The boy turned a unique shade of green and ran from the room. After that experience, Candy worked hard to send all eggs home before Spring Break.
When I spoke with Candy recently, I waited until midway through the conversation to ask one of my most pressing questions: “What is your color combination of choice, right now?” I’ve known Candy through many color schemes. In the ’70s and early ’80s, it was autumnal colors mostly in corduroy; “Cord of the King,” she would say. In the mid-’80s and early ’90s, Candy shifted to vivid sunset hues, which were followed by a beachy, Margaritaville color palette, and then red and black with a metallic accent. Here is the official word: In retirement, Candy is all
about lime green and black, with a splash of turquoise.
Candy is currently spending most of her time on Anderson Island at a farm she inherited from her great aunt. She has cleared out the interiors and painted the exteriors of 10 outbuildings on the property. In fact, this is the first time that all of these buildings have been the same color. She plans to visit her cabin on Malaspina Inlet as soon as the Canadian border reopens. Candy describes her post-retirement self as a teaching artist, continuing to make art and planning to teach art classes at her Tacoma home in the postCOVID future. When I asked Candy for one thing she would like to explore in retirement, she responded, “Welding.” //
Miz Candy Anderson received a Lifetime Teaching Award from Charles Wright Academy in 2020.
Nurturing Distilled Moments of Learning
Richard Kalustian received a Lifetime Teaching Award upon retirement from Charles Wright Academy in 2020.
CWA celebrates Richard Kalustian’s 25 years as a Middle School math teacher
by Diane Hunt
Retired CWA Senior Leadership
hen Richard Kalustian interviewed at Charles Wright 26 years ago, he presented a thoughtfully designed sample lesson to a group of seventh graders, which had kids measuring the distance toy trucks traveled and then charting and analyzing the data. I was the only CWA adult in the room, and midway through the lesson, I was called away to tend to an emergency. I returned to the lesson about 15 minutes later expecting a fair amount of chaos, only to find a calm classroom with 15 kids totally involved in the mathematical work Richard had laid out for them. The unexpected circumstances of this sample lesson provided so much insight into Richard and the gifts he provided Charles Wright over the next 25 years.
Richard was and is an excellent educator who carefully crafts lessons that invite students to participate in lively, relevant activities, grounded in good mathematical practices. His directions were clear and consistently structured, and often his lessons included brainteasers, curiosities, technology, and a bit of competition, reflecting on his personal joy in working all kinds of puzzles and playing games. Richard’s two questions for a struggling student were usually, “What have you tried?” and, “What happened when you tried that?” He cultivated in his students the attitude of always giving problems a shot and being tenacious even when the work was tough. He remembered vividly how faces transform at that “distilled moment of learning” when an idea suddenly becomes understandable. Richard said that people who
understand math develop a systematic way of thinking and of organizing data. They know how to look at a situation, determine what’s important and what tools are needed, and then begin working toward a solution. For Richard, that’s the “why” of mathematics!
In addition to teaching, Richard coached a breadth of teams at Charles Wright, including volleyball, soccer, softball, and basketball. He especially enjoyed teaching basic rules, fundamental skills, and even some strategies to the entry-level kids who were stepping onto the court or the pitch for the first time. Richard also introduced Charles Wright Middle Schoolers to Knowledge Bowl and Math Olympiad. He believed that these academic teams provided a unique venue and comradery for students who were particularly passionate about the scholastic realm, and he enjoyed the fierce competition that often ensued.
Richard’s favorite memories of Charles Wright often revolve around trips with kids and the shared experiences, such as the breakfast discussions about last night’s play. High on his favorite memories list, he added the tradition-filled all-school events such as Charlie’s Picnic and the Founders’ Day and holiday assemblies, where the Middle Schoolers could see siblings and remember what it was like when they were younger and the Middle School teachers could see the more grown-up versions of their previous students.
When you talk about Richard with his colleagues, you learn about his kindness, respectfulness, humility, patience, generosity, integrity, intellect, compassion, and tenacity. This may seem like a simple list of platitudes,
but as they described Richard, each should actually be printed in all caps, and each can be supported with numerous examples from those of us who’ve worked beside him. When a call went out for extra coverage, Richard volunteered immediately. If the discussion in a meeting became contentious, Richard’s quiet words often helped us refocus. He once reminded us that we should treat every day as though it was the first day of school. When a new application of technology was expected of faculty, Richard quickly mastered it and shared his understanding with the rest of us. When I asked him, yet again, to help me understand when to use “effect” and when to use “affect,” he patiently explained it to me one more time. A fellow math teacher said, “I wish I had a halo to present to Richard. It would be a fitting indicator of the esteem in which his colleagues hold him.”
Richard spoke with gratitude about his colleagues at Charles Wright. He appreciated that from the start, they provided so much support and enfolded him into the community. They were generous in sharing ideas about teaching, encouraged him to be more flexible, and showed him new ways of doing things. He also reflected on the reward of interacting with fun-loving and interested kids and how grateful he was for the generous support of their families.
In retirement, Richard hopes to do some traveling, though he describes himself as a real homebody. He plans to learn how to make crossword puzzles like the pros. He also anticipates doing some tutoring. For now, he feels like every day is a snow day; he’s enjoying being unscheduled but misses the people. //
Top of the Rock
First
graders Ammon Hausa, Charlie McClendon, and Keeva Conway are standing #TarrierStrong.
Photo by their teacher, Jennifer Kolbo
Collapse of the Bubble Gym, 1986
January 1986 snowstorms brought the collapse of the enormous air-structure gymnasium with inflatable roof, which collapsed when power failed and the blowers stopped. It was “a bursting bubble,” with all its ensuing problems and questions. Brian McGuire, Facilities Chairman, met with insurance adjusters, and a cash grant of $265,000 was confirmed because the collapse occurred during the last year of the guarantee. A state-of-the-art laminated wood dome, similar to that of the Tacoma Dome, was designed by computer. It was estimated that a wooden dome would save the school $130,000 per year in electric energy. Construction of the new facility would start in June, to be completed by September.
From Only at Charlie! 1956-1996, An historical perspective by Ray R.R. Smith and Dee Knight.
archive@charleswright.org
