CAtalyst - Winter 2024-25 - Colorado Academy 2024 Annual Report

WINTER 2024 | CULTIVATING EMPATHY

CATALYST

Welcome to CAtalyst, Colorado Academy’s annual report that celebrates the people and ideas that make us who we are. This year we address the role of empathy across our school community. At CA, cultivating empathy is more than a nice-to-have; it is core to our mission and to the transformative power of our classrooms, arts spaces, and athletic fields. Empathy—whether that means the effort to understand a culture or worldview that is not one’s own, or the bravery to embrace care for others as a defining human quality—makes everyday experiences matter more.

ON THE COVER & FACING

Third Graders used yarn and popsicle sticks to transform a Lower School hallway into a whimsical representation of creativity and connection. Their project was inspired by the book , the Caldecott Honor Award-winning title by Mac Barnett, in which a child finds a magical box of yarn that she knits into brightly colored gifts whose warmth embraces all the residents of her dreary, black-and-white town.

CULTIVATING EMPATHY

CULTIVATING WAYS TO KNOW EACH OTHER

CULTIVATING THE CHALLENGE OF CARING

CULTIVATING A FAMILY VIBE

CULTIVATING SPACE TO BE HEARD

CULTIVATING HUMILITY IN A TIME OF CRISIS

CULTIVATING A RIPPLE EFFECT

CULTIVATING EFFECTIVE CONVERSATIONS

CULTIVATING A PROFOUND IMPACT

FROM THE HEAD OF SCHOOL - THE ROLE OF EMPATHY AT CA – P.4

STUDENT SPOTLIGHT - LOWER SCHOOL – P.6

STUDENT SPOTLIGHT - MIDDLE SCHOOL – P.8

STUDENT SPOTLIGHT - UPPER SCHOOL – P.10

ALUMNI SPOTLIGHT - SCOTT LEA '02 – P.12

STAFF SPOTLIGHT - JEREL DALRYMPLE & OPERATIONS – P.16

FACULTY SPOTLIGHT - THE ART OF THE CONFERENCE – P.20

COLORADO ACADEMY ANNUAL REPORT – P.26

LETTER FROM THE HEAD OF SCHOOL

THE ROLE OF EMPATHY AT CA

At Colorado Academy, one of the most important skills we can teach young people is how to feel empathy for others. Yes, we tell them—it is actually a skill that can be learned and practiced, and it involves developing other key skills like listening and being self-aware. When you walk around CA’s campus, cultivating empathy is happening every day in nearly every classroom. In the Lower School, it might involve a teacher helping students listen to their classmates. In the Middle School, it might be modeling constructive discussions in which participants disagree with curiosity and respect. In the Upper School, students learn empathy through encountering unfamiliar cultures or communities through service, literature, or history.

There are three main types of empathy:

Cognitive empathy: This is the ability to understand another person’s perspective or mental state. It’s like putting yourself in their shoes intellectually, seeing things from their point of view.

Emotional empathy: This form of empathy involves feeling what another person is feeling. It’s more of a visceral or instinctual response that allows us to share their emotions, like feeling sadness when we see someone else crying.

Compassionate empathy: Sometimes referred to as “empathetic concern,” this type combines understanding and feeling with a desire to help or support. Compassionate empathy drives us to take action and assist others based on their needs.

In today’s world, empathy is more essential than ever. The CA community is uniquely positioned to foster an environment where empathy isn’t just encouraged but actively cultivated. I believe it is vital to understand and practice empathy in our everyday interactions.

This fall, we invited the author and New York Times columnist David Brooks to campus to speak about his book, How to Know a Person. His reflections—on everything from America’s political divisions to the

“moral ecologies” created in school classrooms— illustrate how we might explore the ways that genuine understanding, kindness, listening, and the courage to see people without judgment can transform us as individuals and as a community.

Brooks emphasizes that truly knowing someone requires openness, a willingness to “plunge beneath” the surface to connect with others on a more profound level. He advocates for an intentional approach to understanding others, which requires presence, curiosity, and humility. At CA, empathy means creating a culture where students and employees alike are encouraged to see each other with open hearts and minds. We teach our students to look beyond stereotypes, assumptions, or the comfort of their own perspectives to appreciate each person’s unique story.

One of the pillars of empathy is kindness. Kindness is more than a simple smile or a polite word; it is a mindset that seeks to uplift others. When we foster a spirit of kindness within our school walls, we give each other permission to be vulnerable, to reach out in times of need, and to feel seen and valued. Kindness invites us to consider others’ needs, to offer our time, and to show appreciation, especially when someone feels isolated or misunderstood.

Listening is another critical component of empathy that Brooks emphasizes. Real listening goes beyond hearing words; it involves understanding feelings, intentions, and perspectives. In a world where everyone is eager to voice their opinions, true listening requires patience, a quiet mind, and a desire to understand, rather than to judge. Teachers model this by allowing students to express themselves fully, while students practice it in their interactions, working to see the person behind their words.

When I teach my history courses, I strive to expose my students to diverse perspectives and voices. Understanding the past requires that we understand the thinking of past historical figures. We look at motivation. We try to put ourselves in that person’s shoes. We have to ask questions, and we have to listen to the evidence.

Interpreting the past absolutely requires empathy and critical thinking. During the fall trimester, I taught a new course on the Holocaust. Obviously, the material was challenging. A primary goal was for students to develop empathy for the victims of the Nazis. We read the stories of survivors and researched their experience. On the other hand, we also tried to understand the motivations of those who carried out the Holocaust. How and why were “normal” Germans able to do such evil deeds? Asking these questions is not meant to build sympathy for perpetrators of evil, but without such analysis, our understanding of that terrible event would be incomplete.

One of the challenges of empathy is setting aside our own assumptions and judgments. To see others clearly, we must resist the urge to classify them by their appearances, backgrounds, or even the mistakes they’ve made. Empathy challenges us to embrace the complexity of every individual. Brooks reminds us that empathy does not mean excusing poor behavior, but rather understanding what might be behind it. This mindset allows us to approach conflicts and misunderstandings with a focus on growth and healing, rather than punishment. When we teach our students to look beyond their immediate reactions, we are preparing them to build stronger, more resilient relationships, both now and in their future lives.

Teaching empathy lies at the heart of our mission: to create curious, kind, courageous, and adventurous

learners and leaders. Think about the times when your boss lacked emotional intelligence and empathy. Our students are going to be leaders in society, and we want them to be successful. That means we need to challenge our students to be better at listening, observing, and understanding; to see others without stereotyping or judging; to open themselves to someone else’s story, cultivating their own empathy and nurturing that of others.

Mike Davis, PhD Head of School Colorado Academy

Dr. Davis chats with families before the annual Homecoming Bike Parade on September 28, 2024.

THE CHALLENGE OF CARING CULTIVATING

Third, Fourth, and Fifth Grade older Buddies meet up with their Kindergarten, First Grade, and Second Grade Buddies in the Lower School.

Speak to Colorado Academy Third, Fourth, and Fifth Graders, and you quickly come to understand that in the Lower School’s Buddy program—which pairs them up with students in Pre-K through Second Grade—the older kid doesn’t always call the shots.

“One of my Buddies loves to play soccer at recess, and the other likes the monkey bars,” explains Fifth Grader Stella Springmeyer. “One of them loves to talk, and the other doesn’t talk at all. One takes you this way, the other pulls you that way, and sometimes I just can’t handle it!”

Hudson Farmer, a Third Grader who’s getting used to having a younger Buddy for the first time, agrees, “I find it kind of stressful, to be honest. My Buddy is in Kindergarten. First he’s over there, and then he’s somewhere else. I’m wondering, ‘Where’d he go?’ I try to keep up with him and play with him, but it’s really challenging.”

“You always have to keep one eye on them,” adds Third Grader Reagan Davis, “because my Buddy loves to run. She likes to play ‘Chase the Buddy’ and run and run.”

The unstructured experiences are intentional, according to Lower School Principal Angie Crabtree. “One of the main goals of the Buddy program at CA is to challenge these older elementary students with understanding and working out how to get along with someone who’s not like them—whose different maturity level and behavior demand patience and good listening. Developing empathy is at the heart of the social emotional learning we emphasize in the Lower School.”

Or as Stella puts it, “A lot of people say that having a little Buddy can be a bit chaotic, and I have to agree. But that’s all part of the thrill.”

Buddies meet frequently throughout the school year, sharing planned activities such as holiday crafts, reading, dress-up days, and hallway decorating; and they come together for impromptu playtimes and lunchtimes, snack breaks, field trips, library visits, and other occasions whenever they see each other around campus.

“Sometimes when I go outside and I see my Buddy and start walking towards him, he’ll realize it’s me and yell my name and then run up to me and give me a big hug,” says Fourth Grader William Lopez. “It’s nice to know there’s someone who looks forward to seeing you and thinks you’re a special person.”

Indeed, there are big rewards for the older-siblinglike figures, just as there are for the younger ones: the frequent hugs and high-fives, pride at helping someone sound out a word or write their name, the knowledge that this is valuable leadership experience for the future.

“Having a little Buddy is like how you have to deal with people at different levels of everything,” Fifth Grader Jackson Greenberg explains. “If you’re playing a game at recess and you’re a star soccer player, maybe you don’t need to always try to win. If you’re solving a math problem with someone who’s just learning, but then zone out and do it all yourself, that’s not fun for anyone. All your life you will be dealing with people who aren’t the same as you, and you have to dial down your competitive nature sometimes.”

That their little Buddies look up to them—and even talk about them with their teachers and friends—both awes and delights the big Buddies. “I see it all the time,” relates Crabtree. “Their little Buddy tries to act like them and chooses behaviors and words just like theirs.”

“It’s nice to know there’s someone who looks forward to seeing you and thinks you’re a special person.”

“Sometimes they try to impress you,” notes Fourth Grader Susie Dias, “and even though it might not be that cool, you’re not going to tell them that; you’re going to say, ‘Wow, that’s super-cool!’”

You also might want to be a role model, emphasizes Reagan. “If you do something you’re not supposed to do, then they’ll think it’s okay and start doing it. Or maybe it’s okay if we jump off the high monkey bars, but they can’t, and it’s not safe, so maybe we shouldn’t do it.”

“Having someone to kind of care for or watch over— that’s my favorite part of Buddies,” says Jackson. “You get to see them from Pre-K to Kindergarten to First and Second Grade, and they’ll always smile and say ‘Hi’ to you.”

The amazement goes both ways. “Sometimes when we’re doing crafts, they’ll have these really good skills, like with scissors or markers,” adds Stella. “And I’ll think, ‘How are you doing that?’ Because when I was your age, I could write my name, but it was all scribbled and weird. Now they have these perfect letters and amazing writing, and I’m like, ‘What!?’”

The thing about little Buddies, it turns out, is that they know plenty that their big Buddies don’t—like the rules to a secret hiding game. “That’s the fun part,” explains William. “Because you get to learn new things on that adventure.” 

CULTIVATING

A FAMILY VIBE

Seventh and Eighth Grade artists show some of their work in the Middle School Ceramics

Studio.

When he was searching for inspiration for the hanging planter he wanted to create in his Middle School Ceramics class, Eighth Grader Henry Robinson found himself thinking about his grandmother. “She makes me feel happy,” says Robinson, “so I decided to make it a happier piece, I guess—something that she would like.”

For Robinson and his Middle School peers, tuning in to feelings—their own and those of others—is critical to the “vibe” in Colorado Academy’s dedicated Middle School Ceramics Studio. “It’s like a different zone,” explains Eighth Grader Emmaline Sprick, “where you can be quiet and focused with other people and go into your imagination. Sometimes in Middle School it can be hard to find space to do that.”

To all appearances, Ceramics for Seventh and Eighth Graders is a course about the fundamentals. “Students explore clay hand-building methods including pinching, coiling, slab building, and sculpting,” according to instructor Becci Marzonie. They learn about surface treatments and glazes, as well as the kiln-firing process. The introductory class sets students up to continue with more advanced work on the pottery wheel in CA’s extensive Upper School arts curriculum.

But for Middle Schoolers, there’s an entire world to discover beneath the basics.

Grayson Riek, an Eighth Grader, tries to put his finger on it. “Even though everyone’s doing their own thing, and you’re not really talking that much, you’re still connecting with the people around you, because you just have to look around to see all of these ideas taking shape.”

Working with clay is new for most in the class, Sprick points out. “It’s a challenge, and we’re all figuring stuff out together.”

Adds Robinson, “This is definitely a group struggle— everyone is dealing with the same sorts of problems, so everyone can kind of help each other succeed.”

When students first enter her classroom, Marzonie observes, these novice creators are often preoccupied with trying to execute realistic objects, pop-cultureinspired characters, or perfectly honed vessels. They want to know how their pieces will be graded, whether “beautifulness” earns them extra credit, and what happens when something doesn’t work out as expected.

“Everyone is dealing with the same sorts of problems, so everyone can kind of help each other succeed.”

Much of the time in class is spent helping students let go of all of these worries. “I want everyone in my class to love their work,” says Marzonie. Though the artists are graded on a rubric that includes engagement, persistence, collaboration, and risk-taking, they are relieved to realize that judgment isn’t allowed. Its opposite—empathy—is the most valuable thing in the room.

Seventh Grader Rohan Mrig explains, “It’s kind of like taking a break from stressing about tests and classes. It’s not literally a break, but you know that when you

walk in, there are people around you who support you. People are telling you, ‘I like your work,’ and you’re giving each other ideas. Even if you started with no concept of what you were going to make, you can walk out with an amazing project that you feel really good about.”

“It’s not like other times when you’re worrying about trying to keep up,” adds Eighth Grader Vaughn Miller. “You can actually help people with their project, and it’s not cheating.”

Recently, recounts Robinson, he had to ask Riek for a favor. “I was working on this bowl that was really tall, and my fingers couldn’t reach inside to the bottom to smooth it out. I needed Grayson’s hands to finish that part.”

Even failure can strengthen the bonds that form here. Says Eighth Grader Lydia Blessing, “If a piece explodes in the kiln or it breaks somehow, it’s almost fun to see. Not fun at someone else’s expense—it’s because it brings you closer, like a family. You’re with them every day, no matter what happens.”

States Sprick, “Somehow, you surprise yourself; sharing this experience with others, you can go beyond anything you thought you could do at the beginning.” 

SPACE TO BE HEARD CULTIVATING

Junior Kaley Chavez with two friends in the Upper School

olorado Academy Junior Kaley Chavez is a self-described “psychology nerd.” “I want to get inside people’s minds and really understand them,” she explains.

Arriving at CA as a Sixth Grader, Chavez recounts that at first she felt a little adrift. But it didn’t take long for her to realize that lots of Middle Schoolers experience a similar feeling, and from that point on, her curiosity about people became unstoppable.

“When I realized that I wasn’t the only one who felt misunderstood or didn’t feel heard, I used that to push myself to build relationships with others. I became the kid who was always asking, ‘Who are you, and what do you need help with? What can I do to support you or just be a friend to you?’”

“We don’t have to explain our experiences. We all know this is actually our chance to be real with each other.”

CA, argues Chavez, has offered nearly limitless opportunities for her to use that ability to empathize— that impulse to understand and even to lighten someone else’s burden—for good.

As a shy Middle Schooler, it was being pushed by her CA teachers and advisors to participate in STAMP (Students Taking Action and Making Progress), a Colorado youth program organized by the Denver nonprofit CIRCLE, that first convinced her that her voice and her energy “were worth sharing, and there are people who want those things from me.”

She was struck by the way that STAMP’s high schoolage leaders (a group that includes several CA Upper School students most years) were able to teach her “the important things that aren’t taught in classrooms”— lessons about how even a Middle Schooler can make an impact by educating her peers on issues such as tech equity and access to health services.

She went on to gain experience as a member of the Middle School Leadership Team, and once in the Upper School, Chavez’s belief in her own power to understand and support others continued to grow. She took her place beside other CA students as a STAMP leader and started looking for new ways to connect with the school community.

“It didn’t mean I was out there building a deep level of trust with everyone,” she says. “It could be a simple conversation starter, like you experienced something that was unfair, or something happened at lunch, and you just really needed to talk about it. I’d be there for you.”

Eager to be more involved, she signed up for Mock Trial, Speech & Debate, and Horizons Colorado; she took on the management of the Volleyball team, too. As a bilingual volunteer with HOPE, she was overjoyed to be able to make things easier for Spanish-speaking families who travel to campus to shop for donated clothing and other essentials on a day every December.

When, at the end of her Sophomore year, she was part of a discussion about potential affinity groups at CA, she and a friend, fellow Junior Johanna Mata, sensed an incredible new opportunity, and after just a single conversation with administrators, they found themselves appointed the leaders of Somos, CA’s official Latine affinity group.

In Spanish, Somos means “We are”; at CA, says Chavez, it feels like a home within a larger community.

“In one of our meetings recently, we realized that it is truly a space where we can empathize with one another. We don’t have to explain our experiences, because we all grew up in the same way and share a lot of the same beliefs and frustrations. We all know this is actually our chance to be real with each other.”

For Chavez, being able to “recharge” with her closest peers in Somos means she’s better able to spread her energy in an ever-expanding circle across the Upper School. The group has made it a point to meet with teachers, discovering adult allies in the process. “It’s not just us teenagers now; these are our people, too.”

Employing her curiosity to build connections—not only among faculty and staff, but also with students she might otherwise never have met—is one of the most rewarding parts of each day.

“I love to watch how my teachers use their humor and their understanding to create bonds with students; I feel like it gives me permission to jump in, too.”

She’s “everywhere” her Junior year, she jokes: from her Introduction to Computer Science course—where she’s the wise elder in a classroom full of Ninth Graders—to the ASR class History of Epidemics—in which she broke the ice with jokes and sports talk in a project group of Seniors she’d never worked with before—“Being involved in different communities here is just so big for me.”

“I always say, there’s nothing to lose by trying. Let’s have fun with things; let’s see the positive in everything we do together.” 

CULTIVATING HUMILITY

IN A TIME OF CRISIS

As Country Director for the International Rescue Committee in Ukraine, Scott Lea ’02 argues that providing assistance for those affected by the largest displacement crisis in Europe since World War II requires the recognition of shared humanity.

ALUMNI SPOTLIGHT

SCOTT LEA ’02

As Scott Lea ’02 reflects on concluding a year-long contract serving as Country Director for the International Rescue Committee (IRC) in Ukraine in December 2024, he takes pains to acknowledge the courage of the 300-plus Ukrainian staff members he has helped lead during 12 months at the center of what has become the largest displacement crisis in Europe since World War II.

“My colleagues and their families won’t get to leave the country at the end of the year, like I will,” he says on a Zoom call from Kyiv. “They will keep putting themselves at risk, taking on more work that only becomes harder to do, and facing immediate or vicarious trauma daily. I have no illusions that my experience of this conflict has been the same as theirs. After two-and-a-half years of war, they are exhausted.”

Indeed, during his time in Ukraine, from which six million people have fled since the conflict began in February 2022 and in which millions more have become “internally displaced persons” (IDPs) in need of urgent humanitarian assistance, Lea explains, the term that might be most apt to describe life in this former Soviet republic is “cognitive dissonance.”

On the one hand, he relates, his apartment, like the IRC’s main office, is centrally located in Kyiv, “a wonderful European city with incredible culture, amazing

restaurants. I have friends who still go to the opera or ballet. Life continues, and in many ways it’s great.”

On the other hand, air alarms sound regularly in Kyiv and in the IRC’s field offices in cities such as Kharkiv, Odesa, and Dnipro, and especially in those eastern towns and villages most vulnerable to Russian missiles and drones, “Life has become much more difficult, with a far larger military presence, air alarms, and near-daily missile or drone strikes. And as you get close to the front line, things are just incredibly hard due to interrupted services, damaged infrastructure, and power outages.”

“We stand with the people of Ukraine to ensure the abnormal does not become a norm.”

Lea relates the story of one elderly woman he met outside Kherson, who lost her husband and home and was forced to move to a second family house for which she didn’t have the documentation to prove ownership. “She lives alone now, without her community or her support system.” Or there is Lea’s colleague in Kharkiv, the embattled city of one million near the Russian border, who took his children to a park for an outdoor birthday celebration, only to have a Russian missile streak overhead during the festivities. “He told me it ruined the party, and I thought, ‘of course it does.’”

“We have been celebrating the resilience of Ukrainian people for more than two years,” Lea goes on, “and it is absolutely something that should be celebrated.

But people here have had to be so resilient for so long, so many communities have depleted all their resources to support IDPs, whether extended family staying with relatives or large centers being converted to take care of the displaced. But just one drone or missile strike can mean another acute humanitarian crisis at almost any moment.”

This is why the work of the IRC remains vital to Ukraine, Lea makes clear. The nonprofit, headquartered in New York City and with local offices located in Denver and around the world, has been on the ground in Ukraine since early 2022, delivering critical health care services and supplies, essentials to keep people warm during cold winters, support for women and children, and cash assistance to IDPs. The vast range of services that the IRC makes available across the arc of displacement—from providing care for those suffering from trauma and violence to offering education and case management for children, women, and other at-risk groups inside Ukraine, as well as resettlement services in host countries in Europe and in the United States—is a reflection of the tremendously deep and complex impacts Ukrainians continue to experience as a result of the ongoing conflict.

At the IRC, says Lea, “We stand with the people of Ukraine to ensure the abnormal does not become a norm, that we do not become desensitized to the horrors of war, and that the ongoing human tragedy does not cease to evoke a global response. Solidarity has no expiration date, and the international community must ensure this is not a forgotten crisis.”

Solidarity is one word to describe the IRC’s mission in Ukraine; another is empathy. But not the kind of empathy that sees the vulnerable as mere “recipients for

assistance,” as Lea puts it. “In humanitarian work, the road to hell is paved with good intentions. I have seen both individuals and organizations try so hard to help those who are suffering by imposing their own solutions. But just wanting to do good is not enough,” he recounts.

“Humility is essential—recognizing people’s full humanity, not just their vulnerabilities, but also their strengths and resourcefulness. Our job is to support and leverage all that our clients bring to the table: They have already been working to take care of themselves and their communities under the most extraordinary circumstances.”

A CLEAR-CUT PATH

At Colorado Academy, it was an English class reference to hell that perhaps showed Lea the way toward the kind of “empathy work” that seeks to understand the aspirations of others and elevate their efforts.

Reading Dickens’ Oliver Twist during a Senior year English elective taught by the legendary Anne Strobridge, Lea and his classmates analyzed a scene in which the book’s hero is left behind, crying helplessly, when a band of fellow London orphans abandons him by escaping out a window. What, Strobridge wanted to know, did the class feel during this scene: empathy or contempt?

While his classmates overwhelmingly answered that it was empathy they felt toward the pathetic Twist, Lea insisted what he experienced was more like contempt. “I was irritated with Oliver. He just sat there crying when he could have done something for himself; he could have escaped like the other orphans.” Strobridge disagreed,

telling her student jokingly, “Scott, you’re going straight to hell. But you’ll be in line behind me.”

“I wasn’t offended at all,” Lea hastens to note. “Ms. Strobridge was nothing if not direct; what she said was perfectly fair.” But the scene stayed with him, and it would inform choices made in college and throughout his career to ally himself with causes that, rather than merely sympathizing, work to offer dignity and support to those fighting to survive historical moments that have overwhelmed their coping strategies and support systems, often when they are already marginalized and made vulnerable by global or local structures.

Lea’s passion was already visible when he was a Middle School and Upper School student at CA. “I was the kid who, if we were assigned a research project of our own choosing, I would pick something like the Cambodian genocide [the systematic persecution and killing of Cambodian citizens by the Khmer Rouge during the 1970s] or the My Lai massacre [the 1968 mass murder of unarmed civilians by the U.S. Army during the Vietnam War]. The fact that I was given the time and the space and the support to do that at CA is extraordinary.”

It may sound trite, Lea continues, but CA’s insistence on nurturing critical thinking, its openness to students questioning almost anything, was essential. Those habits would prove vital as Lea forged a path toward working with Médecins Sans Frontières (MSF - Doctors Without Borders), the international relief agency that had stood as a model for him since early on. “The United States doesn’t offer many great entry points into humanitarian work, so with help from my teachers and college professors I created my own.”

Lea earned a BA in International Relations and Human

Rights at New York University, and later obtained a master’s degree in International Health at Tulane University’s Celia Scott Weatherhead School of Public Health and Tropical Medicine. Following a two-year stint in the Peace Corps, teaching English in Indonesia, he was able to get his foot in the door with the IRC in Iraq and Turkey, before finally landing at MSF in 2016. In various roles there, he spent time in South Sudan, Sierra Leone, Nigeria, and Sudan before returning to the IRC, where he served in a variety of positions in central Africa and Central America before taking the one-year appointment as Ukraine Country Director in 2024.

“I consider myself very lucky to have found such a clear direction—even if I didn’t always know how to get there,” Lea says. “I have always gravitated toward the guiding principle that informs all humanitarian work: Keep people alive, and help them live with dignity. That has made the work feel more clear-cut; I know it’s important and that I’m contributing something.”

A COMMON HUMANITY

Perhaps surprisingly, Lea never uses the word “altruism” when talking about the things he has spent his career doing. “With the possible exception of Mother Teresa, I don’t think altruism exists,” he states. “I get a lot out of this work: I get to have incredible experiences in amazing places, meet wonderful people, feel fulfilled at what I’m able to help them achieve. I’m not doing this as a service or out of charity; it’s a career, and I enjoy it.”

One of Lea’s greatest sources of irritation is encountering outsiders who equate humanitarian work with “giving free handouts.” “We collaborate with so many partner organizations, with government officials, social

workers, teachers, neighbors—all people who are working twice as hard as the rest of us to take care of themselves and each other. That’s what makes humanitarian work so rewarding and interesting and challenging.”

“Even people I’m close to sometimes don’t understand why the U.S. funds humanitarian work and why it is important. It’s not about putting those we’re helping on a pedestal or treating them like glass sculptures. My Ukrainian staff are my colleagues, just like colleagues anywhere else. We go out to lunch together and talk about our families. At the most basic level, we are the wealthiest country on Earth and have the resources to recognize our common humanity and assist people because they need it in a crisis.”

When he was in the Third Grade at CA, Lea relates, he would sometimes sit alone at recess, avoiding other children. “I wasn’t a very social person; I’m probably still not,” he admits. But one day, his teacher, Terri Otto, took him aside and gently told him, “Scott, when the others invite you to play and you say no, then you’re not going to make many friends.”

He took the message to heart, and now, there are days when he finds he still has to tell himself, “Sometimes you have to say yes to things, Scott”—yes to speaking in public (which he learned how to do at CA), yes to writing and communicating important messages with clarity and urgency (ditto), yes to celebrating, of all things, other people.

His job, Lea underscores, is not to swoop in with his master’s degree and teach a community how to live their lives or recover from a crisis—they already know how to do that. It is “to support my team so that we

as an organization are being as efficient as possible with the resources we have available to support crisis-affected communities, reducing the burdens Ukrainians face so that they can do their work—which is already hard enough.”

Lea observes, “Where empathy comes into this work is being able to recognize the humanity in people and think, ‘That is an area where I want to contribute’—not because they are helpless (they

are not); not because they look like me; not because they’re in my hometown or the next town over. It doesn’t matter where they are or what they look like or what their background may be. Their humanity is the same as mine, and if I have the interest and the competencies and the experience to help support them in a time of crisis, then yes—it is incredibly gratifying to be able to do that with empathy.” 

An IRC physician receives patients in an old convenience store building in a village in Kharkiv. ©Photo: Oleksandr Repeat for the IRC

A RIPPLE EFFECT CULTIVATING

Assistant Director of Operations and Sustainability Lead Jerel Dalrymple, at center in hat, gathers with the members of his team.

JEREL DALRYMPLE

In the 2008 Pixar Animation Studios film WALL-E, a solitary trash-compacting robot toils to clean up an uninhabitable planet Earth 800 years in the future, left behind by the megacorporation that evacuated all of humanity centuries earlier to save it from a global ecological disaster caused by rampant consumerism, corporate greed, and environmental neglect. The daily grind of the forlorn but resilient robot, a Waste Allocation Load Lifter: Earth-class, inevitably tugs at viewers’ emotions, as he explores the barren landscape, occasionally plucking nostalgic keepsakes and trinkets from the vast expanse of garbage he fruitlessly attempts to rein in. It’s hard not to feel for this brave little survivor, the last witness to the polluted catastrophe that humans have made of their home.

The message of the acclaimed film, which won the Academy Award for Best Animated Feature, is impossible to miss, according to Colorado Academy’s Assistant Director of Operations and Sustainability Lead, Jerel

Dalrymple: “Our Earth is not in a healthy place, and the greatest threat to our planet is the belief that someone else will save it.”

The costly environmental effects of human-created non-recyclable waste, greenhouse gases, and resource depletion are undeniable in 2024, he explains. But, “By recognizing the interconnectedness of all beings and the ways that all of our actions matter, we can take responsibility for ensuring future generations inherit a healthier planet. When we cultivate empathy for our world, our children, and our children’s children, we are more likely to support sustainable practices, advocate for equitable policies, and inspire others to join this movement.”

As CA’s chief advocate for environmental stewardship, Dalrymple oversees a team of five custodial and waste management professionals, directs the operation of “Guster,” an advanced on-campus biodigester, educates students and employees about recycling and composting, and pushes green initiatives, such as CA’s sustainable ditch-water irrigation system and low-impact turf, plant, and landscape maintenance practices.

The sprawling program has grown with surprising speed since Dalrymple was handed the task of getting a recycling program up and running on campus in 2018.

And it has come about largely as a result of his personal passion for spreading the gospel of sustainability to anyone who will listen.

“Our Earth is not in a healthy place, and the greatest threat to our planet is the belief that someone else will save it.”

AN UNLIKELY HERO

At the beginning, almost nothing was certain about how CA would make good on its stated commitment to the green revolution—or who would lead the charge.

“I had zero background in this field when I was asked to look at recycling here on campus,” he admits. Few would have known anything at all about Dalrymple’s background: As a member of the school’s Operations team—those responsible for everything from maintaining the grounds to fixing clogged toilets, emptying trash bins, and shoveling snow—he was one

of what he terms the “ninjas of the night,” the mostly unseen employees who work late hours, day in and day out, to make sure CA is always as beautiful-looking as it is safe and welcoming for students, teachers, staff members, families, alumni, and guests.

Dalrymple is the first to acknowledge that he was already an under-the-radar sort of employee, with arms covered in intricate tattoos and a tough “biker” look that belies what he says is his real “teddy bear” persona.

But in doing his own research on effective school recycling programs, the unlikely eco-hero quickly found the spotlight as CA’s true believer in the power of sustainable practices. A member of the ISSA (International Sanitary

Supply Association), he had access to an array of resources and frameworks that could help shape waste management improvements. He partnered with eager parents and donors to identify pilot programs that would fit with CA’s mission. He worked with teachers to plan campus-wide educational events and “field trips” for students to see what he was up to. And he advocated for new roles on the Operations team specifically dedicated to the school’s sustainability work.

The results of Dalrymple’s leadership speak for themselves: Guster, the biodigester, turns 200,000 pounds of Dining Hall food waste each year into compost; a glass crusher and sophisticated material screener add to the biodigester’s capabilities; CA’s

landfill waste rate has dropped from 90% (with only 5% each of recycling and compost) to just 15%; education efforts have brought participation in recycling and composting in the Lower School to nearly 100%, with the Middle School and Upper School close behind; the use of commercial fertilizers and chemical cleaning supplies has been discontinued; two environmental clubs have sprung up to assist with campus programs and offer new ideas; and a plan to install a fleet of electric vehicle chargers is underway.

Dalrymple says there’s one achievement of which he’s most proud: Two waste management specialists whom he trained now hand-sort every bit of compostable waste, recycling, and trash that is collected daily from

Dalrymple shows Middle Schoolers how “Guster,” the biodigester, works; at right, members of his team sort Dining Hall waste.

every classroom, office, and hallway at CA—nearly 900 bins’ worth—before it is sent to the next stop on its journey, whether that is the biodigester, glass crusher, or trash pick-up service.

And, he goes on, that’s not to mention the secondary impacts of all these efforts—such as reduced need for fuel and machinery required in commercial trash removal or composting, lower greenhouse gas production, and, of course, growing awareness of sustainability issues in the households of CA students, faculty, and staff across the region.

“What we’re doing today as a school has snowballed to a scale that I never would have imagined,” he attests. As only the third educational institution in the country to install an Advanced Thermophilic Aerobic Digester from Assured Renewables, CA is modeling what environmental stewardship looks like for other schools both near and far.

A PERSONAL APPEAL

The tattooed teddy bear has personal reasons to be so invested in CA’s efforts to go green. He grew up a child of a loving but poor single mother, in a home where, by necessity, everything was reused. “You were doing what was sustainable, but you didn’t even realize it,” he recalls.

Today, his own son is a nuclear engineer in the United States Navy, working in a fascinating area of green research and development that makes the father-son bond that much closer.

Indeed, a commitment to environmental stewardship feels distinctly personal for Dalrymple—something that’s crystal clear when he is talking to a group of young

students about how they can help save the planet. “The kids are like little sponges,” he says, “and it’s such a huge reward for me when I see them taking something they’ve learned back to the classroom. The huge improvement we’ve seen in recycling and composting in the Middle School? That’s mostly due to the Lower Schoolers I’ve worked with, who have now graduated to the Middle School and taken that knowledge with them.”

“What we’re doing today as a school has snowballed to a scale that I never would have imagined.”

Fifth Graders annually participate in a culminating unit of study dubbed “Voices of Change,” which challenges them to research real-world issues and design their own solutions. Last year, Dalrymple proposed topics for the students to address, including improving retention of CA’s bus drivers and making the disposal of compostable food items in CA’s Dining Hall easier for the youngest Mustangs.

“The Fifth Grade students blew my mind,” he recounts. “They ran with their ideas, and this year we actually implemented them.”

Dalrymple knows that his own team members are just as critical to the sustainability equation, and he wants them to feel a personal stake in the school’s success, too. He speaks Spanish with his mostly Spanish-speaking crew, and, along with his “left brain,” Custodial Supervisor Nelly Fernandez, they treat the team to dinners out and

even surprise rewards, like the custom “Ninjas of the Night” t-shirts Dalrymple had screen-printed for everyone.

“My staff—they’re the ones doing the hard work behind the scenes. Without them, my ideas wouldn’t amount to anything. I wish everyone at CA was aware of how much they do to make this a better place.”

Dalrymple makes it a point to bring recognition to the work that his colleagues do late at night and early in the mornings, whether it is by encouraging Lower Schoolers to celebrate their efforts on National Custodian Day (October 2) or reserving dedicated time to share his enthusiasm during regularly scheduled professional development sessions.

Like WALL-E, CA’s sustainability whisperer isn’t afraid to inject a little emotion into his appeals to help save the planet. Empathy is a catalyst, he reiterates. “If I can get others to feel a little bit of the passion that I do for this movement, then I think we’ll be okay.”

In the end, Dalrymple observes, he’s essentially an optimist. “If we can do what I’ve seen CA do in just the past five or six years, then anyone can. If one pebble can make that kind of ripple, then another pebble can make ripples anywhere.”

He adds one caveat: “Or else we’ll just have to grab a bigger rock.” 

EFFECTIVE CONVERSATIONS CULTIVATING

Faculty members across all three CA divisions conduct more than 5,000 conferences with parents, guardians, and students each year; the conferences are a critical part of a continuum of understanding that stretches from the first day of school to the last.

From left: Katherine Snow, Matt Olmstead, Karli Warrender, Olivia Wall, Julie Wei

FACULTY SPOTLIGHT

THE ART OF THE CONFERENCE

For Upper School English instructor Katherine Snow, what is extraordinary about the more than 5,000 individual parent/guardian-teacher conferences that occur each school year at Colorado Academy is not how many of them are held—though that is remarkable enough.

It is a recognition, Snow argues, that repeats itself countless times on conference days in the fall and spring: “Every single one of these parents is here because of the care they invest in honoring their children; every one has spent the last 5 or 10 or 18 years cultivating incredible relationships with their kids that we get the privilege of witnessing a few times a year.”

Those conference moments can be emotional, Snow acknowledges—for teachers just as much as for the families. There’s pride and joy at the astonishing growth that happens over the course of a school year; there’s concern and a sense of urgency about the inevitable challenges that crop up; and, yes, there is even love.

As Middle School English instructor Olivia Wall explains, “I think I’ve become much more comfortable telling students and their family members directly, ‘I want you to know how excited I am to have you in my classroom.’ I love when I get to share with parents a piece of writing they’ve never seen, for example, and it’s so special for them, because perhaps their student wrote it about a place the whole family visited together. It’s such a lovely experience to have as a teacher.”

“ I always want to know more of the whole picture.”

Second Grade instructor Karli Warrender describes feeling something similar when she is able to send families home with a piece of student work to celebrate. “My kids are always nervous in the days before conferences,” she recounts, “but then their parents walk out of our conversation saying, ‘My gosh—you did

this!?’ And the look of happiness and pride on the child’s face is just amazing.”

BUILDING A WHOLE HOUSE

Still, for all there is to celebrate, there’s no denying that for most teachers these twice-yearly conferences with families are like balancing on a high wire.

The feeling of vulnerability many parents bring with them to any discussion about their child cannot be overstated, says Middle School English teacher and CA parent and alumnus Matt Olmstead ’95. “As soon as I became a parent, I think I understood far more clearly what it’s like to be on the other side of the table wondering, ‘What is this teacher going to say about my child?’”

At the same time, CA faculty members know well that in most cases they are peering through only a tiny

window into their students’ vast lives, and that there is always more to any narrative than the excerpts they may perceive in the classroom. Even a child who may be flying academically could still be struggling at home—or vice versa. As Olmstead relates, “They could be an A student but still feel nervous walking into my classroom every day.”

“ What distinguishes CA as a school is the quotidian, day-by-day work of getting to know students and care for them.”

“I always want to know more of the whole picture,” is how Wall describes the drive to understand students which all CA teachers seem to share.

Curiosity and its sophisticated older sibling, empathy, thus occupy a crucial place in negotiating the complex triad that is the parent-teacher-student relationship. Without overreaching (what Snow describes as “making the mistake of thinking you’re a counselor”), teachers must be fully present for families, listening carefully to all the voices in the room, acknowledging that unseen dynamics are probably at work, yet always foregrounding the experiences of the student.

Of course, communication among the key players is never confined to a couple of hurried conferences—or even to just the key players themselves. Advisors, other divisional faculty members, learning specialists, deans, and principals all share regular reports, progress notes,

and other insights on individual students year round, adding up to a broad continuum of understanding that encompasses so much more than grades and discipline reports.

It’s like building a giant house, observes Snow. “If our conferences are like a tiny snapshot—maybe of the grain of the wood in the siding—we do want to do our best to show something meaningful there.”

“At the same time,” she adds, “the really beautiful thing is the labor that goes into the house as a whole, over the course of a year or more. That’s what distinguishes CA as a school: the quotidian, day-by-day work of getting to know students and care for them.”

BUILDING TRUST

Yet the parents and guardians who come to campus on conference day bring with them a depth of knowledge and experience that may not always perfectly align with a given teacher’s professional perspective on their child.

Recognizing this, Warrender always begins discussions with parents by sharing the student’s own self evaluation; this element of conferences is standard, not just in the Lower School, but in all three divisions.

Olmstead sees the student-led Middle School conferences every spring as akin to “leading a horse to water.” “Sometimes all it takes is sitting there in silence for a minute with the parents, giving the student the opportunity to talk about what makes them proud or what’s challenging,” he says, “and they start to feel safe enough to open up about themselves.”

Centering on the student, highlighting the importance of listening, rather than prescribing, Warrender continues, makes tough conversations easier. “By highlighting their words, maybe even something fun or surprising they said one day, parents and guardians see that you genuinely know their child.” The trust that grows from these kinds of moments, she continues, makes families that much more willing to buy into the observations and strategies that she may offer.

CA teachers make it a point, however, to refrain from sharing surprise bad news on conference day; these difficult communications should happen in real time, at the earliest signs a student might be struggling, so that parents and guardians feel well connected to what is happening in the classroom. In this way, conferences turn into progress checks, during which teachers and their essential partners, the family members, may celebrate wins and plan for what’s next.

Preceptor Julie Wei, who teaches her students Chinese through all four years of their high school careers, observes that sometimes her role simply becomes assuring parents and students that even what may feel like big setbacks are only temporary obstacles.

“Teaching the same students from Ninth Grade to Twelfth, I see how they can change dramatically in just a short period of time—even over the summer. I tell parents, ‘Be patient; they will get there.’”

Conferences are but a moment in time, she notes; even when sitting down with parents to review a student’s performance, a stack of graded work at the ready, faculty members often find themselves listening more than speaking, and responding more intuitively to parents’ concerns. “I am always asking myself, ‘How deep should

I go here?’” Wei explains. “I may not share everything— sometimes what’s needed is more individual work with the student.”

Conferences also take courage, Wall adds: courage on the part of the student, the parents or guardians, and the teacher. “It can be challenging for kids to acknowledge what they’re struggling with; and for parents, they may well be walking into conferences with worries that are informed by their own past experiences. The challenge for us as teachers is to try to hear the full story, to understand where everyone is coming from, and meet them there.”

BUILDING A SHARED MISSION

On the checklist of student skills that Warrender uses to prepare for each of her conferences, empathy is right there next to executive functioning and grit. And, in fact, the scheduled discussions with parents and guardians that happen twice a year at CA are as much about how a child is doing as a person and an individual as they are about how they are performing on tests and assignments.

The reason for this is simple, Warrender points out.

“In any conversation—whether it’s me speaking with parents about their child, or it’s something much later in the child’s life, their education or their career—if communication isn’t going well, it’s usually the empathy piece that’s missing.”

Moments of surprise, even moments of disagreement or disappointment—these are when empathy matters most, Warrender goes on. “When I learn that a child’s

having meltdowns at home, that changes how I might think about the buttoned-up way they present themselves to me at school. And vice versa, if I have a child who’s crying about a difficulty in my classroom, then that’s so valuable for the family to hear, if it’s not something they’re experiencing in the evenings.”

Sensitive as they may be, these shared insights are more than worth the momentary discomfort their genesis may cause, adds Wall.

“Empathy means not lowering the bar,” she explains. “We all share the same goal: seeing this child become the best student and person they can be. So, how can we talk together about it? How can we move forward constructively?”

At their best, conferences at CA become opportunities for the adults in the room to rediscover the very people on whom they are so intently focused: children. “As a parent, that’s all I ever want,” says Olmstead. “And as a teacher, the most important thing I can do is show parents and guardians that I know their child.”

Because at the end of the day, Olmstead makes clear, everyone feels a little vulnerable at conferences; and every participant deserves grace and compassion— empathy, in other words—the recognition that, though their best efforts may at times fall short, they are nonetheless the very best anyone could offer. 

EMPATHY STARTS WITH A SINGLE QUESTION.

EMPATHY IS IN OUR MISSION :

CREATING CURIOUS,

AND ADVENTUROUS

EMPATHY OPENS US UP TO NEW EXPERIENCES.

EMPATHY DEMONSTRATES HOW MUCH WE CARE.

EMPATHY REQUIRES THAT WE RISK BEING VULNERABLE.

KIND, COURAGEOUS, LEARNERS AND LEADERS .

EMPATHY MEANS WE MIGHT DISCOVER WHAT WE NEVER EXPECTED.

EMPATHY CREATES CHANGE WHEN WE ELEVATE THE HOPES AND DREAMS OF OTHERS.

OPERATING BUDGET

YEAR ENDED JUNE 30, 2024

STATEMENT OF FINANCIAL POSITION

Year Ended June 30, 2024

STATEMENT OF ACTIVITIES

July 1, 2023 through June 30, 2024

Operating Revenue

Liabilities and Net Assets

Nonoperating Support and Expenses

EMPOWERING FUTURE GENERATIONS

For 26 years, Horizons Colorado at Colorado Academy (HCCA) has proudly partnered with Colorado Academy to promote educational equity through intentional, impactful programming. Serving students from across the Denver metro area, our dynamic summer academic and enrichment programs, along with our comprehensive year-round support services, empower students to reach their full academic potential and pursue their career aspirations.

What makes Horizons truly special is the lasting, generational impact it has on the students and families we serve. Our Site Director, an alumna of Horizons, is the first in the national Horizons network to hold this level of leadership. Even more inspiring is that 52% of our summer teachers and staff are former Horizons students themselves, demonstrating the strength of the community we have built and the ethos of giving back to future generations.

As we celebrate Horizons‘ extraordinary success and the profound impact it has on our community, we recognize the deep and enduring partnership with Colorado Academy that makes our work possible. We are grateful to our entire community of supporters, donors, and volunteers. Together, we are creating meaningful change and a brighter future for every child.

Horizons Colorado students gain an average of 2-4 months of academic skills during the six-week summer program at Colorado Academy. They also receive social-emotional support, art instruction, health and wellness programming, and swimming lessons.

THANKS TO OUR 2023-2024 DONORS

Second Century Club

($25,000 or more)

Andy & Jami Acker

Alliance for Choice in Education

Anonymous (3)

The Anschutz Foundation

Jason Belvill & Angelique Salazar Belvill

Bender West Foundation

Bruce & Marcy Benson

Elizabeth Boland

Matt & Laura Briger

The Challenge Foundation

Ken & Mary Sue Coleman

Richard & Theresa Davis

The Richard K. & Theresa A. Davis Family Foundation

The Denver Foundation

John & Jocelyn Ege

The philanthropic commitments from the CA community in the 2023-2024 school year made a profound impact on the CA educational experience. Together, we expanded the learning horizons for students today and in the future.

The 2023-2024 Annual Report recognizes cumulative giving in support of CA’s philanthropic initiatives, such as The CA Fund, the CA Endowment, capital projects, the spring fundraising event, Horizons Colorado at Colorado Academy, and HOPE. Thank you for all the ways you supported CA during Fiscal Year 2024 (July 1, 2023 through June 30, 2024).

@ = Alumni who have contributed to CA for five or more consecutive years and are members of The Summit Club

* = Deceased

Every effort has been made to ensure that this information is accurate and complete. If you note any errors or omissions, please accept our apologies and notify the Office of Advancement at 303-914-2510.

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Doug & Tammy Nathan

Matt & Brooke Null

Paul Olk & Lynn Merwin

@ Molly O’Neil ’14

@ Peter O’Neil

@ PJ O’Neil ’07 & Hannah Kleiner O’Neil ’07

Cyril F. and Marie E. O’Neil Foundation

Craig & Simone Oram

Chris & Kathy Owen

Michael Parker & Emily Reasor

Ted & Healy Parks

Mark Patron & Erika Lee

Richard & Leslie Pedersen

The Frank Pernell Foundation

David & Cici Peterson

Adair & Kellie Prall

Mike & Morgan Roberts

Nat Robinson ’99 & Sarah Robinson

Dan Roller ’99 & Dwyer Gunn

Alicia Rosenfield

Maxwell & Alexandra Ryan

Tim & Anjali Schulte

Fritz Schulz & Angela Strange

David & Maggie Shapiro

Dick & Cheryl Shaw

Tim & Sonia Sheffield

Jason Sindler & Cindy Long

In & Hyun Song

Heath & Kendall Stafford

Patrick & Emily Strong

@ John Sullivan ’64 & Meredith Sullivan

Buzz & DiAhn Taplin

Chris Tetzeli & Emily Philpott

Tom & Wendy Thorpe

Lisa Kugler von Gunten ’79 & David von Gunten

@ Dave Wadsworth ’86 & Sarah Wadsworth

Brett & Stacey Wells

Wells Fargo Advisors

Brady & Jen Welsh

Kris & Laura Whalen

Quentin & Marie White

@ Nicole Sisk Wiechecki ’01 & Pete Wiechecki

Gene H. Yamagata Family Trust

Michael & Connie Young

Rick & Christine Zimmerman

Alumni 1906 Founders Club ($1,000-$3,499)

@ Alex Barton ’97 & Caity Barton

@ Nicole Moore Behrhorst ’87 & Gray Behrhorst

@ Alexa Hanke Braun ’95 & George Braun

Steve Chan ’98 & Rachel Seay ’98

Bud Davis ’64 & Claire Davis

Nick DePetro ’04 & Laura DePetro

Greg Esser ’87

@ Bill Gerber ’65

@ Merritt Gile ’95 & Alison Gile

@ Liston Hills ’95 & Brie Hills

@ Jeffrey Kauffman ’03

@ Rob Kesselman ’03 & Tracy Kesselman

@ Tom Kimball ’89 & Nancy Kimball

@ Jordan Lawrence ’01

@ Matt Lawrence ’91

@ Sally Lawrence ’77

@ Philip Levy ’68

Peter Macartney ’10

@ Thom Mansur ’68 & Kathy Mansur

Nate Miller ’87 & Christine Miller

Stacey Mitchell ’85 & Martin Lackovic

@ Liz Buckingham Oertel ’93 & Chris Oertel

@ Nicholas Palmeri ’05

@ Lizzy Paulson ’03

Brian Pushchak ’04 & Christy Pushchak

Kellie Reiland ’06 & Nick Reiland

@ Tom Roller ’01 & Sally Roller

Geoff Shamos ’98 & Genery Shamos

@ Dan Simon ’95 & Adrian Simon

@ Rob Stettner ’94 & Amy Stettner

@ Zach Tucker ’01 & Emily Tucker

Betsy Wagner ’00

@ Paul Whistler ’66 & Jo Ann Whistler

@ Jenn Zinn ’95

Alumni Mustang Club ($500-$999)

@ Scott Abbott ’74

@ Sonia Arora ’01 & Conor O’Rourke

@ Nate Bergmann ’92 & Jill Bergmann

@ Rob Birdsong ’93 & Anne Birdsong

Piper Bittman ’16

Addie Bortz ’11

Cole Bortz ’13

@ Brad Bradford ’66

VJ Brown ’11

Tom Buchanan ’95 & Sarah McDowell

@ Rob Burns ’67 & Virginia Burns

@ Kelly Young Campbell ’98 & Dan Campbell

@ Scott Coors ’85 & David Hurt

Tee Cowperthwaite ’74

@ Ant Durrance ’64 & Amy Davenport

@ Jules Völkel Emerson ’94 & Marshall Emerson

Kevin Flanigan ’82 & Shauna McCarty Flanigan

@ Louis Freese ’84

@ Peter Gastis ’19

Kiki Henschen Hauff ’90

Emily Martin Jones ’99

@ Tucker Ladd ’99

David Lightstone ’06 & Rachel Lightstone

@ Amy Livingston ’93

Ken Malo ’66 & Kay Malo

@ Graig McHendrie ’66 & Janet McHendrie

Wren Johnson Miller ’95 & James Miller

Caitlin Gile Morris ’96 & Joe Morris

@ Peggy Graham Phillips ’80 & John Phillips

@ Jill Boat Rakowski ’92 & Marc Rakowski

@ Julie Beattie Reeves ’90 & Adam Reeves

@ Kate Rydberg ’15

Chris Schneck ’79 & Patty Braun

@ Andrew Seaton ’92 & Stephanie Seaton

@ Mark Siler ’96 & Amy Bose Siler

Erin Slattery-Duda ’94 & Jakub Duda

@ Cosette Stahl ’02

@ Merrill Stillwell ’05 & Emily Stillwell

Kim Warner ’86 & Rick May

@ Jim Westerberg ’87 & Tammy Westerberg

Alumni Torch Club ($100-$499)

Cam Allan ’16

Tim Amass ’97

Brady Anderson ’18

Bridget Anderson ’17

Chris Anderson ’08

John Appelbaum ’82

Hillary Hoffer Arnold ’08

Catherine Quinn Atieh ’08

@ Chris Bailey ’02

Caitlin Barron ’14

Auston Beck ’01

@ Dyllan Beck ’01

Jim Benson ’83

@ Emily Biederman ’95

@ Bruce Bistline ’69 & Sue Bistline

Jason Blatt ’13

@ Ann Clinger Bley ’72 & Greg Bley

Adam Boscoe ’01

Andrew Bourke ’04 & Jessica Bourke

Paul Britton ’08

Clancy Burson ’74 & Katy Burson

Addie Bush ’16

Liam Bush ’15

@ Ashley Shuyler Carter ’03 & Phil Carter

Tim Collins ’87

@ Gary Coombs ’75 & Amy Coombs

@ Kevin Cowperthwaite ’79

& Wendy Cowperthwaite

Caroline Cramer ’11

Allen Cranmer ’68

Lisa Plummer Davis ’78 & Bill Davis

Travis Dennis ’00 & Lisa Dennis

@ Don Dodge ’69 & Jana Dodge

Andrew Duke ’73

@ Lisa Harrison Ellsworth ’79 & Buzz Ellsworth

@ Harper Ellsworth ’17

@ Patrick Ellsworth ’10

@ Tucker Ellsworth ’13

Joe Feiler ’74 & Anne Feiler

@ David Fitzgerald ’84 & Gabrielle Fitzgerald

@ Michael Forkel ’04 & Elizabeth Forkel

Tori Babin Fram ’02 & Nick Fram

Cito Fredrickson ’61 & Amy Fredrickson

Martha Fulford ’01 & Tyler Coyle

Chris Fuselier ’82 & Liz Fuselier

Nick Fuselier ’16

Peyton Garnsey ’91 & Holly Garnsey

@ Dick Gast ’74 & Beverly Gast

@ James Gillespie ’70 & Caroline Gillespie

@ Nora Palenchar Golden ’00 & Jason Golden

@ Aaron Goldhamer ’99 & Tess Vigil ’00

@ Alexis Goldman ’19

@ Arianna Goldman ’17

Charlie Goldman ’21

Charlie Goodin ’68 & Mary Ann Goodin

Aaron Green ’05

Nils Halverson ’85 & Lieko Earle

@ Elsa Woolley Harberg ’11 & Joe Harberg

@ Isabel Gary Harper ’09 & John Harper

@ Randy Hertzman ’84 & Rebecca Arndt

@ Ben Hock ’07 & Andrea Dombrowski Hock

Caroline Hollis ’01

@ Jeska Horgan-Kobelski ’98

@ Chuck Hornbrook ’86

Ann Hull Kuster ’80

David Irving ’64 & Ann Irving

Ryan Jones ’04 & Renae Jones

Samantha Jones-Rogers ’06

@ Emma Harrington Kane ’07 & Eddie Kane

@ Joe Kaptur ’04 & Ariadne Kaptur

Emma Kemper ’18

@ Jim Kidder ’80 & Cathy Kidder

Matt King ’74

@ Gretchen Smith Kneen ’84 & Tim Kneen

Olivia Sullivan Kowalsky ’08

& Markus Kowalsky

Alli Burstein Kozloff ’94 & Daniel Kozloff

@ Rich Kylberg ’80 & Jilliann Parker

Brent Levy ’01

Tizzie Considine Likovich ’03

& Edward Likovich

@ Amanda Poe Little ’03

Bennett Liu ’19

Evan Liu ’13

@ Abby Brown Lodge ’03 & Robert Lodge

Nehemias Luna ’10

@ Hugh MacMillan ’66

@ Chris Malo ’72

@ Brooke Bansbach Maloy ’90 & Chas Maloy

Bob McGee ’64 & Toni Briggs

@ Myles McGinnis ’08 & Mo Dady McGinnis

Jake McWink ’08

@ Charlie Miller ’04 & Sarah Indyk

Becka Mintz ’13

@ Garry Mitchell ’60 & Patricia Helmetag

Christina Montez ’87

@ Molly Nakazono ’02 & Kurt Nakazono

Anne Quinn O’Donnell ’07

@ Matt Olmstead ’95 & Lyz Firman Olmstead ’95

@ Ethan Palenchar ’98

Erin Siegel Peikin ’99

@ Scott Perlman ’79

Ashley Peterson ’06

Whitney Peterson ’97

@ Olcott Pinkston ’71

@ Cheryl Plummer ’88

Rebecca Popara ’16

Rich Powers ’88

Natalie Proffitt Lesinski ’09 & James Proffitt

Ted Ragsdale ’64 & Prudence Ragsdale

Genevieve Wood Randa ’02

Mark Reed ’69 & Kim Reed

@ Mike Rhine ’83

@ Jim Roberts ’67

@ Brian Robinson ’02 & Holly Robinson

Julia Robinson ’01

Liz Robinson ’01

Murphy Robinson ’06 & Alexandra Robinson

@ Sarah Buchanan Rose ’91 & Graham Rose

Taylor Ross ’03

@ Hillary Schoelzel ’07

Kedzie Schotters Schoenwetter ’06

& Ed Schoenwetter

@ Will Schoyer ’90 & Katie Schoyer

Jeff Scott ’80

Abigail Wadsworth Serfass ’94

& Adam Serfass

Cynthia Sharon ’84

Jed Shields ’95

Darby Shockley ’13

Sarah Sibley ’14

Meagan Slater ’07

@ Kendall Dennis Slutzky ’97

& Michael Slutzky

Charlie Smith ’19

Gordon Smith ’79

James Smith ’21

Jenny Wilson Smithers ’84 & Curtis Smithers

Logan Snow ’07 & Katherine Crowley Snow

@ Cameron Spickert ’06 & Roxanne Fequiere

Caitlin Pushchak Staniszewski ’01

& Brian Staniszewski

@ Gordo Stonington ’61

& Elizabeth Mattson Stonington

Grant Tallmadge ’04

@ Rob Tallmadge ’74 & Jenny Tallmadge

Hannah Rasmussen Thaddeus ’07

Peter Wall ’08

Hallie Weiss ’03

@ Adam Wiener ’10

@ Cort Woodruff ’09

Charlie Woolley ’72 & Karin Bonde Woolley

@ Steve Wullschleger ’86 & Kimberly Wullschleger

Paul Wylie ’83 & Kate Wylie

Sara Shamos Yelpaala ’00 & Kaakpema Yelpaala

Community Supporters

Ed & Mindy Aaron

Stefanie Abar

Abdul Abdullahi & Inttisar Mume

Jillian Abee

Tom & Kristen Abell

Justin & Silviya Acuff

Allan & Sis Adams

Jeff & Linsley Adams

@ Marty Ostertag Adams ’86

AEO, Inc.

Jose Aguirre

Pani & Vijaya Akuthota

Ryan Aleong & Michele Yang

Sonny & Virginia Allison

Cheryl Amador

American Furniture Warehouse

Ameriprise Financial

Autumn Amici-Lester

Tomi Amos

Brad & Christy Anderson

Jason Anderson & Stefani Day

Ryan Anderson

Robert Andrews

Virgil & Susan Andrews

Gordon & Deanne Andringa

Dirk Angevine & Kate O’Donnell

Randall Ankeney

Steve & Nicole Annest

Anonymous

Nico Anzellini & Susi Lara-Mesa

Nicholas Aranda

Andre & Eleanora Archie

Damian Armijo ’14

Claire Arney ’23

Deirdre Arnholz

Aaron & Ivy Arnett

Jennifer Arnold

Peter & Kellie Arpin

Madoka Asari

Ascent Commerical Real Estate

Atlas Life Science Advisors LLC

Eric & Diane Augustin

Erin Autrey

Juan Ayala & Laura Sofia Ramirez

Chris & Nancy Babbs

Brownell Bailey

David Bailey

Steve & Lisa Bain

Peter & Katie Bakes

John Ballen

David Ballurio

Alexandra Band

Bank of America Charitable Foundation

Bank of America Merrill Lynch

Dutch & Pam Bansbach

Bansbach Foundation

Robert & Cynthia Barker

Steve & Chris Barnard

Cort & Karen Barnes

Tim Barr

Francis & Tamara Barron

Amanda Barry

Barry & Brenda Bartel

Matt & Justine Bartels

George & Lisa Bartlett

Holly Barton-Lopez

Josh & Marcia Batchelder

Woody Beardsley

Marc & Janice Beasley

Jim & Jan Beattie

Dan & Liz Beckley

Brock & Kristin Bedard

Jason Bell & Juhi Asad

Wendy Zellmer Bellas ’91

Luis Benitez & Katie Jacquemin

Bob & Susan Benjamin

Josh & Lauren Benjamin

Sheryl Berba

Ryan & Jennifer Bergsieker

Joel Berlinsky

Li Tanya Bernard-Washington

Gabe & Johnie Bernstein

Vern Berry & Jenny Wood

Alan & Jennifer Bezoza

Biswajit Bhattacharjee

Chip Bishop ’64 & Linda Bishop

BlackRock

Peter & Molly Blake

Sally Blaser

Susie Blea

@ Sara Gans Blue ’96 & JB Blue

Lisa Boes

Willa Bograd

Chris & Rachael Bok

Zaid Bokhari & Sara Ali

Kathleen Boland

Michael Bonifazi & Peggy Kozal

Bonnie Brae Liquor

Josh & Hope Boone

Christine Booth

Michael & Meagan Borgelt

@ Srael Boruchin ’89 & Nicole Boruchin

Martin & Kristen Boublik

Chris & Kara Boulanger

Susan Boxer ’74

Brewster & Helen Boyd

Justin & Stacey Boyd

Brad Boyle

Ross & Pari Bradley

Akira Brand ’06

Steve Brandwayn & Nicole Berg

Laura Brayton & Jason Campbell

Max Bresner & Hilary Franz

Kathy Briger

John & Jamee Briggs

David & Cullen Brink

Zach Brinker ’19

Brookfield Asset Manager

Chris & Meghan Brown

Dylan Brown

Gregg Brown

Jeff Brown

Sharon Brown

Trevor & Margaret Brown

Cathy Bruff

Brian & Claudia Brunner

Tim & Elle Bruno

Lawrence Bub & Erin Yourtz

Tim & Edie Buchanan

Buck Buckstein & Marie Logsden

LaVasia Bullard

Kate Burchenal ’08

Becky Burchfield

Heidi Burgeson

Hilary Burke

Tim & Sue Burleigh

Philip & Joann Burstein

Brad & Peggy Butler

Daryn Butler ’14 & Mallory Butler

Rory & Carrie Butler

Wade & Lindsey Buxton

Bill & Dianne Byrnes

Janis Cain

Whitney Cain

Brian & Niki Camarena

Marie Cameron

Meghan Campagna

Jessica Campbell

Rob & Annie Campbell

Scott & Kathryn Campbell

Erin Carlson

James & Marta Carriero

Chris & Ariel Carroll

Dan & Fran Carson

@ Caitlin Casey ’05

Henry & Diana Cashen

Francisco Castro & Laura Nunez Hernandez

Maggie Caylor

Markus & Karen Ceraso

Zachary Ceriani & Kathy Zolla

Chip & Michele Chandler

Collis & Anne Chandler

Gary Chandler & Liza Prado

Vicky Chao

Connie Char

Rachel Charski

Todd Charski

Elliot Chase & Lexi Tumolo

Jacob & Christa Chase

Raj & Christy Chaudhuri

Fredy Chavez

Larry Chen & Sixian Yang

@ Maggie McKeever Cherubini ’86

& Adam Cherubini

Child & Family Psychology Center LLC

Jeff Chipman & Eliz Foster-Chipman

Jillian Christensen

Peter & Joy Christensen

City and County of Denver

Gary & Anya Civitella

Holly Clapp

Rohan & Shellina Clarke

@

Tom & Leslie Clarke

Mary Louise Clifton ’78

Clifton Foundation

Ellen Clowes ’24

Pete & Theresa Clowes

Josh & Oakley Cobb

Marc & Catie Cohen

Hal & Jennifer Cohn

Dave & Arléne Cole

Heather Collins ’96

Dave & Stacy Colodny

Jon Combs

Community Foundation for Southeast Michigan

Community Foundation of Greater Birmingham

Community Foundation of Northern Nevada

John Comunale & Sarah Patz

Chris Cone & Karma Giulianelli

Forbes & Alicia Cone

Terry & Betsy Considine

Jeremy & Caroline Cook

Jon Cook ’04

Steven Cook ’02

Cami Cooper ’82 & Leonid Yuffa

Brandon Cope & Timeri Tolnay

Nathan & Emily Counley

Brian & Sue Counterman

David Cox

John & Kathy Coyle

Betsy Crane

Louise Van Sickle Crockarell ’79 & Chris Crockarell

Dylan Crouse

James & Brittany Crowe

Jesus Cruz

Mirian Cuara

Tim & Lissa Cullen

Josh Cummings & Jennifer Hertz

Lovie Cunningham

Jessica Curley

Dae Gee Korean BBQ

Daffy Charitable Fund

Jerel Dalrymple

Hunaif Dar & Shibana Shafi

Dick & Kris Davidson

Jesse Davidson & Ellen Blatt

Jill Davidson

Michael & Karen Davidson

Andrew & Erin Davis

@ Eliza Davis ’18

Fletcher Davis ’98 & Jane Davis

George & Merrily Davis

Don & Michelle Dawson

Margaret Day

Dazbog Coffee

Jason & Laura Dean

Lisa Dean

Oliver Dean ’22

Emma deBoucaud ’84 & Michele deBoucaud

Mike Deceglie & Emily Warren

Joan Deegan

Elizabeth Delap

Max Delgado

Denver Broncos Football Club

Ann Deshe

Polk Deters

Dave & Liz Deveau

Papa Diallo & Faiza Yahya

Bill Dias

Leo Diaz

Edward Diffendal

Connie Dines

Pete & Sunnie Dines

Bruce & Allison Dodge

Evan Doherty ’16

Karen Donald

Sarah Donald

Peter & Diane Doniger

Jim & Karin Doolittle

Grace Dorgan ’17

Willa Dorgan ’20

Elizabeth Drazdowski

Mike Driver & Julie Wei

Mike Drolet & Jen Mason Drolet

@ Lauren Dungan Dunbar ’12 & Marc Dunbar

David & Laura Dungan

Hilary Harrington Dunsmoor ’05

& Zach Dunsmoor

David & Gayle Ebel

Davis Ebel ’19

Mark Ebel & Catherine Laskey

Andrea Eckler

Miles & Nancy Edwards

Mary Ege

Larry & Judy Ann Eichenbaum

Eichenbaum Lent Family Fund

Ali Elkins

Stephanie Elliott

Jonathan Ender

Karen Espinoza

Marty Esquibel & Patti Kato

Peter & Liz Estacio

Chuck & Asia Ewing

Todd & Kim Ezrine

Tom & Sharon Fanning

Jeff & Holly Farmer

William & Laura Farmer

Karen Farquhar

Patrick & Donna Farrell

Richard & Rosemary Fee

Christo & Anne Fender

John & Kathy Fenley

Jonathan Fenster

Stacie Fenster

Debra Fenton

Walker & Michelle Fenton

John & Mona Ferrugia

Jesus Fierro Ponce & Edith Garfio

Kevin & Laurie Fink

Sydney Finkbohner

Jennifer Fischer

Bill Fisher

Tom Fitzgerald

Gary & Mary Flansburg

Sheila Fleet

Trish Flood

@ Jim Flottman ’89 & Mikael Flottman

Beth Folsom

Julie Fordyce

Márcio Forléo

Wayne Forman & Liz Wald

Dottie Fossel

Steve & Kim Fossel

Dan Foster

@ Eric Foushee ’86 & Nancy Eckel Foushee

Brian & Kristen Fox

Tim Frantzen & Rima Schafer

Bart Frazier & Suzie Hunt-Frazier

Connie Freeman

Paul & Nora Freeman

Dick & Sigrid Freese

Kisa Freund

Stephanie Friesen

@ Jack Fritzinger ’11

Peter & Gail Fritzinger

Elizabeth Frost

FTI Consulting

Joyce Fu

Mark & Katherine Fulford

Seth Furgeson & Shaila Gogate

Elizabeth Fuselier

Grace Fuselier ’20

Matt Gaghen & Shannon Connell

Bruce Gallagher

John & Alison Gallagher

Simonne Gallaty

Tim & Erin Galvin

Mireya Garcia

Anson & Ces Garnsey

Gartner

Christina Garza

Chris Gaskill & Jackie Brooks

Lilly Gastis ’20

Laura Doty Gaumond ’02 & Justin Gaumond

David & Stephanie Gaw

Blair Gay

Jon & Annie Genser

Michael & Olga Gershovich

Diana Giarusso & Marcy Lister

Don & Julie Gifford

Danice Giles

Rob & Charlotte Gillespie

Gillespie Family Fund

Kyle Gillette

Tony Giordano & Melissa Hubbard Giordano

Eric & Bethany Glesser

Sal & Gail Glesser

Goddard School

Jen Gold

Chuck & Honey Goldberg

Goldman Sachs Gives

@ Jeff Goldstein ’88 & Kris Fraser

Blake Golom & Meghan Stack

Lupe & Maria Gómez

Manuel Gomez Gerardo

& Martha Aguilar Medina

Ted & Celina Gomez

Devin Gonier & Sarah Oliphant

Sydney Goodspeed ’26

Scott & Katie Goodwin

Bob Goodyear & Suzanne Martin

Sarah Goodyear ’06

Google, Inc.

Alan & Gretchen Goral

Allison Gordon

David & Candice Gottlieb

Rory Grady

Graland Country Day School

Granadillo Foundation

Kimberly Greeley

Adrian Green ’05 & Chanel Green

Keith & Rebecca Greenawalt

Michael & Rosalyn Gregg

Georgia Grey

@ Georgia Grey ’08

Rich Griswold & Senda Casada-Griswold

David Gross

Sam Gubbels & Ann Curtis

Jose Guerrero

James & Lucy Guo

Wei Guo

Tom & Brittany Gutberg

Doug & Janice Guthrie

@ Sage Guyton ’84

Rafael Guzman Banuelos

Carl & Mary Hagen

Marian Hagen

Tor Hagen

Saran Hakes

Bob & Victoria Hall

Kyle & Ming Hall

Tigger Hall ’74 & Nancy Hall

Jane Hamilton

Hamilton Beach Brands, Inc.

Kathryn Hamm

Scott & Brooke Hamman

Valerie Harding

Ginny Hardman

Jon & Kelly Hardy

Emily Hariton

Tim & Melinda Harrington

Drake & Angela Harris

Warren Harrison & Lou MacManus

Ned Harvey ’84 & Libby Crosby Harvey ’84

@ Austin Haugen ’04 & Erin Haugen

John & PollyBeth Hawk

Penny Hawkins

Adam & Hilary Haynes

Doug Heller

Jed & Haley Helvey

Bobby Henshel & Amy Wintermeyer

Pete & Jackie Henz

Adam Herling

Erick Hernandez & Cinthya Hernandez-Najera

Jesse & Victoria Hernandez

Victor Hernandez & Roma Morales

Jeremy & Morgan Hersch

Chris Hertig & Beth Downey

Paul & Connie Hess

Kerry & Ronit Hicks

Kevin & Tanya Hicks

Jim & Sally Higgins

Jon & BJ Hill

Katy Hills & Julie Nelson

Steve Hindes

John Hinman

Bao & Grace Ho

Craig & Kayla Hodges

Ben Hoffman

Ryan Hoglund

Lucy Hojo Denson

Ross & Sarah Holland

Beverly Holmes

Chad & Pam Holmes

Marc & Kristen Holtzman

Matt & Maira Holzmann

@ Tim Horgan-Kobelski ’05

Horizons National

Lee & Chris Hostetter

Alvin Howard

Alena Howe

Barclay & Judy Howe

Henry & Annie Howe

George & Beth Hower

David & Karyn Huberman

Douglas & Renee Hudson

Hannah Trierweiler Hudson ’99

& Matthew Hudson

Kyran Huebl & Jasmin Beck

Jeanine Hughes

Kent & Janina Hultgren

Bill & Kristen Hume

James Humphrey & Kathryn O’Shea-Evans

Janet Hunpadongrat

Michael Huntington

Dan & Mandy Hyatt

Steven & Joni Hyatt

Bud & Marilyn Hyman

Roberta Ilardo

Frank & Sarah Ingham

Scott & Cathryn Iten

Narayan Iyengar & Myrna Moncayo-Iyengar

Dan & Michele Jablonka

Caitlin Jackson ’05

Jesse & Allyson Jacoby

Camille James

Scott James

Robert & Carol Jancar

Janus Matching Gift Center

Omid Jazaeri & Rita Sharma

JEHJ Foundation

Suzie Jekel

Stuart Jensen & Allison Peters Jensen

Johns Manville

Abby Johnson

Keith & Kathusca Johnson

David Jones ’09

Peter & Tandy Jones

Phil Jones

Ashley Jordaan

Marie Jordaan ’20

Gary & Micki Joseph

Phil Joseph & Gillian Silverman

Ericka Jurado

Heather Jurek

Michael & Gillian Kaag

Andy & Diane Kane

Jared Kaplan & Jenny Armstrong

Jared Katzman

Denise Kay

Jeff & Belinda Kazmark

Tilahun Kedida & Ayantu Kalbessa

@ Lauri Keener ’94

Jeff Keil

Roger & Karen Keithley

Dylan Keller

Jim Kelley & Amie Knox

Luke & Jane Kelly

Jennifer Kemp

Mariner & Megan Kemper

Cameron & Gina Kennedy @ Lauren Kenney ’06

Tom & Erika Kenney

John & Marissa Keplinger

Kris Kerr

Neil & Carol Kesselman

Kesselman Family Foundation

Kadz Khan

Joe Kim & Janet Pak-Kim

Marcus King-Stockton ’04 & Sarah Brill ’02

Don & Lynne Kinney

Heath Kinsland & Jenny Wilczewski

Wes Kirk

Stacey Kirkland

Kathleen Kirkman & Jen Bartlett

Aaron Kirkpatrick & Heidi Becker

Andrew Kirshbaum ’89

Ali Kittle

Ed & Linda Kmit

Shane Knight

Jordan Knutson & Joanna Bao

Fred & Kitty Koch

Dan & Kelly Kocher

Peter Koclanes & Jeanne Coleman

Marilyn Koenig

Jeff & Kia Kofron

Alex Kogstad

Nick Koncilja ’99 & Robin Koncilja

Michael Korenblat & Talia Ballinger

Jason Koza

Brandon Krantz & Raina Bayas

Stanley & Henny Krantz

Howard & Diana Krasnow

Carl & Nancy Kreitler

David & Suzanne Kroepsch

Buzz & Shelley Krovitz

Matt Krovitz & Hilary Bloom

Whitney Ladd

William Landeros

Nick Langefels & Lina Patel

Steven Langford

Brett LaPlante ’04

Christy LaPlante ’07

Chris & Samantha Larkins

Matt Lauer

David & Lori Lawrence

David Lawrence Foundation

Jesse & Victoria Leal

Eric & Liz Leblanc

Jay & Karin Leeuwenburg

Christiane Leitinger

Carolyn Lenderman

Norm & Mary Lester

Alan & Vicki Lewis

Jeff Lewis & Missy Larson-Lewis

Mike Liao

Scott & Angela Lichtenberger

Dave & Elaine Licko

The Leslie Erb Liedtke Fund

Hank Lightstone

Bryan & Jane Limmer

Sharmila Lingam

Ming & Kate Linsley

Darren Lish & Kira Giovanielli

Andy Liu

Steve & Jan Livingston

LMEPAC

George & Rita Lochhead

Michael & Rayna Loeb

Frank LoFrisco

Karng Log & Caroline Le

Rob Lohr & Laura Bonnett-Lohr

Brian & Janet London

Maclain Looper & Julie Lachance

David Lopez & Alexandra Del Rio

Robin & Emily Love

Lexy Lowe

Nathan & Ann Lowe

Packet & Debbi Lowrey

Lana Lugo

Arron & Heather Lujan

Jessica Lujan

Thanh Luong & Annalise Nickleberry

Hoang Luu & Brooke Bushong-Luu

Roy Mabrey & Siobhan Maio

Debra MacKillop

Mike & Katie MacPhail

Tristan & Tricia Magno

Alecia Maher

Scott & Lisa Mahoney

Suchit & Reena Majmudar

Jose Malagon

Nick & Rebecca Malick

Diane Maloy

Brian & Meredith Mankwitz

Joel & Julianne Maron

Dena Marshall

Steve & Ros Marshall

J. Landis & Sharon Martin Family Foundation

Gollo Martinez

Jose Martinez

Louis & Nina Martinez

Max Martinez

Olga Martinez

Randall Martinez

Victor Martinez

Rony Marwan & Dalia EL-Prince

Ian & Becci Marzonie

Alfredo Mata Camacho and Lola Montes Trejo

Valerie Mate-Hunt

Pierre Mathieu & Anne-Marie Beaumier

Matter Family Office

David Matthews ’74 & Shaundra Matthews

Carolina Mayoral

Kevin & Rennie McCabe

Marcus McCarty & Carolyn Mitchell

Tom & Carrie McConnell

Brel & Jessica McCoy

Dan & Stephanie McCoy

Tom & Marsha McCoy

Carter & Kate McDonnell

Matt McFadden & Emily Pérez

Mac Megan McGinnis Caughman ’10

& Lili Caughman

Dave & Lil McKean

Marty & Mary McKean

Alana McKenna

Austin Mckenna

Michael McLaughlin

Kevin McManus & Cathy Nabbefeld

@ David McMurtry ’97 & Allison McMurtry

Geoff & Marguerite McNeill

Paul & Amy McPheeters

Mike & Danielle McSweeney

John & Jan Meck

James & Melanie Meehan

Adam & Daniela Meltzer

Neal Meltzer

Rena Meltzer

Sofia Meltzer ’23

Hugo Mendez & Monica Damian

Manuel Mendez Peregrino & Maria Hernandez

Kris Mendoza

Don & Marsha Merry

Bill Meyer & Brenda Rivers

Joe & Holly Michaud

Brenna Mielenz

Marko & Saana Miklo

Chris & Lindsay Miller

C & L Miller Family Fund

Jason Miller & Nancy Silverstone

Christopher & Sarah Millette

Stuart Mills

JoAnne Minnick

Alejandro & Mirna Miramontes

Kevin & Michelle Mize

Doug & Whitney Moehle

Andrew & Amy Mohraz

Bijan & Judy Mohraz

Rudi & Sara Monterroso

John & Jacque Montgomery

Matt & Kim Montgomery

Hopi Moore-Sargent ’84 & Dave Sargent

Leticia Moreno

Margarita Moreno

Karensa Morgan ’01

Will Morgan & Lara Mullin

Grinnell & Suzanne Morris

Stephen Morrow ’94

Bradley & Kelsey Morse

Brent & Julie Morse

Chris & Beth Moskoff

Mountaingate Capital

@ Maeve Moynihan ’13

AJ Mrig ’33

David Mueller ’70

Larry & Rozella Mullen

J.K. Mullen Foundation

Jorge Muñoz & Afaf Saoudi

Tim & Marni Myers

Walt & Karen Mystkowski

NACCO Industries, Inc.

Richard & Jan Nadolink

Jacob & Annie Nagy

Bill & Barbara Nash

Jonathan & Amy Nash

Gil & Elizabeth Neumann

Weldon & Jane Newquist

Collinus Newsome

Viet Nguyen & Tam Vo

Alex Norgren ’07

Diane Norten

Rich & Carla Noyes

Jim & Pat Nudi

Jessica Nuñez-Hernandez

Francy Obee

Jim & June O’Brien

David O’Halloran & Tricia Noble

Jessica Ohly

Old National Bank

Hidai Olivas-Holguin ’17

Ben & Megan Ollett

Ben Olson

OppenheimerFunds, Inc.

Jose Oromi

Lee & Lisa Osman

Tom & Baba Owen

Kevin & Rachel Padworski

Abby Page

John & Camille Palmeri

Tony & Catherine Parkin

Elizabeth Arnold Parrish ’01

John & Marian Parsons

Zach & Anuschka Pashel

B & Erin Passan

Samir & Jenny Patel

Mark & Alana Paton

Marty & Margit Patterson

Pearl Wine Co.

John Pederson ’11

Greg & Therese Peek

Dennis & Linda Pejsa

Nelson Perkins

Debra Perkins-Smith

Julia Petkun Lecocq ’01

Paul Phillips & Susan Zimmerman

Rush Pierce & Diane Goodwin

Read & Vanessa Pierce

Ted Pinkowitz & Susan Fox Pinkowitz

Spencer & Janet Plant

PNC Foundation

Adam & Anne Poe

Zak Pollack ’08

Gary & Ann Polumbus

Marconi Porra & Amaila Ardila

@ Brandon Potter ’02

@ Krista Potter ’08

Casey Powell

Walter Prado & Alma Ramirez

Dan & Tricia Pratt

Leo Procise

Sandy & Donna Pryor

@ Ryan Purcell ’95 & Kelly Purcell

Kaili & Sara Purviance

Evan Pushchak ’02

Robert & Debi Pyszka

Phil Quatrochi & Ali Walton

Hattie Ralston ’33

Abel Ramirez ’16

Alan Ramos

Michael & Janie Ramseier

RaymondJames

RBC Wealth Management

Chapin Rebbe

Sridhar Reddy & Kiran Jabamoni

Lee & Pam Reichert

Tim & Jess Reiter

Jessica Reyes

Wendy Reyes

Sharon Reynolds

Travis Reynolds & Maria Escobedo

Brad & Rachael Rhine

Emily Rhoades

Jenni Richards

Marcia Richards

Jeff Riek & Christine Samsel

Anne Ringham

Mark & Becky Risch

Dan & Alicia Ritchie

Josh & Kaylee Robbins

Robert Half

Keith Robinson

Steve & Elizabeth Robinson

Tom & Prairie Robinson

Erick Rocha & Adriana Tarango

Alan & Susan Rockmore

Bob & Debbie Rodriguez

Patricia Rodriguez

Patrick Rodriguez & Faye Matthews

Jamie Roll

Merrill Rollhaus ’20

Carol Rosberg

Jamie Ross ’64

Shawn & Susan Rossi

Jeff & Joni Rossiter

Robert & Meaghan Rubey

Elizabeth Ruddy ’04 & Ben Brodsky

Ana Ruiz

Melissa Nelson Rummel ’99

Matt & JJ Rutherford

John Ryan

Mari Ryan

Mark & Lori Ryan

Nancy Ryan

Eric & Alice Rydberg

Roger & Marty Rydberg

Mimi Ryder

Luis Salazar & Luz Gonzalez

Salesforce

Richard Salisbury

Corey Sampson & Allie Bronston

Venetia Sampson

Hope San Filippo

Patrick Sankovitz & Megan Eliassen

Jon & Lauren Sanley

Rebeca Sarabia

Chris & Jillian Sawyer

Jim & Susan Scarborough

Charlie Schaper

David & Mary Scheible

Kyle Schlachter & Lisa Todd

Nick Schneck ’16

Katie Schneider

C.P. Schoelzel

Jonathan & Katharina Scholl

Nancy Schoyer

Jim Schubert & Heather Trish

Joey Schultz

John & Carole Schultz

Andrea Schumacher

Calvin Schumacher ’23

Robert & Maren Scoggins

Gates & Chelsea Scott

Veronica Scott

Albie & Janna Scudiere

Zachery & Dara Segal

ServiceNow

John Sesbeau & Nancy McConnell

Kim Setnor

Todd & Angela Shaiman

Shamos-Booster Family Fund

Carla Shankle*

Eric Shannon & Brooke Walters Shannon

Abigail Shapiro ’22

@ Max Shaw ’08

Penny Shaw

John & Geneta Sheil

Tyler & Nicole Sherman

Steven Sherry & Isabella Ubertone

Bill Shia & Mable Lee

David & Wendy Shpiz

Homer & Judy Shrader

Dave & Mimi Sibley

Joel Siderius & Lora Koenig

Gary & Bobbi Siegel

Todd & Stacie Siegler

Chris & Paige Siemers

Ruben & Socorro Sigala

Rebecca Silva

Caitlin Simbeck

Barry & Diane Simmons

Evan Simmons ’06 & Gisa McCray Simmons

Mary Singer

Randal Singer

Thomas Sisk ’11

Tom & Nina Sisk

Devon Sisneros

Jessie & Liza Skipwith

Madison Slater

Jack & Sherry Slattery

Aaron & Cynthia Smith

Annie Smith

Craig & Amy Smith

David Smith

Francis & Jean Smith

Gibson & Laurie Smith

Jeff Smith

Jim & Robin Smith

Lorna Smith

Martha Smith

Molly Smith

Phil & Wendy Smith

Eric Snelgrove & Cheri Linden

Sobrato Philanthropies

Nina Sohn

Carrie Solano

Chris & Lauren Soranaka

Curt & Mia Sorensen

Pete Sorich

Mike & Cassie Sorrentino

Craig Sovka & Katie Evashevski

Jose & Sarita Spiwak

Jon & Katie Sprick

Richard & Diantha Stafford

Mike & Christine Stanitski

Barbara Stanton

Steven & Kim Stanton

Sean & Melissa Stedeford

Kiki Stein

Brian & Shelby Stern

Britton Stocks ’16

Elisa Stolar

George & Karen Stone

Shane & Susan Stone

Travis & Stephanie Stone

Sarah Stowe

Alan & Julie Stremel

Cliff Stricklin

Philip & Holly Stull

Rob & Linda Sturgeon @ Daniel Sullivan ’10

Gary & Karen Sullivan

Todd Sullivan & Elena Ritchie

Drew Sultan

Raphael Sung

Nick Sweeney & Celia Sheneman

Karen Szukalski

Rob & Judy Tate

Cat Tatman

Peter & Marian Taylor

Stashia Taylor

Teleflex, Inc.

Leigh Telitz

Jerre Terwilliger

Joe & Caitlin Tesoriero

Michelle Thatcher

The T. Rowe Price Program for Charitable Giving

Clay & Cara Thornton

TIAA

Ned & Margot Timbel

Fiona Timm

Esteban & Olivia Tinoco

Dan Tipton & Alex Smart

James & Barbara Todd

Mark & Erinn Torres

Tom & Beth Toth

Joseph Traylor & Andrea Rettig

Brian & Megan Trembath

Grace Trembath ’22

Vincent Trinquesse

Dut Truong & Ailinh Ton Nu

Mark & Cyd Tully

Mark Turnage & Natalie Bocock Turnage

Stephanie Turner

Mark & Monique Twite

Michael Underwood ’63

United Health Group

George & Regina Urciuoli

Kenneth Usongo

Kacy Vahey

Patrick Vahey

Sandy Valerio

Daniel & Bridget Vargas

Usha Varma

Gerardo Venzor-Estrada & Nelly Fernandez

Carlos & Rita Vera

Anjelica Villalba

Bob & Beth Vinton

Eric & Kara Vinton

VISA

Austin Viveiros

Jon Vogels & Heidi Chesley

Carrie VonderHaar

Sara Wachtel

Carolyn Wachuta

David & Ruth Wadsworth

Bill Waggener & Lucy Buckley

Pat & Angie Wagner

Zachary & Courtney Waite

Bruce & Janyce Wald

Jake Walker & Sara Barton

Olivia Wall

Mark & Molly Wallace

Alex & Christine Walsh

Jason Wang & Soojin Kim

Chris & Melinda Warner

@ Terrie Dickinson Warren ’73 & Win Warren

Karli Warrender

Elwood & Fran Webb

Jamie Webb

Richard Weber

Shanna Weber

Stephen Webster

Jim & Karlene Webster Family Fund

Brad & Helen Weekes

Sandy & Anne Weil

Richard & Arlene Weisman

Robin Weisman

Karen Welch

Wells Fargo

Charlie Westfall ’21

Jenna Westfall ’26

Wyatt Westfall ’18

Dori Shockley Wey ’08 & Alex Wey

Robert & Kim Wharton

Andrew & Chelsea White

Sara White

Eric Whytsell & Ginger Broaddus

Robert Wichmann

Tim Wieser & Holly Garteiz-Wieser

Maria Wietrzynska

David Wilhelm ’68 & Marsha Wilhelm

William Blair & Co

Karen Williams

Lisa Willis

Storey & Gravely Wilson

Jonathan Winter & Teresa Chia

Jess & Jen Wolfe

Josh & Jen Wolkon

Pat Wolpert

Lillian Wood ’04

Woodhouse Spa

Stacy Woodward

Workday

Paul & Janet Worley

Hunter Worthley

Adam & Stacy Wright

Steve Wurst

Monte & Sheila Wymore

Gary & Diane Wyner

Billy & Christy Wynne

Charlie & Elaine Yang

Julie Yeros

Abiel Yirgaw & Senait Tecle

Elena Yoder

Jay & Beth Young

@ Megan Young ’97 & Scott Dillon

Sarah Young

Sejal Young

Chris & Maribeth Younger

Young Yun & Esme Prieto Yun

Melissa Zaremba

Kathryn Zarini

Judy Zinn

Matt Zisler & Taja McKinney Zisler

Amanda Zranchev

CULTIVATING EMPATHY AT COLORADO ACADEMY

At Colorado Academy, empathy is foundational to our educational philosophy and community culture. We understand that nurturing students’ capacity for empathy is crucial for their personal growth and future success. They develop deeper relationships, become more effective leaders, and gain the emotional intelligence necessary to navigate an increasingly interconnected world.

Through daily interactions in our classrooms, on our playing fields, and in our art spaces, we witness how empathy transforms casual connections into

meaningful bonds and turns challenging moments into opportunities for growth.

Our faculty and staff model empathy in countless ways, creating an environment where students feel seen, heard, and valued. Students are supported in taking academic risks, expressing themselves authentically, and bolstering their peers through successes and struggles. Whether it is a Kindergartener learning to resolve playground conflicts, a Middle Schooler standing up for a classmate, or an Upper School student leading a

community service initiative, empathy guides our students toward becoming thoughtful, compassionate individuals who understand that their actions impact others.

In today’s complex society, the ability to understand and appreciate different perspectives is more critical than ever. Engaging with diverse viewpoints, backgrounds, and experiences prepares CA Mustangs to be bridge builders and problem solvers in their future communities and careers. Paired with critical thinking, empathy is a powerful tool for innovation and impact.

Colorado Academy

3800 South Pierce Street

Denver, CO 80235

CHANGE SERVICE REQUESTED

According to Eighth Grader Emmaline Sprick, the undulating coil vase she created in her ceramics class was intended to look “like a flower, but spiraled up into itself. As you're going through Middle School and getting older, the Ceramics Studio is a great place to let go of the rules and think outside the box. It lets you connect with people in a different way.”

Art by Emmaline Sprick ’29