Our Day
SPRING 2025
The 2025 edition of Our Day magazine— Building a Mustang —is a tribute to the vibrant community that makes Episcopal Day such a powerful place to grow and learn. This year’s issue explores the layered journey of becoming, capturing how students are shaped not only by what they learn, but by who they’re becoming along the way. Through stories of intellectual curiosity, cross-grade connection, and identity formation, Building a Mustang highlights the intentional ways our school nurtures confident, compassionate learners. We hope you enjoy this glimpse into the moments and milestones that define the Episcopal Day experience.
Editorial Team
Elizabeth Gomez
Development Associate
Quincey Grieve
Head of School
Fatima Julien
Marketing & Communications Manager
Kendra Mastain
Director of Development
Roxy Nielsen Director of DEIB & Associate Director of Admissions
Jordan Robb
Student Registrar & Advancement Associate
Tish Scola
Director of Strategic Initiatives & Enrollment
Contributing Writers
Natalie Chan Middle School Math Teacher
Quincey Grieve
Head of School
Erin Hudec Pre-K Lead Teacher
Doug Jolly
Middle School Division Director
Travis Mackin
Director of Auxiliary Programs and Outdoor Education
Katie McDougall Lower School Division Director
Roxy Nielsen Director of DEIB & Associate Director of Admissions
Katie Osterlund Fourth Grade Lead Teacher
Katie Semien Pre-K Lead Teacher
Scot Sinclair Middle School Math Teacher
Audrey S. Class of 2025
Design
Maura Feingold
Wednesday Seven, Inc.
Cover Illustration
Uran Duo
Copy Editor
Meg Wallace First Grade Lead Teacher
Quincey
Doug
Katie
Alvaro Loza
Middle School
Roxy Nielsen
Brandon
Mary
Math Specialist
Natalie Chan
Middle School
Scot Sinclair
Middle School
Erin Hudec Pre-K
Katie Osterlund
Fourth Grade Lead
Katie Semien
What a joy it is to build a mustang!
Dear Episcopal Day Community,
Our pre-K through eighth grade program is focused on the foundational years of childhood. In our small, nurturing environment, every child is an actor and a musician, an athlete and a scientist, a writer and a mathematician. Our children do it all, surrounded by caring teachers who work in close partnership with parents to raise children with confidence and character.
The pages ahead capture the magic of how Mustangs are made! Through the voices of our faculty and professional community writers, you’ll discover the richness of our program, the joy found beyond the classroom, and the deep bonds that define
This year, that same spirit of excellence and connection is guiding our future, as we launch our Strategic Plan, Tradition and Transformation
Building the future of Episcopal Day School means staying true to who we are while boldly stepping forward, hence our title Tradition and Transformation. We are a school grounded in our beautiful traditions and in our Episcopal identity, and we are a school that develops children with powerful voices that they use to be leaders of positive and transformational change.
Our Strategic Plan has five primary pillars which anchor the work ahead:
The first two pillars are all about teaching and learning –what and how we teach – and establish our top priorities: Purposeful and Transformative Education and Curiosity and Critical Thinking. We’ve named each stage of our program with language that captures its spirit; Discovery and Wonder for Charles House; Building and Strengthening in lower school; Synthesis and Engagement in middle school. Episcopal Day School students are known for their confidence, poise, grace and strength of character.
Our children have voice. Our signature academic program will lean into this strength—amplifying student voices while fostering the skills they’ll need to make a meaningful impact: critical thinking, questioning, reasoning, and making connections. It will be rooted in depth, complexity, and purposeful, interconnected learning, and tied together through the arts, our study of religion, and a commitment to external connection through our social justice and service learning.
Our purposeful and transformative program stands on the foundation of the other three pillars of the Strategic Plan.
The third pillar, Access and Belonging, amplifies our Diversity, Equity, Inclusion, and Belonging Vision Statement. It ensures that our academic program prioritizes curriculum where students see themselves, where they challenge assumptions, interrupt bias, and where they see how advantage and power may diminish a just world. Additionally, the vision statement states our commitment to ensuring that we are a diverse community from classrooms to the boardroom. Our vision statement is embedded in our Strategic Plan. It is not separate from our strategic vision, it is integral to it.
The fourth pillar, Stewardship and Strength, outlines our goals for our finances and facilities. In this pillar, we assert that we are committing to a capital campaign.
More than a decade ago, Episcopal Day families launched a campaign that built St. Matthew’s Hall, Charles House, and our gym—investing not just in their children, but in the future of our school. We too, are committing to a major fundraising effort that will transform the future, for our children, and for the children who will walk the halls of Episcopal Day decades from now.
In the last pillar, Core and Community, one more about tradition than transformation, we celebrate that we will continue to be a school that, at its core, is all about community. That is who we have always been, that is who we will always be. We are a community that loves to be together. Together we will stay as we build the future of Episcopal Day.
As you flip through this year’s issue of Our Day, keep an eye out for our strategic plan icons to see how we're bringing this work to life every day as we nurture the growth of each Mustang.
Very sincerely,
Quincey Grieve Head of School
Transformative &Purposef
&Critical Tinking
Worthy, Powerful, & Loved
The Episcopal Day Experience
Doug Jolly
Middle School Division Director
Katie McDougall
Lower School Division Director
The time of childhood is precious–the minutes, hours, and days accumulate into an experience that shapes who a child will become and how they will move through the world. It is for this reason that we consider the finite, moment-by-moment experience of our students in each division, and why we also work closely together to consider the gestalt of the ten-year experience. It is the accumulation of moments at Episcopal Day School that teaches children that they are worthy, powerful, and loved.
From the first time a pre-K student is welcomed to Charles House by a seventh grader at the curb, they are being taught about their own value as a member of the community. They receive attention and care as the older student helps them put on their backpack, takes their hand, and asks them about their morning as they walk into the building. They learn that they matter and that they can trust in the care and goodness of others.
What is sometimes harder to see in those moments is what the seventh grader is learning about themselves in the same interaction. It is easy to see the older student as the teacher and the younger student as the learner. But if we look more closely, we can see the reciprocal and exponentially beneficial relationship between the lower school and middle school programs.
“I am gentle.” “I am trustworthy.” “I make a difference in the lives of others.” Messages like these can be scarce in the lives of middle school students, but they are abundant in the experiences of middle school students at Episcopal Day School. Having moved through their school experiences as the younger half of the student body, middle school students complete the arc of their journey at Episcopal Day School by learning powerfully about their own role in the school community, and the world. They learn that they are needed, that they have a role in caring for others, and that their actions and ideas matter. At a developmental moment when children are individuating from the adults around them–sometimes in challenging ways–and rapidly developing their identities, what a powerful gift to remind them on a daily basis of their connection to something larger than themselves.
The lower and middle school experiences do more than just stack one on top of the other. We are not simply constructing a foundation in lower school and building on top of it in middle school. The two halves of a child’s time at Episcopal Day School are interconnected, not isolated from one another. In some ways, they are inverse experiences, and each is made more meaningful by the other.
In a world where children (and parents/guardians) feel continuous pressure to prepare for what is ahead, a perpetual focus on what’s coming can rob children of the experiences of reflection, integration, and synthesis, and a present-centered celebration of what already is. Our graduates are well-known for their authentic confidence–confidence that comes from a belief in their own agency, the value of their contributions to the community, and of being known and loved.
The pre-K student who looks up to take the hand of a seventh grader on their way into Charles House so quickly becomes an eighth grader, looking down to take the hand of their kindergarten buddy who will escort them down the aisle of the Chapel on May Day. As they celebrate and reflect on all they have experienced and accomplished in their ten years at Episcopal Day School, they will look back on a constellation of experiences that have reinforced that they matter: they matter to others, and they matter for others. It is both halves of these experiences that create young people who are ready to be curious and confident leaders of positive change in the world.
The Story Within
Fostering Identity, Belonging, and Purpose Through Education
Alvaro Loza Middle School Dean of Students
Roxy Nielsen Director of DEIB & Associate Director of Admissions
At Episcopal Day School, we understand that education is not just about academics—it is about shaping individuals who know themselves, understand their place in the world, and move forward with confidence and purpose. From the earliest years, our students are encouraged to explore their identities, articulate their values, and develop the self-awareness that will guide them through high school and beyond. Our curriculum is carefully designed to create moments of deep reflection and meaningful engagement, allowing students to see themselves as capable, thoughtful, and empowered members of their communities.
This year, we have been fortunate to host several assemblies centered around cultural exploration and celebration. For Lunar New Year, we welcomed Lion Dance Me to campus. Featured on America’s Got Talent, this dedicated team works to preserve the cultural art of dragon and lion dance. Students watched in amazement as the performers executed skilled stunts and danced through the crowd, offering an up-close look at their beautifully designed costumes.
In February, during Black History Month, students explored the history of stepping and the power of Black percussive dance in America. This engaging presentation was led by Molodi Live, an organization dedicated to centering, serving, and celebrating the art and language of step-dance. Later in the year, we welcomed author Omar Mohamed for Author’s Day. He shared his graphic novel, When Stars Are Scattered, a true story about his experiences growing
up in a refugee camp with his brother. Through heartbreak, hope, and gentle humor, Omar’s story highlights the challenges of waiting for a better future while finding ways to create family and home in the most difficult circumstances. Students embraced our Episcopal value of inquiry by asking thoughtful questions about his life and journey. In early spring, we hosted our first Multicultural Potluck, which was a huge success! Families gathered in the courtyard to share delicious food, experience the varied cultural traditions within our community, and enjoy time together.
School assemblies and cultural celebrations like these are just a few of the ways we empower students to learn about themselves and their classmates, fostering a deeper understanding of the diverse world around them.
Through Leadership and Service Class, students learn not only about civic responsibility but also about their own strengths and passions. They engage in discussions that challenge them to think critically about justice, empathy, and their ability to make an impact.
These lessons are reinforced in studentled conferences, where students take ownership of their learning, setting goals and speaking openly about their growth. Rather than being passive recipients of feedback, they develop the skill of selfadvocacy—an essential tool for their future academic and personal success.
This journey of self-discovery is further enriched through chapel talks, where students have the opportunity to share their reflections and experiences with their peers. Standing before their classmates, they articulate their beliefs, tell their stories, and gain confidence in their own voices. In these moments of vulnerability and courage, students begin to see themselves as individuals with perspectives worth sharing and as members of a community that values their unique contributions.
Identity formation at EDS is also interwoven with our commitment to developing an appreciation in our students, for cultures that are different from their own. Through community presentations and celebrations that honor diverse traditions, students gain a broader understanding of the world and their own place within it. Whether participating in events that highlight Hispanic Heritage Month, Lunar New Year, Diwali, Ramadan or Black History Month, they see the richness of different experiences while also deepening their understanding of their own backgrounds. The ability to appreciate both personal identity and collective history is essential to developing a well-rounded, empathetic perspective.
Projects like The Best Part of Me further reinforce this sense of self-discovery. When students reflect on and celebrate an aspect of themselves—whether physical, personal, or intellectual—they learn to recognize their own worth.
This exercise, simple in concept but profound in impact, encourages students to take pride in who they are, fostering both confidence and belonging. It is one of many ways EDS helps students see themselves not just as learners but as individuals with agency and purpose.
Together, these experiences—academic reflection, public speaking, appreciation for cultural differences, and self-expression— form the foundation of a holistic approach to education. The journey of identity formation is not confined to a single program or moment but is instead an ongoing process that unfolds through each intentional experience EDS provides. When our students leave for high school, they carry with them more than knowledge; they carry a deep-rooted
understanding of who they are, the confidence to advocate for themselves, and the awareness that they have the power to shape their own futures. At Episcopal Day School, identity is not just discovered—it is cultivated, nurtured, and celebrated, ensuring that each student steps into the world with purpose and resilience.
Brandon Kraft Associate Head of School for Academics
Always Learning: The Heart of Great Teaching
One of the best parts of my job is wandering into classrooms and witnessing the everyday magic of learning in action. Some days, I see students staring down the lens of a microscope. On others, they’re creating trading cards about Greek gods. The goal of all of these activities is to meet students at their Zone of Proximal Development. First developed by Lev Vygotsky and later integrated into Carol Dweck’s idea of a growth mindset, this Zone is the space where mental tasks are not too hard–leading to a sense of failure–or too easy–leading to slow mental growth. It’s much like building muscle—mental growth happens when the challenge is just right.
Like building muscle, brain development in the Zone of Proximal Development requires purposeful, planned, and dedicated work. This is what our teachers do every day. Demonstrating dedication to the craft of teaching, they methodically plan lessons to push our students to build their neural plasticity within the Zone.
Though a teacher’s work may often appear effortless, it’s anything but.
Teaching requires deep curiosity and commitment to transform a curricular idea into a meaningful classroom experience. To do this, our teachers consistently strive to get to the next level of good teaching. Sometimes, what I see in the classroom reminds me of one of my favorite Oprah quotes; “We can’t become what we need to be by remaining what we are.” I think this quote directly relates to our faculty’s motivation to make each classroom moment better than the last. To accomplish this, teachers rely on both internal and external professional development.
Since joining Episcopal Day School, I have seen the language of, “a community in conversation,” in action. Teachers are constantly discussing how best to push our students within their Zone. In fact, I have noticed that faculty can spend hours in these conversations. To engage more deeply in these conversations, EDS teachers and administrators develop internal professional development.
One aspect of our internal professional development includes our Math Specialist, Mary Kimbell. I have seen her adeptly structuring our lower school math groups throughout the year. These mixed groups allow students to further their development of our Standards of Mathematical Practice. Most notably, I have seen Mary work closely with our kindergarten teachers to build novel math groups. This has allowed for an individual-focused approach while keeping all students on track to go beyond algorithms towards becoming communicative problem solvers.
Sometimes professional development occurs through informal and surprising conversations. For instance, a casual lunch conversation with one of our learning specialists led to a deep dive into differentiating grammar instruction in middle school. Teachers Brenda Ray and Kevin Wood are exploring the Writing Revolution, a research-based framework first developed within the Windward School in New York and then later featured in The Atlantic. Most notably, the approach builds a student’s command of grammar from the sentence to the essay. Exposure to this
Beyond Numb3rs
Middle School Math with Meaning
Mary Kimbell Math Specialist
When I was in middle school, I had an amazing math teacher, who also happened to be my mom. I was chosen to be a part of the first cohort to embark on an enriched math pathway. The eleven of us sat in the room in a circle with my mom and tackled every new concept as a team. She pushed us to come up with our own strategies, collaborate together, and problem solve. Rather than just wait for someone to give us the how, she always focused on the why. This was difficult for me at first as I was definitely not comfortable with struggle, and I had never been pushed academically in this way before. I just wanted to be fed the information and not have to do any real thinking. However, at the end of the two year program, I came out strong in not only my skills, but in my confidence to be able to explain my thinking to others and prove why my work was accurate. I could approach problems in novel ways, edit my work, and persevere. This experience not only transformed my relationship to math, but informed the way that I now approach math education with my students.
"Math is a puzzle that is begging to be solved. It is engaging, challenging, and, most importantly, connected to the world around us. It is through this lens that mathematical learning is approached at Episcopal Day."
We focus our energy on building student confidence in both skills and in the Standards for Mathematical Practice. These standards encourage students to go beyond being passive learners and instead learn to problem solve, develop multiple strategies, create helpful models, and make connections that are meaningful to them. In short, the standards push them to be thinkers, not calculators.
This belief—that math is a dynamic, collaborative, and deeply human endeavor—guides our entire middle school program. My own journey, shaped by inquiry and struggle, mirrors what we hope to offer every student: the opportunity to become confident problem-solvers who see math not just as a subject, but as a way of thinking.
Natalie Chan Middle School Math Teacher
I consider myself extremely lucky to have had an inspiring math tutor when I was taking my math course at the National Institute of Education in Singapore. I still have fond memories of my tutor passionately sharing with us how math should, and should NOT be taught. We took part in fun micro-teaching sessions where we would sit through math lessons planned and taught by our peers, working collaboratively and learning through discovery. Math continues to be my favorite course, and the pedagogical tools that I acquired from that course continue to form the basis of how I plan and execute my math classes.
In fifth and sixth grade math, students do not simply learn to memorize algorithms. They learn why those algorithms work, and how to apply those very algorithms to solve problems. For instance, fifth graders might use a paper model to visualize how to find a fraction of a fraction, notice patterns, and then discover the algorithm for multiplying fractions, while sixth graders work with concrete materials to find the circumference and area of a circle, and then derive the formula for those measurements.
Students are also given opportunities to work collaboratively and share multiple methods of problem solving through these hands-on processes. I often hear students mentioning “Oh! I’ve learned a new method!” or “This method is better than the other method.” By taking part in discussions, students have the opportunity to reflect on their methods, identify their mistakes (if there are any), and identify multiple ways to solve a problem, while simultaneously growing in resilience and confidence.
In addition, students also get opportunities to apply what they’ve learned in real-world situations. Fifth graders apply their knowledge of fractions to designing a park where they have to calculate the area of the park that can be used for specific activities, while sixth graders might apply their knowledge of proportional relationships to price items of their choice at a store they choose.
"By providing students with opportunities to collaborate and make meaningful connections to math in real-world scenarios, they learn to develop a deeper understanding of mathematical concepts and a greater appreciation for math."
Scot Sinclair Middle School Math Teacher
When I was in middle school, I genuinely enjoyed learning new math concepts. We were allowed to work at our own pace, and my group was eager to move quickly, grasping concepts and jumping into the next challenge. As a student, I was infinitely curious and constantly asked questions. One day, my teacher expressed frustration that other students weren’t asking enough questions and pointed to me as a positive example. But, rather than take that as encouragement, I remember taking it as a challenge to figure things out on my own, without asking for help. That turned out to be a big mistake.
Without asking how, why, or when, and without engaging in those meaningful back-and-forth conversations, I didn’t internalize the material as deeply. My understanding weakened, and that showed up in my assessments. It was a powerful lesson: Intellectual growth depends on inquiry and interaction. Now, as a math teacher, I want my students to experience the full benefits of mathematical conversation. Working with seventh and eighth graders is an incredibly special place to be. Coming in with strong conceptual foundations built in fifth and sixth grade, my students are ready to deepen their reasoning and prepare for the rigor of high school math which pushes them to think even more abstractly and to imagine beyond what’s visible. It’s a shift that requires flexibility, creativity, and the confidence to explore unfamiliar terrain.
In my classroom, we dive into topics like proportional relationships, linear equations, systems of equation, the real number system, exponents, and the Pythagorean Theoremnot just to solve problems, but to understand how and why the math works. I encourage students to test out strategies, reflect on their efficiency, and revise their approaches based on what they learn through conversation and collaboration. I want them to listen to their classmates, consider multiple methods, and think critically about what makes a solution elegant or effective.
"If students are experimenting, making mistakes, asking questions, and talking about math, they are learning math. Tat’s the kind of classroom I strive to create every day."
Of course, many students will still joke, “When am I ever going to use this in real life?”, but math is real life. It’s in the patterns we notice, the decisions we make, the way we understand the world around us. My hope -and the hope of all the math faculty here- is that by the time our students leave middle school, they’ve not only built the skills they need for high school, but also a lasting sense of curiosity, wonder, and appreciation for the beauty of math.
4th Grade Pre-K Buddies &
Erin Hudec, Pre-K Lead Teacher
Katie Osterlund, Fourth Grade Lead Teacher
Katie Semien, Pre-K Lead Teacher
“When do we get to see our buddies? What is the next activity we get to do with our buddy? Can we take another walk in the neighborhood with our buddies?” These are just a few of the frequent questions we get from both pre-K and fourth grade students about connecting with some of their favorite friends at school.
On the surface level, it is easy to see the joy that spending time with one another brings to both our pre-K and fourth grade students. By their second or third meeting, the buddies greet each other with easy smiles and get right to chatting away. They tackle every activity given to them with enthusiasm and our time together is filled with imagination and laughter. Often, we as teachers walk away feeling like
our buddy time is the best part of our day, or even week! But, these connections are so much more than the happiness we feel when we’re together.
This program provides numerous benefits for both age groups. Our pre-K students benefit from having a positive role model, someone they can look up to as they develop confidence in their new school environment. They gain additional support in developing social skills, strengthening literacy, and fostering communication development through shared activities such as reading together, arts and crafts, and outdoor play. Most of all, they feel known and have someone to lean on when trying new activities.
For our fourth grade students, the program cultivates leadership, empathy, and responsibility. When asked about their favorite things about spending time with their pre-K buddy, the fourth graders said that “I like making them smile” and “since they’re so young they’re learning a lot of new things and I get to help teach them!” By guiding and supporting their younger buddies, they develop essential interpersonal and mentorship skills that will serve them well beyond the classroom. They also experience the joy of giving back and making a meaningful impact on a younger student’s learning journey. The confidence they have worked so hard to build throughout their years in lower school is being used to instill this pillar for what makes Episcopal Day special.
When we come together at larger school events, the buddies serve as an anchor. The fourth graders are there to guide their pre-K buddies through the process of chapel or school families, which are so familiar to our older students but so new to our younger ones. The fourth graders get to step into the role of leaders as they show the pre-K students the traditions and routines that make our school special. The pre-K students don’t feel as lost with their fourth grade buddies there to help them, and the fourth grade students are given a sense of purpose with their pre-K buddy counting on them.
Our pre-K & fourth grade buddy time has proved to be a special highlight to both our programs. It has provided us with a chunk of time that has allowed for meaningful connections between students, fostering a sense of community, mentorship, and social-emotional growth. At EDS we value our community and appreciate the feeling of being known. The buddy connection between our littlest and biggest kids in lower school supports us as we strive to invite our students to learn these important social emotional skills early. “I’m as nice as possible to my buddy, and the best part is that they’re very forgiving when something doesn’t go right,” one fourth grader remarked– showing us that we all have something to learn about acceptance from the youngest members of our school community.
Activities Include:
neighborhood walks, reading and book times, outdoor exploration in our Charles House yard, sensory stations during holidays like Halloween, poem writing, sketch drawing at the Japanese Tea Gardens, sharing a meal, Rube Goldberg Machine making, sitting in chapel together, dancing.
Fourth graders favorite things about buddies:
support them and help them spending time together help their brains grow they’re funny and cute! making them happy when they smile
Pre-K Adventures
Our youngest learners embark on a journey of exploration, where play isn’t just play—it’s the foundation of learning. Guided by our pre-K teachers, Mrs. Semien, Mrs. Hudec, and Ms. Garcia, students develop socialemotional skills, problem-solving abilities, and a deep curiosity about the world around them—all through rich, hands-on experiences.
Here are just six highlights from this year’s adventures!
Creativity, Imagination, Collaboration, Flexibility, Struggle: A morning with play brings growth in all these areas. It is amazing how much learning happens when we open the class for play choices. We hear many voices and much excitement as the block building develops with dinosaurs, construction vehicles, monster trucks, gears, ice blocks and more. As each element evolves, the games begin to merge and soon the story is one with a large pump being made to deliver water to the icebergs, polar animals hiding away from the waterfall, dinosaurs asleep in their cave away from the water, and the construction area with beds for each vehicle. What amazing imaginations the children share with each other through their games. With each new idea that a friend shares, negotiation skills are activated with friends finding ways to support another's ideas and ways to help ideas grow and evolve. The creativity in play becomes wonderful story telling in writing. The practice with joining the imaginative game of a friend helps with reading comprehension and picturing a story in your head. Group work and problem solving are skills the children will utilize throughout school and into work and life- play is the practice for that!
We’re building the foundations for STEM work! Mrs. Hudec and Mrs. Semien invited us to try out some STEM work by laying out different items on a table. We had a great time counting, pattern making, graphing, building, and creating with these items.
Clarity, Revision, and Experience
Brandon Kraft
Associate Head of School for Academics
In conversation with Kari Dixon (Second Grade Lead Teacher), Karen Espinoza (Kindergarten Lead Teacher), Brenda Ray (Middle School English Teacher), and Kevin Wood (Middle School English Teacher).
ABCs of English at Episcopal Day
When I think about English Language Arts (ELA), I return to what my favorite writers say about clarity, revision, and experience. Writing isn’t just academic, it’s a path to self-understanding and engagement with the world.
"Get it down. Take chances. It may be bad, but it's the only way you can do anything really good," William Faulkner.
“A successful book is not made of what is in it, but what is left out of it,”
Mark Twain.
"If there's a book that you want to read, but it hasn't been written yet, then you must write it,”
Toni Morrison.
“One writes out of one thing onlyone's own experience,”
James Baldwin.
These quotes highlight the value of clarity, the necessity of revision, and the deep connection between writing and lived experience. These same principles guide our ELA program which aims to build strong technical foundations while nurturing voice, clarity, and curiosity. I spoke with four of our ELA teachers, Ms. Kari Dixon (2nd), Ms. Karen Espinosa (K), Ms. Brenda Ray (5th & 6th), and Mr. Kevin Wood (7th & eighth), about how these ideas come alive in their classrooms. Unsurprisingly, their lessons reflect the same themes these great writers championed. Each teacher spoke about how meaningful this work is to them. “I can’t do work that isn’t meaningful,”
said Ms. Ray. “There’s nothing more meaningful than helping students find their voice.” Similarly, Mr. Wood spoke about how meaningful books can be. He said, “I know that not every student will love every book, but I want students to leave with an appreciation for books in general.” Ms. Dixon loves when students become mindful of words and spelling, “…they start the year asking ‘what is this word?’ but at the end they are decoding it by themselves.”
From kindergarten to middle school, it’s powerful to watch students deepen their understanding of the world and connect through writing. Our program empowers students with clear communication skills (clarity) and is grounded in processes that empower them to not only express and understand themselves (revision), but also to better understand others and the world around them (experience).
Clarity
In the lower school, Core Knowledge Language Arts (CKLA) applies the science of reading to scaffold the acquisition of phonetic awareness, word recognition, grammar, sentence and paragraph creation, and reading comprehension. All of our lower school faculty then use their masterful pedagogical practices to bring this curriculum to life. Ms. Dixon utilizes her theatrical training to differentiate in the classroom, “If a student prefers to talk through their reading, I give them a stage to do so.” Ms. Espinoza, similarly, integrates her strength in designing play-based pedagogy into her approach. Through playing phonics
games in Kindergarten, students gain clarity in how to express words and their thoughts. Ms. Espinoza said, “it is important for students to understand how to be a good sport and express their emotions, especially disappointment.” By the end of their time in the lower school, students have been exposed to almost all phonetic patterns and the basics of grammatical structure, setting a solid foundation for future growth. As they build on this, our ELA program continues to focus on helping students develop clear and effective communication skills.
In middle school, this focus on clarity takes on a deeper dimension and empowers students to give nuance to their thoughts. Inspired by the Writer’s Revolution, both Ms. Ray and Mr. Wood work with students to refine their sentences before progressing to more complex writing structures like paragraphs and essays. By the end of eighth grade, students are able to formulate clear arguments about complex texts, like ‘The Taming of the Shrew’ and ‘Animal Farm’. Mr Wood has shared, “This year I am most proud of how far all of my students have come in their essay writing. Essay writing takes patience and some struggle. I am happy to see their clarity of expression grow.”
Revision
The clarity we seek to establish in our ELA coursework emerges through an iterative process: revision. Revision here is not about trying to get it perfect the first time; it's about learning to trust the process of growth. Even our best ideas can flourish with a little time, collaboration, and attention. In middle school both Ms. Ray and Mr. Wood use a writers’ workshop process to develop student writing. The first draft is never the last draft. Through collaborative revision processes, we aim to help students not only discover their voices, but also develop the patience and persistence needed to nurture an idea from first spark to fully realized
In lower school, trying things out and learning from your mistakes are central to our approach. Although revision sometimes takes the form of revised writing in third and fourth grade, in earlier years, revision is primarily explored through how a student expresses themselves orally as they try to decode new words. This happens through careful scaffolding by the teachers. Both Ms. Dixon and Ms.
to decoding language where students are empowered to take chances on sounding out words and determining word meaning. In reflecting on a Greek mythology unit, Ms. Dixon mentioned that she hopes that by developing background knowledge and resilience, students will feel empowered to read more complex books, like the Percy Jackson novels. This early foundation in resilience and exploration prepares students for the more formal revision processes they encounter in middle school.
In fifth and sixth grade, students focus on mastering sentence and paragraph structure. Together with Ms. Ray, they experiment with expression, learning how different word choices can sharpen, deepen, or even shift the meaning of their ideas. Eventually, they’ll move on to creating thesis
boost students’ background knowledge and support their vocabulary development. In supporting them, they build a resilient approach
statements and defending their thoughts on a text or passage, engaging their critical thinking skills and employing their newfound vocabulary repertoires.
As they move into longer essays and formal writing in seventh and eighth grade, revision becomes even more central. Every claim must be supported by evidence, and students are introduced to research practices, fact-checking, and citation protocols. Yet the revision process remains deeply collaborative as students share drafts, offer feedback, and reflect together. As Ms. Ray puts it, “Writing begets more writing.” In embracing revision as a generative, shared process, students begin to let go of perfectionism and see writing as a space for risk, refinement, and discovery.
Experience
If clarity gives students the tools to express their ideas and revision teaches them how to shape those ideas thoughtfully, then experience gives those ideas depth, empathy, and resonance. As students deepen their understanding of perspective via interactions with the work of their peers and other writers, they can also begin to connect their own experiences and start making sense of others’. Students might
explore a text written by an explorer in the early fifteenth century and think deeply about how the writer’s perspective shapes language and word choice in describing that place. In this way, students not only strengthen their own voices but also develop a critical awareness of how background, experience, and vocabulary work together to frame a story. Through storytelling, both reading and writing, students are invited to connect their personal experiences with broader human themes. This connection fosters not just academic growth but emotional and ethical development. In this way, reading and writing become not just academic exercises but powerful tools for connecting to the world around us and better understanding our own perspectives and experiences, a core life skill.
In lower school, the CKLA curriculum blends non-fiction and fiction writing, giving students an opportunity to learn about astronomy, ancient civilizations, and classic stories. According to Ms. Dixon, when exposed to non-fiction tasks, students sometimes say, “If this is reading class, this is not reading.” The goal of exposing students to a variety of texts is to encourage students to build a “mental schema for approaching later work,” says Ms. Dixon. This schema assists students in negotiating future complex contexts.
In middle school, students encounter works that open doors into lives and histories very different from their own, touching on themes like political oppression, systemic injustice, and moral courage. Mr. Wood said he chooses texts that “explore something foreign, understand conflict, and see beauty.” The goal isn’t simply to inform, it’s to invite conversation, introspection, and compassion. Together, clarity, revision, and experience form the backbone of our ELA curriculum. They equip students with the ability to express themselves
Curtains Up
Performing Arts is a vibrant and integral part of student life, fostering creativity, confidence, and collaboration. With a deep commitment to artistic excellence and personal growth, we provide students with opportunities to explore theatre in an environment that values both process and performance. Our productions showcase a range of genres, allowing students to engage with storytelling in dynamic and meaningful ways.
Our Middle School Theater Director Meaghan Brennan has over 25 years of experience in directing and has led more than 20 productions. She believes that theatre education is not just about learning lines and blocking—it’s about cultivating empathy, resilience, and a strong sense of self. Her
philosophy is rooted in the idea that every student, regardless of experience, has something valuable to contribute to the stage. Whether through acting, technical design, or ensemble work, students develop essential life skills such as teamwork, discipline, and creative problem-solving.
Our program encourages exploration, risk-taking, and a deep appreciation for the performing arts. Students engage with the craft through hands-on experiences, from full-scale productions to scene studies, improvisation workshops, and playwriting exercises. Whether they are stepping onto the stage for the first time or refining their craft for future endeavors, our students leave with a profound sense of accomplishment and a lifelong love for theatre.
Where Learning Comes to Life
Travis Mackin Director of Auxiliary Programs and Outdoor Education
As the director of MAP (Mustang Afterschool Program), LEAP (Learning Enrichment Afterschool Program), outdoor field trips, and soon—Mustang Summer Academy, I constantly consider how these programs enrich our students’ learning beyond the classroom. These experiences, set in nontraditional environments, offer opportunities for discovery, curiosity, and growth in ways that structured lessons sometimes cannot.
As some of you may already know, my background in education and working with youth is varied, and my approach to how I manage and select our auxiliary programs is reflective of this. At one point in my career I taught children how to sail while simultaneously leading lessons on environmental stewardship. While at UCSF, I led medical students on hiking and kayaking excursions—an experience that blended adventure with lessons in Bay
Experiential
Learning
in
Action
In my opinion, as a non-classroom educator, experiential learning is one of the most effective ways to teach children. A favorite example of experiential learning in action is visible in Scandinavian preschools that take place entirely outside; their classroom is the forest. It’s natural to wonder—how can deep learning happen without desks, cubbies, or even Wi-Fi? The answer lies in experience: these children learn by engaging with the world around them. They learn fine and gross motor skills by skipping rocks in a creek and climbing trees. They learn about birds, insects, plants, and mammals by seeing and interacting with them in real life.
While Episcopal Day School isn’t a forest school, the principles of experiential learning—learning through hands-on interaction with the world—are deeply embedded in our programs and field trips. While in Big Sur, fifth graders learn about our galaxy by looking at an endless sea of stars painted across the night sky. Our sixth graders learn about rock formations and sediment layers as they climb and touch stones millions of years old. Our eighth graders learn about our nation's history by being in the exact place that history was made. Experiential learning transforms abstract concepts into tangible realities. These hands-on experiences ignite curiosity and create lasting connections that traditional classroom settings may not always achieve.
The Power of Play in Learning
At EDS, our auxiliary programs—MAP and LEAP—are designed with both structure and play in mind. Beyond field trips, play is woven into the fabric of our after-school programs, serving as a cornerstone of how we approach learning at EDS. In the field of early childhood development, play is often cited in the literature as being one of the most important things a child can do in regards to improving their learning outcomes, their social emotional development, and their motor skills.
Play is not the antithesis of learning but one of its most powerful allies . As educators, we are very concerned with the academic success of our students, and I believe to support that success, we must provide a balanced and intentional environment for our students to thrive in. Yes, that often means a place of learning that is engaging, pedagogically modern, and providing of the highest learning standards, but it also means providing a place for children to just be children. It has been my professional observation that laughter, games, and play all mix together to create fertile soil for inquisitive and growing young minds. This is why in MAP we do our very best to provide plenty of opportunities for learning in the more academic sense while offering just as many opportunities to tell silly stories, have ridiculous amounts of fun, and play every game we can think of.
Building Resilience Through Challenge
Resilience—especially in the context of learning—can feel abstract. The idea of resilience is something I am trying to bring to our LEAP classes in small ways via classes and little moments where students can be challenged, but set up to ultimately succeed. In so doing, they build resilience that is necessary to be a well-rounded and successful adult. A great example of this is the Babysitter Red Cross certification course I recently led for our bright and eager sixth graders. Many of them had no experience with childcare, but all of the students who finished the course met the unique demands of the class and they will now be more resilient and self-assured babysitters. Looking to future programming in LEAP, I have plans for a boat building class next year that will challenge students to build a real sailboat, which we will all launch together at Coyote Point, and my expectation for them will be high.
If your child hasn’t yet taken part in one of our auxiliary programs, I encourage you to explore what we offer. These experiences are designed to complement the traditional classroom, fostering curiosity, confidence, and joy in learning. Whether through outdoor adventures, creative challenges, or skill-building workshops, our goal is to provide meaningful opportunities that enrich every child’s journey. When done well, auxiliary programming doesn't just complement traditional academics—it cultivates essential life skills. Through experiential learning, play, and resilience-building, we are equipping students not just for school, but for life.
Everybody Plays
Toni King Athletic Director
Middle school is an exciting age where students are invited to explore new things, build on what they already know, and recognize the things that bring them joy, challenge them, and catch their attention. Their impressionable minds may not fully appreciate or realize it yet, but they need guidance, comfort, and support from the adults around them. They will make mistakes, experience failure, and find themselves thriving. In this precious stage, known as middle school life, they are navigating social pressure, personal growth, and exploring new ideas. Athletics in middle school encompasses all of this. The nature of being part of an athletic team brings out confidence, discipline, and patience. At the same time, they learn to navigate the jitters and fear of failing, while simultaneously building self-esteem and perseverance. These skills span far beyond athletics and are an integral part of personal growth, setting middle school students up for continued success.
Our philosophy of “everyone plays” is intentional and at the heart of our program. Most people at age 12 haven’t yet fully defined what they are good at or actually know what they can excel at. They are still exploring this. When everyone who wants to be included and is committed to putting forth effort joins the team, an authentic program is built and participants feel needed and valued. It is well understood that competition comes naturally in sports, and at Episcopal Day School, we prioritize character development and a positive experience over winningalthough we are pretty good at that, too. By providing this type of environment at the end of their school day, we provide an outlet for their energy, an enthusiasm for being with their peers, and a bit of stress relief that helps while they are in the thick of figuring out how to navigate academic challenges and social dynamics. With this philosophy, we've found that we win more often than not. It reinforces the idea that team success is the result of effort, support, consistency, and the need to work together toward a common goal.
We have about 90% student participation and offer eight sports over four seasons. Our main goal is to encourage all middle school students to participate in one or more school teams each year. We find this time out of the classroom but still with their classmates,
helps foster friendships and a deeper appreciation for each other. In addition, most of our team coaches are also their classroom teachers. It is magical to watch a classroom teacher coach a sports team, as it allows the teacher to see their students in a different setting, which reciprocally helps strengthen their relationship.
The highest privilege of my job is watching each Episcopal Day student grow, mature, improve, and begin to discover their full potential. It is a joy to see them refine who they are, as it should be in middle school - a constant work in progress. There is nothing better than hearing words of encouragement between teammates, helping a teammate with their basketball shot, cheering as they cross the finish line, or offering a helping hand when someone has stumbled. Hearing a genuine shout that exudes success or learning to say sorry—each of these moments is a small nugget of knowledge that students can carry with them throughout their lives. Middle school is a special time, and as an adult in their lives, I want to be there for them in as many moments as possible. So, with that—Go Mustangs!
“It is a joy to see students refine who they are in middle school—a constant work in progress.”
Dear 6-Year-Old Me
Audrey S. Class of 2025
Audrey started her journey at Episcopal Day in kindergarten in 2016 and is now in eighth grade. Her biggest passions are ballet, nail art, and silly doodles in the margins of worksheets. In the future, she hopes to take the kindness and inclusivity she learned at EDS into the world as she takes on becoming a doctor or some other equally nerdy profession.
Welcome to EDS, six-year-old me!
You’re going to have a great time. I’ll give you a preview of each grade level as I remember them so you know what to expect. First, kindergarten! My teachers were amazing people who taught me stuff I don’t even remember not knowing. They will basically teach you how to be a functioning humanthings like how to count past three, your left and right, colors, how to add and subtract, how to write the alphabet, things we don’t even notice. They’ll also set you up for your time at EDS by teaching you about the school traditions, taking you to chapel once a week with middle school buddies, and by making the classroom a friendly, inclusive space.
First grade! Another year of life basics I don’t remember not knowing. We learned about money through a farm project where we bought our own various farm things (with monopoly money). You’ll go all around the world without even leaving the classroom through fake plane tickets and videos teaching about different countries and cultures. You’ll even have parents and special teachers come in to do crafts with you. Oh, and you’ll also learn how to tell time. You’ll need that.
Second grade! We researched everything from dinosaurs and the human body to bugs and Antarctic animals. I chose my favorite dinosaur then, the Stegosaurus, and it’s still my favorite. My favorite part of second grade, though, was that we learned through a lot of our own research. We got to go to the library and pick out
books on whatever we were learning about and present to the class. There was also a lot of anticipation for us to learn cursive, which we did and it was awesome.
Third and fourth grade were a little… different. And by different I mean almost completely online. That won’t happen to you though (hopefully) but I’ll still tell you about it because the teachers made it kind of amazing. Third grade started off strong with a project learning about Native Americans, then COVID hit and we were all stuck at home. We stayed online for the rest of third grade and into the beginning of fourth grade. My class was only online for the first semester of fourth grade, then we came back in person with masks and temperature checks before lunch for semester two. Naturally, a lot of things had to be adjusted, such as our gold rush unit. We were supposed to go to Gold Country as our first overnight field trip, but instead, the teachers filled kiddie pools with sand and fools gold. I think I would’ve been considered unbelievably rich with the chunk of gold I found, so if you need me I’ll be in 1849 on a private island somewhere. We also did a race to see who could finish slides about each of the California Missions first, and I am proud to say my team won (Go Silly Sailors!). I know fourth grade was supposed to go differently, but it was my favorite school year ever all because the teachers made it so great.
Fifth grade!! The first year of middle school at EDS might seem scary but I felt well prepared for this first year. You’ll be eased in and nicely prepared for the future years of middle school. You’ll learn skills like note-taking, organization,
and how to use a planner (I love mine and could not survive without it). You’ll also get to know the teachers that will be with you the rest of your time at EDS. You’ll get the choice to switch from Spanish to Mandarin for your language course, go to your first middle school dance, and do your first science fair project!
Sixth and seventh grade! I started getting more homework but also more leadership opportunities. Sixth grade students do the Maypole Dance with the kindergartners on May Day (a tradition to celebrate the eighth graders), and seventh graders are the acolytes for May Day and Graduation Chapels. I got to carry the bird kite in the procession which was awesome, so I hope you get to do that too little me. (I guess you do because you’re me? Wait. . .)
Now finally eighth grade. Eighth grade is just an awesome year filled with senioritis, big moments, and final moments. An example of a big moment has to be the Chapel Talks. I just did mine, and I got so many compliments that I am so thankful for and it was overall a great experience. It made me realize public speaking isn’t actually the worst thing ever. Though, there's a lot more going on this year. Being the center of May Day celebrations, choosing which teachers will be dedicated in the yearbook, and of course, high school applications and graduation. High school applications
aren’t too bad since you’ll get an advisor to talk to about schools and help with essays. I also mentioned final moments though. Last school dance, last Fall Festival and Donut Day, last locker number to remember, last year seeing people you’ve known all your life every day. Eighth grade is really exciting but also just a little bit sad.
I will definitely be sad leaving this school, with so many memories and connections made here. Though, I’m excited to continue with the rest of my life, and come back to visit, of course. There’s so much I could add to this letter, but I’m running out of words here!
Thank you so much for reading this and I hope you have a great time at EDS little me! Good luck!
EDS Grads Reflect, Explore, & Soar
As our ninth grade students transition to high school and beyond, they carry with them the skills, confidence, and curiosity that have been nurtured throughout their time here. In this spread, we hear from last year's eighth grade graduates, reflecting on how EDS prepared them for their next chapter and the exciting experiences they’re now enjoying in high school. Every Mustang is unique, and while their journeys beyond Episcopal Day may take them to different places, the values and principles that define a Mustang will always remain.
Alina Perez
How do you feel Episcopal Day prepared you for high school?
EDS has helped me become a hardworking, compassionate, and humble person. From leading in the fifth grade play, Our Town, to having my eighth grade chapel talk in front of the whole school, I’ve acquired the skills to advocate for myself and embrace my imperfections. EDS has also taught me that life as a student is a journey. Not every step of the way is smooth, but those hard times are when you grow the most. Luckily for me, I got to experience those ups and downs with my amazing teachers and classmates guiding me along the way at EDS.
What’s one piece of advice you have for current eighth graders?
Be yourself. During your time for high school applications, don’t be hesitant to be your authentic self. Finding a school that fits you is super important to prepare you for your future, so if you are applying to a high school that requires writing descriptions of yourself, interviews etc. Be confident and don’t be afraid to be you. Also, during your eighth grade year, take time to branch out to different people in your class to make meaningful connections. You will never know how much you will miss them when you don’t get to see them for a while. Finally, live up your eighth grade year! It’s full of fun trips, dances, and more so be present and live in the moment!
Jack Evangelista
How do you feel Episcopal Day prepared you for high school?
My time at EDS taught me so much about the value of kindness and how to bring change and justice. It has enabled me to create new lasting relationships with people, while also pushing me to really put myself out there. I feel that I’m able to use my voice and speak out for change wherever I see inequality without any fear of being judged or put down. EDS has also helped me to excel academically - preparing me for some of the rigorous subjects later on. Some things I find very useful from EDS are the different types of note taking, how to use different resources, and being able to make mistakes productively. I can use all the different ways of learning EDS taught me to use when something doesn’t work out or when I start to struggle.
What’s one piece of advice you have for current eighth graders?
Keep an open mind. Don’t expect to make friends like the ones you have at EDS, or have classes like the ones at EDS. No matter how much you try to make things how they were, it just won’t happen. High school is a completely new place and it may be scary or uncomfortable at first. Instead you should embrace being uncomfortable, and strive for all the new opportunities given to you in high school.
“...one piece of advice I have is that being kind matters more than being ‘cool.’”
Julia Ahn
Julia Ahn
What’s one piece of advice you have for current eighth graders?
Regarding the start of high school and getting to know new classmates, one piece of advice I have is that being kind matters more than being “cool.” People are often drawn to those that make them feel good about themselves. Take time to say hello to classmates, even ones you don’t know very well. Especially when everyone is feeling uncertain about friendships and where they feel they belong, something as small as that can genuinely make someone’s day brighter!
What is your current favorite class?
Two of my favorite classes at the moment are biology and a class called Design and Technology. In biology, we’ve conducted experiments and spent the first semester learning about genetics and how to go about discovery.
In my Design and Technology class, our year-long project is to create a glowing structure utilizing three materials: metal, wood, and acrylic, while also learning digital 3D design. We also learn how to program LED lights and assemble the electronics that will illuminate our object. I’ve had a lot of fun learning how to work with different materials, and my favorite thing so far was learning how to weld metal.
Additionally, in a class called Body Mind Education, I got to learn how to top-rope rock climb which was really exciting!
Lucy Blum
What are some of your future plans?
As a freshman, I’m focused on excelling in flag football, basketball, and lacrosse at the varsity level, with hopes of earning a leadership role, like team captain, by senior year. Academically, I plan to take advanced classes and maintain a high GPA to set myself up for a competitive college.
How do you feel Episcopal Day prepared you for high school?
In addition to preparing me academically, EDS provided me with important leadership skills such as public speaking and problem solving. One experience that helped me develop these skills was preparing and performing my Chapel Talk.
What’s one person, quote, or event you still retain from your time at EDS?
One person that highly influenced me from my time at EDS is Ms. King. Throughout my time at EDS, Ms. King challenged me to be the best version of myself athletically and socially. Ella Horn
Mrs. King always cheered me on whether I was on the court, performing my chapel talk, or taking a hard test. Ms. King's guidance and positivity has influenced my transition into high school greatly, and I highly appreciate her because of it.
What’s one piece of advice you have for current eighth graders?
As you approach your final spring at Episcopal Day, I encourage you to really savor these last moments with your classmates. The friendships you’ve built here are special, and as you move on to high school, things will start to change in ways you
might not expect. So, take the time to enjoy and appreciate the people around you now, it’s a time you’ll look back on and remember fondly.
How do you feel Episcopal Day prepared you for high school?
At Episcopal Day I had a solid workload and felt my teachers worked to cultivate my learning into challenges that pushed me to do my best. Specifically, my fifth, sixth, and eighth grade English teacher Mr. Wolfe taught me to love reading and writing and use my
writing to show emotion and opinions. His teaching pushed me to work hard in my current English class and find my love for literature.
What are your plans after high school?
After high school I plan on going to college, and my dream school right now is probably San Diego State University because it is such a good school, and is close to my extended family. It's also generally an amazing place with a great campus.
What’s one piece of advice you have for current eighth graders?
Some advice I would give to current eighth graders would be to slow down, worry less, and just know that everything will work out. This is just middle school, not your whole life.
“Some advice I would give to current eighth graders would be to slow down, worry less, and just know that everything will work out. Tis is just middle school, not your whole life.”
LUCY BLUM
Ella Horn
“Episcopal Day prepared me for high school by teaching me many organizational and problem-solving skills that have made high school an easier and
Landin Lahl
How do you feel Episcopal Day prepared you for high school?
Episcopal Day prepared me for high school by teaching me many organizational and problemsolving skills that have made transitioning into high school an easier and smoother process.
What’s one person, quote, or event you still retain from your time at EDS?
One event I still retain from my time at Episcopal Day was our retreat to St. Dorothy's Rest. During that retreat, I got time to reflect on myself, spend time with friends, and learn more about my class as a whole.
What is your current favorite class?
My favorite class in high school right now is probably either my history class or my biology class because of the challenge and new topics we learn about throughout the year.
Where do you see yourself after high school?
I see myself attending a good college and hopefully staying on the west coast. My dream schools include the UCs and many other state schools in California.
Maverick's schoolyard showdown
Maverick the Mustang is gearing up for a wild adventure on Mustang Meadow—but he needs your help to complete the story. Grab a friend and get ready to get creative. As you go, ask them for words like an adjective, animal, sound, or verb when prompted. Don’t peek at the story—just fill in the blanks as you go. Once your words are in, read the whole thing out loud and get ready to laugh at the silly adventure you helped create!
It was a morning at Episcopal Day and Maverick the Mustang was walking through the hallways. Suddenly, he heard a loud coming from the . Maverick galloped over, dodging flying and almost tripping on some . When he reached the scene, he saw , a who had gotten itself into a sticky situation. “ !” Maverick shouted, and without a second thought, he into action, to the rescue. Just when things seemed to be under control, a huge appeared out of nowhere! As Maverick the situation, he realized that only a team effort could save the day. Soon, and showed up to help. Together, they defeated the and restored peace to Episcopal Day School. After the dust settled, Maverick grabbed some and headed to to celebrate. As the sun set over the schoolyard, Maverick could not help but wonder what his next adventure would be.
Eds Building sound Ending in ing placE plural noun plural noun naME aniMal ExclaMaion
past tEnsE vEr B noun
plural noun food placE vEr B Ending in ing
past tEnsE vEr B
adjEctivE adjEctivE
Building a Mustang!
Just like people, every Mustang is unique, and every Mustang has their own style and flair. Show off your creativity using the accessories in the next page. Ask for a grown-up's help cutting out Maverick's head and your accessories of choice, then mix and match, glue them on, and build your very own Mustang!
Community Built. Mustang Powered.
At Episcopal Day, community isn’t just tradition—it’s our momentum. Episcopal Day has always been fueled by a powerful force: community.
We are a school where families show up, students cheer each other on, and traditions bring every generation together. It’s who we’ve always been—and who we’ll always be. The Mustang Fund keeps that spirit moving forward. Your support powers the events, programs, and connections that define life at Episcopal Day, from milestone celebrations to everyday moments of joy, enriching field trips and innovative classrooms, to the incredible work our teachers do every
day. Your contribution strengthens our community and ensures that the Episcopal Day experience continues to inspire, engage, and grow.
Join us in building the future. Give today.
obegenerous
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What Does It Mean to Be a Mustang?
eaders worktogether as a team t o c o mmunicateourlearning rselves a r n ing to understandhow others thin wew e tobe getting smarter
For our inaugural Blue & Gold Pride Day this year, we asked students to write reflections on what it means to be a Mustang. From friendship and courage to trying new things, their ideas show just how many ways there are to embody the Mustang spirit and why it is so special to be a Mustang. Being a Mustang means something different to every student—and that’s what makes our community so special. Here, you get to be you!
“A moment that I will never forget as a Mustang is during May Day, they played the wrong track, but we kept dancing with big smiles on our faces anyway. That’s what being a Mustang is to me.”
Haley, Fifth Grade
“ Being a Mustang means to be kind and showing new people around. Go Mustangs!”
Evan, First Grade
“Mustangs fight for their beliefs, and they do so with love and compassion for themselves and others.”
Vana, Seventh Grade
“I like being a Mustang because the school is welcoming, and the school has kind students. I also like how everyone is unique, I feel supported and never left out. I like how the school cares about safety. I like how everyone is smart in their own way. That is what I like about being a Mustang. Go Mustangs!”
Cate, Fourth Grade
“ Being a Mustang shows who we are as humans. It shows how we treat people. It makes you feel brave to share your emotions. It is an inclusive environment and will always lift you up when you are down.”
Advik, Sixth Grade
“I like that my sisters go here. I get to see them during the day sometimes. My favorite thing is naptime, of course"
Remi, Pre-K
“Every kid in our school is kind and smart. Every kid is a Mustang down deep in their heart. They have their own day to fill with fun. I learn all day, and I’m sad when it’s done. Go Mustangs!”
Ellen, Second Grade
“Being a Mustang means spreading love”
Healy, Kindergarten
“Mustangs make others smile. A time I have seen someone show true Mustang spirit is Ms. Julien as a person. She saw me running to Chapel one time from the sidewalk, and she yelled “HI AUDREY” to me, and it made me smile.”
Audrey, Eighth Grade
“I think being a Mustang means you will be part of a community that is caring and helps each other like a family. For example, if someone gets hurt, someone else would go get them an ice pack or a band-aid. Being a Mustang will encourage you to be you! You don’t need to blend in, just be you! This is what I think makes a Mustang!”
Caleb, Third Grade
