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Inspire

...Students to Create a Better World Building

Character

The Eastside Preparatory School Magazine | Volume 3 | Issue 1


Eastside Preparatory School Magazine STAFF MANAGING EDITOR Tina Hadden GRAPHIC DESIGNER and LAYOUT EDITOR Katherine Fugitt PHOTOGRAPHERS Amis Balcomb, Paul David, Lauren Formo, Kelly Fox, Kira Geselowitz, David Greenspan, Paul Hagen, Barbie Hull, Steve Levi, Cascade Lineback, Jessica Mabe, Brynn Walund Copy Editors Laurie Benaloh, PhD, Lauren Formo, Wendy Lawrence, Allison Luhrs, Elena Olsen, PhD SENIOR WRITER Wendy Lawrence WEB EDITORS Jonathan Briggs, Katherine Fugitt, Jack Nolan

SENIOR LEADERSHIP TEAM HEAD OF SCHOOL Terry Macaluso, PhD DEAN OF STUDENTS Jeff Adair DIRECTOR OF INSTITUTIONAL ADVANCEMENT Vickie Baldwin DIRECTOR OF ATHLETICS Doug Blair, JD CHIEF OF FINANCE AND OPERATIONS Andrew Boyd, CPA DIRECTOR OF TECHNOLOGY Jonathan Briggs ACADEMIC DEAN Matt Delaney UPPER SCHOOL HEAD Bart Gummere DIRECTOR OF LEARNING SUPPORT SERVICES Nancy McHenry, EdD DIRECTOR OF ADMISSION Kevin McQuade, MFA DIRECTOR OF COUNSELING AND ADVISING Kelly Moore, PhD MIDDLE SCHOOL HEAD Sam Uzwack

2011–12 Board of Trustees Officers President Byron Bishop Vice-President Rob Short Secretary Maureen O’Hara Treasurer John Molloy Past-President Janet Levinger Read INSPIRE online www.eastsideprep.org/community/epsmag INSPIRE is published twice a year by Eastside Preparatory School and mailed to all current families, employees, and donors. To remove or change your mailing address, submit a letter to the editor, suggest a topic for an article, or to submit text or photographs for AlumNotes, contact magazine@eastsideprep.org. ©2011 EASTSIDE PREPARATORY SCHOOL Some images © Barbie Hull Photography or Chesmore-Buck Architecture used with permission

Building Character “Our character…is an omen of our destiny, and the more integrity we have and keep, the simpler and nobler that destiny is likely to be” (George Santayana, The German Mind: A Philosophical Diagnosis). How is it that a thing as fragile and important as character begins to develop in each of us at a time when we are largely incapable of understanding what it is? Starting usually with the capacity for mobility, most of us begin to internalize what’s accepted and what isn’t. For a while that’s all we really understand—some things are acceptable, and some things aren’t. It doesn’t matter much one way or the other—because whenever we get it wrong someone—usually mom or dad—is waiting in the wings to let us know. But by the time children have had some sustained social experience (i.e., school) they begin to internalize that sense of what is acceptable and what is not. They begin to understand that whatever it is that they’re about to do or say is probably OK or not before they act. Of course that simple knowledge is not necessarily adequate to motivate a choice. That capacity comes later, when the individual understands not only what is acceptable, but why. The term has many interpretations, but for my purposes here character is the consistency with which one is able to make good choices motivated by an internal locus of control. Internal is the operative term. Insofar as one has internalized the capacity to make sound judgments when presented with an array of alternatives—which includes some unworthy choices as well as worthy ones—an individual is developing character. The more consistently sound judgments are made, the nobler the character. As much as family members are our first and primary teachers about “how to be in the world,” a tremendous amount of what goes in to the development of an individual’s character is the experience of school. It’s the first socially complex and sometimes unforgiving context within which children and then young men and women have their character tested, literally, on a daily basis. Pre-collegiate education doesn’t exist, primarily, to train students to continue to be enrolled in classes at the university level. And as is profoundly obvious, schooling is not intended to train students for particular professions (which is fortunate given the fact that we don’t even know what jobs there will be by the time students in Middle School today reach the job market). Schooling is the foundation upon which one’s character is constructed. And that’s only one of the reasons that it matters where one goes to school.


Contributors Jeff Adair joined Eastside Prep in the fall of 2004, and quickly became a presence across many academic disciplines. He currently serves as the Dean of Students and teaches History. Matt Delaney joined the faculty of Eastside Prep in August of 2007. He spent the previous seven years teaching History, Political Science, English, and Media Studies. Matt presently teaches History and Social Sciences in the Upper School in addition to being the Academic Dean for Eastside Prep. Lauren Formo joined Eastside Prep in April 2007, and comes to the school from a background in youth programs and non-profit management. In addition to her work in Admissions and College Counseling, Lauren also coaches our Upper School women’s volleyball. Kira Geselowitz left her position as the Associate Dean of Students in July as she will be going back to graduate school in the field of educational development. She will also be working as a tutor as there are few things in the world that she loves more than connecting with eager students. While at EPS, she helped plan the extracurricular activities, including but not limited to, student socials, field trips, and EPSummer. Bart Gummere joined Eastside Prep in the summer of 2006. His 27-year experience in the education field has allowed him to assume a variety of roles— math teacher, baseball coach, college admissions officer, College Counseling Director, Upper School Assistant Head. Bart is Eastside Prep’s Upper School Head. Wendy Lawrence is one of the four founding faculty at Eastside Prep. She started as a Science teacher and three years after, she became the Head of the Middle School. Wendy moved to Tennessee in 2009 but is still very much connected to Eastside Prep as Inspire's Senior Writer. Dr. Terry Macaluso has been a Division Head and a Head of School in four independent day schools, including Lakeside School in Seattle, over a 35-year career. She guided the Founding Board of Trustees from the earliest discussions about the school that eventually became Eastside Preparatory School, and was appointed Head of School in spring, 2004. Dr. Kelly Moore joined Eastside Prep in 2009 as the school’s first Director of Counseling and Learning Resources. She has worked with adolescents and families for almost 20 years in schools, in-patient psychiatric hospitals, and most recently in private practice. Sam Uzwack joined Eastside Prep in July 2009. For the prior seven years, he taught 7th Grade Humanities at The Northwest School in Seattle, where he also co-coordinated the Outdoor Program, served as chair of the Professional Development Committee, and coached soccer and Ultimate Frisbee. Sam currently teaches Social Science in addition to being Eastside Prep’s Middle School Head. Adam Waltzer joined the faculty of Eastside Prep in 2006. A Bronze Medalist in the 1992 World Ultimate Frisbee Championships, Adam coaches the ultimate frisbee team. Adam has established himself as a science educator through thirteen years of teaching at Mercer Island High School, Whitman Middle School, and the Berlitz School in Ashiya, Japan, and currently teaches Upper School Science.

Contents Fall 2011 Volume 3 Issue 1

Character of the Campus 2 Curriculum of Character 4 Can Virtue be Taught? 6 Creating a Better World 8 2011: A Space Odyssey Prom 10 Continuation 12 Talk Back 15 Summer Survey 15 Our Newest Alumni 16 College Bound 19 Building Character 20 Guess Whose Desk... 22 “Working” the Musical 24 The Development of Morality 25 Student Body Profile 28 EPS Ultimate 29 Summer Reading 30 Alice Strong Awards 32 Five-Year Service Awards 33 Who's New in Our Village? 34 New Trustees 37 Alum Notes 39 Annual Report 40 Calendar of Events 44


Character of the Campus An Old and Sustainable Model “Simplicity is the ultimate sophistication.” Leonardo da Vinci

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t’s not a business park any more. It’s the EPS Campus—and changes are coming!

With the opening of the 2011–12 academic year, two buildings have been added to the EPS campus. In one, two new, state of the art classrooms have been constructed, and in close proximity quiet study areas have been designed for students to use between classes. Some small gathering spaces have been sprinkled throughout the campus—also to provide gathering space for social interaction and the occasional moment of relaxation. The Head/ Admissions/Institutional Advancement complex has been relocated to the second building to make way for a much-needed large gathering space. The TCU (The Center of the Universe) and the

BBT (Black Box Theatre) have been entirely vacated and are in the process of being merged to create the EPS Commons. The Commons will house a full service cafeteria, a performance space, and classrooms for theatre and music. The cafeteria will open onto the west patio for “nice weather dining,” and a bookstore/box office will be added for the community’s convenience. Not only will the full service kitchen allow us to control our own food selection and preparation, the performance and cafeteria spaces can be combined to seat up to 400 people—roughly the same number as can be seated in the Kirkland Performance Center. These additions to the campus represent the first steps toward a reallocation of spaces that will take 2–3 years to complete. The EPS Commons should be ready for dedication in the late winter or early spring, and we expect to host our second TEDxEastsidePrep there as our “debut” event. Then, as capital funds become available, we will remodel the entire campus to provide an upgraded fitness center with showers and locker rooms, located adjacent to the sport court. The fifth grade complex will move closer to the Middle School building, and four fully equipped science labs will take over the space currently occupied by the Upper School. We plan to upgrade all classrooms to provide more coordinated technological services and to create spaces where students and faculty can do design thinking and project construction. In addition to these facilities alterations, the EPS philosophy of space use continues to drive our decisions. We believe that we have a responsibility to minimize the space we occupy, and that it is irresponsible to duplicate facilities. We use community fields and gyms, and we take advantage of the spaces within walking distance of the campus where real environmental study and community

Rendering of EPS Commons to house theatre and cafeteria (courtesy of Chesmore-Buck Architecture)

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NE 38th Place

Legend: Drop Off Points

Upper School Entrance

Middle School Entrance Middle School Entrance

EXIT

Employee Parking Student Parking Facilities Parking

EPS Center Performing Arts

Parent & Visitor Parking Learning Center

Handicap Parking

Business Office

Art Studio

Admissions Head Of School Development

5th Grade Counseling

Future Cafeteria EPS Commons

Middle School

Fitness Center Cafeteria

Upper School

Design Lab

Updated EPS Campus service can take place. The campus should provide comfortable space to meet program needs, but we need not create our own independent acreage for playing fields and a gym. Those resources exist in abundance in our community, and they are readily available for our use. This “old model,” to keep it simple and focus on what matters most (teaching students), has been a part of American thinking for as long as there’s been an America. We’ve sometimes lost track of that fundamental value as each new economic era brought with it new opportunities and new risks. But even in its brief life to date (we’re entering our 9th year), EPS has lived through dramatically shifting economic times, and at no point have we considered abandoning our commitment to design and construct only what we need in order to make our program available to students who value what we do. It’s all about what goes on inside the buildings! 

Mr. Gummere and the EPS Eagle.

“We believe that we have a responsibility to minimize the space we occupy... it is irresponsible to duplicate facilities.”

Fall 2011 – 3


The Curriculum of Character By Matt Delaney, Academic Dean & Social Science Instructor

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pper School Head, Bart Gummere, captures our culture well when he shares, “EPS faculty love their subjects [academic], but they really love their subjects [students].” Each of our faculty is incredibly well-versed and invested in their academic disciplines, and they teach because their true discipline is their connection with students.

As a reflection of this, two curriculums are found in our classrooms, hallways, and offices. One is focused on imbuing the character and thought process of each academic subject area (i.e. teachers and students practice thinking like scientists or poets); and a second is reflected by the individual and personal character modeled by each of our faculty and staff. This second curriculum of character is what we heard about repeatedly from both students and faculty during our Class of 2015 Continuation, and Class of 2011 Senior Dinner and Commencement. While our transcripts and

Brian '11, Mr. Briggs, and Zach '11 college applications hold course grades, our students carry the character of their education into their daily actions and into the rest of their lives. This is what sets us apart. As a piece of their parting reflection at their Senior Dinner, our graduating seniors shared two or three character attributes* for each of our faculty and staff—another set of reminders that EPS culture is rooted in rigorous academic experience, and driven by character, relationship, and personal connection.

“EPS faculty love their subjects [academic], but they really love their subjects [students].”

Ms. Claesson, Mr. McKee, and Ms. Kuffner chatting before the start of Senior Dinner.

Those who think like mathematicians…

Adrienne Behrmann: smart, motherly, integral Laurie Benaloh: funny, intelligent Patricia Friel: intelligent, forgiving, open Bart Gummere: genuine, funny, sharp

Those who think like Spanish scholars… Patricia Ferreyra: humorous, honest, graciosa Kelly Fox: knowledgeable, fun, energetic Cascade Lineback: organized, ironclad, inquisitive

Those who think like programmers, web designers, and innovators…

Jonathan Briggs: smart, helpful, fixes your computer by walking near it Jack Nolan: light-hearted, helpful, patient

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Those who think like artists, actors, and musicians…

Amis Balcomb: kind, creative, accepting Michael Cruz: inspiring, open-minded, fun Kevin McQuade: firm, outgoing, theatrical Matthew Kruse: organized, adaptive, barrel of fun

Those who think like scientists…

Theron Cross: stoicarious (stoic/caring/hilarious) Katie Dodd: funny, lays down the law Tobias Tillemans : funny, intelligent, creative Adam Waltzer: challenging, honest, fun Elin Kuffner: valorous, energetic, helpful

Those who think like writers and poets…

Allison Luhrs: considerate, principled, lively Jessica Mabe: storyteller, invigorating Karen Mills: kind, sympathetic, ton of fun Elena Olsen: intelligent, thought-provoking, mentor Kirsten Pike: mirthful, well-rounded, a friend

Ben '11, Mr. Gummere, and Rachael '11.

Sammi Stimson: helpful, kind, smart Myrna Belt: spunky, cool, friendly Victor Guevara: helpful, meticulous, kind Those who think like social scientists and Ana Swanson: sweet, committed philosophers… Tina Green: precise, cheerful, helpful  Jeff Adair: witty, funny, worldly Daria Brandt: fun, caring, creative *The list also includes a few attributes added after the dinner. Paul Hagen: inspiring, helpful, dedicated Jessica Heaton: caring, demanding, fun Terry Macaluso: humor-central, sagely, omnipotent “While our transcripts and college applications hold Sam Uzwack: boisterous, approachable, enthusiastic Kelly Moore: understanding, empathetic, listener course grades, our students carry the character of Matt Delaney: multi-talented, humble, sensitive

Those who think like athletes and coaches…

Doug Blair: strong, musical, energetic Melissa Hayes: powerhouse, motivating, determined

their education into their daily actions and into the rest of their lives. This is what sets us apart.”

Ms. Lineback, Ms. Dodd, Ms. Luhrs, Ms. Mills, and Ms. Lindsey.

Those who think like learning specialists, advocates and mentors… Nancy McHenry: warm, thoughtful, supportive Jess Claesson: funny, cool, focused

Those who think like ethical business people and professionals…

Lauren Formo: warm, supportive Kira Geselowitz: stylish, dancer, hip Tina Hadden: considerate, organized, smiley Tori Lindsey: amazing, listener, welcoming Zach McKee: fun, friendly Patti Mintz: welcoming, thoughtful, funny Janelle Panday: lovable, selfless

Fall 2011 – 5


Can Virtue be Taught? By Terry Macaluso, PhD, Head of School

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t’s an age-old question. We begin with an age-old answer.

Plato gives us dialogues through which he demonstrates how virtue can, indeed, be taught. First he suggests that our contemplation of eternal truths—goodness, chief among them—is the ultimate objective of reason. It is the activity of thinking about things that are permanent, immutable, and perfect that is most appropriately apprehended by the rational human soul. The soul, when engaged in contemplation, has the potential to recall the nature of virtue because it has glimpsed such permanence and perfection before. An elaborate story about the origins of human life provides a detailed explanation (see Timaeus).

“We don’t need to indoctrinate students; we need to demonstrate that respectful conflict is consistent with reciprocal regard.” Dr. Macaluso and the EPS Eagle at welcome rally.

According to Plato, injustice resides in the intention of the agent. The agent is operating from either ignorance or malevolence; neither of which is a posture to be pursued. Socrates shows that—for example, justice—is among the ultimate ideas of perfection that set the standards for rational comprehension. Through the demonstration of what justice is not, we infer the nature of justice. The same is true of Goodness and all the Platonic ideas. As rational beings, our entire purpose can be found in the ongoing search to contemplate the ideals, and hence, to achieve the good life. Achievement of the good life is the fullest development of character. Back to 21st century USA… how does our own culture think about character? By character I mean evidence of a capacity to make decisions and to act in such a way as to reflect high regard for the other from a posture of informed respect. Or to borrow from Aristotle: For men are good in but one way, but bad in many. Again—goodness is an absolute, but for Aristotle, our search to discern goodness involves more than just honing rational competence. Virtue, then, is a state of character concerned with choice, lying in a mean, i.e. the mean relative to us, this being determined by a rational principle, and by that principle by which the man of practical wisdom would determine it. Now it is a mean between two vices, that which depends on excess and that which depends on defect; and again it is a mean because the vices respectively fall short of or exceed what is right in both passions and actions, while virtue both finds and chooses that which is intermediate. [Nichomachean Ethics, Book 2, chapter 6] Leap ahead several hundreds of years. Is it reasonable to expect that each of us either is or should be in search of goodness? Is goodness the same as happiness? Another way of putting the question is to ask, “How should one decide among options and actions?” or “How should one be?” But this question isn’t as powerful as it would if we stated it as follows, “Do I owe something to ‘the other,’ viz., is my moral posture (character) conditioned by the way I treat other people?” Or is it enough just to understand goodness—whether or not I act on it?

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Ms. Luhrs with her advisees. What makes this question worthy of discussion is the degree to which our ever expanding planetary diversity—of every sort—contributes to the success schools should anticipate (and the challenge we should expect) as we work to prepare students to thrive in a culture composed of hundreds of different beliefs, traditions, customs, and perceptions of virtue. It is precisely because there is such diversity in our world and in our schools that we are challenged to define the most fundamental sense of virtue. By “most fundamental sense,” I mean to imply that the basic principle of any ethics is a willingness to accept some kind of responsibility for personal action, and as a consequence, the wellbeing of “the other.” We don’t need to indoctrinate students; we need to demonstrate that respectful conflict is consistent with reciprocal regard. However, disrespectful conflict is not. We don’t need to protect students from accountability; we need to use the opportunities pre-collegiate education affords (I didn’t get my work done. I lied. I did take her lunch. I did write those words on the wall. I did send that message. etc.) to allow students to develop their own

character—to become conscious of their own sense of virtue. So much of what a child becomes emanates from the nuclear family. At home, as infants and toddlers, we learn an extraordinary amount about what it means to be human. But that next step—the first really “public” opportunity each of us has to figure out how all this “relationship stuff” works—takes place in the day care center, or the pre-school, the neighborhood elementary school and the complicated middle and upper school adolescent moment. The complication is, in part, simply the result of having greater freedom and more capacity to do things autonomously—with positive and negative results. What we do at EPS is create the space in which the mistakes can have short-term effect, and the successes are constantly reinforced. What each of us projects, by the time we move beyond home and school, is the “sum total” of those character shaping moments; that is the character we bring to the world. And then the testing begins… 

Fall 2011 – 7


Creating a Better World Who inspires whom? By Kira Geselowitz, former Associate Dean of Students

W

hile I am proud to say that Eastside Prep follows its vision by inspiring students to create a better world, the truth is that every day, it’s the students who inspire the school.

From the first day I met the captivating convocation of young Eagles that make up this school, I have been amazed by the number of students who truly embody a sense of goodness. Trotting through the halls, I have not experienced a single day without seeing one of our students hurry to hold a door for someone, stop to share a hug, feed the fish, accompany a friend to get a band-aid, or ask a teacher how his day was going. Sometimes it is just a simple smile to show someone she is appreciated. At lunchtime, I am often surrounded by faculty and staff excited to share new touching things our students say or do on a daily basis.

“Unlike many schools that have a ‘service requirement,’ we at EPS embrace the joy of working together on endeavors such as the Japan relief effort.” Back in March, the shocking news of the devastation in Japan spread throughout the school and deeply affected us. Students began rushing to their teachers, advisors and friends determined to find some way that they could help, compelled by a sheer love of humanity. Within days, we had arranged to run a bake-sale fundraiser in conjunction with our annual Project Celebration Night at the Kirkland Performance Center. On the day of the sale, EPS was a virtual sea of delectable delights that students had either hand-made or otherwise procured to share and raise money for Japan. Enough goodies were brought in, ranging from Japanese flag cupcakes to individually

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Japanese exchange student, Norihito '12, talks about Japan before his video presentation.

Ms. Lineback and Ashleigh '11 sell baked goods at the Kirkland Performance Center.


wrapped cookie/toffee bundles and so much more, to fill at least six large tables. We were also incredibly proud of our Japanese exchange student, Norihito ’12, who created an immensely moving video and speech that he presented at the beginning of Presentation Night in honor of his homeland. Thanks to all of the effort and enthusiastic drive from Eastside Prep students, combined with our amazingly generous community, we raised over $26,500 through the initial bake-sale, another bakesale the next day at local Kenworth Truck Company, and extremely generous matching gifts. These proceeds all went to American Red Cross and Mercy Corps efforts in Japan. As a cherry on the cake, on April 28th, many students donated their own artistic creations to a student showcase held alongside our annual EPS Talent Show, raising over $300 to support the relief efforts. Unlike many schools that have a “service requirement,” we at EPS embrace the joy of working together on endeavors such as the Japan relief effort. We also have the opportunity to better our communities in our three annual all-school Community Service Days. For these days, students decide as an advisory what they are most interested in supporting and then head off to get some hands-on service learning fun while helping their community. 2010–11 projects included cleaning and preparing the barn at Kelsey Creek Farm, prepping sapling plants along a creek in Carnation, arranging food distribution for the Lifelong AIDS Alliance and OPERATION: Sack Lunch, and helping with beautification projects around the EPS campus. I am proud to say that wherever the students have helped, their positive attitudes and hard work have been consistently appreciated. Teachers have often remarked that even if a task seemed tedious at times, there are always at least a few students who embrace any task so wholeheartedly that any negative attitudes don't linger long.

Conrad '13 working with Logan '17, Ms. Kuffner, and Connor '18 at Operation Sack Lunch.

Mimi '16 with a giant root head at Watershed Park.

Jameson '13, Shirahn '16, and Keland '16 at Hopelink.

This is the essence of EPS. It’s not about a traditional teacher-and-student model-and-copy approach. It’s about learning from each other and being the change that we want to see in the world. It’s about taking action and realizing that we all share this wonderful place we call earth and that just how wonderful it can be is fully up to us. 

Fall 2011 – 9


Prom

 Matt '14 aboard the Argosy boat. By Kira Geselowitz, former Associate Dean of Students

C 

heerfully waving our farewells to Pier 55 in downtown Seattle, our prom voyage took off into the glowing sunset… accompanied by the majestic theme from Star Wars.

 Emma and Victoria, '11.

So began the aptly-named 2011 Eastside Prep Prom with the Space Odyssey theme, as voted upon by the energetic Upper School student body. The sun sparkled upon a stunning array of gowns, cocktail dresses, suits and tuxedos almost as diverse and impressive as the students wearing them. Smiles glistened in the evening light as a gentle breeze refreshed those on the deck. Students even spotted a pod of seals on a large buoy. There were impressive dance moves pulled out on the upper deck dance floor, while on another promenade students showed off their stylish swagger. Seniors Conor and Leah were voted the most spirited by the faculty and staff and were happily crowned with a space helmet and flashing-star tiara.

Zach '11, David '10, and Joe '11.

Yes, the second Eastside Prep Prom was just as magical as the first, with over seventy percent of the Upper School student body in attendance. Everyone had fun all evening, whether they were munching on veggies and dip, signing photo frames, dancing, or just hanging out with friends. It was the epitome of a cheery EPS social. Epic. 

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Chaperones: Mr. Gummere, Dr. Olsen, Ms. Pike, Ms. Formo, Mr. Adair, and Ms. Behrmann.


Dana and Matt '11.

 

 Yichun and Jia Hao ,'12.

Steven '14.

Yichun '12, Cramer '13, Casey '13, and Mara '12.

Voted Most Spirited: Conor and Leah, '11.

Robin, Mitchell, Matt, and Ben '11. Upper School students rockin' the boat!

Fall 2011 – 11


2011 Continuation by Sam Uzwack, Middle School Head

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n Thursday, June 16, as the sun burned through the last stubborn remnants of cloud, the Continuing Class of 2015 gathered on the Sport Court to celebrate their accomplishments. Twenty-five eighth graders, along with their family, friends, and the staff and faculty, were honored for completing a unique and challenging chapter of their school careers. Each student received her or his moment in the spotlight, as faculty members delivered a speech and presented a book highlighting the unique ways the student contributed to the community of Eastside Prep. What follows are excerpts given throughout the ceremony.

Mr. Hagen congratulating Luis '15.

“Ode to an 8th Grade Class” by Dr. Terry Macaluso, Head of School On the last day of classes, you’d probably see A few of their members—EMAAN and JP (who prefers to be called Patrick, but that didn’t work) Walking on campus to where all their classes are When suddenly out from a bush jumps LU SALAZAR. “What gives,” asks LUCERO, I’m trying to save ya But somebody ought to clue in young MISS KAYLA? She’s down at the sport court with KAI and the RIMMER And they’re shooting baskets, but getting a glimmer Of what the next task is And it makes them dizzy—thank goodness for AKSHAY, SAVANNA, and IZZY. Then up walks KIRKPATRICK just back from the mall Who says she’s seen VIBHU, SYDNEY, BRAYDON HALL Along with MERINO, PICARD and SY SARNOWITZ Each of whom thinks final tests will strain all their wits. But SHELBY and STUART and TENLEY all say They’re totally ready for this exam day TOMI and ESTHER and CRIS and young WILL Have had it with homework and practice and drills. They’re SO done; it’s over – so says their friend NATE ‘cause right now they’re finished – They’ve handled grade 8.

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Ms. Pike honoring Sydney '15.

Congratulations to the class of 2015.


Vibhu, James, and Stuart ‘15.

Izzi, Savanna, and Esther, ‘15.

Welcome Address by Middle School Head “Now consider the changes that have occurred. By Sam Uzwack now, you’ve taken responsibility for your learning,

you’ve grown more independent, primed to take on “Family, Friends, Faculty, Staff, and Students any challenge. You’ve moved from the concrete… welcome one and all to this special day, to the "That thing is alive"…to the more abstract…"What’s Continuation Ceremony for the Class of 2015. I the meaning of life?" At some point, you may have may be biased, as the Middle School Head, but I experienced your first loss…and wondered why. believe you have just completed one of the most Between the increasing rigor of academic life, the challenging phases there is in one’s educational evermore complex realities of the social scene, and journey, well-deserving of an event such as this. Let’s the constant tug between remaining a carefree child call it what it is: Middle School is a complex time, a and becoming an independent young woman or man, time of transition from being a little kid to a young you’ve walked a challenging road. And you should be adult… and, I suspect if we were to ask your parents, very proud of your efforts…I know we all are.” they’d agree that it all happens in the blink of an eye. Take a moment now…think back to 6th grade. Do you remember who you were the day you began Middle School?”

The happy Class of 2015.

Fall 2011 – 13


Upper School Head Bart Gummere Welcomes the Students to the Upper School “Welcome new 9th graders to the EPS Upper School. I know that any transition can be difficult. To start you need to adjust to a new Division Head. To ease this transition, I’ve asked Mr. Hagen, a noted expert in Uzwackian communication, to interpret. So let me start again—Welcome new 9th graders to the EPS Upper School. You are a talented bunch, and we are excited to see what you can contribute. We hope you will find a place in which you can pool your talents into one exciting and productive path.”

your leader. I’m not sure I’ll even try, as he is much younger and stronger than me. I can promise this, though, you enter a division in which all the teachers and staff will continue to care about you as far more than students. We believe these four years are more than a string of classes. It is an exciting period of growth, bridging to your next transition into college and ultimately, your own adulthood.” 

“In all sincerity, I hope I can live up to the high standards set by Mr. Uzwack. No one could bring more energy, sincerity, and commitment to being Mr. Hagen interprets Mr. Gummere's remarks.

Books given to 8th Graders in Continution Ceremony

50th Anniversary, 1 Vol. Edition, by J.R.R. Tolkien

Astonish, Bewilder, and Stupefy, by Rick Beyer

Akshay Chalana: The Name of the Wind, by Patrick Rothfuss

Vibhu Iyer: Twenty 10-Minute Plays for Teens Volume I, by Kristen Dabrowski

Emaan Rasool: The Fashion Book, by Richard Martin

Kayla David: Finnikin of the Rock, by Melina Marchetta Izzi Durham: Guardian of the Dead, by Karen Healey Savanna Ellis: Making Her Mark: Firsts and Milestones in Women's Sports, by Ernestine Miller

Kaitlin Kirkpatrick-Heimke: A to Z of American Women in Sports, by Paula Edelson Nathan Levi: Ender’s Game, by Orson Scott Card

James Rimmer: The Spy Who Came in From the Cold, by John Le Carré Sydney Saari: Flight: A Novel, by Sherman Alexie Luis Salazar: The Long Walk: The True Story of a Trek to Freedom, by Slavomir Rawicz

Cris Gammill: The Little Prince, by Antoine de Saint-Exupéry

Josh Lucero: Nothing Makes You Free: Writings by Descendants of Jewish Holocaust Survivors, by Melvin Jules Bukiet

Esther Gilbert: The Snow Queen, by Joan D. Vinge

Kai McConnell: Ship Breaker, by Paolo Bacigalupi

Braydon Hall: As Easy As Falling Off the Face of the Earth, by Elizabeth Perkins

Nick Merino: Life in the Ring: Lessons Stuart Sutherland: Catch-22, by and Inspiration from the Sport of Boxing, Joseph Heller by John Oden Tenley Weinsten: The Vision Of A Patrick More: The Pack, by Tom Pow Champion: Advice And Inspiration From The World's Most Successful Loren Pickard: The Greatest Stories Women's Soccer Coach, by Anson Never Told: 100 Tales from History to Dorrance.

Will Hamilton: Creature of the Night, by Kate Thompson Tomi Inouye: The Lord of the Rings

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Szymon Sarnowicz: The Land, by Mildred D. Taylor Charlotte Selby: Big Girl in the Middle, by Gabrielle Reece


by Jeff Adair, Dean of Students

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ntroducing the new “Talk Back” feature of the EPS magazine Inspire. We hope to open a fun dialogue about what makes EPS great! Please log on to www.surveymonkey. com/s/SR276R6 and answer these questions:

3. Which of these plays has not been performed by EPS thespians? a. Little Shop of Horrors b. You’re a Good Man Charlie Brown c. My Fair Lady d. Hair

1. The Eastside Prep faculty comes from how many different countries? a. 2 b. 3 c. 5 d. 10

4. Approximately how large is the total “space under roof ” on the EPS campus? a. 129,000 square feet b. 47,000 square feet c. 96,000 square feet d. 28,000 square feet

2. How many all school service days do EPS students participate in each year? a. 12 b. 3 c. 4 d. 6

5. Which of these is not a country visited by students on the EPSummer Program? a. England b. Ecuador c. Scotland d. Costa Rica

6. Approximately what percentage of students participate in Eastside Prep sports each year? a. Under 10% b. About 50% c. About 70% d. About 90% 7. What was the total number of dollars EPS raised in the 2010–11 annual fund? a. $355,000 b. $700,000 c. $850,000 d. $1.1mm

Summer Survey by Jeff Adair, Dean of Students

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his spring, sixty-six EPS students, parents and employees were asked to list the top activities they had planned for the summer. The survey showed a wide variety of interests, some common and others quite unique. True to our interdisciplinary nature, we've included a graph of EPS idle pursuits. Not included on the graph were other notable activities such as eating sugar, jumping in the lake, gardening, riding a unicycle, golfing, building stuff, playing new video games, and tanning in the sun. 

Fall 2011 – 15


Presenting: Our Newest Alumni

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Bart Gummere, Upper School Head n Friday, June 17, than anything, I will remember the Eastside Prep Class Eastside Preparatory “More of 2011 for the manner in which you’ve embraced and supported each other. You’ve made EPS a great community--a model School held its third of acceptance and integrity, a model that in part because of your efforts, will live on here long after your departure… Commencement. Thirty-two is not my intent to worry you about going off to college—just the seniors, our largest class ever, ...It opposite, actually. You will get to each campus and find good people and positive things. But you also may run into aspects of your new walked across the stage to community that are not as ideal as what you’ve created here. When you receive diplomas. Presented do, change them… here are photos from the day, …Existing in a positive environment such as EPS is wasted, though, if you do not strive to make future environments resonate with the same excerpts from speeches, and values and vibe. Speak up in class when no one else is willing to offer an opinion. Make the ethical choice, even when you might profit from the other. Confront a dorm-mate’s statement if you know it is hurtful the winners of our Senior and exclusionary to others. You alone CAN shape the ethos of your Awards. campus community, just as you’ve done so effectively here.”

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Catherine Gilbert, Senior

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or the past week, I have been unsure how to face this day, the day to say goodbye. Then I remember that I have promised many of the faculty and staff members that they will never be able to get rid of us, no matter how hard they try. Eastside Prep is not a place you can simply leave or bid farewell because it is founded upon lasting relationships. All of us have formed relationships with our peers, our teachers and the pursuit of knowledge that brings us together. We learned never to take at face value the information we are given; we must question, investigate, find context and dig deeper.”

Dr. Terry Macaluso, Head of School

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or the last four years we’ve been watching you stumble around campus, trying to manipulate us into extending deadlines, having deep and meaningful relationships that last eight days, eating only cookies for lunch, and occasionally sticking a fork into an electric outlet.

EPS Spirit in haberdashery.

We promise not to tell anyone. So, we send you off, extremely well prepared, to places where nobody knows your name – yet. Take everything you’ve learned here – especially that part about the fork and the electric outlet – and use it. The YOU that is to emerge will always have a little piece of EPS inside – but none of us can know what music you’ll make, what truths you’ll uncover, what future awaits.”

Mr. Gummere.

Conor, Grant, and Laura.

Ms. Behrmann with Catherine.

Conor Beckerman, Senior

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hose facts and our numbers make it no surprise Dr. Macaluso looks forward to our first checks a few years from now. Dr. Macaluso and the rest of the faculty and staff here obviously mean much more to us—and we mean much more to them—than an envelope filled with cash. But honestly, we should all look forward to writing those checks—I know I will start this summer when I send our financial department an envelope with a five dollar bill, straight from the money I earned babysitting my little brother.

Money may matter, but what matters more is where it goes and how it’s used. EPS is worth it. Each and every one of us is worth it. And those who follow us will continue to be worth it.” First row (L-R): Deborah, Conor, Marcie, Brian, and Seb. Second row (L-R): Amanda, Dana, and Nick.

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Byron Bishop, Board President

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icture two teachers, working as a pair during their prep time, each with a phone to one ear, one hand on a keyboard, attempting to book airline tickets for 30+ students while meeting tight cost and time of arrival constraints. Then another day, at the next desk over, a teacher is taking her prep period to explain to a student who missed class the difference between collateralized debt obligations and credit default swaps. Clearly not a teacher satisfied with teaching the same old thing the same old way.

Board president, Byron Bishop delivers his Welcome Remarks.

The only thing amazing about this story is how routinely these efforts are made by everyone, every day. So, thank you faculty and staff for every day going above and beyond for our students.”

The Critical Thinking Award: Brian Alvarez This award is presented to the member of the graduating class whose keen appreciation for ideas and willingness to promote intellectual discussion enlivens our classrooms and hallways on a daily basis.

Marcie.

Jordan '14 hugs sister Rachael '11.

The Responsible Action Award: Eric Wu This award is presented to the member of the graduating class who in both quiet, unseen actions and courageous public moments demonstrates a consistent, sincere regard for the community.

The Compassionate Leadership Award: Rachael Decker This award is presented to the member of the graduating class whose actions consistently reflect the importance of personal responsibility and compassion for others, setting an example for all to follow.

Wise Innovation Award: Grant Bishop This award is presented to the member of the graduating class whose creativity, curiosity and contributions illuminate new possibilities and inspire others to similar exploration. 

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Nick chats with fellow graduates.


EPS College Bound 2009–11 Acceptances & Matriculations

(Map ©2011 Google) Arizona State University* Austin College Bard College Barnard College Beloit College Boston University Brown University* Bryant University California Lutheran University California Polytechnic State University, San Luis Obispo* Carnegie Mellon University Carroll College* Cascadia Community College* Cazenovia College Central Washington University Champlain College* Chapman University* Colgate University* Colorado School of Mines* Columbia University* Connecticut College Cornell College Cornell University* Denison University Dickinson College* DigiPen Institute of Technology* Drew University Earlham College Eckerd College Emory University*

Franklin & Marshall College George Fox University Georgia Tech Gettysburg College Gonzaga University Goucher College Hamilton College Hamline University Hawaii Pacific University Hiram College Hobart and William Smith Colleges Idaho State University Jacksonville University James Madison University Knox College Lawrence University Lehigh University Lewis & Clark College* Linfield College Massachusetts Institute of Technology* Montana State University Northeastern University* Northern Arizona University Northwestern University Occidental College Oregon Institute of Technology Pacific Lutheran University* Pacific University Philadelphia University

Pitzer College* Portland State University Quest University Rensselaer Polytechnic Institute Rochester Institute of Technology Roger Williams University Rose-Hulman Institute of Technology San Francisco State University Santa Clara University* Santa Fe University of Art and Design Seattle Pacific University Skidmore College Southern Methodist University St. Lawrence University St. Louis University* Seattle University The Evergreen State College The College of Idaho The College of Wooster* The Pennsylvania State University* Trinity University Tufts University University of Denver* University of Great Falls University of Hartford University of Hawaii* University of Idaho University of Illinois at Urbana-Champaign

University of Montana University of Oregon University of the Pacific University of Puget Sound University of Portland University of Redlands* University of Rochester University of San Diego University of San Francisco University of Tampa University of Texas, Austin* University of Victoria University of Washington University of Washington, Bothell* Washington State University Western Oregon University Western Washington University* Westminster College Wheaton College (IL) Wheaton College (MA)* Whitman College Whitworth University Willamette University* Worcester Polytechnic Institute * Attending

Fall 2011 – 19


Building Character Reflections from four recent graduates Interview by Lauren Formo, Associate Director of Admissions & College Counselor

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astside Prep students spend around 50% of their waking hours each day at school—and that doesn’t include athletic or other extracurricular commitments that would keep them here longer. I sat down with four recently graduated Eastside Prep students (Rachael, Catherine, Amanda, and Dana, class of 2011) this summer to talk about their time here and how that experience has shaped them. One thing was very clear from the start—these students know the value of relationships and communication. Their interactions with and connectedness to the people of EPS are at the core of all of their answers.

D: I have definitely become a lot more outgoing and I think I see the good in people more because I met a lot of really nice people here. I have definitely become more of a critical thinker and argue points better—not just saying, “I’m right and you’re wrong.” A: I have learned to really value other people’s opinions. R: Eastside Prep has helped me become a much more confident person—somebody who is now very confident in expressing my views and what I think to other people. Before I came here, I didn’t have the courage to speak up in class and say what I thought. Now I do—and it’s just a really amazing feeling.

When looking back on the conversations, three main themes emerged: interpersonal capability, confidence through challenge, and commitment to Confidence through Challenge community. I offer you the following snippets of those conversations as a window into their reflections R: I have really seen myself change here because on the Upper School experience. I have been more and more involved in various activities. I have taken chances that I wouldn’t have otherwise taken. I’ve done volleyball and theatre

“I know that I will have no problem going up to a teacher in college to ask for help. I know that I won’t have a problem going up to any adult in the world and talking to them.” Interpersonal Capability

C: EPS has prepared me for life after here in my relationships with people. I know that I will have no problem going up to a teacher in college to ask for help. I know that I won’t have a problem going up to any adult in the world and talking to them. I know that I will be able to articulate my ideas and thoughts. I’ve actually changed how I learn. I didn’t used to feed off of the teachers and my peers and the conversations we have in class, but it has definitely become that.

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Catherine Gilbert.


and everything in between. This community is very supportive so I have always felt comfortable trying something new. C: The teachers are demanding. They know what you can do. And they want you to do your best and try your hardest. Nothing less. A: EPS has made me a better student. I know how to do my work, organize my time and handle a big work load. D: The work load was definitely overwhelming at first, but I pushed through it and got a handle on it. These have been the best four years of my life. R: EPS has given me the skills to do what I want to do, but it has also helped me to learn that I don’t have to know exactly what I want to do right now with my whole life. I know I can figure things out as I go along. I can take the skills that I have learned here and apply them to the rest of my life, and I am very confident that will happen.

Commitment to Community C: What am I going to miss the most? The people. The teachers—and I consider everyone who works here teachers, I don’t narrow it down to the people in the classroom because everybody teaches you everywhere.

Amanda and Dana Gibbon.

“I can take the skills that I have learned here and apply them to the rest of my life, and I am very confident that will happen.” for someone new to EPS community?” Her answer: “Number one—Be yourself. Come in as who you are and love that. Number Two—Don’t slack off. Work hard. People will be there to help you, to support you and you will achieve.” Words to live by indeed.  Rachael Decker.

R: I see our leading compassionately mission point with how our older students interact with the younger students. At some other schools, you will see students ostracized because they are in younger grades, but here you really don’t see that. A: The community is welcoming and open and friendly and helpful. If you ever need anything— doesn’t matter if it’s a teacher, student, staff member—you can count on them. D: I think what makes EPS EPS is that you can’t just say, “This is what an EPS student is like.” We are all different. And that’s awesome. This is a community of characters and it is a community that builds character. The last question I asked Catherine was: "looking back on all the things you have learned here, what is your advice

Fall 2011 – 21


Guess Whose Desk... Go to www.surveymonkey. com/s/BXT2DT2 to play. The first person to submit all correct answers will receive an Amazon gift card. Responses must be received by November 15, 2011. Only students, parents, and alumni may submit entries. EPS Employees are not eligible.

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Do our desks match our personalities? Some “personalities” seem to be expressed in the landscape created by the surfaces of these EPS desks. Can you guess which faculty or staff member belongs with each desk?

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7 6 9

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11

4

5

10

13

12 14

Fall 2011 – 23


"Working" the Musical T

he musical “Working” was presented in the Black Box Theatre from June 1–4. The production was directed by Kevin McQuade, with musical direction provided by EPS music teacher Matthew Kruse and choreography by guest artist Eva Stone. The play featured 20 EPS students and technicians in the BBT's closing performance.

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The Development of Morality By Kelly Moore, PhD, Director of Counseling and Advising

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ue and Bob Smith sat on my couch looking anxious. The reason: their son Joe has begun sneaking his Nintendo DS, despite being told he is not allowed to use it without permission. “We are moral people,” argued Bob and Sue. “We have taught Joe right from wrong; we don’t even cheat on our taxes!” As a therapist in private practice, I often encountered distraught parents like the Smiths, concerned their “little angels” were becoming amoral psychopaths. When pressed for more detail, they usually explain some situation where their child had been told to not do something, but as soon as the parent left the room, the child did it. Luckily, the best therapeutic intervention for the Smiths and parents like them is found in the form of education about normal childhood development. Much attention has been given to moral development over the past two decades. Since Daniel Goleman wrote his seminal book on Emotional Intelligence, those of us who work with children have been exploring ways to increase it—to make sure our children have plenty of empathy, delayed gratification, and emotion control to grow up with strong moral character. Like everything related to human behavior, however, moral development is subject to the laws of nurture and nature. As much as we teach children right from wrong, as good as Fisher, Heather, Ellie, and Charles '16.

Mr. Blair with daughter Fina. we are as parents and educators, our children are still bound to a normal developmental time table. Two twentieth-century psychology pioneers, Jean Piaget and Lawrence Kohlberg, developed important theories on cognitive moral development. Piaget looked at how children develop moral reasoning. He found that young children have a much more primitive understanding of right and wrong behavior than do older children. Piaget determined that younger children judge bad behavior by the amount of damage a child did. He presented children with a moral dilemma, describing a boy who accidentally broke fifteen cups or a boy who breaks one cup trying to reach a jam jar when his mother is not around and asked each child, “who is naughtier?” Younger children attributed the “naughty” behavior to the boy who broke the most cups regardless of the other child's intent. Older children (over the age of 12) were able to attribute motive to the behavior so judged the boy who broke one cup to be naughtier based on the child’s motive—sneaking the jam while mom was away. Agreeing with Piaget on the impact of cognitive development on moral development, Lawrence Kohlberg sought to understand the development of moral reasoning, the thinking that occurs as we consider right and wrong. Kohlberg studied this by presenting children with a moral dilemma called the Heinz Dilemma. The Heinz Dilemma is a vignette that tells the story of a man named Heinz who steals money to pay for his wife’s medicine that will save her life. Kohlberg evaluated moral development, not

Fall 2011 – 25


by whether the subjects felt the behavior was right or wrong, but in what reasoning they gave for their assessment.

(doing what is right for the benefit of the whole), but the emphasis is still on following rules and laws because they are rules and laws.

His findings led him to believe that as we develop intellectually, we pass through three levels of moral

• Gains approval/avoids disapproval: “What would people think of Heinz if he lets his wife die?” • Does duty to support society/avoids dishonor or guilt: “Heinz must live up to his marriage vow of protecting his wife.” Post-conventional Morality: With abstract reasoning intact, people may reach a third moral level. Actions are judged “right” because they flow from people’s rights or from self-defined, basic ethical principles. • Affirms agreed-upon rights: “Everyone agrees that people have the right to live.” • Abstract, autonomous moral principle: “Saving a life takes precedence over everything else, including the law.” Sarah and Lizzie '12.

Laura '18. thinking. Below is a list of the three phases of moral development with examples of how an individual would answer the Heinz Dilemma. Pre-conventional Morality: Before age 9, most children’s morality focuses on self-interest: they obey rules and laws to get rewards or avoid punishments. Morals are external to the child and imposed by others. • Avoids punishment: “Heinz’s father-in-law might make big trouble for him if he let his wife die.” • Gains rewards: “Heinz will have someone to fix fine dinners for him if his wife lives.” Conventional Morality: By early adolescence, morality focuses on caring for others and on the upholding laws and social rules. This stage of moral development is focused on living up to social expectations and roles. There is an emphasis on conformity, being “nice,” and consideration of how choices influence relationships. The focus becomes more on community and group norms and laws

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Nature or Nurture?

It is important to note that while cognitive development plays an important role in moral development, maturation does not explain all variants in morality. Research on Kohlberg’s theory has shown that children across cultures predictably progress from pre-conventional to conventional


stages—thus supporting the nature or maturational argument. There has been a discrepancy on the progression from conventional to post-conventional morality, however. This progression appears mostly in the European and North American educated middle class, which prizes individualism—giving priority to one’s own goals rather than to group goals (Myers, 2011). Kohlberg also points out that it is quite possible for adults to remain at a conventional, rule-based level of moral development and teenagers to operate at post-conventional levels. In fact, he found conventional morality was the stage most prevalent among people in general society. Because achieving a post-conventional morality is not a developmental imperative, Kohlberg argued that formal education offered the best opportunities for moral development of our youth (Myers, 2011). Teaching critical thinking, empathy for others’ feelings, self-discipline to delay gratification, and self-awareness to understand one’s own feelings and belief systems are all ways schools can contribute to nurture aspects of higher moral thinking. Thinking about right action is not enough, however; students also need ample experience doing the moral action (such as the service-learning programs EPS provides).

Derek '13, Qais '16, and Keland '16.

Ms. Pike with Szymon & Savanna, '15.

What about the Smiths?

First and foremost, the Smiths can breathe a sigh of relief (for now). Joe is not on the path to being a serial killer. He is merely exhibiting his ageappropriate, pre-conventional morality. While there is little Sue or Bob can do to hurry his overall cognitive abilities—like internalizing morality—they can do their part by talking with Joe about right and wrong, exhibiting a balanced discipline style (not too permissive and not too restrictive), providing nurturing that fulfills Joe’s needs without excessive indulgence, and most importantly, continuing to be good role models by not cheating on their taxes— unless, of course, someone in their family needs medicine to survive. 

References Crain, W.C. (1985). Theories of Development. Prentice-Hall. pp. 118-136. Goleman, Daniel. (1995). Emotional Intelligence: Why it can matter more than IQ. Bantam. Myers, David (2010). Myers’ Psychology for AP. Worth. pp.448-449.

Fall 2011 – 27


Characteristics of a Student Body Compiled by Lauren Formo, Associate Director of Admissions & College Counselor

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s we embark in the 2011–12 school year we are hitting some record strides with a graduated class of 32, over 75 new students, and a current student body of over 240. With great excitement for the coming year, here is an introduction of the Eastside Prep community by the numbers… Elia, Araceli, Drew, and Drake '18.

Grade levels…

Coming from these schools...

Living in these communities... Other interesting numbers…

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17% of our families have two students attending Eastside Prep.

6% of our students are citizens of another country.

20% of our students are not Caucasian.

The average retention rate for schools our size is 84%. We have 91% of our students returning for the 2011–12 school year.

The number of applications to Eastside Prep increased by over 70% this past year. 


Eastside Prep Ultimate By Adam Waltzer, Upper School Science Teacher and Ultimate Coach

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ltimate is a physically demanding team sport that combines the non-stop action of soccer with unique disc-handling skills. It is played on a field similar in size to football’s and points are scored when a player catches a pass in the end zone. Players may not run with the disc. If the disc is dropped, intercepted, or goes out of bounds at any time, play continues immediately with the opposing team trying to advance in the opposite direction. The pace is quick and play requires remarkable stamina.

What sets Ultimate apart from other organized sports is the absence of referees. The game relies on sportsmanship and respect for the rules which include clear conflict resolution procedures. The rules also refer to a requisite “Spirit of the Game” that should override a “win at all costs” approach. Ultimate is played around the world, but in very few places is the youth scene more vibrant than in the Pacific Northwest. More than 100 teams played in Seattle youth leagues last spring and the region’s teams have dominated play at national competitions for much of the last decade. Eastside Prep’s Co-ed Ultimate program began during the 2007–08 school year with a group of enthusiastic sixth-graders. In its initial season, the team was honored by their opponents and the league Upper School Ultimate Team.

Araceli '18 and Nathan '15. with the annual Spirit of the Game Award. With zest and a clear love of the game, the team grew into one of the league’s strongest teams, making it to the championship game in the following two seasons. Last year, in 2010–11, more than fifty students participated in the Eastside Prep Ultimate program. With many of those original players as a core, EPS fielded its first Upper School team and finished the regular season with an impressive record of 6 and 1. The Middle School team also celebrated a winning season.

“I like Ultimate because it’s different from other sports. Ultimate brings people together; it creates a family and a team that everyone trusts. You learn something new every day at practice and there is always improvement. Also, it’s super fun and definitely gets your heart rate up. I’ve played ultimate since 6th grade and I will continue to play FOREVER!” (Marta ‘14, EPS Upper School team co-captain.)

Next year the Middle School team will see the return of many strong young players while also sending considerable talent to the Upper School team. The future of Eastside Prep Ultimate is very bright indeed! 

Fall 2011 – 29


Summer 2011 Reading Adventures

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opefully you found a good hammock to support the weight of yourself and all these great books. Here is a peek at the student and faculty summer reading of 2011, and if you haven't read them yourself yet, I'd recommend getting a copy soon. (In parentheses after each book are titles you might want to check out if you liked the original choice.)

long after you put it down. The story is told from the point of view of spunky, abandoned Abilene, whose father has put her on a train to live with friends he knew in his youth. As Abilene grows to know the town of Manifest, she makes friends (and possibly a terrifying enemy) all while trying to discover the history of the father she thought she knew.

Middle School: Grades 5 and 6

The story is a beautiful work of historical fiction and jumps in time between 1936 when Abilene jumps off the train outside of Manifest and the early 1900s when her father was growing up there. Getting to know the characters in two different times of their lives makes the colorful small town community jump off the pages. You will feel like you personally gossiped with the town's columnist, attended a birth with the nun (the town's schoolteacher and midwife), ran scared through the cluttered yard of the gypsy fortune teller, and maybe even sold your own moonshine from an open grave.

No matter who we are, when we are born, or where we live, we all have to grow up. These coming-of-age stories explore common themes with an inspiring variety of people, places, and issues. The Book of Three by Lloyd Alexander is a sophisticated and humorous fantasy adventure. (Riordan's Percy Jackson series) Tangerine by Edward Bloor is the gripping sociallyconscious story of a legally-blind boy living in the shadow of his football hero brother. (Hiassen's Hoot or Flush; Zadoff's Food, Girls, and Other Things I Can't Have) Al Capone Does My Shirts by Gennifer Choldenko is a historical family drama narrated by a young boy who lives on Alcatraz with his friends, parents, and autistic sister. (Lord's Rules; Corbett's Free Baseball)

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The debut Newbery-winning book is a beautiful tale about friends and family. It describes childhood friendships, parental love, and the politics of the rich and the poor. But mostly, it is about home. (Walk Two Moons or Chasing Redbird by Sharon Creech and To Kill a Mockingbird by Harper Lee.)

Middle School: Grades 7 and 8

The Graveyard Book by Neil Gaiman is a Tarzaninspired story of a boy raised among tombstones by the (mostly) dead denizens of the cemetery. (Gaiman's Coraline)

We are each born with specific conditions, we live in specific circumstances and we are forced to make specific choices. In the end, like these main characters, we strive to be greater than the sum of these parts.

Moon Over Manifest by Clare Vanderpool is one of those books that sits next to you while you hold it in your lap, hugging your heart while you read it and

Ship Breaker by Paolo Bacigalupi is a dystopian adventure with vivid characters and heart-breaking choices. (Westerfeld's Uglies; Collins' Hunger Games)


My Heartbeat by Garret Freymann-Weyr is realistic fiction that explores the boundaries of friendship, family, and sexuality. (Green's An Abundance of Katherines)

and captured. (Yolen's fairy tale spin-off Briar Rose or Beah's memoir A Long Way Gone.)

A Mango-Shaped Space by Wendy Mass is a beautiful and literally colorful story about a girl with a secret who sees color with every letter and sound. (Hesser's Kissing Doorknobs; Bosch's The Name of This Book Is Secret)

Upper School students had the privilege of reading The Immortal Life of Henrietta Lacks, a compellingly beautiful and crushing story of science, ethics, and family. When a young, impoverished mother dies, her cancer cells are used without her previous consent or knowledge and lead to unprecedented breakthroughs in modern science, while her family remains impoverished and unaware. What follows is a true story that forces us to examine our priorities in a way often only achieved through science fiction.

Touching Spirit Bear by Ben Mikaelsen is part outdoor adventure and part spiritual awakening about a troubled and violent teen who transforms. (Krakauer's Into the Wild; Cummings' Red Kayak) The Book Thief by Markus Zusak is a compelling story of a young girl in 1939 Europe. Death, who is the surprisingly refreshing narrator, calls the girl one of the “leftover humans”—the ones who don't die but are surrounded by those who do. And even though he knows he should look away, their paths cross again and again and he pauses to tell her story. The girl becomes a book thief at her brother's funeral, when she picks up The Grave Digger's Handbook from the snowy cemetery. This first theft is a moment that changes her life as profoundly as the war around her. She is a story-teller, and her family, her neighbors, and the Jewish man they are hiding are her audience. This is a book that transports you to another time, where you can't help but live alongside this girl and her unusual narrator. You will feel viscerally the absolute loneliness of safety and the precarious danger of friendship. You will know what it means to be simultaneously abandoned and saved, freed

Upper School

At Eastside Prep, “interdisciplinary” is a word that describes the intricately connected nature of our curriculum. The Immortal Life examines a failure to connect the disciplines and is itself a carefully constructed clash of scientific knowledge and human faith. Written with simplicity and respect, this is a book for anyone who seeks to understand the future of the human race.

Faculty In addition to keeping up with the kids’ reading, our faculty members were busy this summer with reading of their own. One of their books, which everyone read, was Drive: The Surprising Truth About What Motivates Us by Daniel Pink. He shows us that the human desire for creativity and growth is a far more powerful motivator than traditional carrot and stick approaches. It's an apt book for a faculty that constantly taps its own innate drive to excel while simultaneously challenging their students to do the same. 

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Alice Strong Awards By Wendy Lawrence, founding faculty and former Middle School Head

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astside Prep depends on the contributions of volunteers,” reads the Alice Strong Award certificate. This year's winners are Paul David, Jim Washburn, and Kathy Weber. Their certificates also read, “Through their service, EPS seeks to instill in its students a spirit that recognizes and emulates the generosity of those who simply do what needs to be done…. The recipients share an awareness of what it takes to make Eastside Prep the community it is.”

Paul David

captures him as well. The hearts of volunteers help everyone else's beat just a little bit stronger.

Jim Washburn

Jim Washburn, who has been the “Piano Man” at Daniel's Broiler for 22 years, won't take credit for the musical talent of EPS students, but he's been excited to watch the music program grow as he tickles the ivories across the classroom or just off the stage. He accompanied the first choir and the first musical (You're a Good Man Charlie Brown). He's been at countless rehearsals. He's performed at the arts showcases, talent shows and in the orchestra for musicals.

While he talks a lot about the faculty at EPS, and how “McQuade, McGough, and Kruse have been instrumental” in creating an environment that motivates students to succeed, it's clear that the school as a whole would be a lot less musical without his incredible dedication of time, energy and melodies.

Paul understands the importance of volunteerism. “My wife and I very much enjoy being involved with Kathy Weber our children's school communities.” He likes that it Kathy jumped right into the volunteer scene when allows him to “strengthen the parent community” as her son joined Middle School and hasn't stopped. well as “to be in touch with our children's pursuits “I am inspired by what an innovative, committed, and passions.” forward-looking group of people can create together.” She has led the PA as President, sat on the board Paul's character is evident in the time he spends as a liaison to the PA, and is now a board member photographing school events. But it's also evident in and co-chair of the Institutional Advancement the stories he tells. “Our daughter has been involved Committee. with several school theatre productions.” Watching these as a volunteer photographer, he learned that Kathy enjoys being part of a community that “asks the theatre “requires very good leadership from the tough question and doesn't accept the status quo.” director and staff. It also requires that the students Kathy has been a powerful advocate for parental work hard, work well together, learn a bunch, and involvement in the school with her simple message pour their hearts into it.” of “community, hospitality, and volunteerism.” She is excited to be part of a community where curiosity As the Broadway song agrees, “You gotta have heart” is encouraged and she can be one of many who and it isn't only the students who bring it. Paul says bring their “own unique voice, ideas, values, and life “this feeling captures EPS nicely,” but of course it experience to the conversation.”  (L-R) Paul David, Jim Washburn, and Kathy Weber each with Byron Bishop and their Award certificates.

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1st row (L-R): Melissa Hayes, Adrienne Behrmann, Adam Waltzer, Jess Mabe. 2nd row (L-R): Bart Gummere, Kevin McQuade. Not pictured: Elena Olsen.

Five-Year Service Awards By Wendy Lawrence, founding faculty and former Middle School Head

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ere's a peek at what our 2011 Five-Year Service Award recipients have been up to…

Adrienne Berhmann

Adrienne pays attention to students as individuals and her humor brightens even the toughest of classes. She credits EPS with giving her a “renewed energy and connection to my teaching.” She hopes that in return she has brought “a love of mathematics” to her students, and is excited that several female students have thanked her for renewing their confidence in the subject—and in themselves.

Melissa Hayes

Starting with no boats, oars, or water, Melissa created what is now a strong and committed crew team. She also designed the P.E. curriculum, which “helps students develop an understanding and appreciation of fitness.” But one of her favorite roles has always been as advisor, and she considers the advisory program “a stand-out” among the “many unique aspects of EPS.”

Bart Gummere

Bart came for the “opportunity to develop and build an Upper School.” Dr. Macaluso says “I knew Bart would be a ‘kid magnet.’ [I didn't realize] how much his humor and ever-positive attitude would contribute to the community of adults.” Bart says EPS makes him more open to new ideas. Every day he is “one-part air traffic controller, one-part crisis manager, and one-part confidence coach.”

Jess Mabe

Jess began the development of a formal English curriculum and loves seeing that what she created is being continued by others. EPS is “an innovative place where I can work collaboratively.” She raves that “our team is amazing!” and credits her peers

with “making me a better teacher.” In the classroom, Jess helps students “read for meaning,” “appreciate great literature,” and “connect to broader contexts. We have fun with words!”

Kevin McQuade, MFA

McQuade's influence “is everywhere, all the time!” says Dr. Macaluso. As Director of Admissions, Kevin sees himself as a “prospector seeking gems to add to the community as well as being on the look-out for diamonds in the rough.” Kevin also has overseen a huge increase in the Arts department and curriculum. “Kevin and his wife, Linda, with help from many volunteers, literally built the Black Box Theatre with their own hands,” says Macaluso. Kevin describes the experience as “the essence of experiential learning.”

Elena Olsen, PhD

Elena is a passionate teacher, sensitive advisor, thoughtful curriculum designer, and enthusiastic cross country coach. “In addition to making poetry a ‘staple’ in the literary arsenal of EPS students, Elena has been a tireless advocate for differentiated instruction, and she’s helped faculty be increasingly attentive to unique learning needs,” says Dr. Macaluso.

Adam Waltzer

Adam loves that EPS is “innovative and agile,” growing considerably while still keeping "a purposeful and reflective process to institutionalize what we do.” Agility and innovation are also traits Adam brings. He's flexible, and not only on the Ultimate field, a sport he introduced to the school. He also likes to take on challenges and find ways to personalize instruction. Adam credits EPS with making him a “more inventive and effective teacher" by giving him the "freedom to develop new pedagogical modalities.” Every day he strives to be “a model for seizing the day.” 

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Employee Profile Who’s new in our village? By Wendy Lawrence, founding faculty and former Middle School Head

Fluent in Mandarin, she has taught bilingual music classes, directed choirs, and worked as a graphic designer and office manager for high-tech companies. In addition to taking on the role of Administrative Assistant, Jane will be Eastside Prep's second official Registrar. Students who are nervous when requesting a transcript might ask first if Jane will put the grades to music.

I

t takes a village to raise a child and the EPS village is getting bigger! With all that goes into the daily education and operations, it is exciting to be able to introduce the new team members who will be inspiring and challenging our students and ourselves every day.

Randi Peterson, Middle School Administrative Assistant

Kristina King, Admissions Assistant

Kristina has always worn a lot of hats, and she wears them well. During college at the University of Portland, she made the dean's list for eight straight semesters, studied in Austria for a year and London for a summer, and founded the group Colleges Against Cancer in coordination with the American Cancer Society and her own school. Then she graduated magna cum laude with a BS in Biology and a minor in Chemistry. She spent two summers volunteering with On the Edge Adventures, planning and leading outdoor expeditions with youth and adults.

Randi has worked as a volunteer coordinator, project manager, and administrative assistant, always for a company that in some way develops the arts. Her desire to wear any hat and help out is evident in her extensive volunteer experience. She has worked with children in the Philippines, providing education, arts, and nutritional food. She has volunteered at a myriad of arts festivals as an usher, a judge, and in Kip Wassink, security and concessions. This is good, because a Upper School Middle School Admin Assistant often needs to do all Math Teacher these things (educate, help a child find a lunch, usher Kip's education career began in Idaho where he visitors, judge disputes, and provide needed security) taught high school science after getting an MA all in one day. in Education Administration. Before that, he majored in Biology and Chemistry at Seattle Pacific University where he participated in Varsity Crew and Track. He has taught Science in Idaho and New York, been the Dean of Students at Odle Middle School in Bellevue, and worked as a technology consultant and Jane Lin, private tutor. Upper School

Administrative Assistant and Registrar

Jane brings a wealth of experience to the Upper School with a BA in Graphic Design and postbaccalaureate degrees in Music and Music Education.

34 – Inspire


students and she quickly became a trusted mentor to many. Ana founded and began coaching a cheerleading team, and she is thrilled to now take Tobias Tillemans, her leadership to the next level as she becomes the Middle School Student Life Coordinator. The new role will allow Physical and her "to utilize [her] event planning experience" and Environmental she is excited to "work with the offices of Dean Science Teacher of Students, Admissions, and Athletics while also Tobias majored in Applied Economics and working with the student body to ensure we have Management at Cornell University before starting an understanding of their interests." Ana wants "our a PhD program at the University of Washington. Before that, he applied his degree to a variety of causes students to have the best experience possible while at EPS." No doubt that under her guidance they will. including investment firms, academic institutions, and home solar systems. Environmental issues have always been a paramount interest for Tobias, who has researched and taught issues such as the power industry, oil prices, and fisheries economics, and he previously worked with Eco-Village in New York. In addition to studying math and science, Tobias also rowed with Cornell Varsity Crew. Mike Anderson,

Learning Support Instructor

As a learning consultant for Northwest Neuropsychology, Mike has long worked to support students' classroom learning. Having had some Andrew Boyd, CPA, experience with EPS, Mike expressed his admiration Chief of Finance for the dedication and flexibility Eastside Prep shows and Operations A local since the age of three, Andrew graduated cum its students. Similarly, EPS is impressed with Mike's laude from the University of Washington with a BA own dedication, professionalism and effectiveness and is excited to welcome him to our community. in Business Administration. He has worked for a Mike has also worked as a classroom teacher and myriad of companies from healthcare to software and from large (Microsoft) to small (his own start-up a director at EDCAT. He has an MA in education software development firm). He brings vast expertise from Antioch. in leadership, strategic planning, forecasting, and fundraising. He's also a soccer referee, and even if EPS doesn't start a team soon, he's planning on using those skills anyway. "It is amazing how many times [referee] skills come into play in daily life," he Eric Claesson, says. Andrew is the father of two boys, a Sounders History and English season ticket holder, and an "attempting" wakeTeacher boarder. History and English are, in different ways, the story of human experience, and Eric brings a rich and very interdisciplinary experience to his classroom. Natural Sciences: He majored in environmental science. Social Sciences: His teaching credentials are in social studies. Physical Education: He has Ana Swanson, coached basketball, soccer, and track and field, Student Life where he led students to the state championships. Coordinator Foreign Language: He's fluent in Swedish, having In her former role as the Middle School Admin lived in Sweden and traveled widely elsewhere. Fine Assistant, Ana's office was always filled with

Fall 2011 – 35


and Performing Arts: He has written, performed, and produced his own music. And there's more. A true innovator, he has started a Rock Band Club at Seattle Academy, planned backpacking trips and field research at Whittier College, and created a laptopbased music recording class at The Northwest School Summer Camp. Now we are excited to see the things he will create for EPS students.

Vickie Baldwin, Director of Institutional Advancement

Vickie joined Eastside Prep this summer and brings with her extensive experience with leadership and management in some of Washington State's largest development companies. She works with Dr. Macaluso and the board on fundraising and other Jennifer Cross, improvement efforts, something she knows well Technology from her six years as a member and officer of The Specialist Little School Board of Trustees. Vickie was drawn Jennifer brings experience in technology and library to Eastside Prep "by its reputation in the progressive sciences. She started at EPS in March 2011 as an education world" and the "sense of excitement" she intern helping plan the TEDx event and continues sees in the faculty and staff. With her husband as our Technology Specialist and WebMaster. Jen has Bob lending building expertise to the construction designed databases for clients as varied as fast food projects, she considers EPS a "family affair." Vickie companies and bilingual schools. But she doesn't and Bob have a 13-year-old son, Sam. hide behind the screen for long: Jennifer has taught tech classes for students and faculty and worked in school libraries. Originating from Chicago, Jen has spent significant time in New Orleans and other cities, and now lives happily in the Northwest with her husband, Upper School Math and Science Teacher Theron Cross, and nine-year old son, Ethan. Jen loves rowing, hiking, cooking, and (don’t tell Chris Dartt, PhD anyone) vampire novels. Math Teacher Chris comes to EPS from Harvard-Westlake in Los Angeles where he taught Honors and AP Chemistry for the past seven years. Before teaching, Chris earned a PhD in Chemical Engineering from the California Institute of Technology and has worked as a scientist at a biotech start-up and as an engineer for Chevron. As a teacher, he won an award for Emma Ferguson, innovation with the development of a daily planner Spanish Teacher software and as a scientist, he holds two U.S. patents. Returning to her hometown, Emma comes to EPS He loves to teach and relate to the whole student. from Solebury School in Pennsylvania where she “As much as I love being in the classroom, my best taught Spanish and lived as a dorm parent in the memories are always from watching students in their boys' dorm. She loves to introduce students to extracurricular activities.” When he's not challenging foreign worlds, and in the past has done so by both students, he's challenging himself. “My wife and designing a school-wide interdisciplinary "cultureI have run a number of marathons. I'm currently week" and planning and leading a trip to Costa training for my seventh.” He also loves tinkering Rica. Emma is also an accomplished and former with old cars and hopes the Seattle weather will allow professional dance teacher who has taught Flemenco. him to take out his convertible.  We are excited to see some well-choreographed verb conjugations in upcoming Spanish classes.

36 – Inspire


Trustee Profiles By Wendy Lawrence, founding faculty and former Middle School Head The Board of Trustees is the governing body for the school, with responsibilities such as hiring and evaluating the Head of School, policy matters, helping to raise funds for the school, and overseeing the management of school resources. Trustees volunteer a substantial amount of time for EPS; they participate in seven board meetings annually and numerous committee meetings. This year, we said goodbye to two long-term trustees, Patricia Friel and Debbie Johnson, as well as Laura Hamilton, last year's Parents Association President who served ex officio as a non-voting member of the Board. The following brief profiles will introduce you to our new trustees, appointed in fall, 2011:

Leslie Brewer

Something happens to kids in Middle School that parents both love and hate, and Leslie noticed this when her son joined the 6th grade at EPS in 2010. “He needs me less and less,” she says. But while her son gains his independence, Leslie has found other ways to support his education and loves that “EPS welcomes parent involvement.” In response to her son, Leslie tries “to be a good listener [and] remain open to new ideas and new ways of doing things.” Leslie knows that this flexibility and open-minded way of thinking will help not only in her coming role as the parent of a teenager but also in her new role as a Trustee. Leslie Brewer has previously worked in various Project Management roles. Retiring when her son was born in 1999, Leslie now works as a community volunteer.

Anne Corley

When she first heard about EPS, Anne was nervous about the small size. Now that's what she loves. “It turns out that the size was what appealed to me the most. Everyone knows everyone else. I like the intimacy,” she says, and the “flexibility, the willingness to experiment.” Anne also loves the enthusiasm of the faculty and staff, which she describes as “infectious.”

Vandana Chalana

Anne shows some of that enthusiasm herself, and in her spare time she channels that toward crew. “I never in a million years thought I would be a competitive athlete, and here I am. I love racing. I love winning! But what I love most is being on a team.” No doubt Anne will bring the same determination and drive to the EPS Board as she becomes a ex officio member as President of the Parents Association.

Being a board member gives Vandana Chalana “the opportunity to offer my skills, thoughts, and values” to Eastside Prep, but it isn't the first time she's had this chance. She was excited to give her feedback earlier when the school “polled 7th grade parents regarding the appropriateness of a book the history teachers wanted in the curriculum.” Vandana describes that experience as “just one of the many times I've felt the openness and willingness of the school to receive feedback from the community it serves.”

Anne graduated from Georgetown, is fluent in several languages, and has lived abroad in multiple countries. She has worked as a technical writer and currently volunteers with several nonprofits. She also dedicates time to her husband Mark and son John, an EPS 7th grader.

Joining the board, Vandana looks forward to watching the facilities expand and the graduating classes grow. She knows EPS is “headed in the right direction. Once I'm convinced about an idea or a goal, I'm one-hundred percent committed to seeing

Fall 2011 – 37


it through. I continually teach my kids that same value as they deal with their educational challenges.” Vandana has a degree in Business Administration from the UW and has worked as a technical analyst and also launched her own software company with her husband and brother. Vandana has volunteered extensively and has two children at EPS, a son in 9th grade and a daughter in the 6th grade.

Stacy Graven

Stacy's sons started at Eastside Prep last year. She knew the school was a good fit when her older son, then a 7th grader, said, “I can be myself and I get to interact everyday with my teachers…it's pretty cool!”

communication” and happily reports that after one year at EPS, “all of our expectations have been met or exceeded.” Joining the board, Steve is excited to help continue that tradition. “EPS has carried out a growth strategy and an excellence strategy simultaneously since its inception. As the next construction phase is complete and enrollment becomes capped, all focus can be aimed at excellence.” Steve will help EPS continue its tradition of excellence with his extensive experience in business, nonprofits, and startups. Steve graduated from the University of Washington Business School with a degree in Finance, and has spent thirty years building businesses. In addition to serving on many boards, Steve has worked with his wife Libby on Hooves with Heart. He lives on Mercer Island with his wife and their two teenagers. His son Charlie is an Upper School student at Eastside Prep.

Stacy was excited to join a school that is “continually evolving” and as a new board member, she will get to be a part of that evolution. She considers the school to be in “that interesting place between ‘new’ and ‘established’, when the Founders are beginning to Sasha Press pass the baton to the next generation of leaders.” As When her son joined EPS two years ago in the 5th part of that next generation, Stacy plans to “listen, grade, Sasha was impressed right away. “Other learn, understand, and probe” before she jumps in to schools have a definitive culture,” she says, and try bring her own experience into the fray. to fit each child into a “mold,” but Eastside Prep “modifies its environment and teaching style around Stacy is the Executive Director of Meydenbauer each individual child.” Convention Center. She serves as Chairman of the KidsQuest Children's Museum Board of Directors Asked to share a story about Eastside Prep, Sasha and on the Executive Committee and Board of describes everything from homework planners to Directors of the Bellevue Downtown Association. communication plans to sleeping in teepees on A WSU alumna, she lives with her husband Ken Spring Adventures. “We are seeing a really great Johnsen and their sons, Eastside Prep 6th and 8th balance between strong academics, good social skills graders Cole and Chase. and community team-building skills.” Having moved from Virginia in 1992, Sasha spends most of her free time doing “kid-centric” activities such as biking and skiing. 

Steve Miller

Steve Miller was originally drawn to EPS by the “structure that fosters good student/teacher

38 – Inspire


Alum Notes Wise Innovation: EPS Alumni Facebook Application

William's Facebook app page.

by Jeff Adair, Dean of Students On the eve of graduation from my own high school, I was asked to become a class agent for the Mercersburg Academy alumni and development campaign. Though I was honored by this recognition, I couldn’t imagine that my efforts would make any significant contribution to the annual fund. I was given a calling card and a contact list and sent on my way. What I soon came to realize was that creating a sense of community was really the priority. I was moderately successful but I found the process quite cumbersome and ultimately lost touch with many of my peers. Fast forward a decade and a half. Though cultivating that sense of community remains important for private schools, we find ourselves in a new era of communication. Our alumni are “digital natives” and would find a phone call from a class agent quite odd, to say the least. Enter William Poole, ’09. William, son of founding board member Janet Levinger, began work in cooperation with Tech Director Jonathan Briggs on an application allowing students to keep in touch with EPS via Facebook.

When asked what inspired him to spend countless hours on this program, William said of his creation, “I think that being connected into Facebook matches nicely with EPS’s interest in integrating technology into the school experience. I hope this app gets use by alumni, and I'm even more interested in seeing the app used by student government and the student body.” Though William still has some bugs to work out, we are excited in the potential of this new tool. It is clear that our alumni continue to “innovate wisely” at EPS and beyond. The app can be reached at https://apps.facebook.com/ epsalumni.  Mr. Briggs' Facebook app page.

This past spring, EPS alumni attended a gathering where the application was unveiled. Alumni were pleased with the ease of use and relished the opportunity to engage with the larger community. With this application, alumni can remotely update their information, download EPS information and publishing, take surveys, and keep tabs on other EPS alums.

Fall 2011 – 39


2010–11 EPS Annual Report Letter from the Head of School and Board President

T

he pace of the academic year is so intense that it’s difficult to remember—while we’re in it—how much is being accomplished. It’s equally difficult to remember to say, “Thank you” to the hundreds of people whose collective efforts keep everything moving forward. And forward is definitely where we’re going!

Our record enrollment took us well past 200 students. Our largest graduating class—32 strong—completed their Upper School careers with style and humor and impressed us all by receiving 168 acceptances from 94 different colleges and universities. Also among the class of 2011, EPS can boast three commended National Merit Scholars, one finalist in the National Merit program, and Marcie Bain, an EPS “lifer,” received a National Merit Scholarship. We are proud of every one of our graduates, and special congratulations go to our National Merit students. Thank you, Seniors, for your hard work, for your kindness, and for providing strong Upper School leadership. The EPS faculty continued to perform beyond expectations, sponsoring independent studies, advising students on personal as well as educational matters, taking Saturday hiking trips, leading service learning opportunities, coaching sports teams, and attending student performances—all in addition to the full time teaching responsibility! Thank you, Faculty and Staff, for teaching excellent classes, for working long days (and even longer nights), for maintaining the campus, for keeping the organizational machinery well oiled, and for building meaningful relationships—one student at a time.

Thank You to our Donors! These individuals and organizations have made cash or in-kind donations to Eastside Preparatory School. Pilar & Robert Ackerman Jeff Adair Margaret & Don Alvarez Amazon 40 – Inspire American Express

Lauralyn Andrews Anonymous Gail & William Bain Amis Balcomb Teresa & Jim Banowsky Ann & Paul Beaudoin Kurt Bechtel & Teri McFall Sarah & David Beckerman Donna & Bill Beckley Adrienne Behrmann Laurie & Josh Benaloh Sheila & Byron Bishop Arnold Blinn & Leslie Brewer

To the parents of EPS students… You have driven car pool, written checks, supported activities, answered the phone when we called—and replied to e-mail, too. We depend on strong and collegial connections between home and school in order to make a complete community to support student success. Teacher Appreciation Week continues to be a much anticipated event. Volunteers give countless hours hosting campus visitors, talking with prospective families, attending games and events, sometimes as many as three or four evening events in a single week! Thank you, Parents, for your confidence in EPS, and for your partnership with us in the education of your children. Finally—to all of our donors... Thank you for your generous contributions, which this year have exceeded expectations, and have made possible everything from professional development to summer construction projects—none of which would be possible without the financial support of our donor community. Thank you, Donors, for every hour and every dollar. On behalf of the Board of Trustees, and the Faculty and Staff of Eastside Prep—Thank you to this wonderfully supportive friends and families for making it such a pleasure to be part of this community.

Terry Macaluso, PhD

Byron D. Bishop

Head of School

President, Board of Trustees

Boeing Box Top Clip Program Daria Brandt Lisa & Marv Brashem Jonathan Briggs Hahns Burg Kim & Bruce Burns Randy Burrus Vera & Graham Byng Deborah & Ian Carmichael Celebrated Chefs Vandana & Vikram Chalana Arthur Champernowne & Ellen Taft

Sridhar Chandrashekar & Arathi Srikantaiah Xiang & Hong Zhang Chen Pia & Magnus Christerson Jessica Claesson Lisa & Bruce Copeland Patrice & Rob Copeland John Corman & Linnea Peterson Joyce & Jim Cronkhite Theron Cross Michael Cruz Lane Dailey & Pam Derry Kim & Chuck Daniel Paul David & Kris Solem


2010-11 Fiscal Year Finances Income

Tuition Contributions Auxilliary Services

* Interest

Expenses

$5,039,065

Program & Instruction

$4,223,147

$890,004

Management & General

$1,642,813

$206,465

*Item not visible on chart due to scale.

Admissions

$295,898

$1,022

** Expenses exclude non-cash charges such as depreciation, etc.

* Fundraising

$2,388

$6,136,556

**$6,164,246

Student Enrollment

Annual Fund Need per Student

Thank You Donors Continued... Matthew Delaney Suzan & Kurt DelBene Karen & Steve Demmert John Dietz & Katherine Fugitt Katie Dodd Shelly & Scott Douglas Gavin & Kara McCulloch Dry Jon Dulude Janelle & Peter Durham Desiree Eden ELG, LLC

eScrip Gregg Eskenazi & Margaret Galanti Expedia Susan & Richard Fade Patricia Ferreyra John Fine & Sue Harrington Lauren Formo Kelly Fox FreeCause Patricia Friel Hilary & Kevin Gammill Christina & Ronald Gehrke Jasmine & Navjeet Gill

Serena & John Glover Kathy Goodwin Kevin Goodwin Tina Green Bridget & Greg Greenberg Bart Gummere Tina & Dave Hadden Paul Hagen Sarah & Harold Hager Michael Halcoussis Kathleen & Gary Hall Laura & Alistair Hamilton Steve Harris

Melissa Hayes Jessica Heaton Linda & Dan Hedges Hershey's Lisa & Rusty Hill Candice & Ted Hoffman Doug & Jennifer Hotes Alisa & Masatoshi Inouye Ken Johnsen & Stacy Graven Katherine & Ryan Kearny William Keese & Tracy Porter Laura Kirkpatrick & EricFall Heimke 2011 Elizabeth & Rodney Korn

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2010–11 EPS Annual Report 2010–11 Highlights

E

very year since the school was founded, EPS has seen its enrollment grow and 2010–11 was a banner year for admissions. We broke the 200 mark this year and we are pleased to report that our retention rate surpassed 90% for second year running.

On May 12, 2011 Eastside Prep sponsored our first TEDxEastsidePrep event. This forum included six guest speakers as well as video presentations from off-campus speakers, and attracted a standing-room-only crowd to our Black Box Theatre. Our inaugural TEDxEastsidePrep was such a success; we plan to make it an annual event! The entire EPS community responded to the call for support of the relief effort in Japan. Within 24 hours of announcing a fundraising effort, a bake sale held on Project Night generated over $25,000 of support for our neighbors across the Pacific! What an enormously gratifying demonstration of the strength of our community!

Yichun '12, Norihito '12, and Masatomi '15 show off their Japanese Relief bracelets. Each year, we bring several esteemed guest lecturers to campus to enrich the intellectual environment of our school, and 2010–11 was an exceptional year for our Visiting Thinkers. Taylor Mali dazzled with poetry that revealed a love of education and articulate speech. Signe Pike inspired scores of aspiring authors. And who can forget the presence of one of the robotic stars of “Star Wars,” Anthony Daniels, otherwise known as C-3PO. Our athletics program continues to experience robust growth. Over 50% of our students were actively participating in at least one team sport in 2010–11. We fielded teams for the first time in Middle School Girls Volleyball and in Upper School Ultimate Frisbee. As with last year, we sent a group of three Track and Field athletes to the state championships, and they acquitted themselves very well—Electra Korn, class of 2011, was the state runner-up in the 100, 200, and 400 meter dashes!

Mr. Briggs opens the first annual TEDxEastsidePrep event.

Thank You Donors Continued... Cynthia Kraiger & Brett Burris Joseph Krawczak & Debbie Johnson Matthew Kruse Elin Kuffner Cherie & Darren Laybourn Richard Leeds & Anne Kroeker Steve Levi Andrew Lewis & Maaike Bakker Tori Lindsey Cascade 42 – Lineback Inspire Karen & Mike Lucero

Allison Luhrs Terry Macaluso Jessica Minier Mabe David Maymudes & Emily Anthony Aileen & Chris McConnell Kathleen McGill Nancy McHenry Jessie McMillan & Stacey Bryant Kevin & Linda McQuade David Meagher & Nuria Perez-Reyes Leah & Richard Medway Menasha Kim & Donald Merino

During the 3rd trimester of 2010–11, we took possession of the final two buildings on our campus. Construction crews began the renovation process in late spring, and our new Learning Center, along with two new classrooms and a new Administrative Center will be open and occupied in September, 2011! More news on additional construction projects to follow, so please stay tuned!

Microsoft Microsoft Mobile Communications Business Libby & Steve Miller Edward Miller Karen & Zane Mills Jennifer Molloy John Molloy Tammy & Marc Monnot Kelly Moore Leigh Ann & Russell More Sona & Nishad Mulye Diane & Tarek Najm National Semiconductor

Merav & Amir Netz Kathy & Erich Nielsen Maureen & Robert O'Hara Elena Olsen Janelle Panday David Parker & Neicole Crepeau Diego Piacentini & Monica Nicoli Linda & Tom Pichard Heidi Pickard Isabel & Carlos Picoto Kirsten Pike Will Poole & Janet Levinger Portland/Vancouver Rowing Association


2010-11 Employees School Leadership

Matt Delaney History and Social Sciences

Karen Mills Information Technology and Librarian

Katie Dodd Scientific Thinking

Patti Mintz Cafeteria Assistant

Patricia Ferreyra Spanish

Kelly Moore, PhD Psychology

Doug Blair, JD Director of Athletics

Lauren Formo Associate Director of Admissions and College Counselor

Jack Nolan Tech Support Specialist

Jonathan Briggs Director of Technology

Kelly Fox Spanish

Randy Burrus, CPA Director of Finance and Operations

Patricia Friel Mathematics

Matt Delaney Dean of Students

Kira Geselowitz Associate Dean of Students and Despues Co-coordinator

Terry Macaluso, PhD Head of School Jeff Adair Dean of Students

Bart Gummere Upper School Head Nancy McHenry, EdD Director of Learning Support Services Kevin McQuade, MFA Director of Admissions Kelly Moore, PhD Director of Counseling and Advising Sam Uzwack Middle School Head

Faculty & Staff Jeff Adair History Amis Balcomb Artistic Thinking and Visual Arts Adrienne Behrmann Mathematics Myrna Belt Custodian Laurie Benaloh, PhD Mathematical Thinking Doug Blair, JD Physical Education Daria Brandt 5th Grade Jonathan Briggs Advanced Physics and Computer Programming Jess Claesson Learning Support Instructor Theron Cross Physics and Mathematics Michael Cruz, MFA Theatre

Thank You Donors Continued... Sasha & Lowell Press Amy & Matthew Ragen Javed Rasool & Shamim Mirza Lisa & Henry Rawas Jeanne & Randy Reina Jahan Saghafi & Karen Russell Luis Salazar & Yolanda Leon Carmen & James Scardelis Melissa & Scott Schaefer Roz & Michael Schatman Scott Selby & Krista White

Tina Green Business Office Assistant Victor Guevara Custodian Bart Gummere Mathematics Tina Hadden Director of Administrative Services and Registrar Paul Hagen Historical Thinking Melissa Hayes Physical Education

Elena Olsen, PhD English and Writer’s Workshop Janelle Panday Bookkeeper Kirsten Pike English and Literary Thinking Andy Richardson Transportation Assistant Sammi Stimson Facilities Manager Ana Swanson Middle School Administrative Assistant and Despues Co-coordinator Tobias Tillemans Environmental Sciences Sam Uzwack Historical Thinking Adam Waltzer Science

2010–11 Board of Trustees Byron Bishop President

Sarah Hager Trustee

Andrew Lewis Vice-President

Laura Hamilton Ex-Officio Trustee, PA President

John Molloy Treasurer Maureen O’Hara Secretary Janet Levinger Past-President Brett Burris Trustee Suzan DelBene Trustee Janelle Durham Trustee Richard Fade Trustee

Debbie Johnson Trustee Randy Reina Trustee Robert Short Trustee Dev Stahlkopf Trustee Phillip Swan Trustee Kathy Weber Trustee

Patricia Friel Trustee John Glover Trustee

Jessica Heaton History Chuck Henry, PhD Environmental Sciences and EPIC Coordinator Matthew Kruse Choral Music Elin Kuffner Spanish and Scientific Thinking Tori Lindsey Upper School Administrative Assistant Cascade Lineback Spanish Allison Luhrs Literary Thinking Jessica Mabe English and Writer’s Workshop Terry Macaluso, PhD Philosophy Zach McKee Facilities Assistant Kevin McQuade, MFA Public Speaking

Julia Sensenbrenner Elyse & Greg Sevener Windi & Brian Shapley Oliver Sharp & Erin Barry Alison & Barry Shaw Pam & Harley Sheffield Rob Short & Emer Dooley Sumeet & Nirupama Shrivastava Betsy & Douglas Smith Jeff Sternitzky & Anne Pillsbury Timothy Stickel Sammi Stimson Elaine & Stephen Sutherland

2010–11 Board of Trustees.

Linda & Paul Suzman Tracy & Phillip Swan Ana Swanson Mark Swanson & Erin Fleck The Seattle Foundation Erica & Eric Thorson Scott Thurlow & Carrie Gorringe Karen & Karl Triebes Sam Uzwack Birgitte Veje Irina & Sergey Vorobyev Mica & Eric Voskuil Alwin Vyhmeister & Cheryl Wells

Adam Waltzer Kathy Weber & Bill Shain Leanne & Bill Weinstein Patrice & Darryl Welch Wells Fargo The Wilke Family Foundation Gloria & Greg Winters Daniel Wuthrich & Samia Khudari Myrissa & Tokuro Yamashiro Tony Yip & Anita Chung Jill Zaremba Gerry Zyfers

Fall 2011 – 43


Upcoming Dates Following are some of the upcoming events at Eastside Prep. For a complete listing of EPS activities and events, visit our website (www. eastsideprep.org) and go to the Community/Calendar page. OCTOBER 8 Parent Association Family Service Project. This is an annual all school/family event created to allow students, parents, and faculty to engage in productive and meaningful work together. It also allows us to further improve our growing campus. OCTOBER 15 Open House: Informational event for prospective students and parents. Registration starts at 9:30 am in the EPS Middle School lobby and the program runs from 10:00 am to 12:00 nn. Prospective students (grades 5–12) and their parents are welcome to attend. The program includes a brief opening presentation and overview, followed by fun and interesting mini-classes, parent/student Q&A panels and campus tours. OCTOBER 18 Visiting Thinker: Prof. Jacquie Greenberg, PhD. “Stem cell research: moving from the Hype to realistic Hope.” This talk will focus on “Sorting the Wheat from the Chaff” and attempt to make sense of the hype around stem cell research. Ethical issues related to the storage of Umbilical Cord Blood Cells as well as the exciting development of current technology by creating a “disease-in-a-dish” model and the use of Induced Pluripotent Stem Cells (iPSCs) will be introduced and discussed. More information about Dr. Greenberg’s visit will be available later in the fall. NOVEMBER 1-3 Middle School Play Production, Jungalbook by Edward Mast, presented by the EPS Middle School, 7:00 pm. Adapted from Rudyard Kipling’s The Jungle Book, this dramatic tale puts a twist to the adventures of young Mowgli as he learns the laws of the jungle and beyond. (Limited seating capacity. Email events@eastsideprep.org to reserve a seat.) NOVEMBER 5 Open House: Informational event for prospective students and parents. Registration starts at 9:30 am in the EPS Middle School lobby and the program runs from 10:00 am to 12:00 nn. Prospective students (grades 5–12) and their parents are welcome to attend. The program includes a brief opening presentation and overview, followed by fun and interesting mini-classes, parent/student Q&A panels and campus tours. NOVEMBER 10 Fine and Performing Arts Showcase, 4:00 pm. Choral concert, vocal soloists, and small vocal ensemble pieces, as well as student visual art displays and, possibly, theatre improv and monologues or scenes. DECEMBER 6 Open House: Informational event for prospective students and parents. Registration starts at 6:30 pm in the EPS Middle School lobby and the program runs from 7:00 pm to 9:00 pm Prospective students (grades 5–12) and their parents are welcome to attend. The program includes a brief opening presentation and overview, followed by fun and interesting mini-classes, parent/student Q&A panels and campus tours.

44 – Inspire

JANUARY 5 Open House: Informational event for prospective students and parents. Registration starts at 6:30 pm in the EPS Middle School lobby and the program runs from 7:00 pm to 9:00 pm Prospective students (grades 5–12) and their parents are welcome to attend. The program includes a brief opening presentation and overview, followed by fun and interesting mini-classes, parent/student Q&A panels and campus tours. FEBRUARY 7-9 Upper School Play Production, Almost, Maine by John Cariani; presented by EPS Upper School students, 7:00 pm. A snowy charmer... nine tales of love in a time of frostbite. (Reservations Required. Email events@eastsideprep.org to reserve a seat.) MARCH 1 Fine and Performing Arts Showcase, 4:00 pm. Choral concert, vocal soloists, and small vocal ensemble pieces, as well as student visual art displays and, possibly, theatre improv and monologues or scenes. MAY 3 All School Talent Show, 4:00 pm. Annual event at which the EPS community showcases their various talents, ranging from singing to “stand-up” and everything in between. (Limited seating capacity. Email events@eastsideprep.org to reserve a seat.) MAY 16-17 All School Musical Theatre Production, The Secret Garden, book and lyrics by Marsha Norman, music by Lucy Simon; presented by the EPS Grades 5–12, 7:00 pm, Kirkland Performance Center. Based on Frances Hodgson Burnett’s novel, orphaned Mary Lennox discovers much more than a garden in this enchanting and award winning musical. (Reservations Required. Email events@ eastsideprep.org to reserve a seat.) MAY 17 Grand-Friends’ Day. Grandparents and Special Friends of EPS Middle and Upper School students are invited to visit campus from 10:30 am to 12:30 pm. The day includes visiting a class, observing a choral performance, and enjoying refreshments with EPS students. MAY 18 TEDxEastsidePrep, 12:30 pm to 6:00 pm. Evolution of Instruction: Design Experience. This is a TED offshoot organized independently by Eastside Prep. Our audience and speakers will consist of a diverse group of leaders, stakeholders, and entrepreneurs in the world of education, technology and cognitive science. To know more about this event, visit www.tedxeastsideprep.com. (By invitation only)

For a full 2011–12 calendar, please visit www.eastsideprep.org/Community/Calendars


Inspire Vision Students Our

is to

to

create a better world

Guide Mission Students Our

We

is to

think critically act responsibly lead compassionately innovate wisely

to

Value

Balance Understanding Self-knowledge Respectfulness Dialogue Flexibility

Eastside Preparatory S chool


10635 NE 38th Place Kirkland, WA 98033 www.eastsideprep.org

The view of the Stillaguamish River valley from the trail to Lake 22, taken while on an Outdoor Club trip November 13, 2010. The EPS Outdoor Club offers students opportunities to ski, hike, snowshoe, rock climb, and backpack. Photo taken by Brynn '12.

Eastside Prep Magazine Volume 2 Issue 2  

Eastside Preparatory School Magazine. Eastside Prep is an independent school located in Kirkland, WA

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