An Epiphany School student confidently embodies aviation pioneer Amelia Earhart for the Third Grade Wax Museum. For more about the power of performance at Epiphany, see page 14.
A NOTE FROM THE HEAD OF SCHOOL
As I near the one-year mark as Head of School of Epiphany School, I find myself reflecting on all I’ve seen, learned, and been a part of over these last 12 months. My start last July was marked by newness—my family and I became residents of a new city, I became a colleague of 50 highly dedicated faculty and staff, and I was welcomed warmly into our well-established, energetic greater school community.
Though a year like this can be full of unknowns, I was continuously impressed by both the wonderful traditions that represent the “typical” Epiphany School experience as well as the serendipitous events that brought joy and laughter with the unexpected. Whether it was our Pre-K students eagerly sharing the contents of their family museums, kindergartners chorally reciting Dr. Seuss rhymes, first graders articulately outlining all they’ve learned about boats, the second graders’ enterprising approaches to selling their wares during the Market, third graders displaying their characters’ lives at the Wax Museum, fourth graders determining whether and why they would choose to join the National School Walk Out in March, or the fifth graders demonstrating pride of ownership at our Open House, I regularly witnessed the positive results of Epiphany’s focus on developing confident, curious, respectful, and resourceful children. How lucky am I to have joined a school where teachers are so committed to knowing students well and intentionally creating a learning environment to develop the 3Cs and 3Rs in each student!
This edition of Update demonstrates the many ways our entire community benefits from a mission focused on knowing, supporting, and challenging students to be courageous, responsible, life-long learners. In a world where the only constant is change, we strive to develop in our students both a love of learning and an understanding of how they learn. It is this combination that will allow our students today and in the future to thrive in the dynamic environments they will live in.
Though there is much ahead to be accomplished, we at Epiphany School have 60 strong years of tradition to build on. On behalf of all of us—faculty, staff, and students—we thank you for your continued generosity, support, and commitment to helping ensure the next 60 years are as successful as the first.
Have a wonderful summer!
Jennifer B. Elkin Head of School
U p d a t e
Edi T or Jaime Gillin
Con T ri B u T or S
Jessica Barrett
Paige Baublitz-Watkins
Jari Graves-Highsmith
Leslie Larkin
Emily Lewis
Elizabeth O’Shea
Celia Russo
Anne van Cleve
Jen Wilkinson
Pho T o G r AP hy Libby Lewis Photography
dES i G n Beans n’ Rice
Prin T in G Capitol City Press
Printed on 10% post-consumer waste paper with vegetable-based inks. visit our website epiphanyschool.org
The Epiphany School Update is published biannually by the Advancement team. Every effort is made to ensure the accuracy of information presented. If you find an error, please notify us at communications@ epiphanyschool.org or 206-971-3061.
M ISSION
Through innovative teaching in a caring and traditional environment, Epiphany School challenges every child to be a confident, curious, and courageous learner.
vALUES STATEMENT
Epiphany School actively cultivates an awareness and respect for diversity in all forms; we strive to be an inclusive community by embracing the following values:
Respect: We encourage empathy through the strength of our differences, awareness of our global surroundings, and adherence to high standards of conduct.
Responsibility: We build integrity and trust by understanding our choices and owning our actions.
Resourcefulness: We foster resilience and expect all to search and find, to fail and learn, to risk and succeed in a changing world.
DIvERSITy STATEMENT
Epiphany School promotes and cultivates a diverse community as essential to academic success, social and emotional growth, and the development of good character. Engaging diverse perspectives stretches the mind and requires critical thinking, intellectual courage, and creativity. It takes careful listening and thoughtful expression, and manifests itself in cultural competency. Thinking beyond oneself and seeing the world through the eyes of others is the foundation of fairness and empathy, and thus prepares our students to live respectfully and lead responsibly in our pluralistic democratic society.
2018-2019 Epiphany Parent Council Welcome
Jessica Barrett, EPC President
On behalf of the Epiphany Parent Council (EPC), I hope everyone is having a terrific summer! I am looking forward to welcoming our new and returning families back to our school community this September!
The EPC is a golden thread that weaves through and enhances so many aspects of our children’s education at Epiphany School. Many of the events and activities that the EPC sponsors and coordinates have become important Epiphany traditions, creating lasting memories and bringing us together as Epiphany families. The EPC also serves as the liaison between the parents, school staff, and Board of Trustees. Every Epiphany parent is automatically a member—and with your help, the EPC strives to create and foster a strong, collaborative, and welcoming community.
Robust parent involvement at Epiphany is what makes the EPC successful in these endeavors. On that note, we would like to invite you to participate and get involved: attend monthly EPC meetings; sign up for volunteer opportunities online via the family portal; and reach out to us with feedback on how we can best improve our community. your involvement is welcomed, needed, and greatly appreciated.
I look forward to seeing all of you, and send you my best wishes for a great year ahead.
2018-2019
BoA rd o F Tru STEES
Andy Baker, President
David Kosloff, Vice President
Amy McCullough, Secretary
William Ketcham, Treasurer
John Alberg
Jessica Barrett (EPC President)
Meredith Baty
Alana Bell
Dan Crouse
Ann Felton
Jessica Hughes
Matt Levinson
Ben Magnano
Ken Miller
Jamie Morris
Clay Nielsen
Julie Okerstrom
Andrea Thoreson
Valerie Voss
Betsy Webb
Advi S ory BoA rd
Chap Alvord
Karl Aschenbach
Jane Hawkanson
Mark Hutcheson, Sr.
Cor E A dM ini ST r AT ion
Head of School: Jennifer Elkin
Lower Elementary Division Head: Anne Balicki
Upper Elementary Division Head: Paige Baublitz-Watkins
Chief Financial Officer: Brenda Stonecipher
Director of Admission: Greg Jones
Director of Development: Elizabeth O’Shea
Director of Marketing & Communications: Jaime Gillin
2018-2019
E Pi P h A ny PArEnT CounCiL (EPC) oFFiCErS
President: Jessica Barrett
Vice President/Community Engagement: Katharina Poad
Vice President/Welcome Committee: Nikki Putnam
Vice President/Communications:
Alicia Alberg
Secretary: Dave Erickson
2018-2019
EPC Co MM i TTEE C h A ir S
All School Lunches: Meredith Baty, Erin Callaghan, & Kirsten Wiggers
All School Spring Party: Dave Erickson & David Kolner
Back to School Coffee: Vanessa Rodrigues & Nadine Chan/Witt Carnival: Kara Westhusing & Karen Z-W
Set-Up: Eric Branner
Food Booth: Erika Dalya Massaquoi
Bake Sale: Alicia Alberg & Beth Ketcham
Raffle: Jodi Arnold & Jennifer Christensen
Toys & Books: Shelly Hutcheson & Amanda Rosauer
Curriculum Night: Sally Johnston & Sara Coe
Fall Faculty Luncheon: Gerrarda O’Beirne & Anjana Pandey
First Friday Cocoa: Michelle Woerner & Jeff Woerner
Grade Level Performance
Receptions: Ann Felton, Kirsten Wiggers, & Mandy Gandt
Graduation Reception: Joanna Smith & Sarah Watts
Grandparents/Special Friends Day: Ruby Alexander
Ice Cream Social: Kainaz Byramjee, Rachel Harmon, & Anne Moon
May Faculty Appreciation: Jessica Cantlin & Amanda Rosauer
Parent Lecture Series: Devon Gaultieri, Erin Lea, & Kirsten Wiggers
School Lunch Program: Heidi Windels
Service Learning/Halloween
Drive: Jen Falck & Chris Lewis
Service Learning/Holiday Drive: Kainaz Byramjee & Rachel Harmon
Spring Faculty Luncheon: Beth Ketcham & Eva Puri
Uniforms: Jen Falck, Ann Riederer, & Vanessa Rodrigues
Yearbook: Anne Moon & Lucy Wacksman
Students teaching students! #independentschool #mathinfocus
It’s baby week in Pre-K! Students measured their own birth weight in potatoes, practiced holding a baby doll, met 3 and 4-month-olds, created baby timelines, and graphed their favorite baby food after a 3-jar tasting.
and
For Day of Caring, our third graders assembled 450 bags for the Emergency Feeding Program, w/ healthy snacks & cheery drawings.
Can you believe our #classof2018 is about to graduate?!?! Enjoying their last moments in the classroom before heading to the ceremony... #graduationday #epiphanyschoolseattle
Follow Epiphany School on social media for an inside glimpse of day-to-day life on campus. From our Pre-K class measuring out their baby weight in potatoes to the frenzy of recess, seeing and commenting on our social posts is truly the next best thing to being here on campus.
instagram.com/epiphany_school
twitter.com/epiphanyschool
facebook.com/epiphanyseattle
Pre-K students have created a mini “Obliteration Room” inspired by the yayoi Kusama exhibition @seattleartmuseum. Head of School Jenn Elkin adds her dot. 9,000 more to go!
ICyMI: the Second Grade Market was a smashing success! Students learned all about economics
how businesses run by writing a business plan, applying for a loan, and purchasing supplies to manufacture original goods.
Behind the S C ene S : the 2017-18 Yearbook
For Anne Moon ’89, making Epiphany School yearbooks runs in the family. Her mother, Linda Barbo, put together the school’s yearbook in 1988-89, when Anne was in Sixth Grade. “I remember my mom walking around taking pictures,” recalls Moon. “Sometimes it was embarrassing. I mean, it was Sixth Grade —I was too cool.” But when EPC President Ann Felton came knocking in late 2016, seeking a parent volunteer to helm the 2017-18 yearbook, Moon jumped on board for the same reason her mom did 28 years earlier. “It’s a great excuse to be on campus more, and a fun chance to see your kid in their school world.”
Another draw was the chance to revamp the yearbook with a more user-friendly digital interface and a more collaborative approach to image collection. Teachers loaded digital photos to shared folders throughout the year, and Picaboo yearbooks, a digital publishing company with easy-to-use, drag-and-drop templates, made the
design process far simpler and less time-consuming. “Now it’s set up so anyone can do it moving forward—you don’t need special design skills,” says Moon. In fact, Moon is working with Extended Day Manager Jeremy Tagliaferre to create a yearbook Club for fourth and fifth graders next year, and will be working with a parent volunteer as an “apprentice” on the 2018-19 yearbook; in 2019-20, that parent will take over as the lead editor.
In addition to setting up this thoughtful leadership transition process, Moon made some substantial changes to this year’s book. Not only is it four pages longer and 1 inch taller, it is also more inclusive. “I wanted the whole community to be represented, including the specialists and extended day,” she says. “I also included more images of student clubs, field trips, artwork, and other things you see when you walk around campus. After all, a yearbook is not only about the students—it’s also about the personality of the school itself.”
helloS
Anne Balicki is joining Epiphany School in July as Lower Elementary Division Head. Formerly Associate Principal in the Lake Washington School District, Anne has a Master’s in Educational Leadership and Policy Studies from University of Washington, an Executive Leadership Program Certificate from Seattle University, and a B. A. in Special Education from Gonzaga University. We are very excited to welcome her to Epiphany School.
Jaime Gillin is Epiphany School’s new Director of Marketing and Communications. She joined Epiphany after a 16-year career in publishing and is thrilled to bring her editing, writing, social media, and brand strategy skills to her new position. Her previous roles included Director of Editorial and Content Strategy at GRAy Media and Deputy Editor at Dwell, and her writing has been published in the New york Times and Travel + Leisure, among others.
The Epiphany School teacher baby boom means we’ll be welcoming three long-term subs to our classrooms come fall. Justina Fitzgerald (1) has subbed across several grades and will be filling in for Second Grade teacher Jess Carley until January 2019. Jackie hubenet (2), former owner and teacher of Jackie’s Preschool in Madrona for 15 years, will bring her knowledge of child development to her role as Pre-K teacher, filling in for Ali Foss for the 2018-19 school year. And Kirsten Wardell (3), mother of Sophia, a rising first grader, and Chloe, a rising pre-kindergartener, will be Laura Zoeller’s substitute until mid-February. She has 12 years of teaching experience, having taught French and Italian at all grade levels in Australia and England. She is also a trained musician and vocalist and incorporates music into her classes to enhance learning.
GoodbyeS
Faculty & Staff
Latin teacher April Bauer will be heading back to teach high schoolers in Bellevue in the fall—but not before a trip to Italy and Switzerland with her kids! We are glad to have had her calm and kind nature here on campus, even for a short while.
Jari
Graves-highsmith, Lower Elementary Division Head, will be moving back to Portland to be closer to her family and community. Throughout her year at Epiphany, Jari brought compassion to every interaction, and we are grateful for her intentionality and expertise!
After almost five years at Epiphany School, Emily Lewis, Events Manager and Advancement Assistant extraordinaire, will be moving to Austin. Emily’s organizational skills and easygoing manner have been a major asset in planning, coordinating, and managing our school’s many important events. Emily will be terribly missed, but we wish her all the best as she ventures off to the southwest and family.
After nine years of providing outstanding financial leadership and operational oversight to Epiphany School, Brenda Stonecipher is departing to pursue new opportunities. We deeply appreciate her service to the school in her role as Chief Financial Officer and, last year, as the Interim Head of School. Brenda’s contributions have been immense and we look forward to staying in touch!
Board of Trustees
Bridgitt Arnold harmon (2014-2017) has been a part of the Epiphany community since 2009— and will continue to be, as her son is a rising second grader. Bridgitt served as a member of multiple committees and task forces including Development, Governance, and Technology. Known for her ability to provide both form and clarity
to complex conversations, Bridgitt and her extensive knowledge of marketing and communications was a consistent asset to the Board.
Belinda Buscher (2010-2018) joined the Board in 2010, when she was EPC President. While on the Board, Belinda has chaired the Development and Governance Committees, served as Board President and Executive Committee Secretary, and was a member of the Head of School Search Committee. Belinda is thoughtful, forward thinking, and professional, always putting the best interests of the school first.
rivy Poupko Kletenik (2015-2018) brought her experience as the Head of Seattle Hebrew Academy to the Board, acting as a true educational representative. Rivy was an integral part of Jenn Elkin’s transition to Epiphany while also serving as a member of the Master Use Committee. Rivy’s warmth, intelligence, and depth of caring were a constant during her time on the Board.
Brian Langstraat (2012-2018) sat on the Finance Committee for six years, three of those as Treasurer, working on a multi-year financial model, taking the lead on the hiring of a new Investment Advisor, and evaluating the staff retirement plan. Brian was also on the Technology Task Force and as a member of the Executive Committee played an integral role in our last strategic planning process.
Anna White (2012-2018) has served as a member of the Development and Governance Committees, the chair of the Master Use Committee, and an integral part of the Head of School Search Committee—utilizing her past experiences by providing a steady hand in the work with a recruitment firm. Anna has also served this past year on the Executive Committee as Secretary, combining intelligence with vision.
Congratulations
Class of 2018
EmmETT ArnOLd
JOSiE BArnES
CAmErOn BErniEr
EdiE BrAnnEr
TEOmAn CHAmPAGnE
WiL COmEr
OLivEr COnnELL
HUnTEr CrAmEr
viviAn GOSSArd
LiSSiE GrinSTEin
JACkSOn HATCH
nASHé HAYES
FrAnkLin HEYmAnn
GrACE kLETzLY
rYAn kOSLOFF
PrESLiE LAmPiTT
SOPHiA mAGnAnO
EmiLY mCAdAm
HEnrY niELSEn
TAz nUnn
PAiGE OkErSTrOm
LEO rOdriGUEz-mOOrE
PETEr SAndEr
nOrA SAWYEr
OLiviA SCHmidT
CArmEn SPOOnEmOrE
miLES STrUSS
ELi WACkSmAn
JACk WEBB
AidAn WHEELEr
TYLEr WYGAL
Congratulations Fifth Graders!
Paige Baublitz-Watkins, Upper Elementary Division Head
As a new member of the Epiphany community, one of my greatest joys has been developing relationships with students. Every child is so uniquely amazing, so bursting with talent. So it is bittersweet to say goodbye to our newest graduates.
yet I know that this is a beginning, not an end. What lies ahead for these talented young people is a life full of promise. A life that will always be rooted in the traditions of their Epiphany beginning. Our fifth graders are a shining example of the impact an Epiphany education has on young minds. As they welcome visitors, present at events, and share their ideas and beliefs, they exude poise and confidence. I have heard adults express wonder over the so-called “Epiphany Quality.” It can be hard to define—but when you meet an Epiphany fifth grader, it is quite clear that they are destined for greatness.
It seems appropriate to send our graduates off with a quote from the classic text, The Phantom Tollbooth, which the students read earlier this year.
“... What you learn today, for no reason at all, will help you discover all the wonderful secrets of tomorrow.”
Congratulations to our graduating Fifth Grade class. We wish you the very best!
Our Fifth Grade class together received 57 acceptances from independent and public middle schools. Students showed resilience as they worked hard early in the school year writing essays, visiting schools, studying for the admission test, and completing a myriad of other admission requirements all while confidently leading tours, completing expert projects, and preparing for their original spring production of The Lorax. Bravo all!
o ur graduates will attend the following middle schools:
Asa Mercer Middle School
The Bush School
Eastside Preparatory School
Odle Middle School
The Overlake School
Lakeside School
Seattle Academy of Arts and Sciences
Seattle Girls’ School
University Prep
GATHER 2018
The ultimate Epiphany School party raises funds for financial aid.
THIS PAGE: Guests arrive at Block 41, a 1920’s ice warehouse-turned-venue, for Epiphany School’s GAThEr 2018 event. oPPoSiTE: Scenes from the party and auction, which included a “golden raffle” drawing for a viP Pearl Jam experience, music by Epiphany parent and professional dJ Greg Buren (aka dJ Funk daddy), auctioneering and MC’ing by Third Grade teacher Mark Shone, a magnificent all-school art piece by Jessica Cantlin, and student trading cards for parents to swap, produced by Shelly hutcheson and Katharina Poad.
Fundraising and “funraising” at its best.
On March 9th, our Epiphany School community GATHERED at Block 41 for an evening of fun, laughter, fabulous food, dancing and, of course, support. Thank you to our families, GATHER chairs, underwriters, corporate sponsors, teachers, staff, volunteers, and all who made the event such a success.
The Fall/Winter 2018 issue of Update will include our 2017-2018 Annual Report and the list of contributors to Raise the Paddle at GATHER 2018. We are grateful for your support!
GATHER 2018 Total Gross Revenue: $313,000
Deep appreciation to:
GAT h E r LEA d E r S hi P TEAM
Chair / Joanna Smith
Event Chairs / Mandy Gandt, Wendy Guy, Nikki Putnam, & Jane DePaolo (décor)
All-School Art / Jessica Cantlin
Technology / Alicia Alberg & Lucy Wacksman
Design / Hannah Wygal
Marketing/Communications / vivian Cluett
Buy-Ins / Rachel Greene & Jamie Lampitt
Ambassadors / Ann Felton
Student Presence / Shelly Hutcheson & Katharina Poad
E v E n T in -K ind SP on S or S
A nd und E rW ri TE r S
Stan & Kristine Baty
Greg Buren, DJ Funk Daddy
Chug & Krista Grinstein
Will & Beth Ketcham
Liv E i TEM donor S
Golden Raffle / Stone & vivien Gossard
Head of School for a Day / Jenn Elkin
Rock Star Parking Spot / Epiphany Parish
Buy-in hoSTS
Crystal Perkins Ahmadi & Linda Perkins
John & Alicia Alberg
Jodi & Justin Arnold
Josh Arsenault
Melissa Baerwald & Tom Deem
Brandon & Meredith Baty
Jessica Cantlin
Nick Clements
Buffy Curtin
Ali Foss
Rachel Greene & Bella Greene
Jessica Hughes & Eve Jensen
Sally & Tim Johnston
David & Melanie Kosloff
Jamie Lampitt
Tina Larabee
Chris & Matt Lewis
Ben Magnano & Effie Toshav
Dennis & Lydia Mascarinas
Liz & Michael McConnell
Becky Melonson
Nikki Putnam & Marie Mundie
Matt & Amanda Rosauer
B uy- in und E rW ri TE r S
John & Alicia Alberg
Nathan & Ruby Alexander
Jessica & Matt Barrett
Brandon & Meredith Baty
Nate & vivian Cluett
Andy Comer & Rachel Greene
David & Melanie Kosloff
Ben Magnano & Effie Toshav
Liz & Michael McConnell
Brook & Chris Nunn
Elizabeth O’Shea
Jennifer Reichel
Matt & Amanda Rosauer
Ben & Kari Straley
Au CT ion AMBASSA dor S
Kim Allen
Jodi Arnold
Megan Bassetti
Marilene Bysshe
Erin Callaghan
Jennifer Christensen
Dave Erickson
Jen Falck
vivien Gossard
Lisa Grandstaff
Krista Grinstein
George Haddad
Alicia Hatch
Sally Johnston
Christy Jones
Gail Manuguid
Amy McCullough
Julie Okerstrom
vanessa Rodrigues
Betsy Webb
Heidi Windels
Michelle Woerner
STAFF vo Lun TEE r S
Paige Baublitz-Watkins
Lonnie Herring
Greg Jones
Andrew Schafer
Laura Zoeller
Special thanks to Stacy Schwaegler of Columbia Pacific
Wealth Management, volunteer extraordinaire.
the power of performance
By Leslie Larkin, Music and Performance Specialist
Epiphany School second graders set the scene (and steal the show!) in “The Silly, Sassy, Sensational World of dr. Seuss.” Each year, every grade puts on an elaborate performance, developed in collaboration with Music and Performance Specialist Leslie Larkin. Turn the page for more.
“Through acting and song, students can temporarily become someone else—and, in the process, discover who they are.”
—Leslie Larkin
For many adults, school performances evoke strong childhood memories: for some, they were torturous experiences to be endured by standing in the back and trying not to be noticed; for others—myself included—it was a chance to step into the glorious spotlight for a few minutes and wave to my parents in the audience. I never associated my school performances with anything I was doing in my classroom. Even to a “natural performer” (ham!) like me, who actually enjoyed them, they were simply a break from the everyday routine. They didn’t represent any kind of learning, other than the “life lesson” of how to stand up in front of a large group of people without vomiting. here at Epiphany School, we take a different approach.
oPPoSiTE: The “McMonkey McBean Family” hatches a sinister plot during the Fourth Grade production, “The Sneetches” by Dr. Seuss. ThiS PAGE, CLoCKWiSE FroM ToP LEFT: “Babe Ruth” makes an appearance in the Third Grade Wax Museum. “Michael Phelps”—another Wax Museum figure—poses with some adoring fans. Our young performers derive great pleasure and pride from the joy reflected in the faces of loved ones in the audience.
Arts integration has been an important part of my educational philosophy for my entire career. I’ve been so fortunate, over the last 18 years at Epiphany School, to have the chance to create a music curriculum which allows me to make authentic connections with my students through the arts, and to
celebrate their different learning styles and personal histories.
By far, the most meaningful opportunities for the synthesis of art and academics occur when we are putting together a performance. At Epiphany, we have created a schedule that allows us to prepare shows with
A SNAPSHOT OF MUSIC CLASS
Epiphany School music students spend much of their class time being active. Whether playing an instrument, singing, or dancing, they are moving their bodies and exercising their minds. Students play games, both indoors and out, and in the younger grades, music specialist Leslie Larkin reads—or sings—through a book in almost every class session. Throughout the school year, students write poems, design murals, and create tableaux (living pictures) of historical events. Drama strategies such as role playing, talk show–style ‘hot seat’ interviews, and ‘mantle of the expert’ (a form of peer teaching) build on themes that the children are already exploring in their classrooms, helping students “live their learning,” as Larkin puts it.
“All of my students respond well to putting musical elements and concepts ‘up on their feet,’ as I’ve termed our creative movement activities, whether they are natural dancers or not,” says Larkin. “It is up to me to provide a safe environment and clear aesthetic expectations, in order to allow them not just to dance, but to fly.”
“The pride that students take in their performance engenders self-confidence, independence, collaborative skills, and aesthetic mastery—all key components of process-based learning.”
—Leslie Larkin
a lot more depth and breadth than the typical elementary school. Every year, we dedicate an entire nine-week quarter to preparing for our grade-level performances, which are designed to closely link to classroom curricula and integrate other arts disciplines, such as drama, visual art, storytelling, and movement.
By connecting our performances to the curriculum, we create alternate inroads for knowledge, and deepen our students’ learning. Here are some of the lessons Epiphany students learn from taking part in performances: The value of taking risks and making mistakes. A good process generally leads to a good product. How to be discriminating when creating or experiencing art.
Creativity and aesthetic development.
Engaging in divergent thinking while working collaboratively.
Critical thinking skills.
Social growth, cooperation, and improved communication skills.
Through performances, I strive to provide a link between the classroom and the stage. This year we embraced a “Dr. Seuss” theme. Kindergarten through Second Grade performances revolved around literacy, as the children recited or acted out several well-loved works such as “Wocket In My Pocket,” “The Zax,” and “What Was I Afraid Of?” Third graders used “Oh, The Places you’ll Go” as a springboard for poems and songs relating to their biographical Wax Museum unit. Fourth Grade students explored themes of discrimination and diversity through “The Sneetches”— adding in elements drawn from their own curricular work on subjects such as Japanese internment and the Civil Rights movement. Finally, “The Lorax” provided an amazing vehicle for fifth graders to advocate for environmental awareness.
I also try to connect with the Epiphany School values of respect, responsibility, and resourcefulness. years ago,
a First Grade class started off their performance with an original acrostic poem welcoming the audience and outlining some rules and guidelines:
Epiphany students are
Proud of our work and we
Invite you to our wonderful
Performance!
Have a great time, but
All cell phones must be turned off!
No one should take pictures or video.
You can visit us in our classrooms after the performance. On with the show!
This brought the house down, as you can imagine, and the show hadn’t even started yet... which brings us to the very best part of performance: the joy that the children see reflected back from loved ones in the audience.
To be honest, the last week before a show is kind of dreary. We practice going up and down the risers many (many, many) times, and sing familiar songs over and over again. By the end of the week I’m yelling, “Don’t forget to SMILE!!!!” and the students are looking at me with murder in their eyes. But the minute they file in and take their places for that first performance, a profound shift occurs. They stand a little straighter and taller. Their shoulders go back and their eyes glisten with excitement as they make contact with the most important people in their lives. This is my favorite moment— in fact I’m getting chills just writing about it! For the next half hour, performers and audience members alike embark on a journey which concludes joyfully with the (in)famous “Walk of Fame”—an Epiphany tradition during which the performers triumphantly process through the center of audience, high-fiving friends and family along the way.
The pride that students take in their performance engenders self-confidence, independence, collaborative skills, and aesthetic mastery—all key components of
CLoCKWiSE FroM ToP: Second graders radiated joy and humor in their performance. Kindergarteners demonstrated Epiphany School’s 3Cs—courage, curiosity, and confidence—on stage. Key to every performance is the collaboration with faculty across all grades. This behind-the-scenes work with classroom teachers and specialists drives theme and content, and brings performances to a deeper level for both students and teachers.
process-based learning. Incorporating different art forms into a performance or linking it to specific academic content gives the students an emotional connection with the material that they would not have attained by just singing a song or memorizing facts. Whether the object is critical literacy, social awareness, understanding a historical event, or even just singing silly songs, performance is about
students working together, asking questions, dipping out of their comfort zones, and making mistakes—and, equally important, learning that mistakes are a valuable and essential part of becoming a complete learner. Through acting and song, students can temporarily become someone else—and, in the process, discover who they are. That is an important lesson in life, as well as in art.
How to Prevent Summer Slide
Summer is here! It is that glorious time where the days stretch out and families have time to spend together, enjoying the call of the outdoors or tucking away for unstructured, quiet time. For educators, though, summer has a dark side: it’s the time where children can lose some of gains they made during the school year. This phenomenon is called summer slide. The data varies on how greatly students are affected. One four-year study, using data from over half a million students in grades 2-9, found that students, on average, lost between 25 and 30 percent of their school-year learning over the summer.* Students who have learning challenges were identified as losing even more.
At Epiphany School, we believe that it is vitally important that children have time to dream, to imagine, to play, and to even feel bored. Summer is a wonderful opportunity to explore new activities or to focus on passions and interests. It is a time to connect children with special adults, such as grandparents, aunts, uncles, and family friends. At the same time, we also want to encourage families to find gentle, natural ways to support their children’s reading, math, and science skills, and to foster their artistic expression.
Just a little time each day spent reading (either independently or with an adult), writing (e.g. keeping a summer diary or journal), practicing number combinations (e.g. helping with shopping, counting coins, telling time), or drawing or painting (outside while observing their environment was a favorite of my children) allows students to retain the knowledge they’ve gained all year and apply the information in new ways.
Taking the time and creating the space for learning is referred to in educational research as “keeping the faucet running.” May you have fun and find joy in supporting your children and learning beside them.
—J.G-H.
The Cure for Boredom
Have you ever heard this over summer break? “There’s nothing to do! I’m BORED!”
Well, no more! At the end of the school year, every student at Epiphany took home “Bored Jars” for the summer. In every jar are activities for students to try related to the STREAM subjects (science, technology, reading, engineering, art, and math).
Summer is the time for students to take their classroom academic learning and apply that knowledge to free exploration and play. The activities in the Bored Jars are designed to encourage this joyful experimentation and learning.
If you’re on the road, you can access the list of ideas online at epiphanyschool.org/summerlearning.
—C.R.
* Atteberry, A., & McEachin, A. (2016). School’s out: Summer learning loss across grade levels and school contexts in the United States today. In Alexander, K., Pitcock, S., & Boulay, M. (Eds). Summer learning and summer learning loss, pp35-54. New york: Teachers College Press.
By Jari Graves-highsmith, former Lower Elementary division head; Celia russo, Math instructional Coach; Anne van Cleve, Lower School Language Arts Specialist; and Jen Wilkinson, Librarian
Summertime Math
Mathematics isn’t just a class in school; it’s a way of seeing, thinking, and communicating about the world. Math in the summer should be fun and interactive. Try to avoid having your child sit inside with a workbook when they could be outside in the sun measuring things in the garden or estimating their steps on a walk in the park.
Below are a few ideas to bring math to life with your family this summer. Epiphany School families can check out the Math webpage on the Family Portal (epiphanyschool. org/teacherpages/math) for even more resources.
Practice Math Around the house
Cooking, baking, gardening, home repair, crafts, sewing, and scheduling are all activities rich with math concepts such as measuring, time, fractions, doubling, dividing, area, perimeter, calendar, and more. And don’t forget money! Have your child interact with coins and bills to make purchases, check change, or help make decisions about what to spend money on.
Play Tabletop and Card Games
Many board games involve math skills, including Monopoly, yahtzee, Tenzi, Blink, Set, Prime Climb, and Qwirkle. Many familiar card games, such as Rummy or Crazy Eights, help students work on patterns, logical thinking, number sense, and more. Get playing!
visit Math n’ Stuff
This store in Seattle’s Maple Leaf neighborhood is absolutely packed with math games, toys, puzzles, and more. Remember to look for resources that align with Singapore math pedagogy or Math in Focus, as these will be the most supportive of the way students are learning math concepts at school. mathnificent.com
Complete the Greg Tang Summer Math Challenge
Every year, math educator Greg Tang creates printable game boards that take students through a variety of math games. When a child completes the challenge, they can be entered to win a prize for their accomplishment. gregtangmath.com
Play Sudoku, KenKen, or inky Puzzles
Logic, problem solving, and manipulating numbers are all practiced in these fun and simple puzzles. Buy a book, or just look for printables online!
Check out Math Geek Mama
Math Geek Mama, a fantastic blog dedicated to math-related art, games, and activities you can do at home, has a list
of “50+ Fun and Simple Math Activities for the Summer.” Projects include making hula hoop clocks, reviewing place value with Legos, and building your own Mancala game. mathgeekmama.com
read Math Books
Here are a few titles to get you started; your local librarian can suggest others!
Anno’s Magic Seeds series by Mitsumasa Anno
The Grapes of Math series by Greg Tang
Sir Cumference and the First Round Table series by Cindy Neuschwander
How Much is a Million? by David Schwartz
Secret Coders series by Gene Luen yang
Math and Magic in Wonderland by Lilac Mohr
Sideways Arithmetic from Wayside School by Louis Sachar —C.R.
the Joy of Reading doesn’t Stop on June 15!
Epiphany School students see themselves as readers and as part of a reading community. During their time at Epiphany, they build stamina for reading independently. They learn to use strategies to make meaning out of what they are reading. Most importantly, they discover the joy of reading.
Summer reading is vital for continued growth as a reader. Here’s how to keep it fun.
Provide choice. Give your child the opportunity to choose what they want to read. Let them follow their imagination and pursue their interests.
Encourage the habit of reading. Read with your child and to your child regularly.
Linger at the library or bookstore. This can be motivating for hesitant or resistant readers. Let them peruse at their own pace and pick books independently.
Put books everywhere—in the car, in the kitchen, in the bathroom!
Keep an open mind. Try to set aside your potential reservations about books like Captain Underpants or those interminable fairy series if these books are capturing your child’s attention right now. Kids will spend a lot of time reading if they are excited about their books. They will not read these series forever, I promise. And don’t discount graphic novels!
All books count. Recognize that books at their level are great—and books that are too easy or too hard are also great if that’s what they are interested in.
Engage your child in discussion. Some conversation starters: What did you think when ____ happened? Tell me more about that. How do you think the character feels? How would you feel? Did you like the ending? Why or why not? How would you have written the ending?
help your child find a fun spot to read. Take it outside!
Start a grown-up/child book club!
Make commuting or waiting time fun. younger readers will enjoy and benefit from word games (“I spy something that starts with B…”; rhyming words; clapping to figure out syllables, etc).
Listening counts, too. Audiobooks can be enjoyable for everyone and spark great conversations!
A.v.C.
epiphany School Recommended Reads
At the end of every school year, Epiphany School librarian Jen Wilkinson collects book suggestions from the entire school to create recommended reading lists and develops a special bingo board with fun activities that meld literacy and summer fun (e.g. “read in a tent or blanket fort,” “read at a park”). On September 12, students can turn in their completed bingo sheets and reading logs and on September 14, participants will celebrate with a popsicle party and read-aloud. We hope these bookmarks help you discover your new favorite book! Happy reading!
Download more book lists, the reading log, and a summer reading bingo game at epiphanyschool.org/summerlearning.
RECOMMENDED READS:
SUMMER 2018
Pre-K to Second Grade
The Rabbit Listened by Cori Doerrfeld
Big Cat, Little Cat by Elisha Cooper
A Day with Yayah by Nicola I. Campbell; Julie Flett
The Bad Guys series by Aaron Blabley
With My Hands: Poems About Making Things by Amy Ludwig vanDerwater; Lou Fancher; Steve Johnson
Fly Guy and the Alienzz by Tedd Arnold
Most People by Michael Leannah; Jennifer E. Morris
The Flying Girl: How Aida de Acosta Learned to Soar by Margarita Engle; Sara Palacios
Jasmine Toguchi series by Debbi Michiko Florence; Elizabet vukovic
The Word Collector by Peter H. Reynolds
A Different Pond by Bao Phi; Thi Bui
RECOMMENDED READS:
SUMMER 2018 Third to Fifth Grade
Secret Coders series by Gene Luen yang; Mike Holmes
Ghost Boys by Jewell Parker Rhodes
The Last Kids on Earth series by Max Braillier; Douglas Holgate
Dangerous Jane by Suzanne Slade; Alice Ratterree
Nickolas Flux series by various authors and illustrators
Marty Pants series by Mark Parisi
Olympians: Hermes: Tales of the Trickster by George O’Connor
A Boy Called Bat by Elana K. Arnold; Charles Santoso
The Night Diary by veera Hiranandani
Hilo series by Judd Winick
Magisterium series by Holly Black; Cassandra Clare
RECOMMENDED READS: SUMMER 2018 Grownups
Wishtree by Katherine Applegate Pax by Sara Pennypacker; Jon Klassen
Moon Base Alpha series by Stuart Gibbs
I Am Not a Number by Jenny Kay Dupuis; Kathy Kacer; Gillian Newland
One for the Murphys by Lynda Mullaly Hunt
Hidden: A Child’s Story of the Holocaust by Loic Dauvillier; Marc Lizano; Greg Salsedo
Bird & Squirrel series by James Burks
Can I Touch Your Hair?: Poems of Race, Mistakes, and Friendship by Irene Latham; Charles Waters; Sean Qualls; Selina Alko
The Wild Robot series by Peter Brown
March series by John Lewis; Andrew Aydin; Nate Powell
Livin G L EGAC y
Barbara Buchman, Jenny Cummins, Marilyn Henry, and Becky Melonson know longevity. Collectively, the four have spent 113 years at Epiphany School, not just observing the school grow and evolve, but actively shaping its unique culture and ethos. On the occasion of Epiphany School’s 60th birthday, we sit down with our four longest-tenured employees to discuss the school’s legacy, historical highlights, and what truly sets the school apart—then as now.
Interviewed, edited, and condensed by Jaime Gillin
1969
1969
On O ur 60 T h anniver Sary, a lOO k baC k aT e piphany S C h OO l’ S ri C h hi STO ry & le G aC y
1958
Epiphany Parish rector dr. Elmer B. Christie opens Epiphany School in unutilized church space. Tuition is $50/month.
Epiphany School separates from the church, becoming its own legally independent entity.
robert Spock, brother of renowned baby doctor Benjamin Spock, is hired as Head of School, and the school moves toward a new model focused on academic preparation, inspiring teaching, and individual responsibility.
1970
Epiphany School establishes its revolutionary Learning Skills program, the first of its kind in the Pacific northwest, to support student achievement. Today this program consists of three full-time specialists, who work one-on-one with students as well as in the classrooms and in small groups.
1976
Joseph morton is appointed Head of School. To accommodate the growing student body, morton helps Epiphany acquire and renovate two adjacent brick houses to create Spock Hall.
1974
Epiphany School becomes the first accredited elementary school in the Pacific northwest Association of independent Schools.
1981
Headmistress Jean Augustine leads the expansion of the school’s play areas and the construction of the Sander-Alvord Gymnasium. A hands-on leader who cultivated a family atmosphere at the school, Augustine helped the school articulate its mission of providing academic excellence in a “caring and nurturing environment.”
Becky Melonson, Barbara Buchman, and Marilyn henry (L to r) look through old photos and uniforms from the Epiphany School archive.
What was your first impression of Epiphany School?
Barbara Buchman, Art Specialist: What I noticed most when I arrived here in 1992 was the teachers’ relationships with each other—there was an unusual closeness and supportiveness. In other schools I’d worked, there was a separation between classroom teachers and specialists, and a snootiness. I felt Epiphany’s welcoming atmosphere right away.
Jenny Cummins, Pre-Kindergarten Teacher: This school has never been territorial. It’s still the case today. you know people would do anything for you. Jean [Augustine, Head of School from 1981 to 1994] set that tone. If you needed extra support at a parent conference, Jean would drop in and wash the classroom windows just to back you up.
“My advice to kids is always, this is the perfect place to try new things. even if you think you can’t write a certain way, or walk on a balance beam, or whatever—just try it. it’s safe. We’ve got you.”
— Becky Melonson, Curriculum Support Specialist
1994
Jean Augustine retires, leaving the school on a solid financial footing with a healthy endowment rare for a school of its size.
1997
Augustine Hall opens in a renovated residence; it now houses the French classroom, a science lab, and a dedicated art studio.
1999
Head of School david Selby introduces Latin instruction to the upper elementary curriculum, expanding Epiphany’s strong world language program.
Marilyn henry, Lower School Math Specialist: My first impression of the school, in the 80’s, was as a neighborhood playground. We live just a few blocks away, so our kids played here before I worked here.
Jenny: There were many iterations of the playground in the early days—with many death-defying features. I think it was really designed for 18-year-old males. There were lots of terrifying drop-offs.
Marilyn: There was a wonderful tire swing that you could lose your teeth on. And remember the tunnel?
Jenny: It was a serious tunnel, it was dank. you could lose a child in there for years.
how about the school itself, what do you remember about it?
Jenny: I thought it had a very European feel, walking through little gardens between the buildings, with lots of little doors that led who-knows-where—it was a bit of a rabbit warren.
Barbara: It felt like a tiny college. Back then we were in just four buildings. The library, pre-k, first and second grades were in classrooms in the Great Hall and under the church. Third through sixth grades were in Spock Hall. And then there was the gym. At the time we had just one class per grade, and we squeezed them in.
Becky Melonson, Curriculum Support Specialist: One thing that really struck me—we did really big things with
2001
George Edwards is named the 10th Head of Epiphany School. Soon after, he leads the school in growing enrollment by 60% over six years, adding a section to each grade level beginning with kindergarten.
2004
The school begins acquiring private homes adjacent to the campus and launches the first phase of an eventual $21 million capital campaign to pay for a campus expansion.
very few resources back then. We had no budget, no money. I did most of the copying for everyone, and by the end of the year we’d use the leftover colored paper for copying because our budget wouldn’t allow us to buy more white paper.
Jenny: Jean was extremely frugal. She did the gardening herself. And to water the children’s garden, Marilyn would hang out of the window in Spock with a water hose.
What’s your fondest memory from the early days?
Becky: My original workspace was attached to the Kindergarten classroom, so I got to experience Kindergarten all year, every year. It gave me a love of poetry and nature and classic children’s books, and a deeper appreciation for music—Candi Coe, the teacher, played opera all day long. I hadn’t been exposed to these things before, so learning them along with the kinders just totally changed my life.
What was your favorite spot on campus then?
Marilyn: The original library below the Great Hall was very, very special. We all ate lunch together in a little kitchen off the library, and the warmth of that room, with the fire going in the fireplace, and the brick and the wood and the leaded glass—it was unbelievably cozy. It was like our living room.
What’s the biggest change you’ve seen at Epiphany School since you started—and what remains the same, what’s a constant?
Barbara: Even though it happened gradually, the biggest change is the growth. People worried about what would
happen to the culture as the school got larger, but the important things have been maintained: the culture of caring, with everyone working together to give such personal care to the kids. Just today in my classroom, I looked at one of the children and saw in his face that something wasn’t right, so I took him aside to talk. There isn’t a teacher here who doesn’t have that kind of sensitivity to the kids.
Marilyn: It’s unique that we’ve created a curriculum with social-emotional learning at the core. Parents really want
2006
Epiphany opens its fourth building, reed Hall, currently home to Fifth Grade. The school hires full-time specialists in the areas of music, physical education, math, technology, and science.
2008
matt neely is named Head of School. Over eight-plus years of leadership, he oversees the growth of the school’s Annual Fund to exceed $425,000 and its Auction revenue to surpass $450,000, perpetuating Epiphany School’s longtime culture of philanthropy.
2010
The LEEd-certified madrona Hall opens, an innovative new school building built to the highest standards of sustainability. The campus now comprises five buildings across 2.5 acres, including multiple play areas and public artworks by artist Juan Alonso.
2014
Epiphany School launches day of Caring, an all-school service day that puts Epiphany’s values into practice as every grade takes a day to participate in community service, from creating blankets for homeless youth to learning about organic farming.
Former Kindergarten teacher Candi Coe reads with students in her classroom in the late 1980s.
that for their children—they want their children to be happy and well-adjusted just as much as they want their children to be academically strong.
What’s the one word—beyond the 3Cs or rs—that you’d use to describe Epiphany students?
Becky: Brave. you have to be brave to stand up and recite poetry in Kindergarten! By the time these students graduate, they’ve had so many opportunities to step forward and try new things.
Jenny: Engaged. you walk across this campus and the
2015
Pre-k becomes a full-day program, enfolding Epiphany School’s youngest students into a rich, integrated curriculum.
2016
The school’s Buddy Program grows to encompass every grade, pairing older and younger students for mentorship and support.
kids are making eye contact with you, asking questions— they’re interested in what’s going on and what’s coming next.
Barbara: vibrant. They’re so full of life.They’re anxious to learn.
Marilyn: Loved. We approach every child with a full heart. We love them, really.
Jenny: That’s the best thing about working here. There’s so much love between the teachers and the students. The other thing is the parents—they give so much. Whether it’s being the chair of the auction or cutting out shapes for teachers at night, they are always here for us. As Marilyn once put it, the parents are the leavening that makes Epiphany School rise.
“i’ve always said epiphany is a jewel of a school. it’s a lot bigger now than when i first started using that term, but it’s still true. it’s a little gem nestled in a neighborhood. it just glistens and shines.”
— Jenny Cummins, Pre-K Teacher
2017
The school grows its Extended day program to include summer camps, break camps, and student-led clubs, with 86% family participation in the program in the 2017-18 school year.
2018
Epiphany School celebrates its 60th anniversary and its first year under new Head of School Jennifer Elkin. mrs. Elkin’s fresh energy and curriculum focus swiftly yields an innovative new math program and a new organizational structure helmed by Lower and Upper Elementary division Heads that establishes clear communication channels between students, faculty, and families.
Marilyn Henry with one of the school’s Apple IIe computers, circa 1990.
Livin
Connections Across the Generations
experience
epiphany
Parents, grandparents, and special friends are always welcome to visit the school, take a tour, and spend time with their students on campus—eating lunch in their classroom, serving as a reading buddy, or playing with them at recess. Contact communications@epiphanyschool.org to set it up! Please note that school holidays and special events may limit options.
Mark Your Calendars for the 2018-19 Performances
January 25 First and Second Grade Performance and Reception
March 5 Third Grade Wax Museum, Performance, and Reception
March 20 Fifth Grade Performance (No Reception)
April 3 Fourth Grade Performance and Reception
May 31 Kindergarten Performance and Reception
May 10 Grandparents and Special Friends Day
May 10: Grandparents and Special Friends day
Grandparents and special friends are honored guests at Epiphany School, and we’ve dedicated a school day to welcoming them and offering a unique experience. From 8:30 to 12, you’ll enjoy breakfast, attend a class and recess with your student, and watch a rousing all-school performance. This year’s event drew over 260 attendees from across the globe. Save the date—this is an event worth traveling for!
alUmni
Cate delafield ’11: “Since leaving Epiphany after 4th grade, I’ve been studying at Lakeside. Next year I will attend vanderbilt University in Nashville, Tennessee, where I plan on majoring in political science and minoring in Arabic.”
Elizabeth ruckelshaus ’11: “This fall I am going to Colorado College. I am hoping to major in psychology and in the future-future, I would love to become some sort of therapist! It feels like just yesterday I was at Epiphany—wow, how the time flashes by!”
nick heymann ’11 just graduated from Seattle Academy. He plans to take a gap year and then attend yale University in fall 2019. He recently returned from Reno, Nevada, where his jazz band placed 4th in a competition.
Elliot voss ’06 graduated in 2017 from Colgate University and is a real estate
Updates
investment analyst at Fairview Partners Investment Management in Seattle.
nagaraj ’10 stopped by the school this May and warmed the hearts of his former teachers. He even wore his Epiphany “uniform”! Pavan just finished his freshman year at Amherst College.
Earlier this spring, Gabriel Alexander ’17 and Julian ross ’18 played as partners in the Washington State Bughouse Chess Tournament in Pasco. The pair went undefeated and
School!
We love when alumni return to campus to say hello! you can earn community service hours by volunteering in classrooms or at school events, helping students with their assignments and projects during Homework Club (Monday through Thursday from 3:45-4:45), or even leading your very own after-school club.
Reach out to Jeremy Tagliaferre at jtagliaferre@epiphanyschool.org to volunteer with Epiphany School Extended Day clubs, and to Elizabeth O’Shea at eoshea@ epiphanyschool.org to help out in the classroom and at events. We can’t wait to see you back on campus!
took home the First Place trophy. In their final round, they played against Gabriel’s brother, James Alexander ’19!
Will van Cleve ’06 graduated in 2017 from Princeton University and is an engineering project manager working on energy storage technology and integration of renewable energy at Doosan GridTech in Seattle.
Last summer, Lucas King ’12 became an Eagle Scout, the highest rank in Boy Scouting. Now a rising senior at the Northwest School, he’ll spend a month this summer as an intern at Camp Orkila. His sister Ainsley King ’15, a rising freshman at the Northwest School, was selected to participate in the Long Beach Ballet’s five-week Summer Intensive Dance Program, which will include two weeks of traveling and performing in China.
Calling all alumni! Connect with your classmates and stay in the loop about all things Epiphany by joining the Epiphany Alumni community on Facebook: facebook.com/ epiphanyalumni. Stay Connected!
Annual giving helps Epiphany School thrive! Funds support the school’s operations, staff, and financial aid. Donate at epiphanyschool.org/give any amount is appreciated. Give Back
Pavan
Elizabeth Ruckelshaus ’11 and Cate Delafield ’11 on campus at Lakeside.
Pavan Nagaraj ’10
Lucas King ’12
Julian Ross ’18 and Gabriel Alexander ’17
Alumni Volunteers On Campus
Andrew Stamm ’00, sent in a photo from his 2014 rehearsal dinner. “As you can see, I keep in good touch with a lot of my former Epiphany classmates! Epiphany holds a very special place in my heart, and many of my best friends to this day are my classmates from there! After attending Harvard Medical School, I have now returned to Seattle to do residency training in Urology at virginia Mason. My wife, Deb, and I were married here almost four years ago and bought a home in Seattle.”
ian Coe ’00: “I’m a sales engineer at Alteryx and have a child, Sullivan, 10 months. I’m still playing soccer with Andrew and Will in an O30 men’s league where we try to retain the glory of our former selves.”
Matt Allen ’00: “I graduated from Swarthmore and am now a project manager at McKinstry Company.”
Grant Larson ’00: “After 8 years in New york City, I relocated back to the West Coast to help Facebook’s Gaming/ eSports initiatives. I currently live in San Francisco, and look forward to each and every opportunity to reunite with my Epiphany classmates.”
Clifton Stratton ’00: “I went to UW Law School after Trinity College and now work at the law firm Ryan, Swanson & Cleveland in Seattle.”
Lindsay Stamm ’90 (Andrew’s sister): “I went to Stanford undergrad and got a law degree at University of Oregon. I have two children, live in Portland, and
am in the process of starting a new business.”
Lizzy Auld ’00: “I graduated from Middlebury College and then UW Medical School, and am now in my Emergency Medicine residency at NyU.”
Patrick Kelly ’02: “I went to the University of Denver and studied accounting and finance with a focus on the hospitality industry. After five years in Denver, I recently moved to Tampa and now work for a boutique investment banking firm specializing in hotel transactions.”
John (Jack) Kelly ’04: “I went to Elon University in North Carolina and studied sports management and accounting. Currently, I work in the finance department for the Baseball Club of Tacoma, which encompasses events relating to both the Tacoma Rainiers and S2, the Sounders’ minor league affiliate.”
Emily (Wesselhoeft) Kelly ’68: “I am eagerly awaiting son #1, Will’s, wedding in October. I just returned from a quick visit to see son #2, Patrick, in Tampa. And I am looking forward to watching a few Tacoma Rainiers games with son #3, Jack. My husband Michael and I are spending more and more time in Sun valley, enjoying a variety of winter sports and hiking with our dog, Maddie.”
Will Kelly ’00: “I’m an interface designer and software developer living in Seattle, getting married this fall.”
Margo van nimwegen ’17 spent several days reading and playing with the Pre-K classes during her 2017 Thanksgiving break. In March, Mira hutcheson ’17 spent the day in physical education, helping kindergarteners practice throwing and providing the toss for fifth graders during volleyball spiking drills. In February, Jack houlihan ’14 worked with third graders on their wax museum projects. For an hour every week this spring, duncan Barnes ’17 helmed Epiphany School’s very first student-led after-school club, Pokemon Club. “Current students loved hanging out with Duncan,” says Extended Day Manager Jeremy Tagliaferre. “He was patient and eager to teach his former classmates about the rules of the game, winning strategies, and how to trade cards fairly.”
Thank you for your time, alumni!
Left to right: Ian Coe ’00, Matt Allen ’00, Grant Larson ’00, Andrew Stamm ’00 with Deborah, his wife, at left, Clifton Stratton ’00, Lindsay Stamm ’90, Lizzy Auld ’00, Patrick Kelly ’02, Emily (Wesselhoeft) Kelly ’68, John (Jack) Kelly ’04 and Will Kelly ’00.
Epiphany School
3611 East Denny Way
Seattle, WA 98122
206-323-9011
office@epiphanyschool.org epiphanyschool.org
ADDRESS SER v ICE REQUESTED
2018-2019 important dateS
July 9-13 Extended day
Summer Camp Week 1
July 16-20 Extended day
Summer Camp Week 2
July 23-27 Extended day
Summer Camp Week 3
July 30-auGuST 3 Extended day Summer Camp Week 4
SepTeMber 3 SCHOOL
CLOSEd: Labor day
SepTeMber 4 First day of School! Family Welcome Coffee and volunteer Orientation at 8:30 am; ice Cream Social at 3:00 pm
SepTeMber 4-7 Pre-k Slow Start; dismissal at 1:00 pm each day for Pre-k only
SepTeMber 13 Curriculum night
SepTeMber 28 Epiphany School Carnival and 60th Anniversary Celebration!
OCTOber 12 nO SCHOOL: Faculty/Staff in-Service day (Extended day open 8:00 am-6:00 pm)
OCTOber 26, 29 nO SCHOOL: Family/Teacher Conferences (Extended day open 8:00 am-6:00 pm)
nOveMber 9 nO SCHOOL: Faculty/Staff in-Service day (Extended day open 8:00 am-6:00 pm)
nOveMber 12 SCHOOL
CLOSEd: veteran’s day
nOveMber 22-23 SCHOOL
CLOSEd: Thanksgiving Break
nOveMber 29 Open House for prospective families
DeCeMber 24-January 4 nO SCHOOL: Winter Break
January 7 Classes resume
January 21 SCHOOL CLOSEd: martin Luther king, Jr. day
January 22 nO SCHOOL: Faculty/Staff in-Service day (Extended day open 8:00 am-6:00 pm)
January 24 First and Second Grade Performance (school audience)
January 25 First and Second Grade Performance and reception (family and friends)
February 18 SCHOOL
CLOSEd: President’s day
February 19-22 nO SCHOOL: mid-Winter Break (Extended day Camps open)
MarCh 5 Third Grade Wax museum, Performance, and reception (family and friends)
MarCh 6 Third Grade Performance (school audience)
MarCh 11 nO SCHOOL: Faculty/Staff in-Service day (Extended day open 8:00 am-6:00 pm)
MarCh 20 Fifth Grade Performance (family and friends)
MarCh 21 Fifth Grade Performance (school audience)
MarCh 22 nO SCHOOL: Family/Teacher Conferences (Extended day open 8:00 am-6:00 pm)
MarCh 25 nO SCHOOL: Family/Teacher Conferences (Extended day open 8:00 am-6:00 pm)
april 3 Fourth Grade Performance and reception (family and friends)
april 4 Fourth Grade Performance (school audience)
april 8-12 nO SCHOOL: Spring Break (Extended day Camps open)
april 15 nO SCHOOL: Faculty/ Staff in-Service day (Extended day open 8:00 am-6:00 pm)
May 3 day of Caring
May 10 Grandparents and Special Friends day
May 27 SCHOOL CLOSEd: memorial day
May 28 nO SCHOOL: Faculty/ Staff in-Service day (Extended day open 8:00 am-6:00 pm)
May 30 kindergarten Performance (school audience)
May 31 kindergarten Performance and reception (family and friends)
June 13 Last day of School for Pre-k
June 14 Last day of School for kindergarten to Fifth Grade; Graduation day!
CElEBRATEOUR 60THAnnIVERSARyAT CARnIVAl2018 OnSEPTEmBER28
