UPDATE Magazine Winter 2019

UPDATE WINTER 2019

2017-18 Annual Report Social-Emotional Learning: What’s New Preparing for Middle School

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Contents

1 Update Winter 2019

3 From the Head of School

11 Social-Emotional Learning at Epiphany School

5 Board of Trustees President’s Letter

17 After Epiphany: An Inside Look at Outplacement

6 Welcome New Board Members

20 Curriculum Collaboration

7 Get Social!

22 The 2017-18 Annual Report

8 Hellos + Goodbyes

27 Alumni News

10 Auction 2019 Preview

29 Class of 2011 Reunion

Greg Kakas, a.k.a. Magister, Epiphany School’s new Latin teacher, leads fifth graders in a dynamic lesson. Meet all of Epiphany’s new faculty and staff on page 8.

FROM THE HEAD OF SCHOOL The school year is well underway, and every day is packed with loads of learning and excitement! Last year we successfully rolled out a new, leading-edge math program, and this year we are implementing a school-wide social-emotional learning framework, Responsive Classroom, to build an even stronger school community. Its positive effects are already reverberating across campus. (Learn more in our story on page 11.)

A strong foundation for academic achievement is built on solid social-emotional competency, and this work’s focus will secure that foundation.

A walk around campus also demonstrates clearly why our community, a legacy 60 years in the making, is thriving. Wander into a Pre-K classroom, and you will see children busily creating, investigating, and discovering. In Kindergarten the wonderment continues as students question the whys and wherefores of everything from teeth to the solar system. Our first graders are deep into literacy learning, with adults by their sides to listen and support their burgeoning reading and writing skills. How communities work is a major theme in Second Grade, and students’ interviews with community members proudly line the hallways.

Handmade maps and masks bring alive third graders’ study of the Aztec civilization. Fourth graders collaborate, research, and think critically about the history and culture of Washington state as they prepare exhibits for a dynamic student-produced Washington State Visitor Center. Our Fifth Grade students lead by example daily as ambassadors of Epiphany School’s 3Cs and 3Rs—confidence, curiosity, courage, respect, responsibility, and resourcefulness—while leading in-school community service projects, guiding school tours, and mentoring their Kindergarten buddies.

As Andy Baker’s letter describes (on page 5), we have nearly completed Epiphany School’s next strategic plan which we’ll share more about in the coming year. Huge thanks go out to all in our community for providing their insights and ideas about Epiphany School’s strengths and opportunities in this dynamic educational landscape.

Special thanks to our Board of Trustees, faculty and staff, and parents, many of whom comprise our strategic planning task force, for their hard work in this effort. To view our newly approved vision, mission, and values statements which will guide our work forward, see opposite page.

Our vision and mission continue to be focused on knowing children deeply, supporting and challenging every student to be a courageous, responsible, life-long learner, and ensuring they develop the skills, knowledge, and voice to collaborate with, speak up for, and thrive with others in the evermore diverse world they are growing into. We hope you enjoy reading about our school’s current work in this regard in this edition of Update. And, if you haven’t been on campus lately, we’d love to have you visit!

Jennifer B. Elkin Head of School

3 Update Winter 2019

VISION

UPDATE E DITO R Jaime Gillin CO N TR IB U TO R S Andy Baker Anne Balicki Paige Baublitz-Watkins Jenn Elkin Greg Jones Elizabeth O’Shea Rabail Sajjad Andrew Schafer Alexa Sparks Sara Tebeau P H OTO G R A P H Y Libby Lewis Photography DE S IGN Beans n’ Rice

PR I N T I N 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.

Inspiring every child to discover meaning and purpose in a life of learning

MISSION Epiphany School challenges and supports all students to become confident, curious, and courageous learners through innovative teaching in a caring and inclusive environment.

VALUES Epiphany School actively cultivates an awareness and respect for diversity in all forms. We strive to create a positive, joyful, and 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.

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Dear Epiphany School Community, Volunteerism has long been a significant driver of our school’s success and what I believe helps differentiate an Epiphany School experience from that of other educational offerings in the city. We ask for a commitment from our entire community for the betterment of our students, as well as the faculty and staff who dedicate their careers to elementary school education. For parents, guardians, and alums this commitment can come in many forms—participation on the Epiphany Parent Council, serving on the Board of Trustees, volunteering in the classroom, on field trips, or at events, and the list goes on. Now in my 11th year at Epiphany School as a parent and volunteer, these big and small commitments of time are what personally keep me energized and excited to be part of our great community.

The Epiphany School Board of Trustees has spent a significant amount of time over the last year working on developing our next strategic plan for the school.

We are guided by the school’s newly ratified vision: Inspiring every child to discover meaning and purpose in a life of learning. Our school’s values of respect, responsibility, and resourcefulness, alongside our refreshed mission, further set the ultimate direction: Epiphany School challenges and supports all students to become confident, curious, and courageous learners through innovative teaching in a caring and inclusive environment.

Our work has included a thorough review of Epiphany’s history, current educational offerings, financial position, parent/faculty survey results, competitor and market research, community interview data, independent school trend reports, and campus facility needs. The Board has partnered with Jenn Elkin to identify strategic opportunities to improve upon the 60 years of work done to position Epiphany School as a top elementary program in our region. Our goal is to not only maintain what we’ve built, but to improve upon our offering through new innovative teaching techniques, curricular enhancement, community-building ideas, and a campus master plan. It wasn’t long ago the school was half the size and run primarily out of Epiphany Parish. Our history of bold innovation and visionary leadership runs deep.

Early this year the Board plans to approve and roll out the new strategic plan, which Jenn and her team will be responsible for implementing with Trustee oversight and support. We are excited to share with you more details of the plan over the coming months as it is finalized. There will continue to be many opportunities for you to get involved in the success of Epiphany School, and we look forward to working together as a community.

Thank you to all the volunteers and community members who contribute to the culture and success of Epiphany School.

Sincerely,

Andy Baker President, Board of Trustees

5 Update Winter 2019

2018-2019 BOARD OF TRUSTEES President: Andy Baker Vice President: David Kosloff Secretary: Amy McCullough Treasurer: William Ketcham 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 ADVISORY BOARD Chap Alvord Karl Aschenbach Jane Hawkanson Mark Hutcheson, Sr. CORE ADMINISTRATION Head of School: Jennifer Elkin Lower Elementary Division Head: Anne Balicki Upper Elementary Division Head: Paige Baublitz-Watkins Director of Finance and Operations: Karen Benson Director of Enrollment Management and Admission: Greg Jones Director of Development: Elizabeth O’Shea Director of Marketing & Communications: Jaime Gillin 2018-2019 EPIPHANY 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

The Epiphany School Board of Trustees Welcomes...

2018-2019 EPC COMMITTEE CHAIRS All School Lunches: Meredith Baty, Erin Callaghan, & Kirsten Wiggers 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

Matt Levinson is entering his 26th year as an independent school educator and is the Head of School at University Prep. Matt is also the author of From Fear to Facebook: One School’s Journey, and has written widely on parenting, technology, and school culture. Matt is on the board of the Independent School Data Exchange and is a member of the Country Day School Headmasters Association. He earned his B.A. in history from Haverford College and his M.A. in Social Studies Education from Teachers College, Columbia University. This July, he will take on a new role as Head of School at Pingry School in New Jersey.

We wish him the best in his new role!

Ben Magnano is a General Partner at Frazier Healthcare Partners, leading investments and human capital development for the Growth Buyout team. Ben holds an M.B.A. from the Tuck School of Business at Dartmouth and a B.B.A. from the University of Notre Dame. Ben is a member of the Board of Directors of the Woodland Park Zoo and is an Advisor for American Corporate Partners. Ben served on Epiphany’s Development Committee for a number of years prior to joining the Board of Trustees. Ben and his wife, Effie, have four children—Sophia, Analisa (Fourth Grade), Joseph (Kinder), and two year old Mia (who will likely join her siblings in a few years).

Jamie Morris is the divisional chief financial officer for both Global Development and Global Growth & Opportunity at the Bill & Melinda Gates Foundation, leading a team as they develop and execute resource plans for foundation strategies and providing analytic, business, and operational support to both divisions. Jamie also sits on the Investment and Innovative Finance Committees for both foundations.

Jamie holds an MBA from Duke University’s Fuqua School of Business and a B.B.A. from the University of Notre Dame. Jamie and her husband, Simon, live in Madrona with their two children Maggie (Pre-K) and Freddie (First Grade).

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Social Media

Today kindergarteners are decorating diyas (clay oil lamps) to celebrate Diwali, the Hindu festival of lights. #diwali #festivaloflights

Picture day! #allsmiles #pictureday

Spotted on campus: a fresh batch of bricks engraved with the names of our most recent graduates, the Class of 2018. Soon they’ll be set into the Commons pathway that celebrates 60 years of alumni! #findyourbrick

Check out the bus our fourth graders rode to the Northwest African American Museum today! #luckyday

Second grade field trip! Behind the scenes at Pike Place Market. #pikeplacemarket #secondgrade

Students are experimenting with snap circuits with high schoolers from the Seattle Academy Robotics program. #robotics #extendedday

Get Social!

Follow Epiphany School on social media for an inside glimpse of day-to-day life on campus. From Pre-Kindergarten smiles on picture day to students spying their friends on the side of a bus, you won’t want to miss a moment.

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Don’t miss a thing! instagram.com/epiphany_school facebook.com/epiphanyseattle twitter.com/epiphanyschool

Hellos

There are many new faces on campus this school year! We are thrilled to welcome the following administrators and teachers into the Epiphany School community.

Anne Balicki, Lower Elementary Division Head ​​​​​​ Anne Balicki oversees the Pre-K through Second Grade teachers and lower elementary specialists, and works with the Head of School and Upper Elementary Division Head to determine school policy. She comes to Epiphany after working as a school administrator in the Lake Washington School District for eight years.

I’m a mom at heart so this position is perfect for me! I handle phone calls at the Front Desk, manage our school calendar, order our office supplies, and provide band-aids and ice packs to students with owies.

What’s your favorite part about your role?

My favorite part of this has been meeting all of the students—and learning about the history of Epiphany School. It’s amazing that we have parents who were students here themselves.

What most excites you about working with Epiphany’s younger students?

I believe that the greatest growth and opportunities for intervention and extension occur in the early years. My goal is to ensure all students become engaged through a growth mindset to reach their full potential, and to partner closely with the students, teachers, and parents to ensure a positive and well-rounded early learning experience.

Why do you work in school administration?

While teaching, I discovered an interest in school leadership after receiving opportunities to work on school programing and in various leadership roles. I completed my Master’s in Educational Leadership and Policy Studies at UW, which included my Danforth Administration certificate. I value the opportunity to partner with stakeholders to positively impact students and communities.

Karen Benson, Director of Finance & Operations Karen Benson started her career as a tax accountant before moving into financial management roles at nonprofits. She and her family moved to Seattle last summer after nearly 25 years living and working in New York City.

What interested you most about working here?

I really enjoy working in a school community—I like the energy of the kids and the dedication that faculty and staff have to the mission. The close-knit community and size of Epiphany School makes it easy to get to know people and be involved and connected quickly.

What’s your favorite part of your role?

Jeannette Bastin, Office Manager & Receptionist In her dual role, Jeannette Bastin is the first face many families see when they walk in the door at Spock Hall.

Tell us more about your role.

I like working with the budget and seeing how effectively managing the school’s finances supports the mission of the school and enables the faculty and staff to do what they do best: to educate and engage our students.

Greg Kakas, Latin Specialist Greg Kakas, our new Latin teacher for third through fifth grades, taught at The Rectory School in Connecticut and The Overlake School in Redmond prior to joining us at Epiphany.

How is learning Latin beneficial to elementary-age students?

As a foundational language, Latin opens students to the endless details hidden in plain sight in our language. The patterns and nuances of each language reveal the extensive intrinsic elements of the culture in which the language resides. By exposing students to this awareness via the logical system that is Latin, they can begin to embrace the beauty and history inherent in every culture and its language.

Are you fluent in any other languages besides Latin?

Aside from Latin, I have studied seven other languages to varying degrees. In order of descending experience: Ancient Greek, Sanskrit, Modern Greek, German, Hungarian, Lycian, and Irish Gaelic. The next two I will begin to dabble in will most likely be French and Hebrew.

What do you love about teaching?

It is a wonder to see the elation in a student’s eyes when the lesson comes together, and they’re able to make a new and enjoyable connection. Those are the moments for which I teach.

Amber LeJeune, Registrar & Student Information Systems Manager Amber LeJeune is in charge of Epiphany School’s student database and is responsible

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for ensuring the accurate management of student, family, and other constituent records across multiple data systems.

What interested you most about working here?

Epiphany School’s reputation speaks to a long history of leadership in education, and I wanted to be a part of the organization that is leading the future of the education industry.

What’s your favorite part of your job?

I love to help my colleagues and spend time with kids! Epiphany students are so inspiring and creative, I come to work with a smile on my face. I even look forward to Mondays!

Alexa Sparks, Events & Volunteer Manager Alexa Sparks, our Events and Volunteer Manager, collaborates with staff, volunteers, and EPC chairs to ensure Epiphany’s many events go off without a hitch.

What interested you most about working here?

From the moment I first visited the campus I noticed a strong sense of community that felt special and unique, and I wanted to be a part of it. I’m also very passionate about the school’s dedication to equity and inclusion.

What has been your favorite part of working at Epiphany School so far?

Julian Maynard, Extended Day Manager Extended Day Manager Julian Maynard comes to us with 15 years of experience running youth programs and summer camps in the U.S., Canada, Europe, and Southeast Asia.

Tell us a bit about yourself.

I was raised in the Bahamas and educated in Toronto, Ontario, and Boston, Massachusetts. I moved to Seattle one year ago to join my fiancée and start a family in the Pacific Northwest!

What is your role here?

I plan, staff, and oversee all programming and activities outside of the formal school day at Epiphany School. This includes Extended Day programming before and after school, as well as running camps during in-service days, breaks, and over the summer. Epiphany School regards each moment that students are on campus— from the time they step onto campus until the time they depart—as integral to their learning and development. The Extended Day team seeks to complement classroom studies by deepening and diversifying learning, bonding, and meshing students across grades.

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The friendly faces and welcoming community! Everyone from the staff and faculty to the EPC members to the students have been instrumental in helping me feel connected and supported.

Sara Tebeau, School Counselor As Epiphany’s School Counselor, Sara Tebeau helps students understand, process, and manage their feelings, talk through and resolve problems, and learn coping skills so that they can do their very best at school.

Tell us more about your role at Epiphany School.

I work in collaboration with the Division Heads and faculty to create an educational environment where students feel a sense of safety, belonging, and significance. I provide monthly lessons to each classroom on subject matter pertaining to the five core competencies of social-emotional learning: self-awareness, self-management, social awareness, relationship skills, and responsible decision making. In addition to classroom work, I sometimes work with students in small groups or one-on-one to help further develop skills in these core areas.

What drew you to the school counselor profession?

I am passionate about social justice and have always wanted to pursue a career that would allow me to contribute to the creation of a more equitable, inclusive world. To me, school counseling is equity in action. Serving as a School Counselor gives me the opportunity to ensure every day that all students experience meaningful and purposeful education, no matter what barriers or challenges they may face.

Goodbyes After managing our Extended Day program and summer camps for over two years, Jeremy Tagliaferre has taken a position with Seattle-based Actively Learn. Students, parents, and all Epiphany School staff will miss “Mr. Tags” for his kindness, humor, and creativity – and of course, his rich baritone voice. We are grateful for the transformative energy he brought to Extended Day! Elizabeth O’Shea, our Director of Development, is moving on from Epiphany School.

Elizabeth wishes to work part-time to allow her to resume supporting two non-profits that are near and dear to her and her family: the Recovery Café and the Nicaragua Education Fund.

Elizabeth joined Epiphany School in 2014. Under her watch and with the incredible leadership and support of so many volunteer leaders, Epiphany School exceeded our Annual Fund and Spring fundraiser goals each year.

Elizabeth was an indispensable part of our community.

FRIDAY, MARCH 29, 2019 | 6:00 PM, SODO PARK

The Auction is Epiphany School’s largest community-building event, and we want every current family to be a part of it! Whether you’re helping to run the auction, volunteering, donating/procuring items, or simply attending the event, it’s a great opportunity to get to know your fellow Epiphany School families and support the school.

Funds raised at the auction go toward the school’s operating costs and financial aid. Inclusion is an important priority at our school, and a successful auction allows us to build on the promise of making an Epiphany School education available to every student who is admitted. Our goal for this year’s event is to raise $575,000. This will be achieved through several avenues including raise-the-paddle, silent auction, the not-to-be missed live auction, fun buy-in events, raffles, and the priceless grade-level art masterpieces that will go home with several lucky families.

We Need Our Community’s Support!

Email auction@epiphanyschool.org or speak with a chair to get involved.

• Volunteer!

• Procure or donate items!

Our community has much to celebrate! Join us on March 29 for Auction 2019.

Our hosts for this event are current Epiphany School parents who volunteer their time, expertise, and creativity to make this a successful event and evening to remember. Thank you to all our auction chairs and volunteers!

Auction 2019 Chairs: Chris Lewis & Rachel Greene Venue Coordination: Jamie Lampitt, Jodi Arnold & Megan Bassetti Buy-Ins: Erin Callaghan, Kirsten Wiggers & Lars Johnston Procurement: Angelique Sabin Marketing/Communications: Emily George & Ann Janda Technology: Melissa Baerwald & Gail Manuguid Creative: Hannah Wygal

• Participate in buy-ins!

Inclusion: Danielle Green & Paige Pratter

• Raise the Paddle for financial aid!

Raffles: Ann Felton

• And most important: ATTEND Auction 2019! Tickets go on sale at the end of January.

Grade Level Art: Heidi Wadsworth Wine: Justin Arnold Dessert Dash: Jen Falck & Sephi Coyle

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At Epiphany School, we know that a child’s social and emotional development is just as crucial to their future success as academics; education does not stop once a child has left the classroom. From games at recess to transitions in the hallways, every moment with our students is an opportunity for meaningful, purposeful learning.

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Educating the Whole Child:

Social-Emotional Learning at Epiphany School

By Jenn Elkin, Head of School

Attending to the social-emotional needs of children has been a hallmark of Epiphany School for many years. I hear parents remark on this regularly and reference the 3Cs (confident, curious, and courageous) and the 3Rs (respect, responsibility, and resourcefulness) from our mission and values as key indicators of the school’s commitment to developing these skills in our students.

This September, after an extensive summer training for all faculty and staff, we launched the Responsive Classroom approach, a social-emotional learning framework, across our school. As summarized by The Center for Responsive Schools, Responsive Classroom is an “evidence-based way of teaching that offers practical strategies for bringing together social-emotional and academic learning throughout the day. The approach is associated with greater teacher effectiveness, higher student achievement, and improved school climate.” The program focuses on developing five core competencies: cooperation, assertiveness, responsibility, empathy, and self-control. In classrooms and on the playground, teachers, staff, and students work together to implement the key components of the Responsive Classroom approach. These typically include daily Morning Meetings, Quiet Times, and Closing Circles; developing classroom and all-school rules; and practicing skills related to positive language and managing emotions and behavior. Our goal with this program, in conjunction with strategic SEL classroom lessons provided by our school counselor, is to create a schoolwide learning environment that is safe, joyful,

and rigorous and where students feel a sense of belonging and significance— and have fun!

There is extensive research to support the benefits of explicit teaching to develop social-emotional skills. Recent meta-analyses on this topic demonstrate that ongoing investment in social emotional learning increases academic achievement and positive social behavior while decreasing behavior problems and emotional stressors. At Epiphany School the adults model pro-social behavior, and the curricular program incorporates opportunities for students to practice the social emotional skills they are learning in both structured and unstructured settings. Our faculty and staff know that

teaching and developing social emotional skills are as important as teaching academic subjects and that a strong foundation of SEL underlies the ability to create a learning environment where students can focus, engage, and take mental risks in their academic work.

Acquiring these life-long skills begins at home and continues at school.

In both venues, it requires positive modeling, focused practice, reflective conversation, and learning and growing from ongoing application of the skills.

At school, it is critical that we teach these skills explicitly, consistently, and transparently, so students learn, practice, and develop the emotional intelligence needed to function successfully in diverse

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EDUCATING THE WHOLE CHILD: SOCIAL-EMOTIONAL LEARNING AT EPIPHANY SCHOOL

groups and settings. Knowing how to read another’s body language, manage one’s own emotions, acknowledge when mistakes are made, and resolve social conflicts will be core skills of any future curriculum at Epiphany School, just as they are for growing up in the 21st century. It is no longer a “nice-to-have” as part of a school’s programmatic offerings but rather an integral part of each child’s personal

learning journey and an important immunization against challenges faced in adolescence and beyond. We are excited to develop and implement well-founded and robust social-emotional programming to support our students in growing as caring, courageous, and responsible citizens of the world.

The Academic Leadership Perspective An interview with Jennifer Elkin, Epiphany’s Head of School; Anne Balicki, Lower Elementary Division Head; and Paige BaublitzWatkins, Upper Elementary Division Head.

Interviewed, edited, and condensed by Jaime Gillin

“Responsive Classroom provides Epiphany School a strong foundation in common understandings regarding how we interact within ourselves and outwardly with others. This is a critical foundation that allows educators to become creative architects in the design of learning experiences.”

How and why did the school come to choose Responsive Classroom as Epiphany’s school-wide SEL framework?

P.B.W.: As an administrative team new to the school, we met with students, teachers, families, and staff over the course of the 2016-17 school year. It became evident that many in our community, adults and children alike, desired a stronger sense of cohesion in our learning environment, a sense that our work together connected toward common goals.

J.E.: During the 2017-18 school year, we established an internal Social Emotional Learning (SEL) working group made up of teachers, administrators, and our school counselor and crafted a plan to investigate and research the top 25 SEL programs identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as the best designed, evidence-based programs embedded with training and implementation supports. The team spent the year learning about each program, ultimately deciding to

—Paige Baublitz-Watkins, Upper Elementary Division Head

Day in the Life: Social-Emotional Learning at Epiphany School

By Sara Tebeau, School Counselor

Epiphany School students, families, faculty, and staff nurture a schoolwide culture of social-emotional growth and development each and every day. Here is a closer look at what meaningful social-emotional learning looks like in the context of a typical day at Epiphany School.

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8:30 AM All Epiphany School students begin their day with a Morning Meeting, a daily opportunity to connect with peers and continually build up the classroom community. Many grades use Morning Meeting as an opportunity to set collaborative classroom goals and to calibrate regularly on the progress they have made as a community toward reaching those goals.

recommend the Responsive Classroom approach to the faculty and staff last spring. There was unanimous agreement that this approach would suit our students and faculty because it provides a framework of concepts and skills that can be implemented across the day and in response to a range of situations rather than a scripted set of lessons to be taught in sequence without flexibility.

How did you prepare the school community for the rollout?

A.B.: We strongly believe that “we all support that which we help to create.” In the process of implementing this change, the entire faculty and staff were part of the conversation along the way, and therefore were excited to implement the framework for a sustainable change.

J.E.: We shared our goals, our research process, our selection of Responsive Classroom, and our planned implementation in classrooms and with our entire community to increase understanding and commitment to the approach. To bring our parent community along, we used the many communication channels already built into the school experience to share

information (parent coffees, our weekly e-newsletters, teacher webpages) and also collaborated with the Epiphany Parent Council to host a very successful evening event for families to learn and experience RC practices firsthand.

P.B.W.: Over the summer Epiphany School brought in an RC trainer for a week-long training of faculty. During pre-service, staff and part-time Extended Day staff engaged in a half-day training session led by the Head of School and Division Heads. Teachers were asked to select a RC goal as part of their professional development for the 2018-2019 school year. Anne and I shared resources and planned ongoing supports. The academic strategy team attended “The Art of Coaching” seminar by Elena Aguilar in the fall of 2018, and we are aligning our coaching work with selected RC goals, collaborating in our support of teachers.

Tell me about the first few weeks of the new school year.

“Social and emotional learning (SEL) involves

the processes through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. Effective SEL programming begins in preschool and continues through high school.”

—Collaborative for Academic, Social, and Emotional Learning (CASEL)

THE KEY FOCUS AREAS OF SEL WORK: • Self-Awareness

J.E.: Responsive Classroom would tell you that paying close attention to how the framework and practices are implemented in the first six weeks of school are critical to its success

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• Self-Management • Social Awareness • Relationship Skills • Responsible Decision-Making

9:30 AM

11:00 AM

The Epiphany School Counselor, Sara Tebeau, provides in-class social-emotional instruction to all grade levels. In addition to classroom lessons, she works with students in small groups or one-on-one to help further develop students’ skills. A Kindergarten “friendship group” meets weekly to practice fair and safe ways to join in play with others.

We all make mistakes. At Epiphany School, we believe that mistakes provide learning opportunities just as critical to student success as academics. “Take a break” is a universal strategy Epiphany teachers use to allow students an opportunity to regulate their emotions and reflect on their actions.

Mr. Burkland’s Fourth Grade classroom refers to their “take a break” zone as “Stillwater,” the name of a character from the book Zen Shorts that the students associate with peace and calm.

10:00 AM Interactive modeling is a strategy used at Epiphany School to explicitly teach, demonstrate, and practice schoolwide expectations. In the morning, you might find a First Grade class practicing walking through the hallway in line at a “voice level 0” to ensure their success during transitions to and from specialist classrooms.

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EDUCATING THE WHOLE CHILD: SOCIAL-EMOTIONAL LEARNING AT EPIPHANY SCHOOL

in a school. Core members of the administrative team had each helped roll out Responsive Classroom in their previous schools with positive effect, and therefore we worked to create the conditions that would ensure our RC rollout at Epiphany School would be successful.

Meetings included a greeting, sharing time, a group activity, and a morning message. It was wonderful seeing the excitement students felt having a mix of adults in their morning meetings each day and being able to teach us new greetings, group activities, and how they shared about themselves.

We began by having every available staff member who interacts with children participate in the 4-day training in August. This sent the message that we would all learn together, question together, sort out answers to sticky issues together. It became apparent through our work that in order to implement the program successfully, we would have to modify our schedule to build in time for three critical structures to take place school-wide: Morning Meeting, Quiet Time, and Closing Circle.

This schedule change opened up the possibility of having every staff member participate in every classroom’s Morning Meeting on a rotating basis across the first three weeks of school, signaling to students and families the importance of building our classroom and school community together over the course of that time. In this way the entire school community learned that Morning

A.B.: The goal of the first six weeks was to “go slow to go fast.” Teachers slowed down to ensure the students understood expectations through interactive modeling—for example, demonstrating how to line up at recess, then asking students what they noticed about the modeled behavior, and then letting students practice it themselves.

12:00 PM Lunch and recess are times when students are challenged and encouraged to apply their social-emotional skills while engaging in play and conversation with their peers. Epiphany School teachers use positive teacher language to help reinforce prosocial behavior, remind students of our schoolwide expectations, and redirect when unexpected behaviors arise.

1:00 PM After the hustle and bustle of lunch and recess, all Epiphany students, regardless of age, participate in quiet time. This independent choice time gives students the opportunity to reset and prepare themselves for the rest of the academic day. Magistra’s Fifth Grade class has a communal puzzle that students can choose to work on; others opt to rest, read, journal, or knit.

15 Update Winter 2019

What has been the biggest impact on the Epiphany School community?

A.B.: It has been exciting to see all the different adults who teach the children throughout the day share common language. There is something powerful about being in a music classroom and having students engage in a greeting with the same level of comfort and engagement as with their homeroom teacher. It is also powerful to see that students of all ages know similar

“energizers,” providing opportunities for kinesthetically moving and engaging in learning across different classrooms. This provides a cohesive and student-centered approach to the school day.

P.B.W.: The Responsive Classroom framework allows each individual to feel the emotional support he or she needs to take risks and to speak, even if others may not agree. This is at the heart of what a strong SEL program can do for a school.

To give just one example, our school counselor has recently been leading class meetings with our third graders, focusing on friendship challenges and how to be an “upstander.” Last week, I was in the hallway and heard a student say, “Please stop saying that, it sounds offensive.”

It worked—the student stopped and apologized. We celebrated the importance of using your voice the next morning in class. Later that week, I had a student come to me with her friend and insist that she get support in addressing an issue with friends. It melted my heart when she told her friend, “You deserve to be treated fairly, and I will help you.”

These types of encounters are not new to Epiphany School, but Responsive Classroom brings the conversation

front and center for our community.

How does the school counselor role integrate with the Responsive Classroom approach?

P.B.W.: Our school counselor, Sara Tebeau, collaborates closely with the Division Heads in building up student strengths and tackling challenges. We meet several times a week to discuss in-class lessons and individual and small group supports. She is part of our Student Support Team which works closely with families in providing wraparound support that encompasses both academic and social-emotional needs. She leads students in interactive modeling of important skills throughout the year. For example, we have several small leadership groups consisting of students who are working on developing confidence and skills in various settings—for instance, by teaching sports to younger students, creating opportunities to recognize kindness throughout the day, or developing tools for recognizing strong emotions and handling those in competitive situations.

Can you suggest some ways that

families can adopt Responsive Classroom practices into their own homes, if they wish?

What’s next for SEL at Epiphany School?

J.E.: The benefits of implementing a schoolwide social-emotional framework in classrooms alongside explicit support provided by our school counselor are becoming more evident every day. Short term, as part of the Responsive Classroom training, we will work with a RC consultant in January to assess our progress to date and ensure we are as effective as possible in our daily implementation.

Longer term, we plan to integrate more ongoing professional development opportunities for faculty and staff to ensure their continued growth, both personally and professionally. This could include advanced RC training, mindfulness training, and designation of lab classrooms for peer observation.

P.B.W.: In the new year the upper division will pilot running some Morning Meetings by interest areas. A core group of student ambassadors will work with teachers to craft and execute this approach. Utilizing our specialists, there will be an increased number of Morning Meeting options in which to participate.

It is our hope to build relationships vertically across grade levels that are based upon commonalities.

We have some of the most dedicated faculty and staff I have ever worked with, and their commitment to creating a safe, caring, and collaborative community underlies all of our success.

Developing and sustaining the social-emotional health of our adult community is critical to ensuring the health of our student body, so focusing on this aspect of our staff’s well-being is a key part of our future.

P.B.W.: I believe that one of the most important ways families can support their children is by being highly aware of the ages and stages that they pass through over the course of childhood. Yardsticks

by Chip Wood is an essential book to own and one that a parent should go back to every year. As an educator, I find myself rereading this text multiple times a year! Human brains are immensely complicated and understanding how they grow and shift over time makes parenting and educating so much easier.

2:00 PM

3:30 PM

The Second Grade classes frequently use an energizer mid-afternoon to liven up the class as well as to provide a much-needed sensory break for high-energy students.

The interactive songs “Baby Shark” and “Aroostasha” are schoolwide favorites that all Epiphany students know and love.

For many Epiphany students, social-emotional learning does not stop after the school day ends. Julian Maynard, our Extended Day Manager, leads a modified Morning Meeting at the start of Extended Day to provide attendees with an opportunity to share and connect with students of different ages, classes, and grade levels.

2:50 PM

LEARN MORE!

Closing Circle provides students and teachers with an invaluable opportunity to reflect on the academic and social-emotional learning they experienced that day. Many teachers use closing circle to give students the opportunity to offer words of appreciation and gratitude to their classmates, their teacher, and to themselves.

Head to epiphanyschool.org/ SELresources to find a list of books, blogs, and website suggestions from our school counselor. epiphanyschool.org

16

After Epiphany An inside look at outplacement, and application advice straight from the mouths of middle school directors.

In September Epiphany School welcomed an illustrious panel of middle school directors to speak candidly with Fifth Grade parents about the independent middle school application process. In addition to urging families to keep a cool head and perspective (“be the thermostat, not the thermometer�), they offered insider insights into student essays, school visits, and test scores. Read on!

17 Update Winter 2019

Greg Jones: As parents, how can we manage the stress we’re feeling to protect our children?

Sue Maul, Middle School Director, Northwest School: I think that it is such a great question. I’d say deep breathing and modeling that there are a lot of fantastic choices and it really is going to be okay.

Barbara Frailey, Assistant Head of School, Seattle Girls’ School: I went through the process as a parent last year, and I realized that as parents we can unwittingly send stressful messages to each other about there not being enough spots, or that there is one magical school that my kid has to get into.

Jay Franklin, Middle School Director, The Bush School: The focus needs to be on the kids and what they’re feeling, whether excitement or worry or concern. Avoid that fear base—instead, focus on the excitement of the opportunity that’s been given to them, and ask them questions.

Sam Uzwack, Middle School Head, Eastside Prep: Set up a structure of how to have these conversations. You can ask them, how do we want to do this, do we want to talk about this at dinner, or in the car? And then every conversation starts with: what are you thinking about next year? And when it comes to stress and anxiety, be the thermostat, not the thermometer. Be the steady presence instead of running around crazily. Process your own emotions with your peers instead of with your kids.

G.J.: What do you look for in a student essay?

S.U.: Something crazy, something quirky—a window into who the student is. Something written from the heart.

Nick Creach, Head of Middle School, Seattle Academy of Arts and Sciences: What I look for when I’m reading the essays is kind of the ‘kid-ness.’ I want to see what makes them tick and I want to see who they are, and who they aren’t.

Susie Wu, Director of Middle School, University Prep: I think authenticity is the biggest thing. It’s important the student’s voice and personality shine through. Keep in mind this is not a college essay. It does not need to be perfect.

Mike Davidson, Middle School Head, The Overlake School: What we’re really looking for is something written by the student. You cannot fake that. Nothing shines through more than “my mom wrote this.” Don’t do it.

G.J.: What are the top three things you look for in a family or student?

M.D.: We don’t spend a whole lot of time on the family; most of our focus is going to be on the kid who’s in front of us. The number one thing we look at is, can they be successful academically? Another thing we look at is, who are they going to lift up? I spend a lot of time trying to figure

out, is this going to be the kind of kid that helps someone vulnerable in our community? It’s hard to pick that out sometimes, but it’s a big differentiator. Who will they make better in their time with us?

S.U.: In addition to academic readiness, we look for kindness and we look for curiosity. I don’t think anybody here has a mold that they’re trying to match the application to. We’re thinking about musicians, mathematicians, artists—creating a mosaic that represents our broader society. Behind the scenes, we’re thinking in terms of building classes, in recruiting groups of kids that support one another throughout their time in middle school.

B.F.: One piece of advice that I have is to be up front about not just all the things that make your students amazing and successful, but also struggles that they have. You want to make sure that the school is ready to partner with you and your children.

Parent 1: How important are test scores? I’m always worried about them.

J.F.: It’s one piece of a very big puzzle. But it’s not the first thing that I look at in a file—it’s probably like the 5th or 6th thing. It is important in the sense that we need to know that your kid is going to be successful in our school. But it’s only one metric.

S.W.: The admissions process is so long because we are collecting a whole lot of information in a whole lot of different ways. Consistency is one thing we are looking for: Are test scores consistent with what the teachers are telling us about this student? If they’re telling a different story, then you have an opportunity in your parent interviews to explain, to help us create as strong a picture as possible.

So, while I understand the stress parents go through, just remember: while test scores are not insignificant, they’re not the end-all-be-all, either.

Parent 2: When do you start looking at applications?

M.D.: For us it happens all at one time—we sit down as a committee to look at the full application all at once in the spring.

N.C.: For our process, I get the pleasure of teaching your kid in a mock class if they apply to SAAS. I don’t look at any scores or any files until I see the kid. We also offer parent coffees. I like to have face-to-face contact with the kid and parent prior to any file that I read.

J.F.: I try to take good notes whenever I meet the students and the parents, whether on tours or during the application process. Quite frankly when the conversations are great, you remember them.

Parent 3: I’ll ask the stupid question of the day. There are tours and there are open houses. What’s the

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AFTER EPIPHANY

difference between the two, and can you attend one and not the other?

S.M.: This might be different for all our schools, so it’s a good question! I’m a big fan of the open house as a first step.

The Northwest School’s open house gives you a sense of our culture and an overview. And then if you want to have a specific conversation about your child, a tour allows you to do that. Then we require a visit day, which provides a more intimate experience. So I wouldn’t skip the open house—but if you absolutely cannot make it, you still should apply.

B.F.: Tours usually give you a chance to be a fly on the wall and see a normal school day. Open houses are sometimes big and overwhelming, and depending on your child you might want to be judicious about how many they go to, since being at an open house is not what it’s like to attend one of our schools.

J.F.: The open house is like a firehose of information. The tours offer a chance for you to observe and ask questions and get some feedback—it’s a give and take.

M.D.: An open house can do a really good job of telling you who we are. A tour will do a really good job of showing you who we are.

Parent 4: How many schools do you think we should apply to?

J.F.: It’s not uncommon to see parents apply to six, seven, eight schools. We’re not going to look at you and be like, oh they’re shopping around. That’s normal.

PREPARING FOR MIDDLE SCHOOL: HOW EPIPHANY SCHOOL SUPPORTS OUR FAMILIES THIRD GRADE: In general, we urge our families with third graders not to stress about middle school applications. Rest assured, your student is learning the essential studying and test-taking strategies and the academic and social-emotional skills that will serve them well when it’s time to focus on middle school.

That said, Greg Jones is always available to meet, and our robust Outplacement page on the Family Portal will provide answers to most of your simmering questions.

FOURTH GRADE: We typically begin discussions of the middle school application process in the spring of Fourth Grade at Epiphany School.

To prepare students and families, we offer: • A spring admission test information workshop (for parents only) • Test practice materials distributed to students for summertime practice • Drop-in “Middle School Genius Bar” and morning coffees to answer parent questions • Complimentary middle school advice from an independent educational consultant

S.W.: I’ll add that parent engagement is good, but don’t over-engage to the point where you’re stressing yourself out.

Eight applications is a lot, especially since every school is going to ask for information. It adds up. By going to the open houses and tours you may be able to narrow it down to four or five choices. Look at what’s reasonable for you and your child.

FIFTH GRADE:

Parent 5: What’s the best way to get a feel for school culture?

• Fifth Grade Fall Coffee with Outplacement Plan review

M.D.: My number one recommendation would be to talk to the kids who go to the school.

S.M.: Sometimes it’s the small details. When my daughter was looking, she was drawn to one school because they had a Quidditch team—that was what made her feel like she was going to find her people.

S.U.: I think noticing is so important—noticing to what degree students are in the spotlight, and how students and teachers address each other. What’s the tenor of the classrooms? What’s on the walls, what’s being celebrated visually? You need to play anthropologist. When you go to our websites, we’re all perfect. But when you’re actually in a school, you need to check within yourself what resonates, and what makes your kid light up.

19 Update Winter 2019

September through mid-January, both the Upper Elementary Division Head and Director of Enrollment Management and Admission support families and students through the requisite assessment tests, school visits, and application process, including: • Middle School Info Night, a panel discussion with middle school heads • Free SSAT test prep classes onsite • Closed SSAT test (for Epiphany School students only) held onsite in November • Letters of recommendation from classroom and specialist teachers • Counseling and advice on best-fit middle school options from Director of Enrollment Management and Admission • Post-decision support from Director of Enrollment Management and Admission • Alumnus Day, which brings Epiphany alumni back to campus to discuss their own middle school experiences

In an integrated Math and Science unit, fourth graders grow and pollinate Wisconsin Fast Plants in the Science lab, and then analyze, graph, and table the resulting data in math class. “When specialists collaborate, students have the opportunity to really dive deeply,” says Math Specialist Kristen Sadler. “We give them the time to go deeper and apply their knowledge, and not just be stuck on the surface.”

Personalized Learning & Curricular Integration at Epiphany School Epiphany School’s homeroom and specialist teachers know students deeply. Our 14 specialist teachers, in particular, have a unique and critical perspective on student learning.

“We work with the same students year after year, so we get to know them differently than a classroom teacher,” says Science Specialist Davis Bell. “We are fortunate to get to see how a child grows and learns over time.” Teachers across campus consistently collaborate to share these perspectives and ensure every student receives exactly what they need to thrive. “Knowing a child’s strengths and challenges, we can really zero in on what that child needs,

meet them exactly where they are, and support and extend them where necessary,” says Anne Van Cleve, Lower School Language Arts Specialist.

Collaboration also yields a dynamic, innovative curriculum that integrates learning across subject areas.

Personalized learning and curricular integration, core features of the school’s next strategic plan (currently under development), are already vibrantly interwoven into the Epiphany academic experience. Here’s a glimpse into what it looks like across the school today.

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In Language Arts, Kindergarteners read and write about space, compiling facts in their multimedia space journals. Concurrently in Science lab, students learn about the planets in our Solar System, recording their scale and true colors on Solar System drawings.

“Specialist teachers ensure Epiphany School students build a foundation for lifelong learning that is richly textured and clearly transferable to the paths they take in life.”

—Jenn Elkin, Head of School

Fifth graders study the gods and goddesses of Greek mythology in Latin class, then apply this knowledge to design their own classical Greek vases in Art.

Preschoolers enjoy lessons rich with storytelling and movement, co-taught by Librarian Jen Wilkinson and Music and Performance Specialist Leslie Larkin.

21 Update Winter 2019

See Epiphany’s specialist teachers in action in our new video! Epiphanyschool.org/specialistvideo

EPIPHANY SCHOOL 2017-2018 ANNUAL REPORT

2017-2018

ANNUAL Report We extend our deepest appreciation to our Epiphany School community. Your generous support strengthens and sustains our dynamic academic program and plays a vital role in shaping the experiences shared by all Epiphany School students, faculty, staff, and families. Among those listed below are trustees, current families, faculty and staff, grandparents, alumni, parents of alumni, former trustees, former faculty and staff, and friends. To each and every one of you – Thank You!

ENDOWMENT FUNDS

EPIPHANY SCHOOL OPERATING REVENUE FOR THE YEAR ENDING JUNE 30, 2018

The Epiphany School endowment was created in 1983 to ensure the long-term financial stability of the school. At the close of the 2017-2018 fiscal year, the total of all endowment funds exceeded $12 million. The corpus is kept in place, while up to 5% of the accumulated endowment earnings provide funds for special projects, including: financial aid, faculty and staff development, arts enrichment, technology, Learning Skills, and campus improvements.

2017-2018

2016-2017

General Endowment

$1,308,707

$1,263,198

Board Designated Endowment

$9,226,607

$8,747,743

General Learning Skills

$60,940

$59,060

Robert Spock Learning Skills

$69,579

$67,432

General Learning Skills Scholarship

$39,861

$38,631

Dorothy Griffin Learning Skills Scholarship

$378,720

$318,575

Faculty Enrichment

$29,370

$21,195

Financial Aid Endowment

$162,650

$157,631

Willard Smith Buildings & Grounds

$50,861

$49,291

General Buildings & Grounds

$3,426

$3,321

Technology Fund

$163,671

$158,620

Arts Fund

$272,155

$263,755

Augustine Hall Maintenance

$138,471

$134,197

George O. Edwards Faculty Enrichment

$194,291

$188,295

Total Endowment Funds

$12,099,309

$11,470,944

6% 11%

83%

Tuition and Fees Fundraising Endowment

EPIPHANY SCHOOL OPERATING EXPENSE BUDGET FOR THE YEAR ENDING JUNE 30, 2018

9% 10%

11%

70%

Salaries, Wages and Benefits Supplies and Other Buildings and Grounds Financial Aid

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EPIPHANY SCHOOL 2017-2018 ANNUAL REPORT

Thank you GATHER Leadership Team Joanna Smith, Chair Mandy Gandt, Wendy Guy, Nikki Putnam & Jane DePaolo (décor), Event Co-Chairs Jessica Cantlin, All-School Art Chair Alicia Alberg & Lucy Wacksman, Technology Co-Chairs Hannah Wygal, Design Chair Vivian Cluett, Marketing/Communications Chair Rachel Greene & Jamie Lampitt, Buy-Ins Co-Chairs Ann Felton, Ambassadors Chair Shelly Hutcheson & Katharina Poad, Children’s Presence Co-Chairs

Event In-Kind Sponsors

Corporate Sponsors

Stan & Kristine Baty Greg Buren, DJ “Funk Daddy” el camión Charles ’80 & Krista Grinstein Will & Beth Ketcham

Garde Capital AHT Insurance PSR Mechanical Astor Electric LLC PayNorthwest J.A.S. Design Build

GATHER Underwriters John & Alicia Alberg Nathan & Ruby Alexander Andy & Kim Baker Jessica & Matt Barrett Meredith & Brandon Baty Nate & Vivian Cluett Adam & Alison Dreiblatt Imad & Oksana Elkhamri John & Ann Felton John Fuhrman & Gerrarda O’Beirne Stone & Vivien Gossard Doug Grandstaff & Lisa Hoerr Grandstaff Andy Comer & Rachel Greene Valerie Voss & John Houlihan Tom & Jessica Hughes Will & Beth Ketcham Greg & Charlene Kletzly Ronald Koo & Lisa Olmos de Koo

23 Update Winter 2019

David & Melanie Kosloff Matt & Chris Lewis Rob Lilleness & Christy Jones Ben Magnano & Effie Toshav Liz & Michael McConnell Ahmed Mokhtar & Julie Williamson Brook & Chris Nunn Mark & Julie Okerstrom Elizabeth & Timothy O’Shea Paige Prill Jennifer Reichel Amanda & Matt Rosauer Atousa Salehi & Donald Davidge Ned ’84 & Allison Sander Scott & Joanna Smith Ben ’83 & Kari Straley Jian Sun & Tracy Zheng Bryan & Hannah Wygal

Team Amazing A’s from Gather 2018 Beat the Bridge Buy-In.

Thank you, Raise the Paddle Donors!

Your generous gifts supported financial aid—funds that create a school accessible to a broad range of families. This enriches Epiphany School’s educational experience and our entire community.

John & Alicia Alberg Justin & Kimberly Allen Jodi & Justin Arnold Andy & Kim Baker Sanjay Balakrishnan & Vanessa Rodrigues Jessica & Matthew Barrett Meredith & Brandon Baty Davis & Stacy Bell Yahn Bernier & Beth McCaw Eric Branner & Alyson Scadron Branner Tom & Marilene Bysshe Nadine Chan/Witt & Joseph Witt Nick Clements Nate & Vivian Cluett Thomas & Beth Colombo Andy Comer & Rachel Greene Emmett & Amanda Doerr Adam & Alison Dreiblatt Imad & Oksana Elkhamri Jennifer & Ross Elkin Lee & Jennifer Falck John & Ann Felton Brad & Mandy Gandt Michael George & Emily Hoober Stone & Vivien Gossard Doug Grandstaff & Lisa Hoerr Grandstaff

Dan & Wendy Guy George Haddad & Mary DePaolo Haddad Michael & Alicia Hatch Peter Heymann & Nicole Piasecki Valerie Voss & John Houlihan Shayan Irani & Kainaz Byramjee Joel & Anne Janda Shannon & Lars Johnson Sally & Tim Johnston Will & Beth Ketcham Jonathan & Pamela Kil Carole & James ’70 Kitchell Greg & Charlene Kletzly Alexander Kutner & Gail Manuguid Brian & Diane Langstraat Erin & Clive Lea Tobias Levey & Liza Darnton Nicole & Shawn Lipton Joseph & Erika Dalya Massaquoi Mike & Heather McAdam Amy & Jonathan McCullough Anthony McGrann & Paul Williams Robert Meier Becky Melonson

Ahmed Mokhtar & Julie Williamson Anne ’89 & Justin Moon Simon Moore & Jamie Morris Clay & Anne Nielsen Mark & Julie Okerstrom Elizabeth & Timothy O’Shea Chris Pepin & Ken Miller Paige Prill Zachary & Nikki Putnam Atousa Salehi & Donald Davidge Scott Sanford & Tina Skidmore Kylee & Kurt Shintaffer Scott & Joanna Smith Scott Starkoski & Geoffrey Abel Brenda & Tom Stonecipher Ben ’83 & Kari Straley Eric & Andrea Thoreson Jeremy & Lucy Wacksman Preston Walls Adam & Kirsten Wardell Erik & Annika Wicklund Mat & Kirsten Wiggers Peter & Cha Williams Gary & Heidi Windels Marc & Jane Wise Jeff & Michelle Woerner Todd ’92 & Cristiany Yates

EPIPHANY SCHOOL 2017-2018 ANNUAL REPORT

2017-2018

ANNUAL FUND Thank you to our volunteer leadership team!

ANNUAL FUND GIVING COMMITTEE Sean Butterworth, Chair Lee Falck, Vice Chair

LEADERSHIP COUNCIL COMMITTEE Mandy Gandt Tim Johnston Christy Jones Jon McCullough Eda Topur Anna White, POA ’15 & ’17

PARENT CLASS AGENTS 5th Grade: Jamie Lampitt & Laura Periman 4th Grade: Christoph Mack & Todd Yates ’92 3rd Grade: Nicole Lipton & Scott Sanford 2nd Grade: Matt Barrett & Kainaz Byramjee 1st Grade: Erika Dalya Massaquoi & Annya Uslontseva

Kindergarten: Melanie Kosloff & Erin Lea Pre-K: Fabian Ahmadi & George Haddad

GRANDPARENTS CHAIRS Joe & Mary Magnano, GP ’24, ’20, ’18

Gifts to the 2017-2018 Annual Fund totaled $427,033.

This Annual Report acknowledges gifts received between July 1, 2017 and June 30, 2018. We made every effort to ensure our lists and records are accurate and up-to-date. If you believe there is an error or omission, please contact the Development Office: (206) 720-7667.

Teryn Allen Bench ’98 Jennie Carter ’79

2017-2018 ANNUAL FUND LIST OF CONTRIBUTORS

FACULTY & STAFF CHAIRS

Epiphany School deeply appreciates our community’s generous support.

To each and every one of you, thank you!

ALUMNI CHAIRS

Sarah Tomlanovich & Celia Russo

PARENTS OF ALUMNI CHAIRS Eleanor ’74 & Charles Pollnow, POA ’02, ’03, ’06 Nate McLemore POA ’15 & ’17, Class ‘17 Chair

ANNUAL FUND PARTICIPATION Trustees

100%

Faculty & Staff

100%

Families

83%

FAMILY PARTICIPATION BY GRADE 2024 Pre-K

94%

2023 Kinder

88%

2022 1st Grade

75%

2021 2nd Grade

78%

2020 3rd Grade

84%

2019 4th Grade

85%

2018 5th Grade

74%

* 5 - 9 years of consecutive participation in the Annual Fund ** 10 - 14 years of consecutive participation in the Annual Fund *** 15+ years of consecutive participation in the Annual Fund

LEADERSHIP COUNCIL VISIONARY SOCIETY ($7,500 OR MORE) Meredith & Brandon Baty Yahn Bernier & Beth McCaw* Dan & Kristy Crouse Chris Larson** Ben Magnano & Effie Toshav* Mary Kay McCaw*** Clay & Anne Nielsen* Mark & Julie Okerstrom* Chris Pepin & Ken Miller Anna White & Cliff Burrows* Charles & Barbara Wright

FOUNDERS' CIRCLE ($5,000 TO $7,499) John & Alicia Alberg* Ms. Rosalie Alhadeff* Elias ’87 & Karyl Alvord Mr. & Mrs. Daniel R. Baty Stan & Kristine Baty** Emmett & Amanda Doerr Brad & Mandy Gandt* Doug Grandstaff & Lisa Hoerr Grandstaff Charles ’80 & Krista Grinstein* Sally & Tim Johnston Will & Beth Ketcham* Alexander Kutner & Gail Manuguid Brian & Diane Langstraat** Amy & Jonathan McCullough Robert Meier* Simon Moore & Jamie Morris

Ned ’84 & Allison Sander*** Kylee & Kurt Shintaffer Jeremy & Lucy Wacksman*

HEAD'S COUNCIL ($2,500 TO $4,999) Ali Akgun & Jenny Wang* Andy & Kim Baker** Sanjay Balakrishnan & Vanessa Rodrigues Belinda & Geoffrey Buscher** Matthew & Sean Butterworth* Tom & Marilene Bysshe Ryan D’Aurelio & Veronica Law Peter Dull & Judith Tsui Jim & Mary Dunnam** Jennifer & Ross Elkin Kris Engskov & Kara Westhusing Lee & Jennifer Falck* John Fuhrman & Gerrarda O’Beirne Stone & Vivien Gossard* Bridgitt Arnold Harmon & Tad Harmon* Peter Heymann & Nicole Piasecki* Andrew & Delney Hilen James & Judy Hirsch* Tom & Jessica Hughes Shayan Irani & Kainaz Byramjee* Jonathan & Pamela Kil Ronald Koo & Lisa Olmos de Koo

David & Melanie Kosloff* Tony & Janet Landers** Erin & Clive Lea Rob Lilleness & Christy Jones* Mr. & Mrs. Joseph Magnano Mike & Heather McAdam* Craig & Marie Mundie Scott Sanford & Tina Skidmore* Peder & Jaime ’87 Schmitz Chirag Shah* Andy & Dana Skotdal* Scott & Joanna Smith* Eda Topur & Matt Champagne* Ashleigh Walls Sarah ’88 & Andrew Watts Allen & Betsy Webb* Mat & Kirsten Wiggers Peter & Cha Williams* Jeff & Michelle Woerner

HONOR CIRCLE EPIPHANY ADVOC ATES ($1,500 TO $2,499) Dean & Vicki Allen Mike & Lisa Anderson* Jodi & Justin Arnold John & Alex Arnold Jessica & Matthew Barrett Megan Bassetti & Chris Sudore Mark & Erin Callaghan Chris Cluett* Jayne Coe Ted & Pat Collins** Peter & Yeon Cramer

epiphanyschool.org

24

EPIPHANY SCHOOL 2017-2018 ANNUAL REPORT

Imad & Oksana Elkhamri Kathy Enright* John & Ann Felton** Lloyd ’77 & Janet Frink Nicole & Shawn Lipton Anne ’89 & Justin Moon* Nicolas & Elizabeth Richardson Hadley Rodden ’03 Larry & Cathy Rodden Atousa Salehi & Donald Davidge Bernice Song Mr. & Mrs. Jon D. Struss*

Greg & Charlene Kletzly** Robert & Katherine Koo William & Linda Kutner Joe & Jamie Lampitt* Matt & Chris Lewis Scott & Louisa Malatos Joseph & Erika Dalya Massaquoi David & Betty McCaw* Liz & Michael McConnell Mike & Gaelynn McGavick Nate & Stephanie McLemore**

Karen Zehnder-Wood & Richard Wood

FRIENDS OF EPIPHANY (UP TO $499) Anonymous (17) Mary Alberg* Matthew Allen ’00 Sally & Bart Amey Josh & Brigid Arsenault* Amy Aschenbach ’87*** Karl & Anne Aschenbach Christopher Backus ’83

Charlie & Rose Ann Finkel Sarah Fornia ’90 Alex ’83 & Katie Frink Mr. & Mrs. Phillip F. Frink, Jr.*** Mr. & Mrs. Richard Frost* Marcelo & Rachel Garcés* Michael George & Emily Hoober Jad Gorman ’13 Sean & Marsi Gorman* Mrs. Laura B. Gowen Jari Graves-Highsmith

Dennis & Lydia Mascarinas* Julie McCullough Anthony McGrann & Paul Williams*** Bryson Melonson ’91 Becky Melonson*** Jeremy Mikush Mrs. Ilene Moe* Jack & Sally Morbeck** Matt & Erica Neely** Dianne Nicholson* Camille O’Donnell ’92 Perry & Grace Pak

“Why do I support Epiphany School? Because over and over again, I have seen this school completely change the direction of a child’s life. That is what Epiphany School is all about, helping every child become the best they can be.”

—Current faculty member and parent of alumni, supporter of the Annual Fund for 28 consecutive years Jane Talbot ’79 Gaurav Tiwari & Anjana Pandey

EPIPHANY SOCIETY ($500 TO $1,499) Anonymous (4) Ted & Dani Ackerley* Fabian Ahmadi & Crystal Perkins Ahmadi Justin & Kimberly Allen Stephanie Anderson* Teri & Mike Barnett Michel Bastien & Jennifer Christensen Nikki Block* Mr. & Mrs. Steven Block* Amy & Duff Bryant** Jessica & Alan Cantlin Nadine Chan/Witt & Joseph Witt Alex Chen & Kate Kerkering* The Chyz Family** Julia & David Clarke** Nate & Vivian Cluett* Gillian ’85 & Sean Conley John Cramer & Suzanne Poppema Adam & Alison Dreiblatt Jack Egan & Sara Coe ’90 Tonia & Jay Goyal George Haddad & Mary DePaolo Haddad Michael & Alicia Hatch Lily & Drew Hilen Valerie Voss & John Houlihan* Jamie & Jason Hunt Joel & Anne Janda Sheila ’97 & Richard Jensen Eric & Francisca ’76 Johnson Shannon & Lars Johnson* Brent Kehl & Trudi Slater

25 Update Winter 2019

Mr. & Mrs. Ricardo A. Mestres, Jr.* Tony & Laurie Mestres* Ahmed Mokhtar & Julie Williamson* John & Karen Myhre* Elizabeth & Timothy O’Shea David Potts** Paige Prill Zachary & Nikki Putnam* Matthew & Amanda Rosauer* Kermit Rosen, Jr. & Judy Rosen Brendyn & Renée Ryan* Jack & Janice Sabin Mr. Stephen P. Sander*** Timothy & Leah Snyder Rick Spoonemore & Laura Periman** Brenda & Tom Stonecipher* Ben ’83 & Kari Straley** Brad & Lynanne Struss* Jakub Szymanski & Chloe Anderson Eric & Andrea Thoreson* Richard & Joan Timbie Alex Uslontsev & Annya Uslontseva Nikki & Mike Van Nimwegen* Preston Walls Adam & Kirsten Wardell Mr. Walter Weber & Ms. Teri Kopp* Tony & Linda Whatley*** Julia Whatley ’06 Lauren Whatley ’01 David & Mary Williams** Gary & Heidi Windels Marc & Jane Wise* Bryan & Hannah Wygal* Charles ’03 & Linda Wyman Todd ’92 & Cristiany Yates*

Mike & Bunny Baker Bonnie Bangert ’02*** REB ’95 & Kaitlyn Bangert*** Robert Barnes* Alan & Staci Barta** Paige Baublitz-Watkins & Daniel Watkins April Bauer & Tom Loeser Alana Bell ’97 Davis & Stacy Bell** Liesel Benecke David & Joyce Brewster*** Erika Boyd Barbara Buchman*** Ms. Gloria Buren Greg & June Buren* Charlie Burkland David Bush** Jessen Carley* Roger Chalfont Vijay Chermburker & Jenny Wang Janet & David Christensen Mr. Caspar C. Clarke Nick Clements* Vicki Conrad Dawn Crownover & Heather Shaw* James & Barbee Crutcher Jenny & Richard Cummins*** Buffy Curtin Belt & Derek Belt Timothy Danskin* J.D. & Cecile Delafield** Barbara Denis Spoon & Renée Dickey Pat & Sue Drew Bruce & Mary Erickson Ed & Sue Falck Elizabeth Kolb Farr & Christopher Farr**

Jim & Kristi Greenfield** Devyn Grendell Lawrence & Hylton Hard* Russ & Rachel Harmon* Jim & Jane Hawkanson*** Marilyn & Bob Henry*** Lonnie Herring* Judy Hewitt Ben & Pamela Hillard Alison & Mark Holmes Candice Houghton & Akhil Patel* Pamela Jacobson* Jerry & Gail Jarvik Greg Jones & Keith Klein* Jessie & Noah Kaarbo David & Caitlin Kearney Emily ’68 & Michael Kelly Larson R. Keso Carole & Jim ’70 Kitchell Christina Larabee** Leslie & Jay Larkin*** Jeff & Carrie Lawshe Emily Lewis Larry & Laurene Lundberg Christoph Mack & Lisa Friede* Calder & Susan Mackay

Robert Pearlman* Dianne & Alex Polson Rivy Poupko Kletenik Robyn Ramsey Andrew & April Rauch Anne Riederer & Tom Darlow Mr. & Mrs. J. Thurston Roach** Mr. & Mrs. Robin Rosauer Missy Ross Celia Russo*** David & Deborah Rutherford Kristen Sadler Bob & Martha Sander Lindsay & Michael Sanders** Stuart & Linda Scadron-Wattles Andrew Schafer Mark & Kathryn Sharp* Mark Shone Alicia Smith Kay Sneed Annie St. John* Andrew Stamm ’00 Scott Starkoski Peter & Sandy Stern

Special recognition goes to our donors who have participated for 20+ consecutive years in the Annual Fund. Thank you: REB ‘95 & Kaitlyn Bangert, David & Joyce Brewster, Jenny & Richard Cummins, Marilyn & Bob Henry, Mary Kay McCaw, Becky Melonson, and Tony & Linda Whatley.

EPIPHANY SCHOOL 2017-2018 ANNUAL REPORT

Chuck & Jane Stonecipher*** Stephen & Carol Szender* Jeremy Tagliaferre David & Daphne Tang Sara Tebeau Carlye Teel* Leah Thorpe Ms. Rita Thuot Sarah Tomlanovich* Angela Turner* Anne & Robert Van Cleve* Kelley Washington ’84 & Bill Hooe*

Pierce & Elizabeth Webb* Patricia & Tom Weiland Mr. & Mrs. Charles Wellman* Hunter Wessells & Bokgi Choi** Tom ’81 & Kelly White*** Erik & Annika Wicklund Anjali Wig ’90 Lise Wolken*** Karen Ancheta Ybarra* Benjamin & Marion Zaniello* Laura Zoeller*

* 5 - 9 years of consecutive participation in the Annual Fund ** 10 - 14 years of consecutive participation in the Annual Fund *** 15+ years of consecutive participation in the Annual Fund

CORPORATIONS AND FOUNDATIONS Epiphany School gratefully acknowledges organizations that promote and offer their philanthropic support to educational institutions.

OUTRIGHT GIFTS AmazonSmile Foundation American Endowment Foundation Bank of America Charitable Gift Fund Charles and Barbara Wright Foundation Expedia Inc. Fidelity Charitable Gift Fund Frink Family Charitable Fund Goldman Sachs Philanthropy Fund The Grace Jones Richardson Trust The Greater Cincinnati Foundation Hawkanson Family Foundation Hilen Foundation Keith & Mary Kay McCaw Family Foundation Lucky Seven Foundation Northern Trust Charitable Program at the Chicago Community Foundation Microsoft Giving Campaign Moccasin Lake Foundation

Palace Investment Company Pine Street Group LLC Potts Family Foundation Project Socrates, LLC Schwab Charitable Fund The Seattle Foundation T-Mobile Vanguard Charitable Endowment Program Whatley Foundation Wyman Youth Trust

MATCHING GIFTS Avanade bgC3, LLC The Bill and Melinda Gates Foundation The Boeing Company Gift Matching Program Casey Family Programs Delta Dental Expedia Gives Matching Gifts Program Microsoft Matching Gifts Program Russell Investments Starbucks Partner Giving Programs T-Mobile Matching Gifts

Epiphany School Privacy Policy: Epiphany School values its donors and takes their privacy seriously. Information concerning donors or prospective donors is made available to staff, board members, and volunteers on a “need-to-know” basis only. All such information shall be kept strictly confidential unless permission is obtained from donors to release such information or disclosure is required by law. Complete donor privacy policy is available on our website www.epiphanyschool.org. Please direct comments or questions about Epiphany School’s donor privacy policy to development@ epiphanyschool.org or call (206) 720-7667.

SPECIAL AND RESTRICTED GIFTS Thank you to those who strengthen specific programs, endowments, our campus, and funds at Epiphany School. Donors supported technology, financial aid, our library program, and events.

GIFTS TO ENDOWMENT FUNDS

GIFTS MADE IN HONOR OF

We are deeply grateful to those who ensure the financial stability of Epiphany School, both now and for future generations.

Cameron Bernier ’18 Yahn Bernier & Beth McCaw Kelly & Peter McLoughlin Hunter Cramer Nikki Block George O. Edwards Elizabeth Kolb Farr & Christopher Farr Jennifer B. Elkin Rivy Poupko Kletenik Lissie Grinstein ’18 Kelly & Peter McLoughlin Cecilia Snyder Stephanie Anderson Arundhati Tiwari Prafulla Tiwari Gaurav Tiwari & Anjana Pandey

Chap & Eve Alvord, General Endowment Richard & Polly Dodd, Faculty Enrichment Endowment Matt Griffin & Evelyne Rozner, Dorothy Griffin Learning Skills Scholarship Endowment

GIFTS TO FINANCIAL AID Jenny & Richard Cummins, in memory of Richard Dodd Lafe Myers & Hanni Crissey, in memory of Amy Skeel ’73 Kelly & Peter McLoughlin, in honor of Cameron Bernier ’18 & Lissie Grinstein ’18

GIFTS TO THE LIBRARY PROGRAM These donations represent book fair purchases, birthday books in honor of a special someone on his/her special day, and other charitable gifts.

Jessica & Alan Cantlin Riley Cramer Dawn Crownover & Heather Shaw Kris Engskov & Kara Westhusing John & Ann Felton John Fuhrman & Gerrarda O’Beirne Jeff & Carrie Lawshe Anthony McGrann & Paul Williams Michael & Lisa Miller Ryan Sawyer & Jane DePaolo Chirag Shah Jeremy & Lucy Wacksman Gary & Heidi Windels

GIFTS MADE IN MEMORY OF Richard Dodd Jenny & Richard Cummins Amy Skeel ’73 Lafe Myers & Hanni Crissey Peggy & Walter Stamm Andrew Stamm ’00

CLASS OF 2018 GIFTS Amy Aschenbach ’87 Cameron Bernier ’18 Yahn Bernier & Beth McCaw Stone & Vivien Gossard Joe & Jamie Lampitt Mike & Heather McAdam Clay & Anne Nielsen Ned ’84 & Allison Sander Allen & Betsy Webb Special thanks to the entire Class of 2018 for holding the Class of 2018 Gift Bake Sale, and to the Epiphany School community who generously supported it.

The Class of 2018 raised $811.90 from the Bake Sale for their Class Gift!

GIFTS IN KIND Stan & Kristine Baty Charles ’80 and Krista Grinstein Kris Engskov & Kara Westhusing Ben Magnano and Effie Toshav Anthony McGrann & Paul Williams Perry & Grace Pak Ryan Sawyer & Jane DePaolo SMART Technologies & Tracy Zheng & Jian Sun Mat & Kirsten Wiggers Gary & Heidi Windels Karen Zehnder-Wood & Richard Wood

GIFTS SUPPORTING EVENTS John & Ann Felton Zachary & Nikki Putnam

GIFTS SUPPORTING THE FACULTY-BOARD OF TRUSTEES DINNER John & Alicia Alberg Andy & Kim Baker Meredith & Brandon Baty Anna White & Cliff Burrows Belinda & Geoffrey Buscher Dan & Kristy Crouse John & Ann Felton Valerie Voss & John Houlihan Tom & Jessica Hughes Will & Beth Ketcham David & Melanie Kosloff Brian & Diane Langstraat Amy & Jonathan McCullough Clay & Anne Nielsen Mark & Julie Okerstrom Chris Pepin & Ken Miller Eric & Andrea Thoreson Allen & Betsy Webb

“We support Epiphany School because it combines educational innovation with timeless values.”

—Parent of alumni, supporter of the Annual Fund for 13 consecutive years

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ALUMNI Updates a grade school teacher. Her brother Alex Gray ’12, a senior at Garfield High School, is taking classes at Seattle Community College with an eye toward an eventual career in business.

Freya Burrows White ’17 volunteered at Epiphany School last spring.

Freya Burrows White ’17 and Evie Burrows White ’15 both attend Lakeside School and volunteer weekly at Mary’s Place, where they help children who are experiencing homelessness. Freya, a 7th grader, plays sports in and outside of school and is taking voice lessons. Evie, a 9th grader, is passionate about art; her work will appear in the upcoming “20 Under 20 Exhibition,” on view at the Bellevue Art Museum through April 7, 2019.

John Sawyer ’15, photo by Matheus Navarro.

John Sawyer ’15 competed in The World Round-Up, the world’s biggest freestyle skateboarding contest. He finished 6th in the amateur division, the highest-placing American competitor.

Congratulations to Callista Wessells ’12 and Grace Clarke ’12, current high schoolers at Lakeside School, for being named among Washington State’s National Merit semifinalists, a distinction given to students who had the highest scores on the 2017 PSAT taken by 1.6 million juniors this past year.

Lizzy McElroy ’11 is currently studying Economics and Business at Trinity College Dublin. “We moved to Scotland for high school because my dad grew up there and wanted us to experience a UK childhood as well,” she says. “At George Heriots’ School I captained the girls soccer team, chaired our senior school

27 Update Winter 2019

Lizzy McElroy ’11

pupil council, and became a prefect like in Harry Potter.”

Paul Chyz ‘07 (left, on guitar).

Paul Chyz ’07 graduated from USC in May 2018 with an electrical engineering major and a music production minor.

Paul is working as a solutions engineer at Oracle in addition to playing with his band, Last Flight Out. Siblings Oliver Wang ’14 (left), Alex Wang ‘11, and Izzy Wang ’14

Alex Wang ’11 is a freshman at Case Western Reserve University. He earned his International Baccalaureate degree at the end of his junior year at Ingraham High School, with a concentration in Computer Science and History. Oliver Wang ’14 and Izzy Wang ’14 are sophomores at Garfield High School, and both play the viola in the Garfield orchestra. Izzy is a dancer and the treasurer of her class. Oliver just went to the Nationals with the Mount Baker Junior Crew team.

Siblings Renita Gray ’09 and Alex Gray ’12 with Music and Performance Specialist Leslie Larkin.

Renita Gray ’09 is in her third year at Evergreen College and wants to become

Max Goodwin ’07

Max Goodwin ’07 graduated from the University of Michigan in April 2018 and is now an officer in the U.S. Army.

Katya Block ’01 with her sister, Courtney, who competed in the 2018 Special Olympics.

After receiving a Masters in Social Work from NYU, Katya Block ’01 began

working at the nonprofit organization Best Buddies International. “At Best Buddies I support people with intellectual and developmental disabilities in finding employment,” she says. “I couldn’t be happier with my new career path. Epiphany holds such a special place in my heart. I am still in touch with many of my classmates and even some teachers!”

Ross Baker ’69

Thank you to our Epiphany alumni who volunteered at Carnival 2018.

Ross Baker ’69 is Public Policy Director at the Virginia Mason Medical Center and immediate Past Board President of the Seattle Public Library Foundation.

Alumni on campus!

Big thanks as well to: Brody Bryant ’17; Freya Burrows White ’17; Sophia Cheuk ’17; Hunter Cramer ’18; Jayna Fink ’17; Mary Harmon ’16; Mira Hutcheson ’17; Bella LaBoy ’16; Preslie Lampitt ’18; Nora Sawyer ’18; Grayson Schmitz ’17; Margo Van Nimwegen ’17; Izzy Wang ’14; Jaime Williams ’16; Lincoln Wilmore ’17; Naia Woods ’16; and Tyler Wygal ’18.

Photos, top left: Peter McCormick ’15, Memphis Woods ’15, Paris Buren ’15; Top right: Jackson Harr ’17; Middle left: Mia Merkelbach ’17; Middle right: Maisie McAdam ’16, Claire Bell ’16; Bottom: Sydney Lennard ’17, Brody Bryant ’17, Hunter Ackerley ’17, Finn McLemore ’17

Thank you to our wonderful alumni helpers who returned to Epiphany School on September 4th to help serve ice cream to students at the end of the first day of school!

Emmett Arnold ’18 Hannah Bazeley ’17 Edie Branner ’18 Teoman Champagne ’18 Stella Dull ’17 Jackson Hatch ’18 Ryan Kosloff ’18 Charlie Moon ’19

In Seattle for a visit?

Be sure to stop by Epiphany 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 projects, or even leading your very own after-school club.

Reach out to alumni@epiphanyschool.org to learn more.

Stay Connected

Give Back

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.

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.

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Back row, left to right: Nick Heymann, Elizabeth Ruckelshaus, Tessa Malone, Will Barton, Gavriel Staloch, Chase Habu-Chinn, Powell Clark, Alexander Wang, Erika Minoshima, Megan Williams, Helen Buscher. Front row, left to right: Cate Delafield, Nasir Green, Jono Anderson, Leland Adams, Joanna Greenberg, Stella Robertson, Winston Roberts, Cole Hanauer. Not pictured but attended: Katherine Draves.

Welcome Back, Class of 2011

The Class of 2011 reunited for its first Epiphany School reunion on June 3, 2018, at Pigott Library in Madrona Hall. In Epiphany School tradition, the first reunion is held just prior to the class’s high school graduation. Special thanks to alumni parents Nicole Piasecki and Peter Heymann, who graciously hosted a celebration for the parents of the Class of 2011 at their home. Wondering where the Class of 2011 is this year? Join us in wishing them congratulations and the very best in this next, exciting stage of their lives. Here are the colleges and universities they are attending...

C LASS OF 201 1

UP P E R SC HO O L

CU R R EN T LY AT

Leland J. Adams

Garfield High School

University of Washington, Tacoma

Jono Anderson

The Northwest School

Seattle University

Will Barton

Lakeside School

Claremont McKenna College

Helen Buscher

University Prep

Franklin & Marshall College

Powell Clark

The Bush School

Santa Clara University

Catherine Delafield

Lakeside School

Vanderbilt University

Katherine Draves

The Center School

Reed College

Joanna Greenberg

University Prep

University of Miami

Chase Habu-Chinn

The Bush School

University of Washington, School of Engineering

Cole Hanauer

Seattle Academy

Chapman University

Nick Heymann

Seattle Academy

Gap year, Yale University fall 2019

Sydney Janssen

Seattle Academy

Colorado College

Jeannine Jones

Cactus Shadows High School

Arizona State University

Tessa Malone

Seattle Academy

University of Southern California

Elizabeth McElroy

George Heriots' School, Edinburgh SCOTLAND

Trinity College Dublin

Erika Minoshima

West High School, Salt Lake City, UT

Syracuse University

Winston Roberts

Seattle Academy

NYU-Shanghai

Stella Robertson

Garfield High School

Brown University

Elizabeth Ruckelshaus

Lakeside School

Colorado College

Gavriel Staloch

Seattle Academy

Washington State University

Alexander Wang

Ingraham High School, IBX Program

Case Western Reserve University

Megan Williams

Northwest School

Chapman University

Mimi Wiltamuth

Northwest School

Smith College

29 Update Winter 2019

Connections Across the Generations Mark Your Calendars for the 2018-19 Performances 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

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!

May 10: Grandparents & 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. Last year’s event drew over 260 attendees from across the globe. Save the date—this is an event worth traveling for!

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Permit No. 84 Seattle, WA

Epiphany School 3611 East Denny Way Seattle, WA 98122 206-323-9011 office@epiphanyschool.org epiphanyschool.org A D D R E S S S E RV I C E R E Q U E S T E D

2019 IMPORTANT DATES 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! JULY 8-12: Extended Day Summer Camp Week 1 JULY 15-19: Extended Day Summer Camp Week 2 JULY 22-26: Extended Day Summer Camp Week 3 JULY 29-AUGUST 2: Extended Day Summer Camp Week 4 AUG 5-9: Extended Day Summer Camp Week 5 AUG 12-16: Extended Day Summer Camp Week 6

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