Social-Emotional Learning: What’s New Preparing for Middle School 2017-18 Annual Report
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
EDITOR
Jaime Gillin
CONTRIBUTORS
Andy Baker
Anne Balicki
Paige Baublitz-Watkins
Jenn Elkin
Greg Jones
Elizabeth O’Shea
Rabail Sajjad
Andrew Schafer
Alexa Sparks
Sara Tebeau
PHOTOGRAPHY
Libby Lewis Photography
DESIGN
Beans n’ Rice
PRINTING
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.
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.
Inspiring every child to discover meaning and purpose in a life of learning
Epiphany School challenges and supports all students to become confident, curious, and courageous learners through innovative teaching in a caring and inclusive environment.
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.
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
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
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).
Today kindergarteners are decorating diyas (clay
to
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
Don’t miss a thing!
instagram.com/epiphany_school
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. twitter.com/epiphanyschool
facebook.com/epiphanyseattle
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. 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.
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’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.
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?
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
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!
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.
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?
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.
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.
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.
Email auction@epiphanyschool.org or speak with a chair to get involved.
• Volunteer!
• Procure or donate items!
• Participate in buy-ins!
• Raise the Paddle for financial aid!
• And most important: ATTEND Auction 2019! Tickets go on sale at the end of January.
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
Inclusion: Danielle Green & Paige Pratter
Grade Level Art: Heidi Wadsworth
Raffles: Ann Felton
Wine: Justin Arnold
Dessert Dash: Jen Falck & Sephi Coyle
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.
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
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.
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.”
—Paige Baublitz-Watkins, Upper Elementary Division Head
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.
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
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.
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
9:30 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.
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.
“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
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible Decision-Making
11:00 AM
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.
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.
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
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.
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.
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
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.
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
2:00 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.
families can adopt Responsive Classroom practices into their own homes, if they wish?
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.
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.
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.
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.
2:50 PM
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.
3:30 PM
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.
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!
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
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.
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.
Parent 5: What’s the best way to get a feel for school culture?
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.
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.
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
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:
• Fifth Grade Fall Coffee with Outplacement Plan review
• 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
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.
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.
Preschoolers enjoy lessons rich with storytelling and movement, co-taught by Librarian Jen Wilkinson and Music and Performance Specialist Leslie Larkin.
“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.
See Epiphany’s specialist teachers in action in our new video! Epiphanyschool.org/specialistvideo
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!
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.
General Learning Skills
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
Stan & Kristine Baty
Greg Buren, DJ “Funk Daddy” el camión
Charles ’80 & Krista Grinstein
Will & Beth Ketcham
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
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
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
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
Thank you to our volunteer leadership team!
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
ALUMNI CHAIRS
Teryn Allen Bench ’98
Jennie Carter ’79
FACULTY & STAFF 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
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.
Epiphany School deeply appreciates our community’s generous support. To each and every one of you, thank you!
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**
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
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
EPIPHANY ADVOCATES ($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*
* 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
Amy & Jonathan McCullough
Robert Meier*
Simon Moore & Jamie Morris
Ronald Koo & Lisa Olmos de Koo
Jayne Coe
Ted & Pat Collins**
Peter & Yeon Cramer
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
($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
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.
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
Epiphany School gratefully acknowledges organizations that promote and offer their philanthropic support to educational institutions.
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.
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.
We are deeply grateful to those who ensure the financial stability of Epiphany School, both now and for future generations.
Chap & Eve Alvord, General Endowment
Richard & Polly Dodd, Faculty Enrichment Endowment
Matt Griffin & Evelyne Rozner, Dorothy Griffin Learning
Skills Scholarship Endowment
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 HONOR OF
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
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
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 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
pupil council, and became a prefect like in Harry Potter.”
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.
Renita Gray ’09 is in her third year at Evergreen College and wants to become
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.
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.
Max Goodwin ’07 graduated from the University of Michigan in April 2018 and is now an officer in the U.S. Army.
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
Ross Baker ’69 is Public Policy Director at the Virginia Mason Medical Center and immediate Past Board President of the Seattle Public Library Foundation.
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
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.
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.
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. Give Back
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.
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...
Leland J. Adams
Jono Anderson
Will Barton
Helen Buscher
Powell Clark
Catherine Delafield
Katherine Draves
Garfield High School
The Northwest School
Lakeside School
University Prep
The Bush School
Lakeside School
The Center School
Joanna Greenberg University Prep
Chase Habu-Chinn
Cole Hanauer
Nick Heymann
Sydney Janssen
Jeannine Jones
Tessa Malone
Elizabeth McElroy
Erika Minoshima
Winston Roberts
Stella Robertson
The Bush School
Seattle Academy
Seattle Academy
Seattle Academy
Cactus Shadows High School
Seattle Academy
George Heriots' School, Edinburgh SCOTLAND
West High School, Salt Lake City, UT
Seattle Academy
Garfield High School
Elizabeth Ruckelshaus Lakeside School
Gavriel Staloch
Alexander Wang
Megan Williams
Mimi Wiltamuth
Seattle Academy
Ingraham High School, IBX Program
Northwest School
Northwest School
University of Washington, Tacoma
Seattle University
Claremont McKenna College
Franklin & Marshall College
Santa Clara University
Vanderbilt University
Reed College
University of Miami
University of Washington, School of Engineering
Chapman University
Gap year, Yale University fall 2019
Colorado College
Arizona State University
University of Southern California
Trinity College Dublin
Syracuse University
NYU-Shanghai
Brown University
Colorado College
Washington State University
Case Western Reserve University
Chapman University
Smith College
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!
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
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!
Epiphany School
3611 East Denny Way
Seattle, WA 98122
206-323-9011 office@epiphanyschool.org epiphanyschool.org
ADDRESS SERVICE REQUESTED
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
WATCHTHISSPACE EpiphanySchoolisdeveloping anewstrategicplan.Learnmore inournextissueofUPDATE!
