Connect--Montessori: Sparking Curiosity, Kindling Passions, and Igniting Life-Long Learning

Fall 2020 | Vol. 5 | No. 1

Connect A Magazine for the Eton School Community

Lighting the Fire “Education is not the filling of a pail, but the lighting of a fire.” This quote—attributed to William Butler Yeats—is often circulated among those in the education profession. It’s frequent use, however, does not diminish its profundity. The sentiment of this quote provides a highlighted contrast between two distinct approaches to education. The traditional methodology of education involves ensuring students receive instruction in specific concepts and content designed to give them a common base set of skills and knowledge that are traditionally viewed as “necessary.” Most students of my generation were subjected to this model of education. The modern, or progressive, notion of education emphasizes the importance of students engaging in learning and developing a passion for understanding. This “lighting of a fire” is precisely what leads to lifelong learners who develop an unquenchable thirst for knowledge and understanding.

An alternate way to think about these two models is the difference between teaching and learning.

Teaching is something done to students, while learning is something students do themselves. My favorite way to think of education, as I believe it should be structured, is to consider the teacher as a Master Learner and the student as an Apprentice Learner. Teachers should be lifelong learners who constantly develop and refine their ability to learn. Students begin as very young novice learners and gradually advance and hone their learning skills. It is the responsibility of the teacher to guide, support, and mentor the student along the journey through education and help the student prepare themselves for the future. As the Eton Mission states, “In educating the whole child, Eton School inspires creative, confident thinkers who have an enduring passion for learning and are poised to contribute to the world.”

One aspect of Eton that jumped out the first time I was on campus was the engagement of the students. In every classroom, I saw students connected with learning in meaningful ways. They were enthusiastic and eager to learn. I still see this every day. Students jump out of the car, excited for what the day might bring. In this issue of Connect, you will see examples of how Eton School teachers impart a passion for learning and “light the fire.” I think you’ll agree that this is what education should be like.

Russell Smith, Head of School

Connect A Magazine for the Eton School Community

Montessori: Sparking Curiosity, Kindling Passions, and Igniting Life-Long Learning Educating the Whole Child: Current Educational Research Catches Up to Dr. Maria Montessori

by Kris Meyer Gaskins............................................................................................................................. 4

What in the World is Cosmic Education? ................................................................................... 7 A Teacher Perspective: Why Montessori Works.................................................................... 8 Eight Principles of Montessori Education..................................................................................... 9 Help Me do it Alone

by Kris Meyer Gaskins.......................................................................................................................... 10

Practical Life for Grades Four Through Eight?...................................................................... 12 How Do I Fit In? Social Development of the Adolescent

by Laura Moore....................................................................................................................................... 14

Thank You to Our Wonderful Eton Community!

by Monica Maling.....................................................................................................................................17

Annual Report: 2020 Fiscal Year Financial Update

by Jason Mallon....................................................................................................................................... 20

Creating Connections for Families

by Meredith Atkins................................................................................................................................ 22

Get to Know Your EPC Executive Committee and Grade Level Representatives.................................................................................................. 23 A Little Bit About Me and My Work

by Sara Kessack....................................................................................................................................... 26

Welcome Faculty and Staff................................................................................................................ 27 Alumni Update: Congratulations to the Class of 2020 High School Graduates!........................................................................................ 28 Connect Authors and Contributors............................................................................................. 30 Follow Us and Stay Up to Date with All Things Eton!...................................................... 31

Fall 2020 Volume 5 | No. 1 Š 2020 Eton School www.etonschool.org 2701 Bellevue‑Redmond Road Bellevue, WA 98008 Phone: 425.881.4230

Educating the Whole Child: Current Educational Research Catches Up to Dr. Maria Montessori

by Kris Meyer Gaskins Assistant Head of School

4 | Eton School

Fall 2020

When Maria Montessori was a child, she was fortunate enough to have parents who valued education when many children were working by the age of six to help support the family. Maria loved to learn but disliked school because it was based on memorizing facts and reciting back information. Teachers told students what to learn, how to learn, and how much time they could spend learning. This behaviorist approach of educating students came out of the industrial revolution.

Maria's love of learning, fed largely through her parents, focused on the sciences and enabled her to go to medical school. After becoming the first woman in Italy to graduate from the University of Rome in 1896 in medicine, she focused her studies on educational philosophy and anthropology. Having also been fascinated by psychiatry, she volunteered at Rome's asylums for the insane. She became intrigued by the then termed "feebleminded" children who could not function in school or at home. Dr. Montessori observed these children and created materials and tools for them to use based on her observations. After a period of time, the children were functioning at a much higher level and could do many things for themselves. At some point, they tested the children, and the results shocked the medical and educational communities. Her success with the children made her wonder what it would be like to work with developmentally sound children.

Around this time, Dr. Montessori was asked to set up a school for the "wild" or unsupervised children of San Lorenzo, Rome. This school, Casa Dei Bambini, which opened on January 6, 1907, was a dream come true for Maria Montessori. First, she turned a dirty dark room into a clean and freshly painted environment. She brought in child-sized furniture as well as many materials she had created for her "feebleminded" students. Being educated in the sciences was critical to her understanding of children and how they learn. She was trained to step back, observe, record, and then critically analyze the data. Based on her analysis, she created more materials, following the interests of the students.

Dr. Montessori observed how the students loved doing things for themselves. She also observed how differently students would approach the same activity. Movement became an integrated part of the classroom. Practical household chores helped the younger students develop the order and concentration needed to complete more complicated tasks later.

She understood that students learned by doing, and they wanted to work to construct their own knowledge. She noted another critical element in the classroom was multi-age grouping where older Vol. 5 | No. 1

“Again, there is a lot written about how, in theory, a school could address the whole child. Practical application is what Dr. Montessori did very well. She took her ideas and tried them out in the classroom.�

children helped or inspired younger children. Peer collaboration and a sense of community created a place of belonging for the students. She observed children taking care of their environment, helping others all while discovering their self-worth. Each child felt needed. Dr. Montessori recognized the importance of addressing the needs of the "whole child" as an individual in the classroom setting.

In the 1920s, different educational theories started to emerge. Still, it wasn't until the midtwentieth century that Jerome Bruner, A Doctor of Psychology who graduated from Harvard University in 1947, formally theorized the concept that students construct their own knowledge. He is known as the Father of Constructivism, even though Dr. Montessori had created and taught in constructivist classrooms for over forty years.

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Howard Gardner, an educational theorist, worked closely under Brunner and expanded Brunner’s ideas.

Gardner’s basic premise is that people perceive and understand their world in different ways. He believed that people have what he calls "intelligences," which helps them process incoming information. Furthermore, his research and findings indicated that a person may learn effectively through one or two of the intelligences. However, an individual exposed to all of the intelligences can develop new ways of perceiving the world. Forty years before Gardner was born, Dr. Montessori had already recognized that students learn in different ways and created activities to encourage growth and learning using multiple formats.

In 2005, Educational Leadership (Vol.63 No. 1) devoted the entire issue to the education of the whole child. The articles within addressed multi‑age groupings, multiple years with the same teacher, the importance of movement in education, creating a suitable (prepared) environment, collaborative and

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peer learning opportunities, parent involvement, learning differences, and more. These articles suggested ways schools could implement some of these ideas.

Again, there is a lot written about how, in theory, a school could address the whole child. Practical application is what Dr. Montessori did very well. She took her ideas and tried them out in the classroom.

Current research continues to echo what Dr. Maria Montessori put into practice over 100 years ago.

Educational theorists now state that it is vital to change our education system because what we have in place is not working. Too many classrooms continue to follow the behaviorist approach in educating children. Teaching and learning are meaningful when peers can collaborate, when learning differences are honored, when students can spend more than one year with a teacher, when they are part of a multi-age cohort, when movement is a natural part of the environment, and when the curriculum is integrated - in other words, Montessori's holistic approach to educating the whole child. ❧

Fall 2020

What in the World is Cosmic Education?

Around the age of six, children enter a new phase of development marked by changes in their bodies and in their minds. One of the most amazing developments is the ability of the child to imagine things which have happened in the past or in other parts of the world. Dr. Montessori observed this and called it, “a flaming ball of imagination,” and she realized that only the most profound curriculum would serve the child in this phase.

During her years in India in the 1940s, she developed her plan for Cosmic Education. As Harvey Hallenberg, a renowned Montessori educator says, “Simply put, it means we give the child all time and all space.”

The child entering first grade learns about the explanations for creation of various cultures through time and then learns about the scientific theory of The Big Bang. The chemical elements, which make up the universe, their origin in supernovas, astronomy, the development of the earth, and the advent of humans with our inventions of language and mathematics create the core of the Cosmic Curriculum. Woven into the Cosmic Curriculum are studies in geography, biology, physics and chemistry, as well as reading, writing, and reading comprehension in Language Arts. A hefty portion of developmentally appropriate and Vol. 5 | No. 1

challenging mathematics is another key element that completes this integrated curriculum.

Montessori said that our aim is not to force a child to memorize facts, but to “enthuse him to his innermost core.” That enthusiasm, kindled by the Cosmic Curriculum in the Lower Elementary program, lights unquenchable fires of imagination, enthusiasm for learning, and understanding of the connection of all things. It also ignites the child’s sense of gratitude for what came before, a search for the child's own place in the span of history, and the way in which each child's own contributions will be made.

This is Cosmic Education--an education focused on the future through a deep connection to the past and present, one which is uniquely suited to the amazing spirit residing in each child. ❧ Connect | 7

A Teacher Perspective: Why Montessori Works You may have asked yourself, what is this educational philosophy known as Montessori and how is it unique and holistic? How do the Upper Elementary and Middle School programs embrace aspects of the Montessori philosophy of educating students?

First, unlike a lot of other educational programs that cover specific subjects in isolation, the Pre-elementary and Lower Elementary Montessori teachers are trained to connect and integrate all subject areas including geography, botany, zoology, astronomy, physical science, cultural studies, history, language and math. The teachers of the older students collaborate and also integrate learning across the subjects. Through this approach, the student views the world as a macrocosm consisting of many different microcosms. Every class teaches critical thinking, composition, and research allowing students to take what they are learning and organize it, make sense of it, communicate it, and live by it.

Secondly, through Montessori tenets, all Eton teachers strive to foster a love of life-long learning, the sense of self-dignity, and personal independence. Teachers have a deep respect for the students as unique individuals as well as a responsibility for teaching the rubrics for academic success along with a commitment to the development of the students’ social and emotional selves.

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Thirdly, an Eton classroom is one where students, teachers, staff, and parents/guardians all play a vital, integrated role. It is a diverse community with a spectrum of cultures, personalities, backgrounds, and learning styles. It reflects, honors, and promotes mutual respect for differing perspectives. The expectation is that every student grows holistically at every level. The students learn in an organic and multiple intelligence-based environment. Through hands-on experiences where the students ‘own’ their work as well as having the responsibility and challenges that come with the work, students grow and thrive. They are actively involved in their studies, rather than waiting to be told what to do, know, and learn.

Finally, students who graduate have developed a self‑discipline and internal sense of purpose and motivation. These values serve them well throughout the remainder of their educational journey and beyond. ❧ Fall 2020

Eight Principles of Montessori Education When Maria Montessori devised her education method, it resulted from careful and thoughtful observations of how children naturally learn. Her method reflects the belief that children are motivated doers, who learn through independent action on the environment.

According to Angeline Stoll Lillard, author of Montessori: The Science Behind the Genius, there are eight principles derived from these beliefs deeply ingrained in the education system offered in Montessori environments.

Here are the eight principles of Montessori Education, as summarized by Lillard: 1. Movement and cognition are closely entwined, and movement enhances thinking and learning.

2. Learning and well-being are improved when people have a sense of control over their lives.

3. People learn better when they are interested in what they are learning.

4. Tying extrinsic rewards to an activity, like money for reading or high grades for tests, negatively impacts motivation to engage in that activity when the reward is withdrawn.

5. Collaborative arrangements can be very conducive to learning.

6. Learning situated in meaningful contexts is often deeper and richer than learning in abstract contexts.

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7. Particular forms of adult interaction are associated with more optimal child outcomes.

8. Order in the environment is beneficial to children.

These principles form the foundation of the Montessori programs at Eton School. These programs are characterized by: • • • •

Multi-aged classrooms Use of hands-on, manipulative materials Independent work times Individual small group instruction in academic and social skills

The effectiveness of this method is supported more and more by research on human learning. As a result, many of its elements are being considered as options for school reform. Recent studies are showing that Montessori education provides a superior alternative to traditional school. It is gratifying and exciting for Eton School to be a program that reflects the wisdom that Maria Montessori offered over a century ago. ❧ Connect | 9

Help Me do it Alone

by Kris Meyer Gaskins Assistant Head of School

10 | Eton School

Fall 2020

"When a child is given a little leeway, he will at once shout, 'I want to do it!' But in our schools, which have an environment adapted to children’s needs, they say, 'Help me to do it alone.'" ~Maria Montessori, The Secret of Childhood “Help me do it alone.” This short sentence really encapsulates the essence of Eton School’s Mission and Core Values. Although this is from a quote by Dr. Maria Montessori referring to the pre-elementary age group, it is a true statement for every teacher at Eton School. From our youngest to oldest student, teachers are the guides who empower individuals to be independent and responsible, and this is where crossover can happen between school and home.

In our classrooms, students are offered opportunities to gain independence and responsibility in a variety of ways. Our Pre-elementary and Lower Elementary Montessori programs offer carefully prepared environments giving students the chance to choose meaningful work, not only making learning and social choices, but they also work to care for the various school environments growing in the knowledge that they are important contributors to their classroom community.

Built into our more traditional Upper Elementary and Middle School programs are the same opportunities.

So, how does this translate to the home environment?

For the younger children, set up your home to be child friendly and accessible. Put limited toys and belongings at their level for easy access and pickup. Use step stools at sinks so they can wash their hands, brush their teeth, wash dishes, or just play with water. Set up their bedrooms and closets so they can choose their own clothes, make their beds, and tidy their rooms. Whenever possible, let them

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make decisions by giving them a couple of acceptable choices. However, let them also know that sometimes they cannot make a choice, such as whether or not to sit in their car seat or wear light summer clothing on a snowy day if they are going outside.

This is true for older children, as well. When an older child is pushing boundaries, a few choices still gives them independence in decision making.

Laying out expectations at a family meeting and then letting an older child determine when, where or how they are going to accomplish a task, or a series of tasks, not only builds independence but helps with learning time management skills.

Give your child opportunities to develop responsibility.

Help them feel like they are contributing members of the family. Arrange things so they can set the table, sort the laundry, and use a carpet sweeper or vacuum. Although it's usually quicker to do household tasks yourself, allow time for them to develop these skills. Older children can care for the pets, help with cooking, make grocery lists, or do a home do-ityourself project. The real world of cleanup, cooking, shopping, laundry, and home care provide rich opportunities for learning about numbers, sorting by categories, measuring, and other cognitive concepts.

Indirectly, home chores also help to build a sense of order, concentration, working to completion, time management, and refining motor control which are important life skills in building success in learning. ❧

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Practical Life for Grades Four Through Eight?

12 | Eton School

Fall 2020

Practical life for students in grades four through eight? Aren't these skills part of early Montessori education? Didn't they learn these skills in P3 through grade 3?

The answer to these questions is, "Most definitely!"

The Montessori Pre-elementary and Lower Elementary teachers follow the child through a developmentally designed program that focuses on the whole child.

An essential part of the curriculum are practical life skills—specific activities designed to prepare students for independence. For students in Grades 4 through 8, these life skills may not be as concrete as pouring, spooning, and measuring, but they are certainly just as necessary. Like their colleagues in Pre-elementary and Lower Elementary, Upper Elementary and Middle School teachers continue to attend to their students' developmental needs that lead to independence. As written in Eton School’s Core Values, these needs are met intellectually, emotionally, socially, physically, and spiritually.

The vital concept of independence so clearly valued by Maria Montessori is supported by research from the Carnegie Council on Adolescent Development. As stated by David A. Hamburg, President of Carnegie Corporation, “It is essential to help young adolescents acquire enduring self-esteem, inquiring habits of mind, reliable human relationships, a sense of belonging in a valued group, and a feeling of usefulness.” It is important to note that this needs to be accomplished during a time of intense, rapid growth and change that is only rivaled by the years from birth to three.

This critical period that links childhood to adulthood requires a transitional educational program that links the elementary years to high school and beyond.

The young adolescent needs: • positive role models • information from trusting adults • help to understand the changes taking place in their bodies • practice with communications skills • instruction and support in problem-solving and decision making • help with peer relationship • emphasis on high-level thinking Educational research and literature stress the importance of establishing schools that are developmentally appropriate and staffed by caring, trusting teachers.

The most effective schools provide physical safety, emotional security, and a comfortable environment that fosters a sense of mutual support. Like our Upper Elementary and Middle School, they are small communities whose teachers work together as a team.

Our Upper Elementary and Middle School teachers are proud to continue the work started by the Montessori teachers in Pre-elementary and Lower Elementary. At each level, the developmental needs of the students drive the curriculum and learning. The classroom might look different, but the mission and core values are the same. Practical life in grades four through eight? Absolutely! ❧

Our Upper Elementary and Middle School are committed to being such a learning community. High academic standards are the norm in all of the classes.

Still, as noted by Halimah P. Butte, "Educators know intuitively that to truly engage a student's mind, we must be willing to draw close to a student's heart." This statement is evident in our small learning communities of adults and students, where mutual respect is an essential factor. Our teachers support, encourage, and guide the students through exciting but challenging years of adolescence where practical life skills shift to emphasize social and emotional independence.

As they help students acquire the considerable skills needed for today's complex and ever-changing society, these educators understand the importance of listening, being patient, having a sense of humor, and showing enthusiasm throughout the school day.

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How Do I Fit In? Social Development of the Adolescent

by Laura Moore Middle School Teacher (Grades 6-8)

14 | Eton School

Fall 2020

The adolescent period of life can be unpredictable and sometimes turbulent. Adolescents often seem to have one foot in childhood and the other in adulthood, while their actions ebb and flow between the two periods. Adolescents are sometimes characterized as moody, lazy or self-absorbed, sleepy, and perpetually hungry. They fluctuate between needing time alone and being inseparable from peers, between needing approval and making a statement of their uniqueness. There are physiological explanations for these tendencies. By recognizing adolescents' needs and understanding their focus, adults can support them through this period and develop stronger relationships with them in the process.

Dr. Maria Montessori classified and described sensitive periods of human development in her model, "Four Planes of Development." The four planes describe sensitive periods of emotional growth and are the cornerstone of the Montessori philosophy.

Children in the second plane (6-12 years of age) are characterized as asking "Why?" while youth in the third plane (12-18 years of age) tend to ask, "How do I fit in?" Dr. Montessori recognized that youth in the third phase are drawn to causes of high ideals. "...the chief symptom of adolescence is a state of expectation, a tendency towards creative work, and a need for the strengthening of self-confidence‌. For success in life depends in every case on self-confidence and the knowledge of one's capacity and many-sided powers of adaptation." It is satisfying to know that Dr. Montessori's model is supported by current brain research. Judy Willis M.D., a neurologist and educator, states in her book, Research-Based Strategies to Ignite Student Learning, "An important way to help teens through this period of flux is to provide them with a sense of community and to help them build their stores of self-confidence."

Adolescents can seem moody, lazy, or self-absorbed, but there are explanations for these tendencies. Both bodies and brains are undergoing growth spurts.

Hormonal changes occur. Adolescents need alone time to dream, plan, and think about the future.

Because they are transitioning from thinking in the concrete to the abstract, they need time to process and integrate ideas. They begin to view multiple solutions to issues and realize that some situations have no correct answers. They typically become less frustrated when they don't see a clear choice.

On the other hand, decision-making can be excruciating because they see so many possible choices at hand. Adolescents often repetitively think about events from their day and plan steps for the next day.

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In our Middle School, we recognize that our older students will challenge us, and they should!

This is part of healthy development. But they also learn best when treated with kindness, honor, and respect. They thrive when offered choices within a structured foundation.

With these dramatic physical and emotional changes taking place, they need some downtime. They also typically benefit from at least nine hours of sleep each day. Even when they may seem lazy, this extra quiet time allows for critical developmental steps to progress.

Youth in the third plane of development want to express themselves creatively. They do not always present constructive solutions, but it is vital for healthy self-esteem that their ideas be heard and considered—and incorporated into a final plan.

Teens can thrive when given choices, whether in class concerning assignments or at home concerning bedtime hours, choices of friends, use of the computer, or how to spend their money. Because adolescents are developing independence, they need opportunities to develop their voice. They may practice, or even test boundaries, with different hair and clothing styles, opinions, and even friends. They need the freedom to experiment but still seek unconditional approval— Connect | 15

always understand why they cannot do what they see their friends doing. They tolerate little room for error. These youth want to be responsible, even when they have difficulty meeting the challenges of a project. They believe that they can make a difference with their actions, even though they can have difficulty participating in longer-term projects without support. Once again, adult role models can help teens be and feel successful with a reward of helping self-confidence and self-esteem.

adults who can listen with neutrality play a critical role during this developmental phase. Role models can include parents, teachers, family friends, or even older, responsible youth. Because teens can obsess about peer relationships and seemingly simple events from the day, they need adults who can listen and be supporting in ways that help them feel independent while they strive to respond to situations responsibly.

Dr. Montessori characterized the youth in the third plane of development as understanding justice and fairness. They are quick to remind adults of inconsistencies in their words or actions, seeing them as hypocritical. While adolescents develop the ability to think abstractly, the concept of fairness is prevalent. Teens are curious by nature and do not

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Adolescence is a tricky developmental period that lasts for six or more years. Younger teens benefit by having a close connection to adults while learning how they fit into a larger world. In our Middle School, we recognize that our older students will challenge us, and they should! This is part of healthy development.

But they also learn best when treated with kindness, honor, and respect. They thrive when offered choices within a structured foundation. Our older students help plan both their field trips and supervised off-campus lunches. They are given opportunities to plan parties for themselves and younger students, and they develop projects in the classroom and outside in the school's Habitat. We ensure that their voices are heard. We interact with these students in ways that encourage them to learn how they are unique, how they learn, whether or not they should say what is on their mind, and why they are important. We believe that a team effort between parents and ourselves is critical in this process. We know that with a greater understanding of themselves, adolescents develop confidence, learn how to get what they need in high school and college, and can deal with whatever options open before them in adulthood. â?§

Fall 2020

Thank You to Our Wonderful Eton Community!

by Monica Maling Director of Development While our lives have changed during the most challenging times we have ever encountered, the Eton community remains steadfast. Last spring, teachers worked feverishly to create and deliver a remote learning program that would continue to engage Eton students. We purchased new technology, provided laptops to students who needed them, and gathered resources that went out to families.

Parents supported their children and provided great feedback to teachers that helped shape a more effective online program. We all pulled together to create a continuation of meaningful learning for our students.

Before our world changed so dramatically in March, we had an incredibly successful Annual Fund campaign, which is another reflection of our amazing community coming together. The Eton Parent Council (EPC) Executive Committee announced a $10,000 week-long matching challenge in November. They helped bring in over $10,000 in donations that week as Eton's parents and grandparents made gifts to the Annual Fund. Our goal was to reach 75% family participation, increasing it from the 71% participation we achieved the prior year.

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In January, the EPC Executive Committee brainstormed another idea to help achieve 75% participation. We reached the goal at the end of January, and then the EPC Executive Committee members hosted a February 14 evening event at school. Parents got to have an evening out after dropping their children off at school that night. The children had a blast while they watched movies, ate popcorn, and played games under the Executive Committee members' supervision.

I am so grateful to be a part of the Eton community and love the work that I get to do with all of you.

I want to thank everyone who volunteered their time and energy in classrooms, as members of the EPC executive committee, at school events, and however else you may have helped! The Cultural Fair in September and November’s Family Game Night last year would not be possible without the hard work of parents. Thank you, also, for your generosity in contributing to the Annual Fund.

Thank you for making Eton School a truly special place where students love to learn, teachers love to teach, and a school of which we can all be proud. â?§

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Thank You 2019–2020 Fiscal Year Annual Fund Donors Anonymous (16) Vipul Aggarwal and Mila Mihova Mahadev Alladi and Vandana Gummuluru Arvind Arasu and Janani Arvind Vikrant Arora and Shweta Gupta Zafeiria Athanasiou and Konstantinos Boulis Steve and Tonja Bailey Prakash Balasubramanian and Lakxmi Gurumurthy Poonam Bathla and Rohit Raina Ferdane Bekmezci and Baris Saydag The Bernhard Family Lenox and Trudy Brassell Annie and Jason Brashill Ilya Bukshteyn and Meredith Atkins Suzana Canuto and Mario Guimaraes Arindam Chakraborty and Saheli Datta Laurren Chase Felix Cheung and Vanessa Pat JC Chin and Lixia Liu Anya and Muntaquim Chowdhury Alessandro Contenti and Lin Han Mark and Kit Craig You Dan and Jiaping Wang Yu Deng and Junqing Shang Kannan Dhanasekeran and Subathra Selvaraj Sunny and Sonia Dhillon Dhruma and Ankur Andrea Doan and Michael Nguyen Ruhiyyih and Prashant Dongale Kiran Dowluru and Padma Aradhyula Alina Duan Eastside Reading and Language Therapy Alex and Franziska Eckerlin Ibrahim Eden and Ece Kamar Jiamian Feng and Jia Li Zhengzhu Feng and Yu Zeng David Fick and Ching-Mang Chang Jessie Fu and James Zang Erwin Gao and Coral Zhu Le Gao and Yinying Chen Jim Garris Nivedita and Shoubhik Ghosh Stephanie and Todd Glass Vijay Kumar Godishala and Mounika Kumari Balasani Boris and Mitchelle Gonsalves Ashit Gosalia and Dharini Iyengar Lorien Gremore and Christopher Kohnert Miguel Guerrero and Violeta Arroyo Honghui Guo and Jie Li Vikas Gupta and Ruchika Aggarwal

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James Gyarmathy Christine Han and Lifeng Hu Benjamin Hansen and Sara Standish Tom Hansen and Kiruthika Selvamani Laura Harris and Charles Potter Richard and Anica Harris Philip and Becky Heckinger Eric and Noah Heutchy Saira and Aaron Holm Bruce and Bridget Horne Lingxia Hu and Puhai Zheng Carol and Justin Hutchinson Alek and Kati Icev Gordon Jiang and Cheryl Wang Dell and Thomas Johansson Varun Kakkar and Harpeet Kaur Kapur Hamza Kalache Kantardjian Family Aaron Keeney and Tiffany Sparks-Keeney Stefan and Rebecca Kinnestrand Jeff Kizner and Allison Hastings Aaron Konvisser and Hailing Huang Madhu Krishnan and Raja Krishnaswamy Sharanya Krishnan and Praveenkumar Elango Subha Krishnan and Aravind Narasimhan Vivek Kurisunkal and Shefali Thomas Shriram Lakshmi and Hemalatha Sridharan Nadia and Kirill Levanidov Xiaoning Li and Vivian An Bing Li and HaiLing Zhou Hao Li and Jiandan Zheng Wujun Li and Lei Zhang Jianming Liu and Hui Geng Yin Liu Ian and Poppy Louthan MK, BTO, BO Dan Ma and Wei Li David Marlow and Jinhui Zhong Anagha and Abhay Mhatre Jason and Jamie Mallon Nok Mohprasit and Joaquin Bolbrugge Julian Morelli and Denise Harvey Jia Na and Atillio Mainetti Cory and Jeremy Newton-Smith Jeremy Ng and Shirlene Lim Ngoc Nguyen and Errol Tazbaz Gor and Anzhela Nishanov Joseph and Michelle O'Malley Daniel Owen and Jessica Canchola Ashwini Pai and Ananth Sundararaj Jonathan Pan and Katy Chen

Parent Audrey Park and Brian Hondowicz Todd and Erin Parsons Aruna and Rahul Patil Hannah and Joel Pelley Amitha and Yinglin Perera Pedro Perez and Katie Stone Perez Maja Persson Pascal Pinck and Erica Pinck-Flesher Gaurav Poothia and Varsha Khanna Hari Prasad and Shubha Nambiar Michael Pressman and Lina Li Nizar Qamar and Sehrish Nabi Thomas Qu and Cheng Wang Sushant Rewaskar and Uttara Korad Sanjay Ramaswamy and Shuanjuan Feng Raja Ravipati and Kalpana Atluru Khurram and Nikki Rehman Isha and Rohan Family Ted Roberts The Roppo Family Ferdous Rubaiyat and Farah Farzana Michelle Sadeh Hanae Sambe and Bhaskar Dutt Robyn Sambo and Peter Bleszynski Harish Sachidanandan and Rinku Dalwani Savita, Arjun N's Mom Brad and Julie Sauvage Min Shao and Jeffrey Talada Nan Shao and Min He Man yu Shih Aseem and Monika Singla Aravindh Sundaragopolan and Uthraa Manohar Janani Sudhakar and Varagur Iyer Gangadhara and Arpitha Swamy Arunkumar Thippur and Rashmi Jayaramu EvoĂŤ Thorne and Harold Henry Tian En Jayden Tok Eduardo Leal Tostado and Magali Guerrero Edward and Nicole Truitt Ranjit Varkey and Maya Subramanian Kam and Patricia VedBrat Shobha Venugopal and Sunil Gowda Chi Wang and Pei Wu Emma Wang Feipeng Wang and Xiaomei Zhu Fei Wang and Juan Tian Jinghui Wang and Yiman Huang Sam Webb and Darren Firth Ning Wei and Janice Zhang Wen Family

Fall 2020

Harald Winkmann Matt Wood and Karen Yeh Dong Wu Anna Wu and Kang Gui Kristin and Patrick Wyatt Cheng Xu and Lili Man Zhiqing Yao and YiJun Zhang Rachel Ye Kevin and Nancy Yim William Yin's Family Ning Yu and Yuxiao Hu Kim Zhang and Wilbur Wong Lei Zhang and Wei Zang Yang and Ying Zhang Yiding Zhou and Ying Cai 100% Faculty and Staff Sofia Austin Susan Baccellieri Mounika Balasani Tina Baldyuk Natasha Baldyuk Deborah Benaloh Tammy Best Stefani Brand Marjie Butler Jessica Canchola Brian Carpenter Laurren Chase Konnor Clark Joey Crotty Sonja Everson Lindsey Farmer Holly Fleming Kris Gaskins Bertha Gonzalez-Mancilla Sharon Gonzalez Shruti Gupta Stephan Haistings Frank Hoefke

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Gordon Kaplan Pete Kashevarof Venkata Kasinadhuni Sara Kessack Angela Kim Padmaja Kondeti Dennis Koval Igor Koval Madeline Lee Michelle Lee Cynthia Lopez Poppy Louthan Monica Maling Jason Mallon Cindy Mattix Alice McNeer Laura Moore Daony Moua Alice Msheda Christopher Music Daniel O'Connell Lynette Oshiro Gayathri Padurangaiah (Sagar) Audra Patterson Yinglin Perera Hayley Rauch Jackie Rauch Danu Sahu Julie Sauvage Amelia Sherritt Russell Smith Myla Spektor Ashley Tadeja Sudha Vaghul Susie Walden Kalsom Wali Susan Walker Joanne Weise Eleanor Withrow Kirsten Zender

Eton Board of Trustees Beth Bazley Dehmer Family Chris and Viki Dragich Robert Frangooles and Anne Pace Minnu and Mohan Kotha Peter Roppo and Berengaria Winkler Roppo Nasreen and Shams Shamsuddin Judi Hoskins and Joe Suty Friends of Eton Anonymous (2) Karen Bunney John and Carol Griffin Ellanora and Ahmed Jaddi Neel and Smita Jain Fahad Khalil Cindy Merritt Mary Murfey Steve and Sue Petitpas Hank and Gwen Williams Corporate Donors AmazonSmile Apple The Boeing Company CBRE DocuSign eBay Foundation Expedia Google Kroger Microsoft Corporation Salesforce T-Mobile USA Tableau Software Watermark Estate Management â?§

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Annual Report: 2020 Fiscal Year Financial Update

by Jason Mallon Chief Financial Officer

We are entering month 11 of the pandemic, and as I currently work-from-home mulling how to begin the annual update, I look to the past for guidance: On a daily basis, I get to see Eton’s children play, laugh, and run around on the Mezzo playground from my office window, including my son. It continually reminds me of the important things in our life, like family. It also reminds me that what we do here at Eton school is pretty special.

To ensure the magic continues today and thirty years from now, it is essential we always look at the organization’s financial intricacies.

This pandemic has done a lot to our society and has impacted everyone. Still one thing is for sure, Eton School remains committed to delivering an exceptional education for its students and remaining sustainable for the long-term.

Over the last few years, one of Eton’s primary strategic objectives is prioritizing the school’s 20 | Eton School

long‑term sustainability, which helped the school meet the logistical and financial challenges presented by the pandemic. Below are just some of the challenges that we have or are currently managing during the pandemic: • Completion of Phase 2 of the sprinkler renovation in Casa with total expenditure of ~$870k • Installation of first-floor bathrooms in Casa with a total expenditure of ~$244k • Installation of Bi-Polar Ionization Units in all buildings to help improve HVAC air filtration • A 90% drop in Clubhouse and Other Program Revenue, which accounts for ~10% of Eton School’s Revenue in a typical year.

We initially took on the sprinkler renovation and bathroom installation to create additional space for our Clubhouse to hold activities. If we hadn’t spent years planning for sustainability (e.g., building Eton cash reserves and investments) concurrently with our program, then the pandemic may have delayed the Fall 2020

completion of such a capital-intensive project. As it turns out, our push to complete the project helped us pivot and take on the pandemic when working through the many logistics. With mitigation guidelines for proper spacing during the pandemic, we ran into a problem with our Pre-elementary program spacing in Mezzo. However, we were able to utilize this newly designated childcare space as additional classrooms to meet the guidelines and deliver a safe education.

During this extraordinary time, I pay particular attention to our cash position and managing our cash, because cash is vital to executing our plan and navigating the logistical challenges. With the R e v e nu e

Net Tuition Clubhouse Other Income Annual Fund Rental Income Investment Income Total Revenue

unexpected increase in pandemic expenditures, such as the Bi‑Polar Ionization Units, and a material drop in our revenue stream, management and the Board needed to know whether Eton would tap the rainyday fund (i.e., Eton’s Operating Reserve). Again, because Eton School adhered to planning for our sustainability and a strong enrollment for the 20202021 school year, we will not tap into our Operating Reserve. As an additional assurance, Eton School has also obtained a revolving $500k Line of Credit with our bank, which allows us to draw cash on the line in the event we are in a cash crunch. No one knows how long this pandemic will continue, but one thing is for certain, Eton School has positioned itself to weather the COVID hurricane for the long term! ❧ E x p e n se s

6,308,154 Payroll Expenses 300,132 Facilities 184,623 * General and Administrative 163,368 Other Expenses 61,486 Educational Materials and Program Activities 22,162 Depreciation Interest Expense $ 7,039,925

Total Expenses

$ 4,296,820 857,556 334,271 131,162 ** 140,845 172,328 147,757 $ 6,080,739

* Includes enrichment classes, summer school, and miscellaneous revenue

** IT expenses, fundraising expenses, employee training, and miscellaneous expenses

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Creating Connections for Families

by Meredith Atkins Eton Parent Council President

Eton Parent Council Hello, Eton families! I am this year's Eton Parent Council (EPC) President. I am the mom of a student in first grade (Mr. Music, Room 1) and another in third grade (Mrs. Tadeja, Room 4). I have not met many of you this year because of our unusual circumstances. Still, I deeply appreciate all of our parent community's volunteer work as we continue to come together to create a great experience for our children. It has been a difficult year for so many, but it's been gratifying to watch my children and their in-person and remote friends learning and growing with Eton’s teachers and staff at the helm.

Our EPC has been busy this year working on opportunities for children and families to connect and create the warm, welcoming, and inclusive community for which Eton is known. We have welcomed many of you to our Virtual Coffees, and we have several more planned for this year so that we can all become better acquainted. We have also produced events for our students, such as the Halloween parties for P3‑8th in October. We have more events planned for the children this year to help them have a safe and fun outlet for social time! We have also completed one EPC Learning Event this year. In January, we welcome another fantastic speaker, Dr. Laura Kastner, to engage with our community around issues of Pandemic Parenting. Thank you so much to all of the EPC officers and other parent volunteers who have so passionately thrown themselves into creating these opportunities for the enrichment of our community.

Whenever you volunteer for the EPC in any capacity, you are fulfilling the promise of the EPC mission: The Eton Parent Council shall facilitate communication, parent education, and teacher professional development, as well as encourage and coordinate volunteerism.

I encourage all of you to connect with other parents at Eton and with this year’s slate of EPC officers to learn more about participation in our extremely supportive community. You are always welcome to attend one of our monthly meetings where we discuss the EPC budget, plans for activities, future and past events, and feedback we are receiving from staff, students, and parents. These meetings are all remote this year, and you have the opportunity to RSVP for a meeting link in the Eton Community Connection and EPC e-newsletters.

I would also be happy to get together with any of you individually for a virtual coffee if you have questions about the EPC or parent participation at our school.

Thank you— the work you do with your children and at Eton is seen and appreciated. ❧

2020-2021 EPC Executive Committee President: Meredith Atkins

Vice President: Tiffany Sparks-Keeney

Secretary: Janani Arvind

Treasurer: Karen Yeh

Volunteer Coordinators: Laura Harris and Charles Potter

2020-2021 EPC Community Coordinators Pre-elementary: Janice Zhang 22 | Eton School

Lower Elementary: Jia Li

Upper Elementary/Middle School: Kristin Wyatt Fall 2020

Get to Know Your EPC Executive Committee and Grade Level Representatives Eton Parent Council

Vice-President: Tiffany Sparks-Keeney

Secretary: Janani Arvind

Tiffany has two children at Eton, Amelia in third and Corianna in Pre-K, and a future Eton student, one-yearold Tessa. She and her family love being part of the Eton community and are so thankful for everything they are doing during this unusual school year. Tiffany brings an enthusiastic and warm spirit to any activity in which she is involved and loves connecting with other parents and learning about the journeys at Eton and, in previous years, volunteering in her daughters' classrooms.

Janani Arvind is a working mom with two adorable daughters. Sahana is eight years old and in third grade, while Malavi is four years old and is a P4 in Pre-elementary. She has been part of the Eton community for the last four years, and her girls love every single moment of school. Though her girls miss going to school and seeing friends, Eton’s effort to keep learning ongoing through remote education has been really helpful. They look forward to the Zoom classes to see and talk to each other.

This spirit has also led to many fun jobs over the years, including working in Entertainment at Walt Disney World, dancing on cruise ships for Royal Caribbean Cruise Line, doing occupational therapy with kids with differences, and teaching a variety of college classes.

Currently, she leads workshops on leadership development and emotional intelligence for Teams and Leaders, teaches occupational therapy as an adjunct professor, and consults about sensory-friendly performances and activities for a variety of arts organizations in the Seattle area. On occasion, she also teaches tap dance! She is excited to give back to and support the Eton community as your EPC Vice President.

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Janani works at Amazon as Senior Technical Program Manager and has been with the company for eight and a half years. Eton School has provided the right balance to her work and life, helping the girls with enrichment with after-school classes. These days, outside of working and helping the girls with remote learning, she has been spending a lot of time trying new recipes and cuisines.

Her husband (Arvind) and the girls are the recipe testers and strict critics. They all play soccer or tag in our backyard when the sun comes out shining bright.

During non-COVID times, they spend a lot of time traveling, and the picture is from their last trip to Kauai.

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Executive Committee (Continued)

Treasurer: Karen Yeh

Volunteer Coordinators: Laura Harris and Charles Potter

Karen Yeh is this year's Treasurer. Karen started volunteering for the EPC as a way to get to know the school and learn about the community at Eton. She strongly believes in fostering community connections, which are even more important in a year such as this one. Karen has three children at Eton, in 6th grade, 4th grade, and 1st grade. This is her family's fourth year at Eton School, and she continues to appreciate Eton's willingness to meet each child's individual needs.

Laura Harris and Charles Potter are the Volunteer Coordinators for the 2020-2021 school year at Eton. Laura and Charles have a son, Vann, who is currently a fourth-grade student in Mrs. Weise’s class.

Although the family recently moved to Seattle, they are extremely happy to have discovered Eton School over two years ago and have made new friends both at school and on Mercer Island where they live.

As quarantine has continued, Karen and her family continue to develop their interest in playing board games, videogames, spontaneous musical numbers, running amok, enjoying nature, attempting and failing to recreate cooking show dishes, and supporting the local take out restaurant scene. Karen is looking forward to getting a chance to connect with everyone in person or some other creative fashion.

When they aren’t focusing on school, Charles owns a wine bar in Los Angeles, and Laura is the Chief Administrative Officer of a private organization located in Kirkland specializing in Security, Technology, Aviation, Maritime, and other related services. Laura and Charles moved to Seattle from Chicago in 2018, and prior to that, both were from Los Angeles and worked in the Entertainment Industry most of their careers. In their free time, the family loves to be outside with their massive dog, skiing or traveling.

Eton Parent Council Membership Every parent/guardian with a child enrolled at Eton School is a member of Eton Parent Council (EPC). There are many ways for members to be involved including: • Attend Learning Events on relevant parenting topics.

• Enjoy community events where you can get to know fellow Eton families.

• Keep up to date with the Monthly Newsletter!

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Fall 2020

Grade Level Coordinators

Pre-elementary Coordinator: Janice Zhang

Upper Elementary and Middle School Coordinator: Kristen Wyatt

Janice is the proud mom of two wonderful children, both at Eton School, a daughter in first grade and a son in P3.

Her family joined the Eton community four years ago.

Kristin Wyatt has two children at Eton, Savannah in 7th grade and Claire in 4th grade, and two Eton alumni, Nicholas and Matthew, a Junior and Freshman at Bellevue High School, respectively. All her children started Eton in P3, and she is grateful to have shared in the amazing journey from a tentative first day to a self-assured graduation speech.

Janice enjoys cooking and traveling. During the pandemic, her family loves playing board games, reading together, and exploring the beautiful Pacific Northwest.

Kristin works as a Biostatistician for the Department of Veterans Affairs with a focus on cancer prevention.

During the COVID-19 pandemic, her role has shifted to developing models for vaccine prioritization and identifying those at risk for adverse outcomes. When not at work or school, Kristin and her family enjoy spending time outside hiking, camping, paddle boarding, and skiing. The picture is from a cousin’s wedding in Vigo, Spain, where they were fortunate enough to attend along with family traveling from four other countries.

Learn More about EPC Lower Elementary Coordinator: Jia Li Jia Li has a daughter, Luna, in first grade. Her family has been in the Eton community for almost four years. She loves to be involved and has been an active volunteer throughout the years. Outside of school, Jia’s family likes to watch movies, travel, and do karaoke.

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• Come to an EPC Meeting • Zoom in for Virtual Coffee or Happy Hour • Attend a Learning Event Connect | 25

A Little Bit About Me and My Work

by Sara Kessack School Counselor

I feel so very lucky to be joining Eton School's faculty this year as the School Counselor. It's an honor to be the first School Counselor in a school where I truly feel I have found my home not only for myself but also for my son to grow up in. I have received a lot of support and encouragement from Eton School staff and faculty, as well as from families. I am deeply grateful and would love to tell you a bit about myself.

During my undergraduate studies at the University of Washington, I participated in research studies, volunteerism, and relationships with teachers who pushed me to follow my passion in being an agent of change as a helper. I graduated with my Master of Education in School Counseling from the University of Puget Sound in 2013, after an early completion to hop right into the counseling position I had been interning in. Once my son Carter was born in 2014, I scaled back my career but continued to work with the community and parents that I had bonded with through my role. I also took this time to dive deeper into social justice—who I was, the privileges I had, and what I could do to make changes for my child and students both past and future.

As Carter grew, I slowly started working and finding my rhythm as a counselor again. Relationships have always been the foundation of my practice, and it felt so great to be building them back up. I found that being in public schools didn’t allow for as much social justice work as I felt called to do. I felt a little stuck.

I applied to Eton School on a whim—a total “let’s just see what happens” moment. The position was for a classroom assistant, not even for a counselor. The commute was across SR 520 bridge, and I had precious relationships at the school I was leaving, but I took a leap of faith. The thing about Eton School that struck me as I sat with Ms. Kris Gaskins and Ms. Angela Kim, interviewing in Room 3, was that relationships, community, and longevity were key aspects. We shared hopes and aspirations in that interview, and I felt my passion for social justice issues would be amplified.

26 | Eton School

My first year at Eton School started in the classroom, where I have never spent more than an hour at a time and ended at home under the COVID-19 stay at home order. What a year! The uncertainty and anxiety that started the 2020-2021 school year seems to have faded a bit, as we're all finding our groove. Whether in-person or virtual, the resiliency that the entire community is showing continues to humble me. I am so thankful to be in the School Counselor role this year because I can offer support even though I know that I cannot take this pandemic away. Although half of my face is covered by a mask and the other half covered by a face shield, the relationships I am building with faculty, staff, students, and families continue to blossom.

I’m honored to be part of the Diversity, Equity, and Inclusion (DEI) Committee. This committee is new, so we are still finding our footing, but the work we are doing will impact our community and our students beyond our school buildings. We are currently discussing various ways inequities explicitly and implicitly might be seen in the things we are doing at Eton School and how to make necessary changes to be inclusive. This committee brings my heart's work to the surface—leading the charge of making a better place for our students to continue the work.

In my day-to-day school life, I provide Social-Emotional Learning (SEL) lessons in first through eighth grades.

In Lower Elementary, we take the time to focus on identifying emotions and character traits that will help them in their relationships as they begin to explore outside of themselves. We take those foundational lessons and expand on them in Upper Elementary and introduce executive functioning skills to prepare Fall 2020

them for higher education. Sixth grade is when we start seeing peer relationships become increasingly important, so we encourage students to understand themselves on a deeper level as well as the way their personalities interact with peer personalities.

students. Often even in a planned lesson, their questions or comments might bring us to completely different topics than what we had started on, and it is those moments that keep me on my toes and excited to learn more about each student in a natural way!

In January, students in seventh and eighth grades will begin a new curriculum called The Tumaini Way. This curriculum employs mindfulness and SEL components to explore social justice issues and how students can impact those issues. While I have mostly gotten to know middle-school students through their avatars on Teams, they have shown ingenuity, curiosity, and desire to make changes. I'm excited to begin this program with them.

For our Pre-elementary students, my support comes more indirectly, as I assist more with individual needs with teachers and families. This support also comes up with individual students at all levels. It can look like one-on-one solution-based counseling meetings, referrals out to specialists, setting up accommodations a student might need in the classroom, or conferencing with teachers to ensure a student's success. Parents are welcome to reach out to me at any time or through conversations with teachers.

Eton’s philosophy is to teach the whole child, and I am proud to be a part of this holistic approach.

At all levels, if there is a topic that comes up organically, we will steer the conversation and learning lessons in that direction for as long as it takes to support

Welcome Faculty and Staff Please welcome the following staff members to our community!

Emily Charoenset has navigated through a couple of different fields of study before finding herself at Eton (again!), where the love of children has always been the strongest. She’s lived in Utah (where she’s from), Oregon, and Washington, having studied social work and occupational therapy along the way. Her first job out of college was here at Eton in 2011, where she was introduced to the inspiration of the Montessori philosophy working in the Pre-elementary classroom for the three-year Montessori cycle. She left Eton School to pursue occupational therapy in 2015, and her path took her to providing therapy to the elderly in skilled nursing. However, her love of children has brought her back to Eton in 2020, a place she feels settled and thrilled to return. Emily is a Classroom Assistant in Pre-elementary.

Tiffany Yao joined the Eton community as a parent in 2018. She became a staff member in 2020 and currently works as a Teaching Assistant in Lower Elementary. She has enjoyed getting to know the wonderful students, parents, teachers, and staff at Eton School.

Tiffany earned her Master in Teaching degree from Seattle University and went on to teach second grade in the Bellevue School District. She enjoys reading and playing board games with her family. Most of all, she loves sharing the joy of reading with children.

Jason Eckard studied education and theatre at the University of North Carolina at Chapel Hill. After school, he worked for many years in the theatre in the United Kingdom and the United States as a director and producer. He received his MA in Theatre History and Criticism from Hunter College in New York City and is wrapping up his PhD in Theatre History and Dramatic Literature at the University of Washington. Jay is a Teaching Assistant in Middle School.

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Alumni Update: Congratulations to the Class of 2020 High School Graduates!

Class of 2016

We are very proud of our Eton School Class of 2016 Grade 8 graduates who graduated from high school this year in the most unusual circumstances. They carry with them the foundation of an Eton education that prepared them for any kind of educational environment, including, who would have ever thought, online learning. They know themselves as learners and what they need in order to succeed. They are independent, confident, and creative problem solvers. It's no wonder that they continued their academic success even as they pivoted to online classes in the final months of their high school careers.

They showed remarkable resilience and persevered to complete their high school studies. Some had special Zoom graduation events, and some had outdoor, physically distant graduations to celebrate their incredible achievements. We wish them all the best in this exciting next phase of their life's journey, and we can't wait to see what the future holds for them!

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Fall 2020

Awsumb Hardy graduated from the Tesla STEM High School and is currently studying communications at Utah State University. He lives on campus while taking his classes online and works as technical support for instructors as they broadcast their courses online.

Melia Maling graduated from the Northwest School and had planned to attend the University of Redlands in southern California. When the announcement came in August that they were going online, she deferred her classes there and applied to the University of Washington‑Bothell, where she now is taking online courses.

Omri Ofek graduated from the Running Start program at Juanita High School and had adventurous plans to participate in an international volunteer program in Asia and later intern at Microsoft. He had to put that on hold and is now enrolled and attending classes at Western Washington University.

Chaaru Sathis Kumar graduated from Interlake High School, just around the corner from Eton.

She is studying BioChemistry at the University of California at Davis and is taking her classes online.

Additional Graduates (no photo) Mingyang He graduated from Bulis School in Washington D.C. Leon Liu graduated from the Overlake School.

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Connect Authors and Contributors

Eton Parent Council President

Director of Admissions and Enrollment Management

Sonja Everson

Kris Gaskins

Sara Kessack

Laura Moore

Monica Maling

Jason Mallon

Alice McNeer

Russell Smith

Meredith Atkins

School Counselor

Chief Financial Officer

Middle School Teacher

Director of Communications and Marketing

Assistant Head of School

Director of Development

Head of School

“We dedicate ourselves to lifelong learning."

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Fall 2020

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2701 Bellevue-Redmond RD Bellevue WA 98008

In educating the whole child, Eton School inspires creative, confident thinkers who have an enduring passion for learning and are poised to contribute to the world.

www.etonschool.org