Hamlin Robinson School ignites the academic and creative potential of students with dyslexia and other languagebased learning differences.
VISION
The world class educational program at Hamlin Robinson School is a catalyst for students to discover the joy of learning within a rich, comprehensive school experience.
CORE VALUES
Respect, Responsibility, Purpose, Perseverance
EQUITY STATEMENT
The Hamlin Robinson School community strives to ensure each student and their family has access to the supports they need within an inclusive environment that recognizes and honors all aspects of identity. We aspire to create an equitable environment for each student, family, faculty and staff, and all members within our community where everyone thrives and knows they belong. We are committed to this journey which requires continual self-reflection, vulnerability, intentionality, and accountability from each of us.
FROM THE DESK OF STACY TURNER, HEAD OF SCHOOL
As the school year draws to a close, we find ourselves reflecting on the many moments of growth that define life at HRS. Growth often happens gradually and quietly. It is a student learning to navigate a new routine with greater independence. It is a classmate stepping into a leadership role on the volleyball court. It is a graduating student preparing to spend a week at NatureBridge, strengthening community and exploring environmental science. These moments matter because they reflect students growing not only in academic skill, but also in confidence, connection, and self-understanding.
Transitions are an important part of every student’s journey at HRS. For our Level 5 students preparing for Middle School, growth means adapting to new schedules, teachers, and expectations while learning greater independence and self-advocacy. For our graduating students, it means carrying with them the skills, resilience, and self-efficacy they have developed throughout their time at HRS. As educators, we recognize that these milestones bring both excitement and uncertainty, and we are intentional about creating the support systems and relationships that help students feel known and capable during times of change.
In this newsletter, you will read the story of alumna and trustee Katie Burgess, whose HRS experience continues to shape her life decades later. Her reflections remind us of the lasting impact of a learning environment where students feel seen, supported, and empowered to grow into confident learners and community members.
Thank you for being part of this extraordinary community and for partnering with us in helping students discover what is possible.
With gratitude,
Stacy Turner Head of School
COVER: Level 8 students inside a hollowed-out tree during their NatureBridge camp week.
Photo by Megan Hooper
2026 Alumni EVENTS
As Eagles, we soar together — linking our past, present, and future.
Hamlin Robinson School has flourished from our first class of 11 students (1983) to a current campus of 400 students. As our school has grown, so has our alumni community! We’re creating new ways for alumni to reconnect with each other and with Hamlin Robinson School.
This year, for the first time, HRS is hosting two separate, age-based, alumni events: Alumni Day for Rising Eagles and Alumni Social for Soaring Eagles. Hosting these two events will allow us to better tailor activities to the needs and interests of each age group.
• We welcomed our Rising Eagles (high school age up to 22) for Alumni Day on May 27
• Alumni Social for Soaring Eagles is planned for October 27, 2026, for ages 23 and older
You can find out more information about the events and our Soaring Eagles can register for the October Alumni Social.
We’re looking for alumni who may want to help with the October 27 event. Please contact Jen Fukutaki at jfukutaki@hamlinrobinson.org to get involved in planning or helping us find your classmates!
STUDENT TRUSTEE TO FROM
Katie Burgess’s HRS Journey
It was the summer of 1996, and Katie was nine years old. Old enough to know that summer was supposed to mean fun, not school. But a third-grade dyslexia diagnosis had brought her to Hamlin Robinson School’s summer program. Admittedly, she was annoyed at having to give up summertime play. Yet after a few weeks, that summer became the time everything shifted.
Now a Trustee on the Hamlin Robinson School Board, Katie Burgess remembers what it feels like to be the kid who is scared.
A third-grade dyslexia diagnosis left her full of doubt and afraid — unsure if something was wrong with her, feeling “stupid,” and wanting to hide it all. Until HRS changed everything.
Sitting in her summer classroom, Katie experienced a sense of joy for learning she had never felt before. A feeling that she belonged. And that fall, she agreed to attend HRS full time.
For the first time since kindergarten, Katie felt free. From the moment she stepped into her Slingerland® class, something clicked. “Oh, this is fun!” she remembers thinking. No fear, no hiding, no performing. Just learning. She was surrounded by
kids like her, in a classroom where nobody made her feel broken or ‘stupid.’ “I remember that I actually got to learn about the topic versus being scared about reading a paragraph out loud.”
Hamlin Robinson School helped dispel the insecurity, frustration, and avoidance coping mechanisms she had developed in public school. For a kid who had spent years bracing herself just to get through a school day, this was everything.
Attending fourth and fifth grades, Katie said, “HRS really met me where I was at.” The school taught valuable skills for daily life, even on the playground. “It was transformational…it created a space that felt so safe, and I felt empowered to learn and that I could help to address my learning difference.”
It wasn’t all easy, however. Katie remembers struggling with her confidence and identity during these formative years. Between ages 9 and 11, she focused on feeling different, left out, and behind rather than “blossoming into [one’s] truer adult and human” like her peers. She encountered shame and remembers being nervous to tell friends she attended HRS.
With hindsight, she is deeply grateful for her time at HRS. She was not only learning foundational academics but also how to learn in a way that worked with her dyslexia, not against it. Now, Katie embraces her difference, calling dyslexia “my superpower.”
Her connections to HRS include being a former student of current Head of School Stacy Turner when he taught fourth grade. She recalls a lesson encouraging students to seek help from one another when challenges arose. This created “an incredible space where I felt safe and encouraged to step out and take risks,” she said. “I learned that failure is not failing — it’s just learning something new.”
HRS never left Katie’s heart. So, when she moved back to Seattle in 2014, reconnecting felt natural. “HRS is the first establishment that really invested in me and knew that I was somebody who could make an impact in the world,” she said.
That gratitude led her to accept an invitation to join the HRS Board of Trustees. “If I can give even a sliver back to Stacy and the school that they gave me, then that feels really meaningful,” she said.
Katie’s hope for every student who walks through HRS’s doors is simple, that “the confidence you may have lost is restored and
healed. That your dyslexia is not a burden or something to hide. It’s your superpower waiting to be understood. Lean into it. Learn it. Know where you need support, because we all do. And never stop reaching for your highest goals. I hope you and your parents feel a sense of relief coming to Hamlin Robinson School, just as I did.”
“If I can give even a sliver back to Stacy and the school that they gave me, then that feels really meaningful.” —Katie Burgess
FUND-A-NEED: TUITION
ASSISTANCE
Hamlin Robinson School believes every child deserves the opportunity to thrive regardless of financial circumstance. Through a deeply specialized program, students with dyslexia and other language-based learning differences rediscover confidence, build essential skills, and experience the joy of learning. For many families, however, access to this life-changing education depends on tuition assistance.
Each year, need-based awards make a meaningful difference. Nearly a quarter of HRS students receive support, covering up to 95% of tuition and averaging around $21,000. These are not loans, but gifts, direct investments in a child’s future that never need to be repaid.
Behind every award is a community of generosity.
Behind every award is a community of generosity. Donations, of any size, help ensure that more students can access the education they need to succeed. Contributions to the tuition assistance fund or endowment provide both immediate relief and long-term sustainability, opening doors for
students who would not otherwise be able to attend.
For parents, grandparents, and friends alike, giving is a powerful way to make an impact. Your support helps a child find their voice, build confidence, and discover their full potential—today and for years to come.
Support Tuition Assistance
Math Beyond HRS:
FOR HIGH SCHOOL SUCCESS
The transition from middle school to high school math is an important step in a student’s academic journey. In most middle schools, Hamlin Robinson School included, eighth grade math focuses on pre-algebra skills that prepare students for success in Algebra 1, which is the foundation for future math courses in high school and beyond. While the math content becomes more complex, success in high school math is less about being naturally “good at math” and more about developing strong habits and persistence.
Families can play a key role in supporting this transition. Encouraging students to practice regularly, stay organized, show their work, and persist through challenges can help build the skills needed for high school math and critical thinking in general. It is important to remind students that struggle is a natural and expected part of learning and that asking for help early is a positive and responsible step.
While at HRS, our goal is to help every student build the confidence, independence, and problem-solving skills needed to succeed in high school math. With consistent effort and support from both school and home, students can navigate this transition successfully and continue to grow as mathematical thinkers.
For more information, we created a brief video titled, “Math Beyond HRS,” which covers:
• Course progression
What eighth grade math is like at HRS and how that translates to high school math
See visual below for reference
• Typical graphing calculators
Introduction to the TI-84 and how it can be used
• Helpful habits for success
Four tips to support your student’s progress through high school math
Scan to view “Math Beyond HRS”
We also created a video recap featuring Dr. Emily Starrett for the parent education workshop, “Supporting Math at Home,” which introduces our HRS math philosophy, what math looks like now, and how you can continue to support your students at home.
Scan to view “Supporting Math at Home”
Clarity, Confidence, Connection: AND
A WINNING FORMULA FOR HRS VOLLEYBALL
Pictured at left:
BACK: Viv R., Lucy N., Gigi C., Sofia F., Vivienne L., Brynn C., Emily C., Anna J.
MIDDLE: Paige D., Makena J., Quinn C., Gabi Z., Luci T.
FRONT: Eloise A., Ashlynn J., Mia F.
Players not pictured:
Adria L., Estella L., Quinn L., Harper W.
Pictured below:
The HRS Girls Volleyball team autographed their first game volleyball to mark the inaugural season at Hamlin Robinson School and to honor Coach Tresh and Assistant Coach Sullivan for their commitment and service to the team.
This school year brought many new athletic opportunities for our Hamlin Robinson School student body. In addition to the fall launch of basketball (boys varsity and junior varsity and girls varsity teams), this spring ushered in the inaugural Middle School Girls Volleyball team! With an awesome response of participation from our Level 7-8, HRS joined an independent school league for the spring season. Coached by Head Coach Natasha Tresh (Middle School Faculty) and Assistant Coach Dominic Sullivan (Lower School Faculty), the team experienced tremendous skill development over the course of the season. Coach Tresh shares insights into this year’s team development:
Creating a volleyball team this year was both exciting and intimidating. This was a completely new experience for both the students and myself. However, the enthusiasm and determination of the students quickly diminished the fear and uncertainty we initially felt.
During our first practices, I noticed that it was challenging for students to process multi-step instructions with many possible outcomes during gameplay. This led me to adapt the Slingerland® method into our volleyball practices. Practices were intentionally broken into clear, structured steps. We began by focusing on foundational volleyball skills such as receiving, hitting, and serving. From there, we built upon those skills through guided drills before moving into more independent game-play situations.
Similar to the Slingerland method, I used consistent terminology and predictable routines during each practice to minimize confusion and increase student confidence. As practices became more structured and predictable, students were able to enter the gym knowing what to expect and how to be successful. Not only did we grow together as a team, but we also began to see that growth reflected in our performance during games.
Stacy Turner, Natasha Tresh, and Josh Phillips
Deepens Learning and Community for Level 8 Students NatureBridge
Each spring, the Middle School Level 8 students are invited to attend a week of camping at NatureBridge for hands-on learning experiences in the foothills of the Olympic mountains. This culminating experience develops not only environmental science knowledge but gives students time out of the classroom to continue building meaningful community.
Camp itineraries this year included: hiking to Marymere Falls, hiking Mount Storm King, canoeing in a 20-person canoe on Lake Crescent, team building games, simulation labs exploring erosion and development, field observation of the Pacific Northwest, a night hike, campfire gathering, a simulation game of salmon farming, and a trip to the Lyre River beach, a new camp offering that HRS was the first to experience.
“Level 8 camp at NatureBridge is intentionally placed in the spring near the end of our students’ HRS journey because it asks them to pause, reflect, lead, and step outside of their comfort zones one final time before graduation. It’s a chance for students to recognize how much they’ve grown, not just academically, but as individuals. It’s a final experience that helps them leave middle school with confidence in themselves, deeper connections with their peers, and memories that will stay with them long after they leave HRS.”
—Josh Phillips, Head of Middle School
Level 8 Camp
Lilli R., Level 7
Ms. Dahlstrom, Journalism P5
As part of Ms. Dahlstrom’s journalism elective class, students had the opportunity to interview classmates who attended NatureBridge for a writing assignment.
Hamlin Robinson Level 8 students went to camp for a week at NatureBridge. Hamlin Robinson does this every year. This is called Level 8 camp.
Level 8 students go to camp to go on one last adventure before graduation from middle school and to get outside. Level 8 student Marisa G. said, “I think we go to camp to get outside and spend time together before we all graduate.” Also, Level 8 teacher Ms. Kaur said, “We go to camp to explore nature and do science experiments and to connect with our friends for the last year.”
Level 8 students did quite a few activities at camp, including canoeing, hiking and hanging out. Hamlin Robinson School teacher Mr. Wegmeyer said, “My favorite part of Level 8 camp was getting all the way to the top of Storm King with my students.” Also, Level 8 student Vivien L. said, “The most fun was hiking.” Quite a few of the Level 8 students said hiking was the best. Some said canoeing and others said chilling, either way they all had fun.
NatureBridge food disappointed Hamlin Robinson students. Level 8 student Leica P. said, “The food was really bad. It was either raw or overcooked and was bland.” Although Mr. Wegmeyer said, “Yeah, compared to other camps I liked the food.”
GUIDING STUDENTS THROUGH GROWTH, CHANGE, NEW BEGINNINGS
Lower School to Middle School
Graduating from Level 5 to Level 6 is an exciting but sometimes challenging milestone for students. This transition often brings mixed emotions, including excitement, anxiety, curiosity, and more. This is a period of adjustment not only for students but for parents too.
Students will experience several changes as they transition from Lower School to Middle School at HRS. For example, students move from having one primary teacher to multiple subject teachers within a six-period day, often with different
classmates in each period. This requires adapting to new routines, physical spaces, and people. To support students through this transition, HRS Middle School assigns each student an advisor who guides an advisory class with a consistent, daily touchpoint for addressing concerns and other needs.
As part of the academic growth from lower school to middle school, students experience greater academic expectations and increased independence. Students encounter more complex assignments, longer-term projects, and increased homework load.
Students are also introduced to new subjects and more in-depth learning opportunities. Students work on developing time management and organizational skills.
This is a period of significant identity formation when students are heavily influenced by peer relationships and social dynamics such as fitting in and forming friend groups. This formative time is critical for building resilience and confidence. At HRS, student affinity groups, counselors, and other resources are available to build community and to support students as they navigate this period of growth and change.
Middle School to High School
HRS Middle School students receive an expansive, rich, and comprehensive experience that sets them up for success in high school and beyond. This is achieved through structured, explicit instruction across all subjects each day. As students build strong literacy foundations, they are empowered to engage in a middle school experience that is intellectually, academically, and socially rigorous.
Throughout the program, students receive continual opportunities to build and strengthen essential skills through graduation. These
will be skills that they can use now and in the future to achieve whatever goals they set for themselves. Students practice executive functioning skills such as organization, time management, planning ahead, problem-solving, and self-advocacy in their daily routines. These habits help students become more independent, responsible, and prepared for success in high school and beyond.
Our students learn how to implement and practice skills and strategies that help them approach new subjects and challenges with confidence. As students strengthen their skills, they build competence, confidence, and ultimately selfefficacy—the belief that “I can do this.” Students graduate with a deeper understanding of how they learn best and the strategies that help them succeed. This empowers them to advocate for what they need when they enter high school.
HRS staff and faculty experience the bittersweet moment of celebrating the accomplishments of our graduating class while also recognizing that they will soon move on from our classrooms. Students and families may also experience a mix of emotions during this transition. We encourage families to view the High School Transition Guide available online (scan below).
The Learning Center remains a lifelong resource for students and families, continuing to provide support even after students leave our campus. Services include tutoring, parent workshops, and other language-based learning resources. Once a member of our Eagles community, always an Eagle!
The Learning Center: A Bridge to Success—Closing
Gaps and Opening Pathways
The Learning Center at Hamlin Robinson School serves as a vital bridge to success for students and families navigating life beyond Hamlin Robinson School, closing opportunity gaps, and expanding access from the transition out of Level 8 through high school and into adulthood. As students move forward, the Learning Center remains a trusted partner, ensuring continuity of support during moments when guidance is most needed and resources can be hardest to find.
Following graduation from HRS, the Learning Center helps families identify next-step learning environments that align with students’ strengths as well as their learning needs. Through individualized consultations, ongoing advising, and initiatives
such as our annual Boarding School Fair (which connects Pacific Northwest families with schools across the U.S. and Canada), internship program and Next Steps program that prepare students for college or the workplace, we help close the information and access gaps that too often limit options for students who learn differently.
For high school students, the Learning Center continues to provide targeted tutoring, executive functioning coaching, screenings, referrals, and parent education supporting both academic progress and healthy independence. Equally important, the Learning Center’s advocacy work champions educational equity by elevating the needs of students with learning differences and pushing for systems that are inclusive, affirming, and accessible.
Beyond high school, the Learning Center builds pipelines through critical community partnerships, internships, and skill-building opportunities that empower youth and adults alike. By working alongside schools, nonprofits, employers, and advocacy organizations, we help students develop the confidence, skills, and networks needed to thrive in higher education, careers, and community life.
Through this work, the vision of the Learning Center is clear: we are closing gaps, opening doors, and standing with families across the full arc of learning, advocating for equity, expanding access, and building pathways to lasting success.
“The Learning Center serves as a bridge of support, meeting every student where they are and guiding HRS families through key lower and middle school transitions while sustaining that connection into high school and beyond. The Learning Center is also a vital regional partner, providing year-round professional development for educators and a diverse portfolio of student programs. Through strategic partnerships, community initiatives, and dedicated advocacy, the Learning Center helps close gaps and expand opportunities for all learners.”
— Rod Walton, Head of Learning Center
Viviana R.
Thinking about my time here at HRS, something from my experience that was extra impactful for me was how accepting everyone has been. That experience was impactful because it encouraged me to become the person I am today.
Student Reflections
8LEVEL
One lesson I learned at HRS that I will take with me to high school next year is to always ask three peers before you ask the teacher a question. This is a valuable lesson because it can take some work off the teacher’s plate and it can offer me an opportunity to connect with my classmates.
Tyree H.
An experience that has been extra impactful at HRS is having different teachers and knowing that they got you when you struggle.
One thing that will help me from my time at HRS when I go to high school is annotating books so that when questions are asked, I have my notes to look back on for answering.
Leira M.
One thing that has helped me during my time at HRS is Question of the Day. It has helped me with my speech and how to talk in front of people, and it’s helped me become more confident in expressing my thoughts in front of others.
Something about my time at HRS that will help me in high school is that I feel like being in the classroom has helped me understand better about how I learn, what accommodations I’m going to need in the future, and how to advocate to get them.
Olivia R.
An experience that was extra impactful for me during my time at HRS was being able to step into leadership roles and having that outlet to express myself while knowing that I wouldn’t be judged.
Something specific that I learned at HRS that I will take with me to high school is learning how to break things down in a way that makes sense to me and not having to stick to a strict plan put in front of me. I know that I’m able to break down the plan and have it still meet all the requirements.
