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WINTER EDITION

Headwaters School Magazine

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Our belief in the power of relationships, student voice, and learning with purpose has always remained true at Headwaters. Ted Graf Head of School

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HEADWATERS SCHOOL MAGAZINE

In this Edition... HEAD OF SCHOOL Ted Graf

From the Head of School

Fall Fest: Festivities, Community, & Generosity

MANAGING EDITOR Cait Taylor, Director of Communications and Marketing

Montessori Math Meets the Future

Cultivating Curiosity, Community, and Carrots

Building on Strong Foundations: Headwaters Introduces the Middle Years Programme

Faculty Spotlight: Jen Phillips, Guiding with Heart Since Day One

Alumni Spotlight: An Interview with Kate Canning Class of 2020

City as Classroom: Learning Beyond Four Walls

Student Art That Gave Back

Swimming into the School Year

Art That Soars: Students Collaborate on Campus Mural

College Counseling at Headwaters:Your Path, Your Journey

Top 10 Reasons to Love The Forward

The World Is Our Classroom: An IB Journey through Italy

EDITOR Alexandra Penry, Senior Director of Finance and Advancement LAYOUT AND DESIGN Kellene Urbaniak CONTRIBUTORS Amber Anderson Lisa Dubuque Wood Soledad Fernandez-Whitechurch Ted Graf, Bodhi Hammett ‘28 Paul Lambert Avé Luke-Simpson Debby McLean Jeslyn Schuh Adrienne Tabet

Building Community Through Creativity and Philanthropy

PHOTOGRAPHER Paige Wilks

Giving Curiosity a New Home: Headwaters Embarks on a New Adventure

Headwaters School Magazine is published twice a year for the constituencies of Headwaters School.

It Takes a Village: One Grandparent’s Vision for Connection 32

COVER PHOTO On a warm fall morning at the Springs Campus, Primary students explore and play beneath the trees—working together and learning through joyful moments outside.

Report on Philanthropy

Class Notes

Thank You, PVC!

Winter 2025

From the Head of School Ted Graf, Head of School

Dear Headwaters Community, Across the decade that I have had the honor and good fortune to serve as Head of School, the world beyond our campuses has shifted in ways few of us could have imagined. Austin has continued to experience staggering growth; new technology enriches our lives while testing our humanity; and education remains one of the most powerful ways we prepare young people to thrive in a changing world. Our school has changed, too. But what has kept me grounded and inspired is what has remained true at Headwaters: our belief in the power of relationships, student voice, and learning with purpose. Our students are curious, engaged, and brave. Our guides are imaginative and deeply committed. And our community continues to build a school where education is a journey of both intellect and heart. We have added programs such as IB Design Tech, IB Computer Science, and Engineer Your World on the River Campus, along with Nature’s Classroom for Upper Elementary and class-based outdoor education on the Creek Campus. We have also expanded and refreshed learning environments across campuses to better support hands-on, interdisciplinary work and collaboration. We are now an IB Middle Years Programme (MYP) Candidate School, and our 6th graders will be the inaugural MYP cohort beginning in Fall 2026. With this step, we will be the first school in Austin to offer an intentional continuum from Montessori through the IB Middle Years Programme and onward to the International Baccalaureate Diploma Programme. And what’s still true and consistent about Headwaters School is that we attract, welcome, and revere dedicated, inspiring, and imaginative guides. Educators who are focused on making education WITH students, whether it’s on the Greenbelt, in the Peace Garden on the Springs Campus, or in the Gaga Ball pit on the Creek Campus. They create the environments and relationships where students are known and can thrive. Our guides are at the center of the student experience, preparing every student to pursue meaning in their education and in their lives. It’s also still true that we value student voice and choice. We continue to be an expressive and vocal community of learners–students, guides, staff, administrators, parents, and trustees. Students participate in the admissions process and serve as ambassadors for prospective students. They show their films at Austin Film Society; they advocate in the broader community at City Hall, and they advocate for themselves and each other at school. When we lead with curiosity, we are a stronger and more purposeful learning community. From our earliest days, much remains true about our school. But above all, I highlight our culture of connection, gratitude, and acknowledgement. As we celebrate this inaugural issue of the Headwaters Magazine, I hope you’ll join me in acknowledging and expressing gratitude to those guides, students, parents, administrators, and trustees whose grit and generosity made today’s experiences possible. They saw that when students are propelled by curiosity and grounded in empathy, they are ready for any challenge or opportunity life may bring. Respectfully,

Ted Graf Head of School

HEADWATERS SCHOOL MAGAZINE

Festivities, Community, & Generosity Cait Taylor, Director of Communications and Marketing

There’s something unmistakably Headwaters about the way our community shows up—with energy, heart, and a readiness to make memories together. This year’s Fall Fest, held on Saturday, October 25 at our Creek Elementary Campus, was a joyful reminder of that spirit. While not technically our first Fall Fest (that honor belongs to our inaugural year in 2013), this was our biggest and boldest celebration yet. Over 450 guests gathered for an afternoon full of laughter, music, and connection. Though rainthreatened (and was much needed here in Austin), the skies held out just long enough for a day packed with joy—ending only thirty minutes early as a rumble of thunder reminded us to wrap up safely.

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had more time before the lightning bolt shut everything down, we would have been able to do even more!” Whether you were tasting tacos, racing tricycles, trying your luck at carnival games, or watching our brave staff like Kelly Dickens, Amanda Johnson, Ted Graf, Shauna Curtis, and Andrew Medina bravely take a few pies to the face (courtesy of some enthusiastic students, and fellow guides!), every moment was powered by community.

Thanks to your generous support and participation, Fall Fest 2025 raised over $57,000 for the Headwaters Annual Fund.

From the moment guests arrived, it was clear this was a celebration for all ages. Children dashed between bounce houses, carnival booths, and the petting zoo, while adults enjoyed the Beer and Wine Garden, live music, and the warmth of reconnecting with old friends and beloved guides. One parent summed it up perfectly: “Face painting, bounce houses, petting zoo, Wine Garden, live band, free popcorn and cotton candy, and tacos… If we

“We had an absolute blast at the Headwaters Fall Fest today,” another attendee and steering committee member shared. “So proud of our community for pulling off an amazing day of fun for all ages… Amanda getting pies in her face might have been the best thing ever—although the costume parade, musical acts, and ALL the many cool activities were a hit!”

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Thanks to your generous support and participation, Fall Fest 2025 raised over $57,000 for the Headwaters Annual Fund. These funds are essential, supporting everything from professional development for our talented guides, to high-quality classroom resources and textbooks, to financial aid that helps make Headwaters accessible to 14% of our families. The Annual Fund supports the heartbeat of Headwaters—and this year, Fall Fest helped fuel it. We are deeply grateful to every student, guide, parent, alumnus, and staff member who made this event possible. From building games and staffing booths to securing auction donations and setting up stages, your time and care turned Fall Fest into something truly meaningful. Special thanks to our incredible Fall Fest Steering Committee and our generous sponsors who helped make the event a success. As we look ahead, we’ll take your feedback, your photos, and your ideas to shape an even better Fall Fest next year. In the meantime, thank you for showing up, rain or shine, with the creativity, kindness, and connection that define us as a Headwaters community.

HEADWATERS SCHOOL MAGAZINE

Montessori Math Meets the Future: How Headwaters Students Learn to Think Like Mathematicians Debby McLean, Interim Elementary Director

When a child lays out golden beads to build the number 1,000, they aren’t simply counting—they are seeing and feeling the immensity of the number, grounding abstract math in something they can experience. More than a century ago, Maria Montessori insisted that mathematics must be felt before it could be memorized. At the time, it was a radical concept. Today, research confirms what she knew intuitively: children who build a concrete foundation develop a deeper, more lasting understanding of complicated concepts. For much of the 20th century, math education was dominated by memorization of formulas and procedures. By late elementary school, students often saw themselves as either “math people” or not. Then, in 1995, the first International Math and Science Study revealed a new approach. Singapore scored first in the world in mathematics, and educators everywhere wanted to know why. Curious about their success, educators worldwide

studied Singapore’s approach and found something different: a progression known as concrete– pictorial–abstract (CPA), which mirrored Montessori’s 100-year-old vision almost exactly. Fast forward to 2025, and at Headwaters School’s Creek Campus, that progression is alive in our classrooms. Montessori materials give students a strong sense of number and place value, while Math in Focus—a curriculum approved by Singapore’s Ministry of Education—extends that foundation. Students move from tactile experiences to pictorial strategies such as number bonds and bar models, and finally to abstract problem-solving with confidence. This fall, our faculty worked with math consultant Shelly DuBose of Refined Practices Consulting to strengthen that integration. Together, we explored how Math in Focus can complement Montessori, such as solving complex word problems. The goal

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+ x =

is to ensure our students aren’t just fluent with numbers but also prepared to think critically about the challenges they will face in the real world.

The impact in the classroom is unmistakable. Students who once hesitated now lean in, recognizing patterns and relationships instead of memorizing steps. In one recent lesson, students used bar models to visualize how quantities relate to one another, drawing simple diagrams before solving multi-step problems. Others practiced with number bonds—breaking numbers into “friendlier” parts to make mental math more intuitive. These strategies allow students to move confidently from the concrete materials of Montessori, like golden beads and place value cards, to the pictorial and abstract layers of Math in Focus. Math becomes a language for reasoning, modeling, and making sense of the world—not a subject to fear or avoid. They are developing fluency that is flexible, visual, and resilient. At Headwaters, this work is more than curriculum design—it is a philosophical commitment. We are preparing a generation of thinkers who won’t be intimidated by complexity, because they have learned to approach it with curiosity and confidence. And that, Maria Montessori might say, is education at its highest purpose.

HEADWATERS SCHOOL MAGAZINE

Cultivating Curiosity, Community, and Carrots: A Season of Growth in the Creek Campus Garden Cait Taylor, Director of Communications and Marketing

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At Headwaters School, we believe in education that inspires deep connection–between students and ideas, between the classroom and the natural world, and between each other. Nowhere is this more visible than in our beloved Creek Campus Garden. This year, the garden has blossomed into something truly special. What began as a humble collection of raised beds is now a vibrant outdoor classroom where students, from our youngest Kindergarten learners to our upper elementary entrepreneurs, put their hands in the soil and their hearts into the work. It’s fitting that our efforts were recently recognized in the July/August 2025 issue of Texas Gardener Magazine, which spotlighted our program as a model for integrating environmental education into the rhythm of school life. The article celebrated the way our students aren’t just learning about sustainability, they’re living it. Each week, students attend garden class where they learn to read planting calendars, sow seasonal seeds, nurture young plants, and harvest with care. They’re also learning to make compost tea (a nutrient-rich liquid made by soaking compost in water to support plant and soil health), enrich the soil with mushroom blocks, and observe garden ecosystems with curiosity and care. From mixing compost to selling kale and seedlings at our seasonal pop-up markets, our students engage in real-world lessons in science, math, and entrepreneurship. Students even jar some of the most delicious, fresh pesto you can find, made with basil from the garden—a perfect compliment to any pasta or bread. And through it all, they’re guided by Lucille Berrones, who has lovingly led the program for nearly two decades. Her presence in the garden is as steady and nurturing as the soil itself. “It is a real honor,” Lucille shared. “Thanks for choosing us. It’s an honor to serve your children. And I really mean it.” The learning that happens in the garden goes beyond the plants. One teacher shared that her students eagerly tasted sautéed red kale–something they had never tried at home–simply because they had grown it with Lucille. It’s a powerful reminder that when students are part of the process, they’re more open to discovery.

Recent upgrades to the garden have made the space even more engaging. We’ve expanded the total square footage and added a new storage shed, a hand-washing sink, and a welcoming entrance that invites students into a world of discovery. Expanded fencing, limestone beds, and vertical trellises are enhancing both function and beauty. We’re grateful to the City of Austin for supporting the garden with a Bright Green Futures grant, which funded a 1,100 gallon rain barrel, an important step which funded the installation of a water catchment and drip irrigation system.We are looking forward to our next steps of building a greenhouse and a “pocket prairie” that will feature native plants and include a meditation walk. But perhaps the most meaningful growth we’ve seen this year isn’t in the garden beds. It’s in our students. They are not only learning how to grow food, they’re learning to work together, to ask questions, to care for living things, and to share the fruits of their labor with others. Lucille’s work is deeply personal. “I was following a calling,” she shared, reflecting on her path to garden education. “And at the same time, I was pretty anxious–can I really do this? But it’s happening. It’s working.” Her sense of purpose and joy is contagious. “The kids make all the difference. Watching them grow, it’s incredible.” In many ways, our garden reflects the values at the heart of Headwaters: cultivating integrity, creativity, and kindness through purposeful, experiential learning. It’s a place where the soil is rich, not just with nutrients, but with the stories, efforts, and curiosity of a growing community. Thank you to our donors, volunteers, and staff who have supported this space with your time, energy,and encouragement. We hope you’ll stop by soon to see what’s blooming, and maybe get your hands a little dirty too.

HEADWATERS SCHOOL MAGAZINE

Building on Strong Foundations:

Headwaters Introduces the Middle Years Programme Avé Luke-Simpson PhD, Director of Academic Strategy & IB Programmes

Next year, Headwaters will welcome a new chapter in our programmatic evolution: Headwaters School Class of 2033 will become the inaugural Middle Years Programme (MYP) cohort. The International Baccalaureate Middle Years Programme, designed for students aged 11 through 16, represents an exciting expansion ofour commitment to developing young people who live authentically, think expansively, and create bravely. We recognize that any transition can bring questions, even when it’s the right next step. We are confident in this progression because we have watched our students grow ready for this deeper thinking, and because MYP grows directly from the Montessori principles that have served them so well. MYP deepens the roots that have guided students from their earliest years, continuing to prioritize curiosity and the ability to solve problems both great and small.

The Same Core, Greater Depth

At their core, both Montessori and MYP build on the same foundation: students observe, make connections, and draw conclusions about the world around them. You can see this evolution in action as MYP extends many of our students’ Montessori foundation. The Five Great Lessons—Montessori’s cosmic education introducing children to the universe’s story—grow into MYP’s real-world themes (called “global contexts”) where students investigate sustainability, innovation, and human relationships. Our River Campus, located near The University of Texas at Austin, the State Capitol, and numerous cultural centers, becomes an enlarged classroom where students explore these global themes locally. This expansion is more than academic; it helps students understand themselves as agents of change, equipped to connect their learning with the real world around them.

Skills for Today and Tomorrow

The MYP framework builds the skills essential for 2030 and beyond—creativity, critical thinking, global perspective, and socialemotional learning—while nurturing the IB Learner Profile, which mirrors our own PACT values of being Peacemakers, Advocates, Creators, and Thinkers. Through the Approaches to Learning (ATL) Skills—communication, collaboration, self-management, research, and thinking—students build durable habits of mind. These aren’t just taught; they’re explicitly named, modeled, and practiced. Students develop independence, strengthen executive function, and gain the

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confidence to take on complex academic and personal challenges. MYP gives learners tools to ask meaningful questions, evaluate information, and organize their ideas—essential skills not only for high school and college, but for navigating a rapidly changing world.

How Learning Unfolds

Students revisit key concepts across five years of MYP, engaging with increasing depth and complexity. Through this spiral approach, understanding expands as guides layer new connections through varied teaching methods anchored in relevant, global contexts. Students’ experiences are rooted in their ability to think, do, and create—not to regurgitate information. Imagine your eighth grader designing a campaign focusing on every day steps one can take to preserve habitat of the Barton Springs Salamander as their Community Project. Picture your tenth grader creating a human-powered device charger, merging their interests in sustainability and design as their Personal Project. These milestones prepare students for the academic independence they’ll need in the IB Diploma Programme and beyond.

A Natural Progression

This shift honors where our students are developmentally— ready for deeper intellectual engagement while remaining grounded in Headwaters values. Our guides are actively participating in MYP training and planning to ensure this transition is intentional and student-centered. The MYP framework offers the academic foundation our students deserve, while preserving what makes Headwaters special: knowing each child well, fostering authentic learning, and preparing young people to contribute meaningfully to their communities and to the world.

Headwaters Middle School offers a profound opportunity for young people to be members of a community that fosters courageous self-expression and a deep love of learning.

HEADWATERS SCHOOL MAGAZINE

Faculty Spotlight

Jen Phillips Guiding with Heart Since Day One Judah S., Class of 2033, and Jeslyn Schuh, Assistant Director of Development Jennifer “Jen” Phillips is a founder of Headwaters School and a longtime guide on our Creek Campus, where she currently teaches in the K–1 program. As one of the original visionaries behind Primavera Montessori— later part of Headwaters—Jen has spent more than three decades shaping joyful, whole-child learning environments in Austin. We sat down with her and Upper Elementary student Judah to hear more about her journey, her deep love for Montessori education, and the wonder she still finds in teaching. So, Jen, how long have you been at Headwaters? I’ve been at Headwaters since the very beginning. We decided to start a little school called Primavera on February 2, 2002—a peace school— and I’ve been here every day since. What’s your favorite part about teaching at Headwaters? I love teaching here because it’s a place where children can grow all parts of themselves, not just their brains, but also their hearts. That’s my favorite thing about being here: every part of a person gets to be developed. Why do you like teaching at a Montessori school? I love Montessori education because, when I was a young student, I often felt unsure of myself. I felt like I learned differently from others, and it was hard for me to just listen to someone talk. When I discovered Montessori, I realized there are many kinds of learners. Some need to actually do the

activity in order to understand it. I realized I was that kind of learner. I couldn’t learn just by listening or watching, but I could learn by doing. Montessori is all about hands-on experience. It allows children to engage with materials directly and to repeat those experiences, which truly builds knowledge. When I saw that, I thought, “This is the best thing ever!” What’s your favorite part about teaching your students? The amazement and wonder I see in their eyes when they learn something new, or when we expand on something they already know, and the world suddenly opens up for them. And I love their smiles and hugs. I get plenty of those every day. What are some values your students have instilled in you? Patience and wonder, definitely. Being around young learners helps me stay curious and think more openly. I’ve also learned that making mistakes is okay. Mistakes are just opportunities to grow. What’s your favorite color? Teal! I love it because it’s the most beautiful color in the world, and it reminds me of the Caribbean and the ocean.

Thank you, Jen!

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Alumni Spotlight

An Interview with Kate Canning, Class of 2020 Lisa Dubuque Wood, Director of College Counseling

Since graduating from Headwaters School in 2020, Kate Canning has followed a path defined by purpose, curiosity, and a strong sense of global citizenship. A Headwaters “lifer” who spent her entire educational experience at the school (Young Children’s Community through high school!), Kate has studied political science, worked with refugee support organizations, and now finds herself living in Vienna, Austria, as she pursues a Master’s in Global Policy through the prestigious Erasmus Mundus program. We caught up with her to hear how Headwaters helped shape her journey, and where she hopes it will lead next. Lisa: What have you done since graduating from Headwaters, and where are you headed next? Kate: Since I graduated in 2020, I attended Tulane University in New Orleans, majoring in Political Science and Sociology and minoring in German Studies. After graduation, I worked with the Global Impact Initiative, leading community and business engagement operations. Now I’m two months into my Master’s in Global Policy through the Erasmus Mundus program. I’m currently studying in Vienna and will move to Barcelona for my second year. Lisa: Were there particular classes or projects at Headwaters that had a lasting impact on you? Kate: As I start my Master’s thesis, I keep thinking about my Project Week experiences. Being able to conceptualize and carry out research-based or hands-on projects at such a young age gave me the foundation—and confidence—I needed for the academic work I’m doing now. It also gave me valuable public speaking and presentation skills. Lisa: What Headwaters value or experience do you carry with you every day? Kate: The emphasis on direct communication is something I carry with me constantly. Headwaters taught me how to enter difficult conversations with care, navigate conflict, and communicate clearly and respectfully. That skill is incredibly valuable in academic, professional, and personal settings. Lisa: You’ve gone from Austin to New Orleans to Vienna. How has Headwaters helped you prepare for such a global path? Kate: One of the most valuable things I gained was a love of learning. Montessori sparked my curiosity early on, and the progression through middle school and the IB Diploma Programme helped me dive deep into topics, think critically, and stay intellectually engaged. That love of learning is a big reason why returning to academia now feels so energizing.

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Want to learn more about Headwaters graduates?

Visit www.headwaters.org/beyondheadwaters to learn how our college counseling program is rooted in the belief that individualized guidance honors each student’s academic, personal, and post-graduation goals.

Learning Beyond Four Walls Paul Lambert, MS/HS Math Guide

In the heart of downtown Austin, Headwaters School’s River Campus draws energy from the city’s vibrant rhythm— turning the streets, parks, and cultural landmarks into a living classroom through our City as Classroom initiative. With a “local to global” lens, students explore questions that matter to them, their communities, and the world. Learning takes place in formal and informal settings, inside and outside the classroom, and through both teacher-led and student-driven experiences. This approach goes beyond field trips. Students are active participants—designing, researching, and producing work that engages with the real world in meaningful ways.

Three Pillars of Engagement Discovering Our City

Austin becomes an extension of the classroom. Students walk to Barton Springs and Shoal Creek to study ecosystems, spend time at the Blanton Museum analyzing how artists communicate ideas, and explore the UMLAUF Sculpture Garden to examine public art. They’ve worked alongside TreeFolks to learn about environmental restoration and used the Austin Central Library as a research hub. What makes these moments powerful is how students engage. They sketch in parks, use their world language skills at food trucks, and create original work in public spaces. They’re not just visitors—they’re learners participating in the life of the city.

Creating Their Path

We give students the freedom to pursue meaningful, independent work. Some volunteer with local nonprofits, others collaborate with musicians or meet with the entrepreneurs shaping Austin’s future. This independence

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fosters initiative, self-advocacy, and the kind of confidence that comes from doing something real. The school schedule carves out dedicated time for passion projects. Students chase what excites them— whether it’s documenting street art, investigating community issues, or proposing creative solutions to problems they care about. There are opportunities for students to make something meaningful by tapping into the resources and communities right outside our doors.

Connecting the Dots

Back on campus, students make sense of what they’ve seen and done. They reflect, discuss, write, and draw connections between their experiences and the broader concepts they’re exploring. Conversations often lead to bigger questions. How does Austin balance growth and preservation (read more about 709 Rio Grande renovation on page 31)? What does equity look like in our neighborhoods? How can young people shape their city? We also bring Austin to us. Local artists, organizations, and changemakers visit campus to share their work and experiences. These exchanges help students understand that the skills they’re building are tools they can use to make a difference.

Building Tomorrow’s Citizens

Using our city as a classroom helps students become more observant, capable, and connected. They practice research, collaboration, and critical thinking in realworld settings, all while exploring their own capacity for leadership and impact. This is what place-based education can be: rooted in the local, connected to the global, and centered on the idea that learning should lead to meaningful change.

➩ To learn more about City as Classroom and how it shapes the Headwaters experience, please contact our admissions office by visiting headwaters.org or email admissions@headwaters.org.

HEADWATERS SCHOOL MAGAZINE

Student Art That Gave Back Cait Taylor, Director of Communications and Marketing At this year’s Fall Fest, a standout moment came from our high school photography students, whose striking prints were featured in the Silent Auction. Selected and curated by their peers, the pieces were auctioned off just like at a professional art house—with students receiving the majority of the sale price and the remainder contributing to our $50,000 fundraising goal.

Wormsloe by Flora Tversky ‘26

Taking Flight by Wilson Biggs ‘27 Gaze by Katara Gurugopal ‘27

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Student Work

Vivid Vines by Emery George ‘27

The Falls by Gavin Klinect ‘27

These student artists not only shared their creative vision with the community, but also helped raise critical funds for financial aid, teacher development, and enriched student experiences. Their work was a true celebration of artistry and purpose.

A Bright Morning by Elliott Hirsch ‘29

Pastel Horizon by Atlas Smookler ‘29

Passenger by Lukas Opperman ‘28

HEADWATERS SCHOOL MAGAZINE

Swimming into the School Year: A Collective Art Piece at Creek Brannon Via, Elementary Art Guide To kick off the year, Creek Campus students collaborated in art class to create a mural inspired by koinobori— traditional Japanese carp windsocks flown each May for Children’s Day, a celebration of growth, health, and happiness. At Headwaters, our upper elementary students designed and crafted the colorful carp, while our K-1 and early elementary classes painted the mural’s vivid backdrop. The result is a joyful, movement-filled piece that reflects the spirit of childhood and community. As it greets everyone who walks through our campus, this mural reminds us that creativity, collaboration, and celebration are at the heart of how we learn and grow together.

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Student Work Students began by painting largescale backgrounds on sky-blue paper using tempera paint in a cooltoned palette of whites and blues, experimenting with line, texture, and brushstroke to evoke the movement of water.. Students designed and painted individual 3D koi fish on separate sheets using watercolor and oil pastel resist techniques. These fish actually move and are only attached at the top, creating a life-like effect. Each fish is unique, representing the personality and creativity of its creator, while collectively, they swim together as a single school— celebrating the unity and diversity of our community.

HEADWATERS SCHOOL MAGAZINE

Art That Soars: Students Collaborate on Campus Mural Alexandra Penry, Senior Director of Finance and Advancement In October 2025, Headwaters School partnered with Emma C. Schmidt, a local map-maker, illustrator, and painter, to lead a mural workshop that brought art, community, and place-based learning together. Over the course of three sessions, middle school students explored the history and purpose of murals, studied local flora and fauna for inspiration, and took part in every step of the creative process—from start to finish! The result is a stunning mural that now lives on our River Campus, honoring the Shoal Creek ecosystem and the red-tailed hawk that inspired our school mascot. Students engaged deeply in hands-on learning, using the grid method to transfer their collaborative design to the wall and painting side by side, all in one day. “I am thrilled with how the artwork was realized by the students and very impressed we were able to paint the majority of the mural in one six-hour day,” said Schmidt. “I loved inviting the middle school students into the whole mural process, from research and inspiration to design, installation, and the final step: each of them adding their signature to the mural.” This project not only enhanced our campus visually, but also gave students the chance to contribute something uniquely Headwaters.

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HEADWATERS SCHOOL MAGAZINE

College Counseling at Headwaters: Your Path, Your Journey Lisa Dubuque Wood, Director of College Counseling & Senior Class Sponsor

At Headwaters, college counseling is about helping each student discover what matters to them and supporting their next steps, whatever those may be. Like everything at Headwaters, the process is individualized and rooted in relationships. I work closely with each student to understand who they are, what excites them, and what kind of life they hope to build after graduation. Together, we explore possibilities led by the students’ curiosity, helping to find the clarity needed for their unique next steps. Because of our small class sizes, I meet with students one-on-one and in small groups. I get to know them well, which allows me to guide them more meaningfully and write personal letters of recommendation that reflect their growth and character. Families are active partners in the process. I keep them informed and engaged through workshops, check-ins, and resources. Together, we explore academic fit, financial realities, and what makes sense for each student. Throughout junior and senior year, students receive hands-on support. They participate in workshops, attend college rep visits, and receive guidance on essays, applications, and financial aid. Some arrive with a clear sense of direction. Others start with questions and uncertainty. Both are completely okay.

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At Headwaters, there’s no single definition of success.

The heart of the work happens in conversations, those honest moments when students admit what they’re excited about or where they’re stuck. That’s where the real progress begins. At Headwaters, there’s no single definition of success. Our students take many routes: liberal arts colleges, large public universities, design schools, community colleges, gap years, and professional careers. Many Headwaters students are drawn to interdisciplinary programs that let them connect different passions—like combining biology and visual art, or philosophy and political science. Others prioritize campus culture, social values, or project-based learning environments. Whatever they choose, we focus on fit over rankings. We celebrate each student’s path for what it is: a reflection of their individuality, curiosity, and agency. If you’re a current family, prospective parent, or alum, know this: our college counseling program is designed to honor who students are and help them grow into what’s next. We walk alongside them with care, honesty, and a strong belief in their ability to lead the way.

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Our Graduates

Attend so many Colleges, here are a few. Lewis & Clark College University of Southern California University College Dublin Bennington College Vanderbilt University Rhode Island School of Design Stanford University Sarah Lawrence College Universiteit van Amsterdam Mount Holyoke College University of California, Los Angeles The New School Rice University Macalester College Berklee College of Music Harvard University American University of Paris Reed College University of Texas at Austin Tufts University Duke University New York University Johns Hopkins University University of Chicago

We also support students who pursue alternate paths including taking time to travel or further develop their interests before college.

HEADWATERS SCHOOL MAGAZINE

s Top 10 Reason to Love The Forward on Student Editi B od hi H am met

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10. Unplugging from the Real World

Without our phones, everyone’s kinda forced to pay attention to each other and focus on how they want to spend their time. This might sound frustrating at first, but the Forward wouldn’t have the same effect without it. Pretty much by day two, everyone forgets about their phones altogether.

at ore th is ye ar I’m a soph om my d si nc e th is is H eadwaters, an ard, nd in g the Fo rw fi ft h ye ar at te w ri te a Top 10 I was as ke d to it . I we love ab ou t Li st of th in gs in g ok s be cause, lo ha pp ily said ye e sc ho ol ye ar, th back on each lig ht . gh hi a ds ou t as an st d ar rw Fo ers th at H eadwat It ’s so met hi ng sa an d re al ly bu ild ta kes pr id e in the ec ti on wit hi n st ro nger co nn al so e an d staf f. I’v st ud ent bo dy Ls ) (C un ity Le ad ers jo ined Com m me fu lly ch has he lped th is ye ar, w hi m ak in g hat go es into w nd ta rs de un enes . l be hi nd the sc th is so spec ia hi ng gives us so met T he Fo rward en d wit h fe r: ti me to sp sc ho ol ca n’ t of s wit ho ut ts id e of cl as se ou s nd ie fr r ou ci al ly sc ho ol . It es pe the wor ry of ss in g bo nd s ac ro exce ls at bu ild ents an al ly gives st ud grad es an d re pa rt it mea ns to be id ea of w hat y. it aters co m m un of the H eadw

All School Group Meals One of my favorite parts about the three days is the mealtime. Not necessarily the food itself, but just the fact of having every member of the Middle and High School in one dining hall is really fun. Eating huge meals at the table with my friends and arguing about who has to clean up the mess we made are definitely memories that stick.

8. Exposure to Other Grades

It’s hard to get a full scale of the school until we're all filed into the amphitheater for Pitso. From all school games like capture the flag or soccer tournaments, to hanging out in the board game and crafts room, you get to interact with other grades in ways that you can’t experience during normal school.

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7. Sharing a Cabin With Your Friends

I gotta say, the cabins might be my favorite part. Every year, there’s a moment that makes me cry laughing because of some absurdity that happens in the cabins, and to me, that's great. But honestly, the fun parts aren’t the memories that stick out; it’s bickering with other kids about cleanliness and cabin etiquette that really humbles everyone and forces you to work together.

4. The Alone Time Offered

I consider myself a very social person, but not everyone operates that way; some prefer quiet downtime. So for those kids, don’t worry. During free time, you can sleep in a hammock, play a board game, make arts and crafts, or do anything you want. Trust me when I say you're not expected to operate at 100% for 3 full days.

6. The Facilities of the Camp Itself

Staying relatively close to town at a beautiful camp in the hill country is just another bonus to the Forward that I am grateful for each year we go.

5. Getting to Know Your Teachers Better

The staff is what makes Headwaters special, and the school really tries to emphasize that. Getting to know your guides better, whether they're staying in your cabin or playing a game, is always a great time.

3. Break from the Stresses of School

You don’t have to worry about homework or any classes, and you get to relax before heading into Fall Break.

Setting a Tone for the Rest of the Year. After everyone gets back from the Forward and returns to normal school, there’s a nice shift in energy and overall togetherness across all grades.

1. Trying Things I Normally Avoid It’s cliché, but stepping outside of your comfort zone is a huge part of your experience. Especially for younger Middle Schoolers, it gives them some responsibility for themselves, which they might not normally have in everyday life. From ropes courses to group activities and games, there are lots of opportunities to branch out and try something different.

HEADWATERS SCHOOL MAGAZINE

The World Is Our Classroom: An IB Journey through Italy Amber Anderson, History Guide This October, 27 Headwaters Hawks traveled to Italy alongside a group from Monroe Area High School in Georgia. We explored the beautiful cities of Verona, Murano, Burano, Rome, and Florence. With our incredible tour director, Giordano, our amazing driver, Salvatore, and a team of knowledgeable local guides, each city became a classroom where students experienced art, culture, and history firsthand. City as Classroom is an integral part of education at Headwaters. Students are encouraged to engage deeply with a location and connect what they’ve learned in class with the real world. They explored local industries in each area, including gondoliers in Venice, glassblowing in Murano, and leather production in Florence. Guided tours immersed students in each city’s rich history and provided points of interest for independent exploration. Traveling abroad offered both exciting and enriching experiences, as well as challenges. Flight delays, water outages, and illness can be stressful at home; facing them thousands of miles away can feel completely overwhelming. In true Headwaters fashion, students supported one another through these moments. They reminded each other about passports, checked their rooms to ensure nothing was left behind, assisted sick friends, and guided peers through frustrating situations. These experiences strengthened the bonds between students and staff, highlighting the importance of empathy and teamwork. Like Headwaters, our tour company EF Educational Tours is a mission-driven organization with expert guides who know and love their subject matter. Their belief that “the world is a better place when people try to understand one another” aligns directly with Headwaters’ mission and the overarching goals of International Baccalaureate (IB) World Schools: creating curious, empathetic, globally minded students. As part of our IB Programme, these kinds of experiences support the goal of developing globally-minded, empathetic students. In an increasingly polarized world, the ability to think outside of your own experience is necessary to promote peace. Traveling together tested our patience, strengthened our bonds, and reminded us why shared discovery is the heart of learning.

Explore More International Learning Opportunities Headwaters offers transformative travel experiences that deepen global awareness and connect students to the wider world. Scan the QR code to learn more or visit headwaters.org/travel

Winter 2025

Headwaters’ mission and the overarching goals of IB World Schools: creating curious, empathetic, globally minded students.

HEADWATERS SCHOOL MAGAZINE

Meet Soledad Fernandez-Whitechurch: Building Community Through Creativity and Philanthropy

In October 2025, Headwaters warmly welcomed Soledad Fernandez-Whitechurch as our new Director of Development, following a thoughtful and intentional search for a leader who embodies our school’s values. Soledad brings with her a wealth of experience in development and fundraising, along with a deep passion for the arts. She has served in advancement roles at Riverdale Country School, the FrenchAmerican School of New York, and King School in Stamford, CT. An accomplished artist and muralist, she was notably featured in PBS’s Muraling Austin in 2022. Growing up between Paraguay, Argentina, and the U.S., Soledad brings a global perspective that aligns beautifully with Headwaters. She earned her B.A. from the University of Vermont and is also a naturalist, gardener, and an occasional writer of unfinished mystery novels. She now lives in South Austin with her husband, Mark, two cats, one dog, and a rotating cast of foster pets.

What motivates your work?

“

I am inspired by philanthropy's ability to help create the world we want to see today and tomorrow, and sustaining values such as empathy towards people and animals, the importance of a robust education, compassion for our neighbors, and conservation of our beautiful planet. What I love the most about my work here is helping Headwaters stay true to what makes it such a special place. My dayto-day here feels less like fundraising and a lot more like building something together.

It’s about making the school we already love sustainable for generations to come.

What attracted you to Headwaters?

The school’s creative spirit, the values, and the unique proposition of a Montessori to International Baccalaureate path for our students.

Why is fundraising so important for independent schools?

Tuition is the largest source of revenue for most independent schools, including Headwaters. But the simple truth is that tuition alone can’t (and shouldn’t) cover the entire cost of a school’s operations. If it did, a Headwaters education would be out of reach for many families. Annual fundraising helps make our school more equitable and accessible. Tuition keeps the school running day to day, but philanthropy is what allows it to truly thrive.

Speaking of community. How does the community play a role in the development process?

Every interaction I’ve had at Headwaters has shown me what a uniquely kind and values-driven community this is.

Winter 2025

The same pursuit of excellence and sense of empathy that shapes our classrooms are also what sustain the school. Fundraising isn’t just a task for a few people in the development office; it’s a collective effort that depends on everyone’s participation. It takes a village, as they say! Every member of our community plays a part. When we all take ownership of supporting Headwaters, we ensure that the school we love can continue to grow, innovate, and provide our students with the kinds of experiences only Headwaters can deliver.

What do you wish Headwaters families understood about fundraising? Fundraising at Headwaters—and at all independent schools—isn’t about little extras or “nice-to-haves.” It’s about making the school we already love sustainable for generations to come. Headwaters is a nonprofit, so there’s no owner or group of shareholders.

Fundraising is about something bigger than buying new playground equipment or classroom supplies. Philanthropy sustains the entire operation that makes Headwaters special. It helps us attract and retain exceptional guides, provide financial aid so families from all backgrounds can be here, and invest in capital projects that will serve students for generations to come.

program. Arts education is often underfunded in American schools because people mistakenly see creativity as optional or even frivolous. Nothing could be further from the truth. Art teaches resilience, perseverance, and problem-solving. Talent isn’t innate; it’s built through repeated effort, learning from mistakes, and being humble enough to embrace the fact that you are always a beginner at something. As a muralist, I often encountered situations that demanded I step back and come up with creative solutions to seemingly impossible logistical problems. I bring this same resourcefulness to my work in fundraising.

Anything else you’d like to add?

I am really honored and grateful to be a part of this community, and I look forward to getting to know each and every one of you! I am an Argentine woman through and through, so my door is always open to visitors, and I usually have snacks to share. So come by and introduce yourself!

But where does the money go?

We take transparency seriously. Every dollar raised goes right back to our programs, guides, and facilities that make Headwaters special. Our annual report, published once a year, shows how much we raise and where those funds go. You’ll find this year’s report on page 34. Our office is always available to answer questions or have open conversations, so give me a call or drop me a line.

In addition to fundraising, you have a background in art. How do these two areas come together for you? One of the things that really drew me to Headwaters during my interviews was the strength of the art

Soledad started at age 3 in her first school jumper—and she’s been an independent school lifer ever since!

HEADWATERS SCHOOL MAGAZINE

Giving Curiosity a New Home:

Headwaters Embarks on a New Adventure Soledad Fernandez-Whitechurch, Director of Development

In the spring of 2023, the Sayers House at 709 Rio Grande Street, just across the street from Headwaters’ River Campus, came on the market. The 118‑year‑old historic property, affectionately known on campus as “the Yellow House,” has a storied past: it was once the private retreat of Governor Joseph Sayers and later the home of Blair Fox. Over the years, Headwaters and Blair shared a joyful friendship. A passionate adventurer and a vibrant character in the neighborhood, he often stopped by our campus food truck for lunch. Our students occasionally helped him with home projects, and he generously gifted works of art to the school.

The acquisition and renovation of 709 Rio Grande is a bold step toward ensuring Headwaters continues to foster the thinkers and changemakers of tomorrow.

When Blair passed in spring 2023 and the house came onto the market in summer 2023, it sparked a vision: that this beloved yellow house could become a hub of creativity and innovation—a space where new approaches to teaching and learning can take root and where the next chapter of Headwaters can grow. After careful consideration, we finalized the purchase in November 2024. This acquisition is a bold step toward ensuring that Headwaters continues to foster the thinkers and changemakers of tomorrow and deepens our commitment to downtown and our home on Rio Grande.

WHY NOW?

Our school has grown both in vision and enrollment, and our existing campus has stretched to its limits. Our vision of student‑led inquiry, creative collaboration, and hands‑on learning demands space: for prototypes, darkrooms, film studios, robotics, and cross-disciplinary projects. But in our current footprint, those kinds of innovations are squeezed into corners, shared studios, or temporary setups. Currently, Photography and Studio Art classes are limited to 11 or fewer kids due to space constraints. Simply put, we need a space for student-led exploration, a space that fosters interaction, flexibility, and growth.

LETTING STUDENTS LEAD

In the spring of 2025, students attended two workshops to provide their input on initial design renderings. They expressed their wish to preserve the building’s history and character. The resulting vision for 709 Rio Grande is bold and deeply aligned with the Headwaters mission. Every element reflects the creative, curious, and expressive spirit that defines Headwaters. Working with the architects at Page Stantec, the very firm that designed the original home more than a century ago, Headwaters is poised to bring the building into a new era.

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Capitol Campaign “Page is honored to repurpose the historic property at 709 Rio Grande Street, originally designed by our firm’s founding architects, the Page Brothers, for Headwaters School,” said Chad Johnson, Principal and Academic Sector Director K–12 at Page. “This meaningful project breathes new life into the cherished structure, transforming it into a vibrant, contemporary educational environment that honors its architectural legacy.”

THE PLAN

The reimagined space will become a collaborative art and design center, uniting our SmartLab, engineering and design programs, and visual arts studios—from fine arts and photography to film and digital media. It will provide our students and guides with 4,200 square feet of new learning space and increase our potential enrollment capacity by 10%. Additionally, this larger, centralized art space will allow our students and guides to have more contact with each other and enjoy easier access to maker and film program spaces. This vision supports the International Baccalaureate (IB) Middle Years Programme (MYP) goal of expanding access to visual arts. Plans include a student art gallery in the historic lobby, light-filled collaboration spaces, and the school’s first dedicated admissions suite to welcome prospective families. As with other Headwaters buildings, 709 Rio Grande will reflect both character and history. Outside, a new plaza will create space for community gatherings and Pitsos, bringing the campus together in the heart of downtown Austin. Phase I of construction (interior work) is poised to begin in spring 2026, and Phase II (outside features and courtyard) will start as soon as funding is secured. In the months ahead, we’ll invite our community to help make this vision a reality. As we look to the future, 709 Rio Grande will become a dynamic hub for creativity and collaboration by the fall of 2027; a place where ideas take shape, disciplines intersect, and curiosity finds a new home. It’s the kind of space that invites us to imagine new ways of teaching, learning, and growing together, setting the stage for what’s next at Headwaters. curiosity finds a new home. It’s the kind of space that invites us to imagine new ways of teaching, learning, and growing together, setting the stage for what’s next at Headwaters.

THE ONLY INDEPENDENT HIGH SCHOOL IN DOWNTOWN

It Takes a Village: One Grandparent’s Vision for Connection Alexandra Penry, Senior Director of Finance and Advancement

HEADWATERS SCHOOL MAGAZINE

Winter 2025

On a warm October Friday, I sat down with Adrienne Tabet, grandparent to Juniper Henwood, a Headwaters Upper Elementary Phoenix student, who is the catalyst behind our newly launched Greats and Grands Association. Formed in Summer 2025, the association aims to foster intergenerational connection, create community for grandparents and support the people and programs that make Headwaters special.

Alex: Let’s talk a little bit about the inspiration for the Grandparents Association - the idea that grandparents can support their grandkid’s education, find their social scene, and also find a way to use their skills even though many of them are retired. Adrienne: When I came to Greats and Grands Day last spring, I kept meeting fascinating people—woodworkers, artists, retired educators. I thought, “What a wonderful opportunity for people to get together, socialize, and bring their talents into the school.” Grandparents can connect not only with their grandchildren, but also contribute emotionally and financially to the school community. Education is so important. Headwaters supports students socially and academically in a way that’s incredibly meaningful. My granddaughter found her place here. I’m so grateful, and I want to support the school however I can. Alex: And you’ve spoken before about how important it is for older adults to stay engaged. Adrienne: Absolutely. Retirement doesn’t mean you stop being a productive person. All the knowledge and life experience we’ve gained shouldn’t just sit still—it should be shared. In our culture, aging can make people feel invisible. Staying involved helps us remain connected, energized, and relevant. Alex: What does that look like for you and Juniper? Adrienne: For us, it’s sharing family history. I speak Yiddish with her sometimes, and we celebrate a mix of holidays— Christian, Jewish, Buddhist, Muslim. It’s important for her to know where she comes from. And she’s curious about my past work, especially in prison education. I see her learning through my eyes, and I learn through hers.

Alex: I’d love to hear more about that. Adrienne: I started by teaching dance in a women’s reentry program in Massachusetts. Over time, the women began choreographing their own work— finding autonomy and expression in a place where they often had neither. That grew into a nonprofit and a performance group that incorporated dance, spoken word, and poetry. We performed throughout Boston, and it became a powerful space for formerly incarcerated women to heal and create. Alex: What would you say to other grandparents who want to get involved? Adrienne: Come out and do it! Grandparents have time and perspective to offer, and the bond between school, child, and grandparent is something really special. Parents are often stretched thin—we can show up in a different way. I know it is such a grandparent thing to say, but Juni is incredibly bright. She’s lit up by biology and botany right now, and Headwaters has given her a place to thrive. I want to help the school keep doing that for her and for others.

Want to get involved? To join the Greats and Grands Association or explore ways to share your time and talents, email development@headwaters.org.

HEADWATERS SCHOOL MAGAZINE

Report on Philanthropy We are deeply grateful to our remarkable community of donors, whose generosity fuels the heart of our school. By supporting our mission, you help nurture curiosity, collaboration, and purpose in every student and classroom. This list celebrates the individuals, families, and friends who made an impact between July 1, 2024, and June 30, 2025—and who help make Headwaters a place where every learner can grow and thrive. With gratitude, Headwaters School Development Team

Revenue reflects tuition, gifts, and other funds received during the fiscal year to support school operations and programs.

Expenses reflect the full cost of operations and are allocated across program, administration, and fundraising, including staff compensation, facilities use, and shared operational expenses.

2024-2025 Donors Amy’s Ice Creams Frost Insurance Agency Google Noe Tavira, Jr. and Dolores Escamilla Square 1 Art Studio Momentum Architects Abby Brown and Alan Groves Abby Carruth Abigail Rosenthal and Sean Taylor Abigayle Rosser Adam Annen and Mairin Heard Annen Adrianne Tabet Aileen Yu Akeem and Tiffany Rose Smith Alejandra Velez and David Bracher Alex and Jason Deifik Alex Bilodeau Alexandra and Josh Penry Alexandra Gantley and Micah Perry Alexandria Ross and Tad Glauthier Alexis Bledel Alina Poulsen-Berkowitz and John Berkowitz Allen and Leena Brisch Allison and Jay Angell Amanda and Dennis Myers Amanda Johnson and Leah Cochran Amber Anderson Ameriprise Financial Amy and Rob Nylund Amy and Ryan Rostvold Amy Estes and Tobin Scroggins Anand and Maggie Anbalagan Andrea and Dan Lustig Andrea and JR Andreassen Andrew Medina Angela and Ashlyn Gentry Yue Anne Marie Palmer Annette and Marco Vergara Armando Busto Iturbide and Patricia Nunez Garcia Ashley and Peter Shenk Ashley Menger and Adam Talianchich Ashley Wood Atlantic Staffing LLC Austin Bouldering Project Austin Film Society Austin Zoo Bambino Banger’s Sausage House & Beer Garden

Barbara Britton Barbara Grant Boneta and Simon Hernandez-Arthur Barbara Maloney Beau Tyler Ben and Sara Thomas Betsy and David Schulz Better Half Coffee & Cocktails Bill and Candy Fisher Birds Barbershop Black Swan Yoga Blazer Tag Book People Bouldin Acres Box Tops for Education Brandon and Dayoliz Drews Brannon Via and Eric Ortmann Brenna Randolph and Eman Sojoodi Brayburn Capital Brenna Forsyth Brian and Karen Barry Brian and Shannon Szymczak Brian Pitre and Sara Braun Pitre Bridget and Daniel Brown Brittney and Andy O’Connell Bullock Texas State History Museum Cait Taylor and Evan Smith Caitlin McDermott and Dane Depinho Caleb Davis Carl Hunermund and Kara Murphy Carly Pollack and Jordan Parker Carmen and Doug Wehmeier Carmen and Markus Neier Caroline and Christopher Roesel Caroline and Rob Dixon Cat and Abdul Sulieman Cayla Cecil Cesar Mendez and Karina Rascon Chad Leath and Kheira Ardjani Chaparral Ice & Field Charrid and Layla Stone Chelsea and Dustin Woodhead Chelsea and Joshua Scott Cheryl Maltrud Chia Chee Chiu Chris and Arielle Larson Chris Houston and Anne Bingham Christina Keller Christopher and Jennifer Juge

Christopher Coffin and Lauren Darling Claire and Jared McHaffie Claire Campbell Clay McMillan Cody and Kristina Johnson Cosmic Coffee + Beer Garden Courtney and Nichole Abshire Creative Planning Foundation Cristina Coleman Crux Climbing Center Curt and Emily Laughlin Cynthia Bode Dai Due Dale and Lisa Evert Dan Floyd and Tracy Manier Dan Gilkison and Jenn Wooten Daniel and Jessica Ramirez Danielle and Ronald Hasso Danielle and Thomas DeLuna Dave Cortez and Rachael Neal David and Dana Jencks David and Erica Heroy Debra and Eduardo Martinez Dell Technologies Dennis Testa and Keryn Pasch Derrick and Vanessa Williams Donald and Emily Van Court Doug and Tory Jones DuBois Bryant & Campbell Duncan and Laine Montgomery Durel and Heather Bernard Earnie Solomon East Side King Edward Muzio Eileen Crossin and Simon Moore El Dorado Cafe Elaine King and Peter Fitzgibbon Eli Floyd Eli Jones Elizabeth and Cody Vickers Ellie Chavez Photography Embellish Nails Emilie Stacy and Pierce Stacy IV Eniola and Gabriel Akintayo Eric and Amy Rangel Eric Holden-Birdcreek Roofing Erin and Brett Busby Erin and Michael Moffitt

Erin Fonken and Brandon Mathis Ernie and Nicole Aguilar Eve Groves Brown Everyday Shakti Far South Nursery FBR Management Fidelity Charitable Finn Sonniksen Fixe Southern House Gabe and Julie Bigger Gabriela Hernandez and Anthony Stanton Gianna Gallegos and Lee Johannsen Goldfish Swim School Grady Eglin Greater Kansas City Community Foundation Griffin and Kathy Lord Hai Hospitality Harriet and James Neal Harry and Caroline Olmsted Heather Schafer Hiatus Spa Hold Out Brewing Hopscotch San Antonio Hung Yam Chan and Wing Shek Wong India and Andrew Gallagher Inner Space Cavern Intel Intero Restaurant Irena and Evan Schmidt Jaclyn and Eric Mann Jacob and Kristina Goldstein Jane McCullough Jason and Jessica Schmer Jason and Regan Parks Jason and Jennifer Parkman Jazmine and Kevin Gelfand Jean Yang Jeffrey and Amy Lilly Jen and Noah Masterson Jenna Martin and Tal Tversky Jennifer Clifford and Blake Mikol Jennifer Giroux Jennifer Phillips Jennifer Skiffington and Rudye McGlothlin Jeremy and Talia Bennick Jeslyn Schuh and Lee Chavez Jessica Gallagher Jessica Hargest and Lou Marchetti Jessica Rio Jewel Natarajan John and Angela Lively Julia Murray Julia Still Julie and Lance Spears Julie and Neathery Falchuk Juliet Blake and Mark Shepherd Justin and Angela Aaron Kalologie Medspa Austin Kari and Brian Savage Kari and Michael Sarahan Karolina and Michael Russo Kassi Hormuth Katherine and Reid McCoy Katherine Brennan Katherine Jones and Don Pitts Katie and Amador Riojas Katie and Patrick Gallagher Katie Creel and Tyson Schritter Katrina Bekessy and Dan Provost Katy Nail and James Swift Katy Oliveira-Lambert and Paul Lambert Kaylin King and Alison West Keegan and Stacey Archer Keith Martin and Jennifer DiZio Kellee Coleman Kelli Considine and Shauna Curtis Kelly Dickens and Linda Neavel Dickens Kelly and Richard Edwards Kelly Bonsall and Sean Headden Kelsey and Matthew Schmertz Kelsey Richardson and Brendan O’Donoghue Kena Pierce Kendra Scott Krista Deluca

Kristen Pacotti L. Stacy Christie and Travis Young La Popular Austin Lady Bird Johnson Wildflower Center Laura and Paul Detke Lauran Janes and Evan Lambert Lauren Gonzalez Laurence Prodel Lesley Regan Leslie Wearb Hirsch Leslie Nail Libby Bryans Lidia Galarza Lindsay Doleshal Lisa and Jonathan Wickham Lisa and Michael Furrh Lisa Dubuque-Wood and William Wood Lisa Olstein and David Goodrich Lisa Tillinghast and Richard Erhardt Local Foods 2nd Street District Lombardi Family Concepts Lone Star Riverboat Lori and Brett Strong Lucille and Oscar Berrones Luke Jacobs and Carrie Rodriguez Lupy Cepeda LV Collective Lyren Brown and Clarice Laires Mabel’s Labels Madeline Newchurch Madhu Natarajan Madicyn Villalobos Magdalena Vial Mandy Rose and Aaron Levy Mantis Massage Maria Govoni and Peter Pettinari Maria Oriendo and Asia Morshed Mark and Laleh Moffatt Mark Gaston and Jennifer Fenton-Gaston Mary and Eric Shuman Mary Gray Mary Sue Marmion Mathnasium of Southpark Meadows Matthew and Heather Galvano Maudie’s Tex-Mex MB Cleaning Services Megan Field and Oliver Land Mei Hu Melina and Reies Flores Michael and Amelia Miller Michael and Lili Powers Michelle Nezamabadi and Aaron Radicke Michelle Smolik Mike and Sara Largent Miles Earney and Kelley Sandidge Miriam Poag Misty Mathis and Justin Poag Mollie and Matt Ewing Molly and Nic Costello Monica Shah and Brian Dunigan Moonshine Grill Nabil Ezzarhouni and Stacie Freasier Nancy Ryan and Matt Belew Nanette Bledel Natalie Turner and Erin McNeely Neal and Joyce Sarahan Neil Minocha Nichole and Zachary Been Nicole and Eric Higginbotham Nina and Jeremy Harrison Nirav and Sapna Bhagat Noe and Katie Calvillo NVIDIA Odd Duck Papa and Christine Rivera Paperboy Patika Paul and Sarah Armendariz Paula and Sheldon Pacotti PayPal Giving Fund Phil’s Ice House Pinthouse Pizza Priscila Aguirre and Alejandro Del Palacio Rachael and William Biggs

Rachel Hanson and Mike Jackson Rae Ann Hill Raghav Goel Ralph B Rogers Foundation Ramya Ramaswamy and Srinath Rajen Regina and Chris Tapper Richard Calamari Richard Henwood and Jessamine Dana Robert and Julia Foree Robert Howell and Kate Robinson Robert Mohundro and Ashley West Robin Scott and Rob Hammett Robyn and Tom Flaherty Rosie and Tony Chavez Ruth Anne and Daniel Bloor Ryan and Kristin Harvey Sage Blossom Massage Samantha and Chad Hooten Samantha Papadakis and Robert Richardson Sana and Asim Malik Sarah and Chris Lord Sarah Cook and Austin Cook-Kiessig Sarah Richardson Savannah Aday Schwab Charitable Fund Scott Nguyen and Jana Leon Guerrero Scott Shoultz and Karla Cruz Shoultz Seth Glass and Jasmine Patterson Shamaa Lakshmanan and David Gulley Shaneitra Cockrell Shari Stoker and Avinash Lakshminarayana Sheri Shenk Sheridan Hewson-Smith Shirley Dubuque Soup Peddler Soupleaf Hot Pot Springdale Station Stacey Jordan Stephanie Klinect Stephanie Roach and Hannah Osborn Stephanie Sherrod and Jeff Neumann Stephen Clarke Steven and Christina Quach Sujal Rangwalla and Amy Shah Susan Sloan Susanne and Randall Evans Susie Demarest Tamara and Katrina Yarborough Tamara Bryan and Jeremy Minton Tanya and Michael Johns Ted and Amy Graf Terra Lynch and Aric Cheston Texas Vision Clinic The Grove Wine Bar & Kitchen Thomas Sellstrom Three Stick Ranch Tia Butler and James Mussman Tiffany Goodman Bilbe and Mitchell Bilbe Tiffany Promise Tim Reilly Todd and Courtney Erickson Tommi and Chris Collard Total Wine & More Travis and Oliver Land Troy Cole Troy Gilbert and John Wright Tye Ripma and Celina Artusi Tyeshia and Christopher Aguilar Tyler and Lesley N Blessing Unity Technologies Urban Betty Salon Valerie and Michael Daubert Vanguard Charitable Via 313 Brian and Vanessa Rigsby Vincent Kartheiser Wes and Katrina Sparks Will Simpson and Avé Luke-Simpson William VanWart and Buff Strickland ZACH Theatre Zilker Botanical Garden

HEADWATERS SCHOOL MAGAZINE

Class Notes

’09 Davis Geiger lives in Boulder, Colorado, where he manages a language services team supporting more than 150 interpreters and translators. He recently self-published a book about a man who responds to a Nigerian Prince email scam—with unexpected consequences.

EvaClaire Wright earned a graduate degree in International Affairs with a specialization in cybersecurity from King’s College London. She now works at the U.S. State Department as a program manager in the Bureau of Cyberspace and Digital Policy, leading international cyber incident response initiatives. She lives in D.C. with her dog, Chula.

’14 Gentry Hunter stopped by campus in October to share news of her new business: 2.0 Residential and Commercial Cleaning Enterprise. We’re so excited to see our alumni flexing their entrepreneurial spirit!

’15 Bryson McIver studied computer security at RIT and now leads engineering teams at Vectra AI, a network security company. After spending time in New York, he’s back in Austin enjoying BBQ and breakfast tacos—and helping build tools to keep networks secure.

Winter 2025

’16 Keiko Vassalli is the founder of Atlas Global Creative, a media agency working with global hospitality and entertainment brands like Marriott, Hilton, and Parkwood Entertainment. Her work has been featured in Forbes, Texas Monthly, and on the big screens at ACL Fest. She and her fiancé, Michael, are planning a wedding in Tuscany and share life with their dogs, Bella and Archie (@thelifeofbellaandarchie).

’17 Ekin Uğurel is pursuing a Ph.D. in Civil and Environmental Engineering at the University of Washington. His research focuses on using mobile sensor data to improve long-range transport planning. Ekin is currently conducting a four-month research visit at DTU in Denmark, collaborating on equitable transportation modeling.

’20 Kate Canning is earning her master’s degree in public policy through the Erasmus Mundus program. She spent her first year studying at Central European University in Vienna and is completing her second in Barcelona. She also works with Global Impact Initiative as a representative for international partnerships.

’22 Dixie Baronofsky is in her senior year at Emory, conducting biophysics research on fire ants and respiratory mechanics. Over the summer, she spent two weeks in the Peruvian Amazon studying monkey grasshoppers with the Jungle Biomechanics Lab, part of a Georgia Tech NSF project.

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Share Your Update!

We love hearing from our alumni! Whether you’re launching a business, traveling the world, or making change in your community—we want to celebrate your story. Visit headwaters.org/alumni or contact our Development Office at development@ headwaters.org to be featured in the next edition.

HEADWATERS SCHOOL MAGAZINE

Jeslyn Schuh, opment Assistant Director of Devel rs, I have had the privilege For the past two school yea ctly with the Parent and pleasure of working dire parents fill the school with Volunteer Community. These dedication. When meeting their compassion, love, and pus, I am often amazed with the leads on each cam r into this community. at how much energy they pou l connected by creating They make sure families fee room and grade-level reps monthly emails, supporting . planni ng all campus events in bui lding community, and see so many parents And it’s not just the leads. I time and energy. Whether show up and volunteer their in the Peace Garden, it’s getting their hands dirty ding out food at a laminating placemats, or han thrives because of their school dance, our community from a chi ld’s first days in involvement. At every level, senior, parents show up YCC to their final year as a t truly makes a difference. with care and presence tha ment where our students, They help create an environ ted and supported. staff, and families feel connec nk you to all of them: Please join me in saying tha ideas, and the joy for the countless hours, the munity. We truly cannot you’ve shared with this com are so grateful. say it enough—than k you. We

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Than k You, PVC!

What is the PVC? The Parent Volunteer Community (PVC) brings Headwaters families together to build connection, show appreciation, and support the student experience across all campuses. From organizing staff gratitude events to planning celebrations and lending a hand at school gatherings, the PVC strengthens our community in meaningful, joyful ways. Participation is open to all families, and while there is a sign-up and suggested dues, your level of involvement is entirely up to you. Whether you volunteer your time, contribute financially, or simply show up in support, every act of engagement helps our community thrive. Want to learn more or get connected? Reach out to pvc@headwaters.org.

Anniversary

And We’re Just Getting Started Fall Fest 2026 Big community fun, festive surprises, and even more fun! PROMavera 2027 A fun, adults-only spring event returns with extra sparkle for 25 years!

Anniversary Events All Year Long Stay tuned for stories, exhibits, community gatherings, and more.

Headwaters School 801 Rio Grande Street Austin, TX 78701

Support the Next 25 Years at Headwaters

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Looking Back and Moving Forward

Headwaters School Magazine | Winter 2025 Edition