Book of Gratitude 2020-2021 | www.pinewood.edu

BOOK of GRATITUDE | 2020 - 2021

Dear Pinewood Community, When I look back at yet another unprecedented year in our school’s history, three emotions rise to the surface: gratitude, appreciation, and awe. I am grateful for the many ways in which you came together to support our efforts to keep our students learning and engaged against an ever-changing and often tumultuous backdrop. I have deep appreciation for our faculty and staff who embraced many changes and demonstrated selfless dedication, creativity, and innovation both inside and outside the classroom. Most of all, I am in awe of the youngest members of our community, our students, who stepped up and faced myriad challenges with courage and resilience beyond their years. As a community, we did not just survive this past year, we thrived.

As you explore aspects of a Pinewood education covered in this publication, I hope you will see that the pandemic did not keep our educators or students from accomplishing our mission over this past academic year. If anything, last year’s events sharpened our focus on the need for an education that not only offers challenging academics, but also teaches leadership, compassion, and problem solving.

In addition to the curiosity of our students and determination of our faculty, your philanthropic support of the Annual Fund First and other fundraising efforts was critical to our ability to serve our students. Without your support, we would not be the strong institution we are today. I thank you for your partnership and generosity.

Sincerely,

Scott Riches President of Pinewood School

MISSION STATEMENT

Pinewood students seek knowledge, demonstrate character, build confidence, and experience joy in an uplifting community.

Pinewood School

THREE CAMPUSES

ONE SCHOOL Pinewood’s three campuses might represent themselves differently, but we are connected at the core through a strong commitment to our mission. Take a glimpse of how our three diverse campuses are unified in creating a place for each student to thrive.

SEEKING KNOWLEDGE Pinewood takes seriously its responsibility to provide a top-notch education while encouraging our students to take pride and ownership in their own learning.

Specialized Instructors From kindergarten through 12th grade, our students are taught by subject-specialized instructors who are characterized by joy and expertise.

A Living Curriculum Collaborating with faculty, learning specialists, and administrators, our curriculum directors annually evaluate and sharpen our curriculum to best prepare our students for successful, impactful, joyful lives.

Investment in Our Teachers Pinewood allocates $2,000 per teacher per year for professional development opportunities: conferences, classes, workshops, and other unique experiences.

Book of Gratitude

D E M O N S T R AT I N G C H A R AC T E R Pinewood students stand out from the crowd as unique and exemplary. That’s because our programming intentionally focuses as much on personal growth as it does on academic excellence.

WISCR At all three campuses, our students learn the defining characteristics of a Panther, summed up with the acronym WISCR. Pinewood students are: Well-rounded individuals, Insightful and critical thinkers, Selfmotivated individuals, Clear communicators, and Respectful individuals of character.

BUILDING CONFIDENCE Some call us a tight-knit community, others call us a family. The point is clear: we care about fostering relationships that enable students to flourish as dignified and confident individuals.

K–12 Theater Program

Inclusive Sports

Before our school’s official founding by Gwen

From grades K-12, our students are given opportunities to

and Vic Riches in 1959, Pinewood began

engage in athletics. At Lower Campus, students enjoy daily

as a popular neighborhood performing arts

movement in PE class as they learn the foundational aspects of

program. Mrs. Riches noticed that the children

sports while laughing and having fun with their peers. At Middle

involved in her theatrical performances

Campus, organized sports teams are available to join without

blossomed – and not only on the stage!

tryouts; everyone is free to participate and learn in a supportive

More than 60 years later, the confidence our

environment. At Upper Campus, that spirit of fun gets amplified by

students glean from their involvement in the

a new level of competitiveness and a higher bar for excellence. At

performing arts is just as foundational to our

every stage, as our students grow in ability alongside encouraging

programming today as it was then.

peers and coaches, their confidence soars.

Pinewood School

As our students become confident that they are a deserving part of a community that cares about their well-being, they become invested, joyful contributors of their own passions, skills, and gifts.

Book of Gratitude

E X P E R I E N C I N G J OY IN AN UPLIFTING COMMUNITY Walk the hallways at all three of our campuses and you’ll experience heartwarming scenes of joyful community. Pinewood’s uplifting environment is a direct result of our invested teachers, passionate administrators, bright students, supportive parents, and intentional programs.

The Joy of Being Known

Celebration of Diversity

Small class sizes, inclusive extracurricular activities,

We are proud of Pinewood’s diverse population

learning specialists, and advisory mentorships are just a

of students and families. With the help of our

few of the programming details that contribute to each

dedicated parents, we seek to recognize and

student’s sense of belonging on Pinewood’s campuses.

celebrate the cultural holidays of significance

As our students become confident that they are a

represented in our school community. These

deserving part of a community that cares about their

cultural celebrations bring joy, life, music, and

well-being, they become invested, joyful contributors of

color to our campus life.

their own unique passions, skills, and gifts.

Genuinely Caring Teachers Throughout the pandemic, our teachers have creatively and quickly adjusted to change countless times. The constant stress has been taxing for everyone in our community, including our teachers who have had to stay flexible at every turn even as students looked to them for guidance. Time and time again, we have received the highest praise for our teachers who have maintained their joyful energy through online and in-person learning, often while juggling their own children and home life behind the scenes!

Pinewood School

INVESTING IN

OUR TEACHERS Pinewood’s faculty is our most valuable asset as the key to providing our students with a quality education. We are committed to evaluating and improving ways to invest in our teachers and provide them with excellent benefits that make us a compelling choice of employer in a competitive Bay Area independent school market.

Improved Teacher Benefits Medical Benefits Benefits play a huge role in attracting and retaining the finest teachers. Our growing annual fund proceeds now enhance Pinewood’s ability to subsidize a significantly higher percentage of our employee health care benefits, which provide teachers with more disposable income each month.

Retirement Matching Annual fund proceeds helped Pinewood to elevate retirement matching up to 6% of our faculty and staff’s annual salaries.

Graduate Program Benefit

Book of Gratitude

Pinewood will provide reimbursement of tuition costs for part-time or non-degree graduate study to full-time faculty and administrative staff who have completed two full years of employment at Pinewood School.

P I N E WO O D P R O F E S S I O N A L D E V E LO P M E N T

A Commitment to Lifelong Learning Pinewood’s Board of Directors holds deeply the value of lifelong learning. In addition to offering a stellar academic program to our students, Pinewood continues to make meaningful investments in faculty recruitment, retention, and growth through a robust professional development program.

To show their continuous dedication to the quality of teaching at our school, Pinewood’s Board of Directors launched a new initiative in 2021 called the Graduate Study Reimbursement Program. This new program will provide for the reimbursement of tuition costs for graduate study to full-time faculty and administrative staff who have completed two full years of employment at Pinewood School.

D I R E C T I M PAC T

Ria Walker

It’s safe to say that Pinewood green

When President Scott Riches

Education and Teaching Leadership at

and gold runs through Ria Walker’s

shared news of the Graduate Study

San Diego State University.

veins. Serving as the Middle Campus

Reimbursement Program with our

PE instructor and as the assistant

faculty, it was music to Mrs. Walker’s

As a member of this team of

director of athletics for grades 4-6,

ears. She finally had the opportunity

dedicated teachers at Pinewood, Mrs.

Mrs. Walker is also a former Pinewood

to pursue her lifelong dream of

Walker is both grateful and excited

student. Her Pinewood teachers

earning a graduate degree that she

for this opportunity and looks forward

became mentors and friends into her

had had to put off for years due to

to the positive impact her advanced

college years and she feels Pinewood

financial obligations. Thanks to this

degree will have on her work and her

has always been her “home away

new initiative, as of fall 2021, Mrs.

students.

from home.”

Walker is pursuing a Master of Arts in

Pinewood School

P R O F E S S I O N A L D E V E LO P M E N T H I G H L I G H TS Pinewood encourages our faculty and staff to participate in a professional development event each year–a conference, class, workshop, or other unique experience–that the school underwrites. An investment in our teachers is an investment in our students as we strive to see them become kind, well-rounded people who are poised to change their world for the better.

Olivia Bradley

Learning to Love Assessment Workshop

The Learning to Love Assessment Workshop offered

assessments in my classes. I now believe that

a new perspective into assessing student learning.

the end of a unit should be a celebration of what

The workshop introduced a variety of strategies

students have learned and not a high-stress exam.

for the world language classroom that focused on

Students should be offered multiple ways in which to

proficiency-based learning and went beyond the

show their learning as well as various opportunities

traditional exam.

to show mastery.

I also learned about current second-language

I am so grateful to have had this professional

acquisition theories that should be considered

development experience because I learned that I

when planning assessments and activities for class.

need to be more focused on standards-based skills

It allowed me to reflect on the important language

versus grade points.

skills students should have and how I can ensure they are gaining those skills.

The workshop presented revolutionary ideas about grades and assessments that will directly benefit my

I walked away with a variety of strategies for

Book of Gratitude

students and I’m so excited to implement them.

Tanya Lemmon

Facilitating Courageous Conversations, DEI

Over the course of the 2020-21 school year, Pinewood supported me in virtually attending several DEI workshops.

All of them allowed me to reflect on my own attitudes and opinions, which opened my eyes to fresh perspectives and a broad range of school experiences related to diversity, equity, and inclusion.

One area of DEI work that rings true across the board is that people are vulnerable when having difficult conversations. One workshop, called Facilitating Courageous Conversations Visually, addressed this challenge by teaching us how to express ourselves through simple illustrations – star people, bean people, and squiggly people, among other useful tools like

emotion faces and showing time and place. Turns out that we can say many things visually that are much harder to express verbally; drawing holds contradiction far more efficiently than writing.

After the workshop, I immediately taught my students how to express themselves through simple illustration. It is common for “non artists” to feel like they cannot draw; I’m sure you know what I mean. These new tools seemed to bypass that problematic mindset and my students grabbed on immediately. One student said that star people changed his life! As we approach the next school year, it will be one of the first strategies I teach my students in hopes that they can express a fuller range of emotional complexity with regard to their experiences and ideas around life and the content of language arts.

Thank you Pinewood, for supporting my development as part of a learning community!

Yong Kim

Glazier Football Coaching Clinic

I recently attended the Glazier Football Coaching Clinic. The program was a great opportunity to learn new ways to modernize the game while maximizing the safety of the players.

It offered a series of lectures and workshops led by college or former professional coaches who conducted specific skill set series as well as bigpicture techniques.

However, what I enjoyed most about the professional development opportunity was the ability to connect with coaches at various levels of education ranging from high school to college from all around the country.

invaluable resource throughout the year.

The coaches were very friendly and generous with their time and knowledge: we exchanged ideas and films and I have access to them as an

The 2020-21 football season was like no other in Pinewood history. I was able to use the skills I acquired through this professional development

program as well as the extensive network of seasoned coaches. As a result, I’ve been able to motivate our players who showed incredible commitment to the team despite the limitations put on us due to COVID.

Pinewood School

THE POWER OF

SEL SOCIAL AND EMOTIONAL LEARNING

Social and Emotional Learning (SEL)

attitudes toward oneself and

challenges of COVID, the skills and

is a critical part of a wholesome

others. In addition, students gain

relationships that emerged from

education. At Pinewood, our

confidence and persistence as well

our SEL programming proved to be

educators recognize that emotional

as improved test scores, grades,

invaluable.

well-being leads to higher

and attendance.

At Lower Campus, our K-2 students

academic success for students of all ages. Research shows that

SEL is thoughtfully woven into

learn social and emotional skills

incorporating an age-appropriate,

the Pinewood curriculum at

through Kimochis, a program that

thoughtful SEL plan as part of a

every level. This aspect of a

facilitates a better understanding

student’s experience at any age

Pinewood education has always

of feelings for students. Through

level results in more positive

been important. During the

the use of child-friendly characters

Book of Gratitude

called Kimochis, the program provides our

Decision-Making. Through class meetings, open

youngest students with age-appropriate tools to

sessions, check-ins, and assemblies, our students

express their feelings and to work through them in

gain awareness of and develop skills in these

a supportive and safe environment.

areas. These same methods are also used to help build a common language and to establish community goals and expectations.

Students acquire important communication and emotional skills that enable them to better manage their relationships.

The Upper Campus Advisory Program is the cornerstone of SEL education for our junior high and high school students. Since its inception, the program has evolved from a five-week pilot to a robust year-round effort that seeks to connect students and advisors in meaningful ways. This program also provides a safe venue to discuss

At Middle Campus, the SEL program seeks to build

relevant issues and – at times – to come together

greater self awareness as well as a sense of how

just to have fun as friends.

one’s behavior affects others. Students acquire important communication and emotional skills that

Upper Campus utilizes Wayfinder as the foundation

enable them to better manage their relationships.

of their program. The aim of this new curriculum

The Middle Campus SEL curriculum is based on the

is to bolster social-emotional learning, support

Collaborative for Academic, Social, and Emotional

diversity and community initiatives, and ultimately

Learning (CASEL) Core Competencies which

cultivate a sense of purpose and belonging

include: Self-Awareness, Self-Management, Social-

on campus.

Awareness, Relationship Skills, and Responsible

Pinewood School

Take Note, Pinewood’s award-winning a cappella group which took 3rd place in the ICHSA West Quarterfinals, released a virtual performance of You’ll Be Back from Hamilton.

BRINGING

OUR A-GAME At Pinewood, we are committed to creating an environment where our students can continue to thrive, learn, and pursue their passions both inside and outside the classroom.

Across campuses and grade levels, our program offerings affirm this commitment.

Whether it’s on stage, on the field, or in the classroom, our students continue to demonstrate character and confidence with joy. Last year, despite COVID restrictions and changing health requirements, our students pursued their creative and athletic passions.

Book of Gratitude

HIGH SCHOOL ATHLETES

60% During the 2020-21 school year, 60% of high school students played a sport, despite the challenges of the pandemic.

ATHLETICS Pinewood’s athletics program continued to thrive last year in spite of the pandemic. Our athletes and coaches demonstrated their commitment by participating in Zoom workouts during remote learning and returning to campus with masks for socially-distanced practices when COVID restrictions allowed.

Liam Smith, Class of 2020

“My time at Pinewood taught me different ways of being a better teammate on and off the field to support my community in college and in life.”

Pinewood School

A TRUE SENSE OF

BELONGING Learning Specialists at Pinewood

In addition to a team of dedicated faculty, we at Pinewood are fortunate to have a talented team of learning specialists who support students and teachers as members of all grade-level teams and admissions committees, and who serve as guides in pedagogical practice.

Across our three campuses, the learning specialist team consists of Marianne Griffiths, Jyoti Sicina, Kristin Thomas, and Ashley Zmuda. We sat down with these women and asked them to share their passion for the work they do and its importance to student success. Below is a summary of that conversation.

Our job is to help all students access knowledge

challenging, yet it was also extremely gratifying for

in the best way that they can; their self-confidence

us. We were able to work with a much wider range

is built upon being aware of their strengths and being engaged in their own learning. We encourage students to explore how they learn, helping them identify things they do in and out of the classroom that maximize their learning, help them stay organized and set them up for success.

The most rewarding part of our job is working with students directly or one-on-one, on their time management, organization, and study skills as well as working with teachers to differentiate instruction so all students can access learning. At the end of the day, the goal is to empower students to take ownership of their own learning.

During COVID, our team helped students master accessing course material online, submitting work digitally, and staying on top of the demands of remote learning. This past year was especially

Book of Gratitude

photo placeholders

Pinewood’s team of learning specialists: Kristin Thomas, Marianne Griffiths, Ashley Zmuda, Jyoti Sicina

of students than ever before to ensure

were fulfilling our mission of creating a

and so that teachers understand

the balance that is at the core of a well-

healthy space for our students to learn,

how to differentiate their instruction

rounded Pinewood education. When

self-reflect, and become well-rounded

to challenge each student at an

students faced the pressures of high

people.

appropriate level. This also allows students to appreciate and accept

achievement, our goal was to redirect their focus towards personal growth

Understanding how different students

different styles of learning, thus

by encouraging them to ask questions

learn helps teachers teach in ways that

shaping the culture of the school

of themselves like, Am I happy? Am

maximize opportunities for student

such that all students feel capable

I healthy? Am I learning? Am I trying

success. It levels the playing field

and confident in their learning. When

my best? If the answer to these

so that all students have access to

students feel successful, the result is a

questions was yes, we knew that we

the tools they need in order to learn

true sense of belonging for all.

Pinewood School

TRADITION WITH A TWIST

by Laine Corfield Class of 2016, Middle Campus Faculty

Middle Campus is known for its traditions: the endearingly extravagant holiday celebrations, the Flea Market, the Waffle Breakfast, the Gold Country trip, the 6th-grade Disneyland trip, and so much more.

When COVID restrictions challenged our sense of normalcy, Middle Campus got creative and kept their sense of tradition strong.

Book of Gratitude

Because of state and county-wide health precautions in

Perhaps the most looked-forward-to tradition at Middle

2020-21, so many of the events and activities that define

Campus is the end-of-the-year 6th-grade Disneyland trip.

Middle Campus’s culture could not take place. We had to attempt to reinvent years of tradition.

Throughout the whole school year, our 6th graders hold various fundraising and leadership opportunities to

One of the first events of the year was Halloween.

prepare their class for the May trip. Last year, we wanted

Usually, students enjoy a campus-wide Halloween party

to allow the 6th graders to have an end-of-the-year

with a costume parade, games, and candy. Last year,

celebration, even though Disneyland was not going to

when our typical celebration wasn’t possible, we decided

be possible. Instead, the 6th graders enjoyed a day on

to do a Trunk-or-Treat event. Cars were decorated and

campus where they could waterslide, play their favorite

each car was a “stop” along the Trunk-or-Treat route.

PE games for a chance to win king-sized candy bars, and

Gloved teachers were stationed at each car, passing out

eat lunch from a taco truck.

candy to our students. Even the students who remained in remote learning for the full year got to partake in some

While the 6th graders still had to remain in their cohorts,

of the fun: teachers Zoomed students in and took them

the remote cohort was able to come to campus for the

along the Trunk-or-Treat route.

first time last school year and participate in the festivities in person! Although this was no substitute for the usual

Perhaps most importantly, those remote students each

Disneyland trip, it was important to everyone at Middle

got their own bag of Halloween candy mailed to them.

Campus to keep with the spirit of this special tradition.

Incorporating the students who chose to remain fully remote was something at the forefront of everyone’s

Despite the challenges presented during the 2020-21

minds, as continuing to make these students feel like

school year, the Pinewood community did its best to

members of the Pinewood community was incredibly

create memorable and fun opportunities for our students

important to our teachers and administrators. Celebrating

and teachers. Though the activities and events were no

Halloween in this fun and creative way, albeit differently

substitute for the “real” thing, these festivities provided

than usual, helped provide a sense of consistency and

everyone with a slight semblance of normalcy during an

continued tradition for our students.

otherwise abnormal school year.

Pinewood School

P R E PA R E D F O R T H E

PATH AHEAD From Pinewood’s College Counseling Office

Pinewood’s college counselor, Marvin Coote, is first and foremost committed to getting to know the students he works with as individuals.

His goal is to empower our students to choose a college that fits their personal goals.

When Mr. Coote first meets with students, he does not start by talking about where they want to go to college. Instead, he wants to learn about their journey up to the current moment, to understand what it was that brought them to Pinewood, and to know what specifically about this environment helped them to thrive both academically and personally.

Mr. Coote learns from students about their passions and interests beyond academics by asking them to consider what they enjoy doing during the 150 hours of the week when they are not in class. Mr. Coote hopes that by reflecting on what is important to them and recognizing the elements in their environment that set them up for success, our students will be able to better determine the next venue for their continued education.

Book of Gratitude

Mr. Coote works with Pinewood families to identify six to eight colleges in the area to tour so that they can experience what colleges feel and look like without leaving town. This helps our families and students get a feel for big state schools, small liberal arts colleges, and specialized research institutions.

Mr. Coote’s goal is to make the process as free of surprises as possible by providing as much information as possible.

The goal is to build meaningful relationships with our students so that they have a sense of unconditional support from the college counselling office.

“Ultimately” says Mr. Coote, “I want them to be effective self advocates so they are confident in their choices”.

The Pinewood college counseling team believes in working with ample runway so that no students start their most important year of high

school riddled with stress over college. Mr. Coote’s College Summer Boot Camp, which is in its third year, gives our students a complete picture of what the college application process is like.

In addition to providing exposure to schools and vital preparation for the application process, it also fosters a sense of community based on common experience among the students.

Last year, our remote bootcamp was a huge success despite COVID health restrictions.

For the Pinewood college counseling office, the college-admissions process is yet another great learning opportunity: one that allows our students to find their voice and discover their best path forward as they take this meaningful next step in their academic journey.

PA N T H E R S B E Y O N D OUR HALLS Updates from Pinewood’s Alumni Relations Office

Last year, we kicked off a new program called Panthers to Panthers: A Conversation with Our Alumni. We invited Sarah Feng ‘20, Neel Khattri ‘19, Sarah Bares ‘18, Jackie Gerson ‘16, Carson Robinette ‘15, and Ethan Alter ‘09 to virtually provide current and prospective Pinewood parents with a glimpse into the lives of some of our alumni.

Our annual College Alumni Discussion Panel went virtual last year as we brought our alumni and seniors together

in conversation. Klara Aastroem ‘19, Lucas Chao ‘19, Cami Haber ‘19, Deana Kajmakovic ‘19, Alexis Tanase ‘19, Carter Brady ‘20, and Audrey Cutler ‘20 talked with the class of 2021 about sharpening their focus, making college selections, and preparing to leave the grounds of Pinewood. After the largegroup session, we split into virtual breakout rooms where students and alumni could continue to chat. Questions from our students touched on packing for college, relating with roommates, and feeling prepared for the next academic level.

DESPITE THE MANY CHALLENGES OF THE PANDEMIC, OUR PINEWOOD ALUMNI CONTINUED TO PRESS FORWARD, OVERCOME OBSTACLES, AND DEFINE THEIR OWN SUCCESS.

When the COVID pandemic

Jason Greenberg ‘96, a

Musician Sara

hit in 2020, Amanda Legge

practicing physician, father,

Bares ‘18, came

‘07 and her husband had

and CEO of a large medical

out with her

just recently moved to São

practice in San Francisco, had

new album,

Paulo, Brazil, in hopes of

to overcome the fear and the

Place to Land.

learning a new language and

uncertainty that permeated

experiencing a new culture.

his day-to-day life.

Jessica (Bussey) Negrette ‘02 and KC (Wise)

Journalist and TV news reporter Max

Grewal ‘02 are Pinewood alumnae and Pinewood

Darrow ‘12 won his first Emmy Award for an

parents. Like many of us, they had to manage

election-related news story titled TESTING

school-aged children in a hybrid/remote learning

USPS: We sent 100 mock ballots out. Did

environment while working from home.

they arrive on time? (Spoiler alert: they did.)

Ryan Wilson ‘99, CEO of Lawry’s Restaurants Inc., had to fight his eatery’s way back from the brink of extinction when the pandemic kept restaurants empty.

Director Jon M. Chu ‘98 released his new movie In the Heights to rave reviews.

Pinewood School

Development Office 327 Fremont Avenue Los Altos, CA 94024 650-209-3041 | development@pinewood.edu www.pinewood.edu Federal Tax ID# 94-1527492