2010 - 2011 Annual Report

SABOT at STONY POINT 3400 Stony Point Road Richmond, VA 23235

reflections sabot at stony point 2010-2011 annual report

Mission Statement

Sabot at Stony Point is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. In an environment that supports collaboration and respectful exchange, we challenge our students to become effective communicators and disciplined thinkers, capable of solving problems in our increasingly complex world.

The entire Lower and Middle School gather for Field Day.

BOARD OF DIRECTORS 2011-2012 Executive Committee President Mark Stevens Director, Regulatory Case Management & Communication Dominion Resources Services, Inc. Vice President Kathryn Gammino Freelance Art Director Secretary Katherine Brakman Senior Producer The Martin Agency Treasurer Daniel Daglish Middle School Science Teacher Henrico Public Schools Board Members David Alvarez Director of Engineering Altria Pam S. Belleman Partner Troutman Sanders Hunter H. McGuire III Community Leader Jane Myers Land Conservation Manager Capital Region Land Conservancy Tom Shields Director, Center for Leadership Education University of Richmond

reflections 2010-2011 annual report

from our leaders Irene Carney and Mark Stevens sum it up community and traditions the year in pictures umbrella project 2010/11 music & sound visitors, outreach, recognition out and about BUILDing phase one curriculum third grade science exploratory in the middle school working from their passions thumbnails from our classrooms highlights of the year honor roll thank you!

Richard Stovall IT Manager Research Data, Inc. Ex-Officio Member Irene H. Carney Executive Director Sabot at Stony Point

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The Gillette Garden and the Main House shrouded in snow, January 2011

BOARD OF DIRECTORS 2011-2012 Executive Committee President Mark Stevens Director, Regulatory Case Management & Communication Dominion Resources Services, Inc. Vice President Kathryn Gammino Freelance Art Director Secretary Katherine Brakman Senior Producer The Martin Agency Treasurer Daniel Daglish Middle School Science Teacher Henrico Public Schools Board Members David Alvarez Director of Engineering Altria Pam S. Belleman Partner Troutman Sanders Hunter H. McGuire III Community Leader Jane Myers Land Conservation Manager Capital Region Land Conservancy Tom Shields Director, Center for Leadership Education University of Richmond

reflections 2010-2011 annual report

from our leaders Irene Carney and Mark Stevens sum it up community and traditions the year in pictures umbrella project 2010/11 music & sound visitors, outreach, recognition out and about BUILDing phase one curriculum third grade science exploratory in the middle school working from their passions thumbnails from our classrooms highlights of the year honor roll thank you!

Richard Stovall IT Manager Research Data, Inc. Ex-Officio Member Irene H. Carney Executive Director Sabot at Stony Point

2

The Gillette Garden and the Main House shrouded in snow, January 2011

Reflections on 2010-11

From the Executive Director and the Board President Of all the accomplishments of this past year, one stands out: we are now united as a community on a single campus. The Preschool children and faculty arrived on the Stony Point campus in September — necessitating some creative space assignment, but bringing to life our song-circle lyrics: “Make new friends, but keep the old…”.

The Preschoolers and Preschool faculty lost no time in making new friends among the Lower and Middle School students and faculty.

The year also saw us “keeping the old” friends by reconnecting with the founders of our former schools. Betty Gookin, founding co-headmaster of the Stony Point School, reacted enthusiastically to our new curriculum. Charles Valentine, son of co-founder Charlie Valentine, enlightened us about his father’s participation in the establishment of the Stony Point School. And a visit from Sabot founding parents Kittie Shields and Ginni Mackenzie uncovered new relationships and fascinating stories about Sabot School’s beginnings. from left to right: Betty Gookin, co-founding Head

of Stony Point School Mary Hood, founding parent Sue Newman, founding parent and former teacher

Peg Spangenthal, in 1973, with students

Community and Traditions 3

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Auction co-chairs Erin Forsyth and Lindsay Mears.

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Irene H. Carney, Ph.D. Executive Director

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The tradition of the auction quilt continues. The Main House is figured in this close-up from the quilt of 2010-11.

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Jay and Vineeta Shah ecstactically celebrate winning the quilt.

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Each of these reconnections reminds us of the values shared by all three schools. Both former schools, like the current Sabot at Stony Point, were founded on the principle that school is a learning laboratory, and that the arts and the outdoors must play a central role in learning about and understanding our world.

It was a great year to be at Sabot at Stony Point. Please visit us if you’re in the neighborhood. We’d love the opportunity to reconnect!

The annual auction, “Flourish Together,” was held at the Visual Arts Center on March 26.

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The presence of founders of all three schools on our campus caused us to reflect on the time, talents, and commitment of so many people dedicated to improving education for children. The death in March of Sabot School’s founding director, Peg Spangenthal, led us to contemplate her many gifts to children and the Richmond community. Peg truly understood the power of parents and educators working together.

This year, we truly became Sabot at Stony Point in many senses. Less visible than the Preschool’s move, but no less fundamental, was the full implementation of our new curriculum throughout the Lower School, from Kindergarten through 5th grade.

Thanks to a similar revision of the Middle School curriculum, 6th through 8th graders are engaged in fascinating and ambitious research on topics of their own choosing.

Progress occurred elsewhere, too: Sabot at Stony Point adopted its new mission statement, and our enrollment and financial position produced a balanced budget. As construction begins on the new commons building – to be named Founders’ Hall in honor of the energy and vision of the founders of all three of our schools – we continue our fundraising campaign to support construction of a second, classroom building.

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Eric Brakman DJs the 70s party, one of the many auction event offerings.

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The Preschool year ends with the presentation of pencils created by parents for their child on Pencil Night.

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At graduation, Middle Schoolers celebrate the graduates by presenting each of them with an acrostic based on their name.

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Two Sabot alums returned for the annual Gillette Garden Club Winter Tea.

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Mark Stevens President, Board of Directors

Parents and children dance at the Fall Hoedown sponsored by the Parents’ Association.

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Reflections on 2010-11

From the Executive Director and the Board President Of all the accomplishments of this past year, one stands out: we are now united as a community on a single campus. The Preschool children and faculty arrived on the Stony Point campus in September — necessitating some creative space assignment, but bringing to life our song-circle lyrics: “Make new friends, but keep the old…”.

The Preschoolers and Preschool faculty lost no time in making new friends among the Lower and Middle School students and faculty.

The year also saw us “keeping the old” friends by reconnecting with the founders of our former schools. Betty Gookin, founding co-headmaster of the Stony Point School, reacted enthusiastically to our new curriculum. Charles Valentine, son of co-founder Charlie Valentine, enlightened us about his father’s participation in the establishment of the Stony Point School. And a visit from Sabot founding parents Kittie Shields and Ginni Mackenzie uncovered new relationships and fascinating stories about Sabot School’s beginnings. from left to right: Betty Gookin, co-founding Head

of Stony Point School Mary Hood, founding parent Sue Newman, founding parent and former teacher

Peg Spangenthal, in 1973, with students

Community and Traditions 3

2

1

Auction co-chairs Erin Forsyth and Lindsay Mears.

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4

Irene H. Carney, Ph.D. Executive Director

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6

The tradition of the auction quilt continues. The Main House is figured in this close-up from the quilt of 2010-11.

5

Jay and Vineeta Shah ecstactically celebrate winning the quilt.

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8

Each of these reconnections reminds us of the values shared by all three schools. Both former schools, like the current Sabot at Stony Point, were founded on the principle that school is a learning laboratory, and that the arts and the outdoors must play a central role in learning about and understanding our world.

It was a great year to be at Sabot at Stony Point. Please visit us if you’re in the neighborhood. We’d love the opportunity to reconnect!

The annual auction, “Flourish Together,” was held at the Visual Arts Center on March 26.

2-3

The presence of founders of all three schools on our campus caused us to reflect on the time, talents, and commitment of so many people dedicated to improving education for children. The death in March of Sabot School’s founding director, Peg Spangenthal, led us to contemplate her many gifts to children and the Richmond community. Peg truly understood the power of parents and educators working together.

This year, we truly became Sabot at Stony Point in many senses. Less visible than the Preschool’s move, but no less fundamental, was the full implementation of our new curriculum throughout the Lower School, from Kindergarten through 5th grade.

Thanks to a similar revision of the Middle School curriculum, 6th through 8th graders are engaged in fascinating and ambitious research on topics of their own choosing.

Progress occurred elsewhere, too: Sabot at Stony Point adopted its new mission statement, and our enrollment and financial position produced a balanced budget. As construction begins on the new commons building – to be named Founders’ Hall in honor of the energy and vision of the founders of all three of our schools – we continue our fundraising campaign to support construction of a second, classroom building.

1

6

Eric Brakman DJs the 70s party, one of the many auction event offerings.

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9

10

The Preschool year ends with the presentation of pencils created by parents for their child on Pencil Night.

8

At graduation, Middle Schoolers celebrate the graduates by presenting each of them with an acrostic based on their name.

9

Two Sabot alums returned for the annual Gillette Garden Club Winter Tea.

11

10-12

Mark Stevens President, Board of Directors

Parents and children dance at the Fall Hoedown sponsored by the Parents’ Association.

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Our 2010-2011 Umbrella Project: A Year of Music & Sound

Children learn, and learn to apply knowledge, in a multiplicity of ways. Classrooms and established curricula provide important contexts for learning, but our students are just as likely to be working in other contexts – sketching in the garden, wading knee-deep in a stream as they test theories about the flow of water, or engaging in investigations through our annual umbrella project. Our umbrella project — a year-long, school-wide exploration of a single idea takes place through a series of shared experiences, with each umbrella project offering avenues of inquiry for all students, from two-year-olds to middle schoolers.

Grades, groups, and individuals shape their own approaches to the central theme, with their work guided by faculty and the Studio Teacher. Each project generates creative energy that circulates throughout the school. Cross-age collaboration is encouraged.

This year, the creative energy generated by the theme of Music & Sound sparked a range of endeavors. From middle schoolers’ jam sessions, audio stories, handmade instruments, and telegraph construction, to the youngest preschoolers’ “Monster Song” composition, the inquiry looked – and sounded – different in every classroom. One Middle School student worked throughout the year on a series of studies of birds on the Stony Point grounds, producing a guidebook and CD of birdsong she recorded around campus.

Our emphasis on close observation of children’s thinking led many teachers to begin the year by asking students for their view of what music is, then followed the students’ direction. For instance, the second grade decided that their definition of music included the music of nature, which inspired them to create sculptures representing the sounds of spring, fall and a winter night.

One of the most important and exciting features of umbrella projects is that they bring together students of different ages who share an interest or learning goal.

Thus, the middle schooler’s work on birds led to a visit to the Preschool, where she helped students observe and draw birds as part of their own ongoing bird investigation. After Middle School students explored the James River with composer Erik DeLuca to write poetry inspired by the river soundscape, they shared their experience with the first and third grade classes, leading to more poetry writing.

Inspired by the poem “The Hundred Languages of Children,” third and fourth graders shared ideas about using music as a language in other disciplines.

In the course of selecting thought-provoking materials and experiences for their classrooms, teachers began to consider several research questions. How might we draw on traditional music instruction in a way that is consistent with our emphasis on collaborative construction of knowledge? What tools and techniques must be taught in order for children to use music to express ideas across disciplines, as they PHOTOS top to bottom:

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(1) Preschool teacher and Director of Early Childhood Education Marty Gravett introduces the fiddle to the Garden Room, (2) Winter Sound Sculpture created by 2nd grade students (3) Middle School student Georgia Rudolph records sounds of the James River.

do with drawing or construction? How can music be incorporated into our curriculum? In what new directions might a more progressive music education lead?

Teachers have identified answers to some of these questions. In many cases, children did use music as a language to express ideas about literature, history, and science.

They also used music to talk about feelings and interpersonal learning, as in the Forest Room (ages 2-3) “Monster Song” and the Meadow Room (ages 4-5) “Bad Guy” music. By providing access to instruments and time to play with them, as well as many performances and demonstrations in classrooms at all levels, the umbrella project fostered students’ facility with playing and composing music.

Teachers learned that it may not be necessary to teach a method of notating music: even the youngest children were motivated to devise their own notation systems (for example, the two-year-olds used blocks and symbols). Still, older children may want to learn traditional notation. This was true for the oldest preschoolers at the beginning of the year, and by the end of the year, the older four-year-olds, too, were asking how to write “real music notes.” In addition, teachers are beginning to understand how to support students in music composition, providing scaffolding where necessary and stepping back when children know what they want to do. The experience garnered during this year’s umbrella project provides a strong foundation for our continued practice and reflection as we develop and expand the role of music in our program.

Check out the James River soundscape project, titled “Sonic Portraits: The Poetry of Sound,” in the Faculty Forum Archives at www.sabotatstonypoint.org

PHOTOS this page

The University of Richmond Taiko Drum Ensemble performed in the Gillette Garden and everyone had a chance to try out instruments for themselves.

Representation of a bird from a Middle School Exploratory project.

7

Our 2010-2011 Umbrella Project: A Year of Music & Sound

Children learn, and learn to apply knowledge, in a multiplicity of ways. Classrooms and established curricula provide important contexts for learning, but our students are just as likely to be working in other contexts – sketching in the garden, wading knee-deep in a stream as they test theories about the flow of water, or engaging in investigations through our annual umbrella project. Our umbrella project — a year-long, school-wide exploration of a single idea takes place through a series of shared experiences, with each umbrella project offering avenues of inquiry for all students, from two-year-olds to middle schoolers.

Grades, groups, and individuals shape their own approaches to the central theme, with their work guided by faculty and the Studio Teacher. Each project generates creative energy that circulates throughout the school. Cross-age collaboration is encouraged.

This year, the creative energy generated by the theme of Music & Sound sparked a range of endeavors. From middle schoolers’ jam sessions, audio stories, handmade instruments, and telegraph construction, to the youngest preschoolers’ “Monster Song” composition, the inquiry looked – and sounded – different in every classroom. One Middle School student worked throughout the year on a series of studies of birds on the Stony Point grounds, producing a guidebook and CD of birdsong she recorded around campus.

Our emphasis on close observation of children’s thinking led many teachers to begin the year by asking students for their view of what music is, then followed the students’ direction. For instance, the second grade decided that their definition of music included the music of nature, which inspired them to create sculptures representing the sounds of spring, fall and a winter night.

One of the most important and exciting features of umbrella projects is that they bring together students of different ages who share an interest or learning goal.

Thus, the middle schooler’s work on birds led to a visit to the Preschool, where she helped students observe and draw birds as part of their own ongoing bird investigation. After Middle School students explored the James River with composer Erik DeLuca to write poetry inspired by the river soundscape, they shared their experience with the first and third grade classes, leading to more poetry writing.

Inspired by the poem “The Hundred Languages of Children,” third and fourth graders shared ideas about using music as a language in other disciplines.

In the course of selecting thought-provoking materials and experiences for their classrooms, teachers began to consider several research questions. How might we draw on traditional music instruction in a way that is consistent with our emphasis on collaborative construction of knowledge? What tools and techniques must be taught in order for children to use music to express ideas across disciplines, as they PHOTOS top to bottom:

6

(1) Preschool teacher and Director of Early Childhood Education Marty Gravett introduces the fiddle to the Garden Room, (2) Winter Sound Sculpture created by 2nd grade students (3) Middle School student Georgia Rudolph records sounds of the James River.

do with drawing or construction? How can music be incorporated into our curriculum? In what new directions might a more progressive music education lead?

Teachers have identified answers to some of these questions. In many cases, children did use music as a language to express ideas about literature, history, and science.

They also used music to talk about feelings and interpersonal learning, as in the Forest Room (ages 2-3) “Monster Song” and the Meadow Room (ages 4-5) “Bad Guy” music. By providing access to instruments and time to play with them, as well as many performances and demonstrations in classrooms at all levels, the umbrella project fostered students’ facility with playing and composing music.

Teachers learned that it may not be necessary to teach a method of notating music: even the youngest children were motivated to devise their own notation systems (for example, the two-year-olds used blocks and symbols). Still, older children may want to learn traditional notation. This was true for the oldest preschoolers at the beginning of the year, and by the end of the year, the older four-year-olds, too, were asking how to write “real music notes.” In addition, teachers are beginning to understand how to support students in music composition, providing scaffolding where necessary and stepping back when children know what they want to do. The experience garnered during this year’s umbrella project provides a strong foundation for our continued practice and reflection as we develop and expand the role of music in our program.

Check out the James River soundscape project, titled “Sonic Portraits: The Poetry of Sound,” in the Faculty Forum Archives at www.sabotatstonypoint.org

PHOTOS this page

The University of Richmond Taiko Drum Ensemble performed in the Gillette Garden and everyone had a chance to try out instruments for themselves.

Representation of a bird from a Middle School Exploratory project.

7

Making a Mark on the World: Visitors and Outreach in 2010-11 “The school has successfully implemented its educational philosophy of constructivism [through] the consistent and ongoing collaboration of its passionate, motivated, and highly qualified staff.”

– AdvancED team

During the course of the year almost 30 professionals and/or students visited, interned or conducted a practicum on our campus in an effort to learn more about Sabot at Stony Point’s approach to education. In addition, we received many inquiries about our approach, testifying to interest in our work by educators across the nation.

VISITORS

• In February, we were visited by members of Carlow University’s administration: Sister Sheila Carney, Special Assistant to the President; Christina Shorall, Assistant to the Dean of Arts and Sciences; and Patty Cooper, Director of the Carlow University Campus School.

• Montessori teachers completing their teacher training observed the Preschool and Kindergarten.

• Two visitors came to observe Preschool and Kindergarten classes: Ebony Pittman, owner/teacher at Little Scholars, a child-care and Preschool through K program in Virginia Beach, and Gillian Flowers, from Flagler College in St. Augustine, Florida.

• Mary Baldwin Master of Arts in Teaching student, Lynalise Woodlief, conducted a 70-hour practicum in the Kindergarten and First Grade classrooms.

• Six VCU Art Education Master’s students in the class ART E600: Rethinking Education through a ReggioInspired Lens, under the tutelage of Dr. Sara Wilson McKay, observed and documented the work of faculty in the studio and the Lower School.

• Armstrong High School offers a program entitled Preparing Our Mothers, a support group for teens who are expecting or have already delivered. The sponsors of the group include a retired

8

Armstrong administrator, the school nurse, and the school social worker who visited Sabot in April with the goal of observing alternative practices for educating young children.

• Trinity Episcopal School junior Harry Baxter chose Sabot at Stony Point for his Junior Work Week — a kind of unpaid internship in which students venture into the community to gain work experience in a field of interest to them. Harry was excited by the freedom our students have to pursue their own interests in reading, writing, and Exploratory. For their part, the students were delighted to have someone close to their own age in the classroom — especially because he talked to them seriously and directly about his own understanding of literature and writing.

ACCREDITATION

• In the spring, Sabot at Stony Point was reaccredited by AdvancED, formerly SACS (Southern Association of Colleges and Schools Council). As part of that process, a team from AdvancED visited our school and conducted an extensive review of our programs and operations.

• Sabot at Stony Point is currently seeking accreditation through the Virginia Association of Independent Schools (VAIS), the highest level of accreditation that an independent school can attain in Virginia. Only 89 of the more than 640 independent schools in Virginia are accredited by VAIS.

Faculty Outreach and Professional Development Director of Early Childhood Education Marty Gravett and St. Catherine’s teacher Pam Oken-Wright taught their annual week-long graduate level course, The Constructivist Classroom, on our campus.

as far away as Sweden and Italy.

Curriculum Director Susan Barstow also attended the conference.

Pam Oken-Wright, director of the St. Catherine’s Reggio-inspired Junior Kindergarten program, conducted a workshop on constructivism in education for the full faculty.

Third grade teacher Andrea Pierotti and first grade teacher Allison Mecadon attended an 8-week class on video editing at the regional Math and Science Center in Richmond, Virginia.

Studio Teacher Anna Golden has been appointed to the Teacher Research Steering Committee of the National Association for the Education of Young Children (NAEYC), joining academics, practitioners, and other notables in the field, such as Lillian Katz and Barbara Bowman.

The Virginia Association of Independent Schools (VAIS) annual conference was attended by Kara Page, Susan Barstow, and Irene Carney in November 2010. VAIS workshops targeting schools seeking accreditation were attended by Cat Henney, Susan Barstow, Elizabeth Hanson, and Marty Gravett. Irene Carney also attended the VAIS Heads conference in Williamsburg in January.

Executive Director Irene Carney has become a member of the Education Advisory Committee for the Children’s Museum of Richmond, and the Arts Education Committee for the Visual Arts Center.

Math specialist Cat Henney, Middle School teacher Bruce Coffey and Irene Carney attended a presentation on authentic assessment by Linda Darling-Hammond at the Langley School in McClean, Virginia.

Preschool teacher Sara Ferguson and Anna Golden presented Super Heroes and Legends: Investigating Conflict as a Creative Force in the Preschool Classroom at the annual conference of the National Association for the Education of Young Children in Anaheim, California in November 2010.

Middle School teacher Chris Hathaway attended training on the Connected Math Program at Michigan State University in East Lansing, Michigan. Chris also attended training at University of Virginia on differentiating instruction.

Marty Gravett presented the work of the school in three sessions at Journey of Possibilities: Reggio Inspirations in Elementary Contexts, a conference held in Calgary, Canada in April. This historic gathering brought together practitioners and academics from across the US and Canada and from

Deborah Lickey and Denise Powers, two former Sabot Preschool faculty members, recently published Starting with Their Strengths: Using the Project Approach in Early Childhood Special Education.

Our New Curriculum Director Thanks to Susan Barstow’s efforts in her new administrative role as Curriculum Director for Grades 3-8, this past year has seen many exciting advances in program and curriculum. Susan’s strong research abilities (her Ph.D. is in English Literature), expertise in curriculum development, and extensive teaching background are substantial assets in her new role.

In addition, her experience at the high school and college level provide an insider’s understanding of the preparation students need to pursue their education after Sabot at Stony Point.

Susan has already achieved several significant goals: establishment of Exploratory, the new Middle School initiative highlighted on page 13; an extensive redesign of the Language Arts curriculum; and development of a Middle School self-government elective, in which students conceptualized and created a constitution, congress, and court system. Susan continues to teach 8th grade Language Arts and advise the nascent student government.

9

Making a Mark on the World: Visitors and Outreach in 2010-11 “The school has successfully implemented its educational philosophy of constructivism [through] the consistent and ongoing collaboration of its passionate, motivated, and highly qualified staff.”

– AdvancED team

During the course of the year almost 30 professionals and/or students visited, interned or conducted a practicum on our campus in an effort to learn more about Sabot at Stony Point’s approach to education. In addition, we received many inquiries about our approach, testifying to interest in our work by educators across the nation.

VISITORS

• In February, we were visited by members of Carlow University’s administration: Sister Sheila Carney, Special Assistant to the President; Christina Shorall, Assistant to the Dean of Arts and Sciences; and Patty Cooper, Director of the Carlow University Campus School.

• Montessori teachers completing their teacher training observed the Preschool and Kindergarten.

• Two visitors came to observe Preschool and Kindergarten classes: Ebony Pittman, owner/teacher at Little Scholars, a child-care and Preschool through K program in Virginia Beach, and Gillian Flowers, from Flagler College in St. Augustine, Florida.

• Mary Baldwin Master of Arts in Teaching student, Lynalise Woodlief, conducted a 70-hour practicum in the Kindergarten and First Grade classrooms.

• Six VCU Art Education Master’s students in the class ART E600: Rethinking Education through a ReggioInspired Lens, under the tutelage of Dr. Sara Wilson McKay, observed and documented the work of faculty in the studio and the Lower School.

• Armstrong High School offers a program entitled Preparing Our Mothers, a support group for teens who are expecting or have already delivered. The sponsors of the group include a retired

8

Armstrong administrator, the school nurse, and the school social worker who visited Sabot in April with the goal of observing alternative practices for educating young children.

• Trinity Episcopal School junior Harry Baxter chose Sabot at Stony Point for his Junior Work Week — a kind of unpaid internship in which students venture into the community to gain work experience in a field of interest to them. Harry was excited by the freedom our students have to pursue their own interests in reading, writing, and Exploratory. For their part, the students were delighted to have someone close to their own age in the classroom — especially because he talked to them seriously and directly about his own understanding of literature and writing.

ACCREDITATION

• In the spring, Sabot at Stony Point was reaccredited by AdvancED, formerly SACS (Southern Association of Colleges and Schools Council). As part of that process, a team from AdvancED visited our school and conducted an extensive review of our programs and operations.

• Sabot at Stony Point is currently seeking accreditation through the Virginia Association of Independent Schools (VAIS), the highest level of accreditation that an independent school can attain in Virginia. Only 89 of the more than 640 independent schools in Virginia are accredited by VAIS.

Faculty Outreach and Professional Development Director of Early Childhood Education Marty Gravett and St. Catherine’s teacher Pam Oken-Wright taught their annual week-long graduate level course, The Constructivist Classroom, on our campus.

as far away as Sweden and Italy.

Curriculum Director Susan Barstow also attended the conference.

Pam Oken-Wright, director of the St. Catherine’s Reggio-inspired Junior Kindergarten program, conducted a workshop on constructivism in education for the full faculty.

Third grade teacher Andrea Pierotti and first grade teacher Allison Mecadon attended an 8-week class on video editing at the regional Math and Science Center in Richmond, Virginia.

Studio Teacher Anna Golden has been appointed to the Teacher Research Steering Committee of the National Association for the Education of Young Children (NAEYC), joining academics, practitioners, and other notables in the field, such as Lillian Katz and Barbara Bowman.

The Virginia Association of Independent Schools (VAIS) annual conference was attended by Kara Page, Susan Barstow, and Irene Carney in November 2010. VAIS workshops targeting schools seeking accreditation were attended by Cat Henney, Susan Barstow, Elizabeth Hanson, and Marty Gravett. Irene Carney also attended the VAIS Heads conference in Williamsburg in January.

Executive Director Irene Carney has become a member of the Education Advisory Committee for the Children’s Museum of Richmond, and the Arts Education Committee for the Visual Arts Center.

Math specialist Cat Henney, Middle School teacher Bruce Coffey and Irene Carney attended a presentation on authentic assessment by Linda Darling-Hammond at the Langley School in McClean, Virginia.

Preschool teacher Sara Ferguson and Anna Golden presented Super Heroes and Legends: Investigating Conflict as a Creative Force in the Preschool Classroom at the annual conference of the National Association for the Education of Young Children in Anaheim, California in November 2010.

Middle School teacher Chris Hathaway attended training on the Connected Math Program at Michigan State University in East Lansing, Michigan. Chris also attended training at University of Virginia on differentiating instruction.

Marty Gravett presented the work of the school in three sessions at Journey of Possibilities: Reggio Inspirations in Elementary Contexts, a conference held in Calgary, Canada in April. This historic gathering brought together practitioners and academics from across the US and Canada and from

Deborah Lickey and Denise Powers, two former Sabot Preschool faculty members, recently published Starting with Their Strengths: Using the Project Approach in Early Childhood Special Education.

Our New Curriculum Director Thanks to Susan Barstow’s efforts in her new administrative role as Curriculum Director for Grades 3-8, this past year has seen many exciting advances in program and curriculum. Susan’s strong research abilities (her Ph.D. is in English Literature), expertise in curriculum development, and extensive teaching background are substantial assets in her new role.

In addition, her experience at the high school and college level provide an insider’s understanding of the preparation students need to pursue their education after Sabot at Stony Point.

Susan has already achieved several significant goals: establishment of Exploratory, the new Middle School initiative highlighted on page 13; an extensive redesign of the Language Arts curriculum; and development of a Middle School self-government elective, in which students conceptualized and created a constitution, congress, and court system. Susan continues to teach 8th grade Language Arts and advise the nascent student government.

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A “flash mob” of students, parents and friends wearing our BUILD t-shirt gathered at the Richmond Folk Festival to kick off our BUILD Campaign.

In Fall 2010, Sabot at Stony Point announced the “Building the Future of Education” campaign to support construction of new buildings on campus.

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Irene Carney with PA Co-Presidents Zoe Bunnell and Caroline Hoover (holding her son, Miles), Erin Forsyth, 2011 Auction Co-Chair, and Maggie Barrett at the ribbon-cutting ceremony to celebrate the completion of the new bathroom building. Construction of the building was made possible through donations from the PA and the auction.

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Preschoolers watch the initial stages of construction – a major undertaking to connect the school to city water and sewer lines.

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Fourth graders watch with utmost seriousness and concentration – hardly surprising, given their current facilities, which are visible in the background!

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Our first building – a bathroom and athletic equipment storage space.

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Second and third graders watch as Tim Barrett puts the finishing touches on the site prior to pouring cement.

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BUILDing the Future of Education

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In the spring, we received approval for financing from M&T Bank for construction of the first building in our Master Plan. Many hours of hard work by our Board of Directors and staff went into the successful proposal, and groundbreaking began in the summer of 2011. M&T agreed to lend Sabot at Stony Point approximately $1 million to support the construction of the new commons building, to be named “Founders’ Hall” in honor of the founders of Stony Point School, Sabot School, and Sabot at Stony Point. The building will be located on the terrace immediately behind the main house.

Founders’ Hall will incorporate approximately 4,600 square feet on two floors.

The upstairs will be a community gathering space for performances, whole school circles, meetings, indoor P.E. classes, and more that has yet to be imagined. Additional educational space will be located in the basement of the building, possibly including one or two classrooms.

2010-11 Financial Report

INCOME FY 2010-11 tuition and fees contributions student activities other sources

The winter of 2010-2011 also witnessed the first new construction on the property in over 80 years: our outdoor bathroom facility, built by contractor David Gammino and master craftsman Tim Barrett, both parents of Sabot at Stony Point children. The new building, located next to the 2nd-4th grade trailers, opened in Spring 2011. The facilities are used by students and teachers in the trailers, as well as by P.E students, soccer game participants, and others during community events. The building includes storage for PE and athletics. No one was happier upon completion of the bathroom building than the students and teachers in 2nd, 3rd, and 4th grades, who demonstrated great patience during the construction process!

Construction of an outdoor bathroom building was neither in the Master Plan nor in this year’s budget. When it became apparent that such a facility was essential, the funds generated by our Parents’ Association made it possible.

Those resources were the result of successful auctions and other PA fundraising projects. Thanks again to our past auction chairs and volunteers.

We couldn’t have done it without you!

Fourth graders got involved in the fundraising effort by creating a visual aid for our progress. They conceived and designed the “thermometer” to incorporate building features from our campus and the theme of our fundraising campaign. As the dollars are raised, bricks are added.

We thank everyone who continues to support the Building Fund campaign for Founders’ Hall and the new classroom building. As of June 30, funds raised total just over $860,000 toward our $1.2 million goal. Total expenses for the entire project will be just over $2 million.

1%

8.8% 8%

82.2%

5.0%

EXPENSES FY 2010-11 academic programs management and general support services student activities development auxiliary programs

5.7%

.4% 11.2%

77.7%

11

1

1

A “flash mob” of students, parents and friends wearing our BUILD t-shirt gathered at the Richmond Folk Festival to kick off our BUILD Campaign.

In Fall 2010, Sabot at Stony Point announced the “Building the Future of Education” campaign to support construction of new buildings on campus.

2

Irene Carney with PA Co-Presidents Zoe Bunnell and Caroline Hoover (holding her son, Miles), Erin Forsyth, 2011 Auction Co-Chair, and Maggie Barrett at the ribbon-cutting ceremony to celebrate the completion of the new bathroom building. Construction of the building was made possible through donations from the PA and the auction.

3

2

3

Preschoolers watch the initial stages of construction – a major undertaking to connect the school to city water and sewer lines.

4

Fourth graders watch with utmost seriousness and concentration – hardly surprising, given their current facilities, which are visible in the background!

4

5

Our first building – a bathroom and athletic equipment storage space.

6

Second and third graders watch as Tim Barrett puts the finishing touches on the site prior to pouring cement.

10

BUILDing the Future of Education

6

5

In the spring, we received approval for financing from M&T Bank for construction of the first building in our Master Plan. Many hours of hard work by our Board of Directors and staff went into the successful proposal, and groundbreaking began in the summer of 2011. M&T agreed to lend Sabot at Stony Point approximately $1 million to support the construction of the new commons building, to be named “Founders’ Hall” in honor of the founders of Stony Point School, Sabot School, and Sabot at Stony Point. The building will be located on the terrace immediately behind the main house.

Founders’ Hall will incorporate approximately 4,600 square feet on two floors.

The upstairs will be a community gathering space for performances, whole school circles, meetings, indoor P.E. classes, and more that has yet to be imagined. Additional educational space will be located in the basement of the building, possibly including one or two classrooms.

2010-11 Financial Report

INCOME FY 2010-11 tuition and fees contributions student activities other sources

The winter of 2010-2011 also witnessed the first new construction on the property in over 80 years: our outdoor bathroom facility, built by contractor David Gammino and master craftsman Tim Barrett, both parents of Sabot at Stony Point children. The new building, located next to the 2nd-4th grade trailers, opened in Spring 2011. The facilities are used by students and teachers in the trailers, as well as by P.E students, soccer game participants, and others during community events. The building includes storage for PE and athletics. No one was happier upon completion of the bathroom building than the students and teachers in 2nd, 3rd, and 4th grades, who demonstrated great patience during the construction process!

Construction of an outdoor bathroom building was neither in the Master Plan nor in this year’s budget. When it became apparent that such a facility was essential, the funds generated by our Parents’ Association made it possible.

Those resources were the result of successful auctions and other PA fundraising projects. Thanks again to our past auction chairs and volunteers.

We couldn’t have done it without you!

Fourth graders got involved in the fundraising effort by creating a visual aid for our progress. They conceived and designed the “thermometer” to incorporate building features from our campus and the theme of our fundraising campaign. As the dollars are raised, bricks are added.

We thank everyone who continues to support the Building Fund campaign for Founders’ Hall and the new classroom building. As of June 30, funds raised total just over $860,000 toward our $1.2 million goal. Total expenses for the entire project will be just over $2 million.

1%

8.8% 8%

82.2%

5.0%

EXPENSES FY 2010-11 academic programs management and general support services student activities development auxiliary programs

5.7%

.4% 11.2%

77.7%

11

Learning through “Languages” at Sabot at Stony Point: Science in the Third Grade Beginning in Preschool, we encourage students to develop “languages” — facility with particular media or modes of asking questions and representing knowledge. Such languages — drawing, music, construction, dance, etc. — build children’s kit of tools and perspectives with which to approach substantive topics across disciplines.

The process of representing knowledge helps children to identify what they know, focus on what they don’t know, and create a foundation to which new knowledge can be added.

s Students in one

group drew their understanding of water cycle stages. In the process, they realized that they couldn’t accurately represent water underground, because they didn’t know what happened to it there.

The topic of water, tackled by last year’s third grade, sparked an astonishing variety of inquiries.

Students began by identifying and discussing what they already knew about the behavior of water, its uses, the concept of evaporation, and the water cycle.

s

Another group began by modeling evaporation in clay, then turned to the language of dance to capture the entire water cycle as a dynamic process.

The next steps were to use that knowledge to help frame what they didn’t know, to develop questions to which they needed answers, and to plan research and investigation. The children chose different “languages” in which to represent their knowledge, and during the initial work, several groups coalesced around common interests.

s Plastic pipes and water fascinated one child; others joined in to investigate whether water can

travel uphill, which led to an exploration of hydraulic principles.

12

As the children worked to choreograph the water cycle, gaps in their understanding were revealed. Initially, the Sun came out to chase away clouds after evaporation had occurred.

Research and discussion with other students led them to understand more clearly the causal role of heat in evaporation. The language of dance had helped them to articulate and refine their understanding.

s

Children alternated between working in small groups to carry out research and test hypotheses, and meeting as a whole class to present and discuss findings and to refine questions. By going back and forth between the two contexts, each group brought new concepts to the class – sea level, evaporation, water vapor, water pressure, the water table — and they developed a shared lexicon. Students also prompted each other to update knowledge about cause and effect and to ask new questions.

13

Learning through “Languages” at Sabot at Stony Point: Science in the Third Grade Beginning in Preschool, we encourage students to develop “languages” — facility with particular media or modes of asking questions and representing knowledge. Such languages — drawing, music, construction, dance, etc. — build children’s kit of tools and perspectives with which to approach substantive topics across disciplines.

The process of representing knowledge helps children to identify what they know, focus on what they don’t know, and create a foundation to which new knowledge can be added.

s Students in one

group drew their understanding of water cycle stages. In the process, they realized that they couldn’t accurately represent water underground, because they didn’t know what happened to it there.

The topic of water, tackled by last year’s third grade, sparked an astonishing variety of inquiries.

Students began by identifying and discussing what they already knew about the behavior of water, its uses, the concept of evaporation, and the water cycle.

s

Another group began by modeling evaporation in clay, then turned to the language of dance to capture the entire water cycle as a dynamic process.

The next steps were to use that knowledge to help frame what they didn’t know, to develop questions to which they needed answers, and to plan research and investigation. The children chose different “languages” in which to represent their knowledge, and during the initial work, several groups coalesced around common interests.

s Plastic pipes and water fascinated one child; others joined in to investigate whether water can

travel uphill, which led to an exploration of hydraulic principles.

12

As the children worked to choreograph the water cycle, gaps in their understanding were revealed. Initially, the Sun came out to chase away clouds after evaporation had occurred.

Research and discussion with other students led them to understand more clearly the causal role of heat in evaporation. The language of dance had helped them to articulate and refine their understanding.

s

Children alternated between working in small groups to carry out research and test hypotheses, and meeting as a whole class to present and discuss findings and to refine questions. By going back and forth between the two contexts, each group brought new concepts to the class – sea level, evaporation, water vapor, water pressure, the water table — and they developed a shared lexicon. Students also prompted each other to update knowledge about cause and effect and to ask new questions.

13

Exploratory!

A Sampling of Exploratory Projects • a sand mandala and a video about the history of mandalas throughout the world as a meditative practice • a study of the birds of Sabot at Stony Point, including drawings and recorded bird calls

• a hydro-electric generator, a telegraph, and a remote-control car • an iPhone application called “Homework Reminder” • an instructional video about pottery • the first chapter of a spy thriller, a screenplay, and a book of poetry • a pair of homemade shoes and a set of wind chimes

• several pieces of music composed by the students plus two original dances

14

During 2010-2011, faculty worked to expand and enrich the curriculum in the Middle School. The biggest innovation was the introduction of a new independent project program called Exploratory. The program developed out of our understanding that students learn best when they are given the opportunity to pursue their own passions in meaningful and authentic work. Exploratory offers space for Middle School students to build on the powerful learning that occurs during Investigative Research in the Lower School.

Exploratory consists of weekly structured, independent study sessions—a full two hours—during which students plan and create original projects in small collaborative groups with a faculty mentor and in consultation with the Studio Teacher.

During Exploratory sessions, students have access to the school studio, library and computer lab; they also continue their work at home. They keep journals to document their ideas, progress and reflections. Projects are usually completed during one academic term and then presented to other students and faculty.

Thumbnails from Our Classrooms

Group Work Supports Spanish Language Learning Many studies have shown the benefit of group work for foreign language learning. Students are stimulated and motivated as they gain varied practice through group work that complements individual instruction. One activity we often use in the Spanish classroom is to give students an envelope of words (usually centered on a particular theme being studied), then have the students work in teams, using the words to create sentences. A healthy and light competitive atmosphere between two teams provides a lively setting that encourages quick and accurate thinking.

In the spring, the students launched their first “Explo Expo!” a presentation of their favorite projects, open to the entire Sabot at Stony Point community. Throughout the morning of graduation, children, parents, grandparents and teachers filled the Middle School cottages, where they were captivated by the students’ demonstrations, performances, machines, musical instruments, stories and science experiments.

Each project grew from the students’ own inspiration, and was designed and realized independently. The process was not always straightforward or smooth, but it was clearly valuable. Students gained new understanding of themselves as learners and workers; they planned their time and divided a large project into manageable parts; they learned to know when help is needed and how to get it, and they learned to work collaboratively. Not least, they acquired academic skills: investigating new concepts, asking questions, bringing prior knowledge to bear on new experiences, persevering, learning from mistakes, and thinking flexibly.

Teachers, too, were excited by their initial experience with Exploratory, and are anxious to continue refining and developing this vital addition to the Middle School curriculum.

Fourth Grade Raises $400 to Aid Japan Earthquake Victims We often talk of the importance of academics, but the 4th grade showed the importance of compassion. One fourth grader had taken an interest in the power of tsunamis, and his teacher began showing him photos from the New York Times online slide show of the disaster in Japan. Other children

started to crowd around the computer.

The pictures of the incredible destruction struck them, and someone asked, “How can we help?” Ideas began to flow, and the class settled on one student’s suggestion of bringing a donation box to our school auction.

The students chose the Red Cross as a way of sending their donation to Japan.

The students raised a total of $400, and the Red Cross visited Sabot at Stony Point to receive the donation.

The students’ compassion and concern for people half a world away — as well as their creativity, leadership, and organizational skills — led them to figure out a way to help.

Sabot at Stony Point Kindergartners Consult with Stick Sculptor Patrick Dougherty The kindergarteners’ fascination with birds’ nests led them to plan a largescale, outdoor nest project. They visited the Lewis Ginter Botanical Garden, where sculptor Patrick Dougherty was at work on a stick installation, Meadowmorphosis, in order to obtain advice. Patrick and the Garden staff explained his process of creating stick sculptures to the children. On nest creation specifically, Patrick suggested, “You get inside and move your body around. Like a bird does.” The inspiration from Patrick’s installation

together with their new knowledge about the process helped the children realize their vision: an enormous nest that would hold all their classmates at once.

Slowing Down: Drawing Birds with the Preschoolers With children ranging in age from 2 to 14 all on the same campus, we try to take advantage of cross-age collaboration as much as possible.

Preschool teacher: “A Middle School student came to our morning circle to share the incredible drawings and paintings that she has been making of the birds on our campus. She stayed after circle to scaffold children in one Preschool class with their own bird drawings. Her interest and knowledge provided additional inspiration and her calm support enabled the children to pay close attention to the details of the different birds they chose to draw.”

Middle School student: “The Preschool children all drew beautiful birds and some of them came back for more. I was surprised at how little it took; most of them just needed a small amount of prompting. All I really did was tell them to slow down, notice details, and – every now and then if they were stuck – show them on scrap paper what I would do.”

-more on the next page15

Exploratory!

A Sampling of Exploratory Projects • a sand mandala and a video about the history of mandalas throughout the world as a meditative practice • a study of the birds of Sabot at Stony Point, including drawings and recorded bird calls

• a hydro-electric generator, a telegraph, and a remote-control car • an iPhone application called “Homework Reminder” • an instructional video about pottery • the first chapter of a spy thriller, a screenplay, and a book of poetry • a pair of homemade shoes and a set of wind chimes

• several pieces of music composed by the students plus two original dances

14

During 2010-2011, faculty worked to expand and enrich the curriculum in the Middle School. The biggest innovation was the introduction of a new independent project program called Exploratory. The program developed out of our understanding that students learn best when they are given the opportunity to pursue their own passions in meaningful and authentic work. Exploratory offers space for Middle School students to build on the powerful learning that occurs during Investigative Research in the Lower School.

Exploratory consists of weekly structured, independent study sessions—a full two hours—during which students plan and create original projects in small collaborative groups with a faculty mentor and in consultation with the Studio Teacher.

During Exploratory sessions, students have access to the school studio, library and computer lab; they also continue their work at home. They keep journals to document their ideas, progress and reflections. Projects are usually completed during one academic term and then presented to other students and faculty.

Thumbnails from Our Classrooms

Group Work Supports Spanish Language Learning Many studies have shown the benefit of group work for foreign language learning. Students are stimulated and motivated as they gain varied practice through group work that complements individual instruction. One activity we often use in the Spanish classroom is to give students an envelope of words (usually centered on a particular theme being studied), then have the students work in teams, using the words to create sentences. A healthy and light competitive atmosphere between two teams provides a lively setting that encourages quick and accurate thinking.

In the spring, the students launched their first “Explo Expo!” a presentation of their favorite projects, open to the entire Sabot at Stony Point community. Throughout the morning of graduation, children, parents, grandparents and teachers filled the Middle School cottages, where they were captivated by the students’ demonstrations, performances, machines, musical instruments, stories and science experiments.

Each project grew from the students’ own inspiration, and was designed and realized independently. The process was not always straightforward or smooth, but it was clearly valuable. Students gained new understanding of themselves as learners and workers; they planned their time and divided a large project into manageable parts; they learned to know when help is needed and how to get it, and they learned to work collaboratively. Not least, they acquired academic skills: investigating new concepts, asking questions, bringing prior knowledge to bear on new experiences, persevering, learning from mistakes, and thinking flexibly.

Teachers, too, were excited by their initial experience with Exploratory, and are anxious to continue refining and developing this vital addition to the Middle School curriculum.

Fourth Grade Raises $400 to Aid Japan Earthquake Victims We often talk of the importance of academics, but the 4th grade showed the importance of compassion. One fourth grader had taken an interest in the power of tsunamis, and his teacher began showing him photos from the New York Times online slide show of the disaster in Japan. Other children

started to crowd around the computer.

The pictures of the incredible destruction struck them, and someone asked, “How can we help?” Ideas began to flow, and the class settled on one student’s suggestion of bringing a donation box to our school auction.

The students chose the Red Cross as a way of sending their donation to Japan.

The students raised a total of $400, and the Red Cross visited Sabot at Stony Point to receive the donation.

The students’ compassion and concern for people half a world away — as well as their creativity, leadership, and organizational skills — led them to figure out a way to help.

Sabot at Stony Point Kindergartners Consult with Stick Sculptor Patrick Dougherty The kindergarteners’ fascination with birds’ nests led them to plan a largescale, outdoor nest project. They visited the Lewis Ginter Botanical Garden, where sculptor Patrick Dougherty was at work on a stick installation, Meadowmorphosis, in order to obtain advice. Patrick and the Garden staff explained his process of creating stick sculptures to the children. On nest creation specifically, Patrick suggested, “You get inside and move your body around. Like a bird does.” The inspiration from Patrick’s installation

together with their new knowledge about the process helped the children realize their vision: an enormous nest that would hold all their classmates at once.

Slowing Down: Drawing Birds with the Preschoolers With children ranging in age from 2 to 14 all on the same campus, we try to take advantage of cross-age collaboration as much as possible.

Preschool teacher: “A Middle School student came to our morning circle to share the incredible drawings and paintings that she has been making of the birds on our campus. She stayed after circle to scaffold children in one Preschool class with their own bird drawings. Her interest and knowledge provided additional inspiration and her calm support enabled the children to pay close attention to the details of the different birds they chose to draw.”

Middle School student: “The Preschool children all drew beautiful birds and some of them came back for more. I was surprised at how little it took; most of them just needed a small amount of prompting. All I really did was tell them to slow down, notice details, and – every now and then if they were stuck – show them on scrap paper what I would do.”

-more on the next page15

Thumbnails from Our Classrooms (cont’d)

Building Fund Donors

This list of Building Fund donations is a cumulative record of all gifts and pledges made since the Fund’s inception in 2006.

Donors to this Fund have contributed to help us achieve our dream of new buildings, which includes Founders’ Hall (a multipurpose commons building), as well as four new classrooms and an art studio. As of 6/30/2011, the Building Fund totaled nearly $865,000 in gifts and pledges. We thank these individuals, corporations and foundations for their commitment and vision.

$100,000+

Jackson Foundation Mary Morton Parsons Foundation

Counting Salamander Eggs in Vernal Pools Middle School students have been studying ecosystems and learning about the fieldwork scientists undertake for their research. Last spring, they were able to participate in fieldwork themselves, and observe first-hand the variety and intricate balance of life in a vernal pool, during a visit to the VCU Rice Center for Environmental Sciences. Working with outreach coordinator Anne Wright, they observed crustaceans, beetles, and other pool life, and helped count salamander eggs, gathering real data that will be used by Rice Center scientists.

The Rice Center calls itself an “outdoor living laboratory” and believes that “true learning about the natural world happens outside” – an idea that corresponds to Sabot at Stony Point’s conviction that participating in research is an essential part of education.

Introduction of MAP Tests 16

The Language of Hip Hop: Music & Sound in the Middle School In keeping with both our umbrella theme of Music & Sound and with our emphasis on expression in a variety of media or “languages,” Middle School students were challenged to incorporate sound into one of their Exploratory projects. To help the students approach this task, rapper Black Liquid and his producer Slugg were invited to perform and discuss their music. The musicians drew on the analogy of Bruce Lee, who expressed his creativity through martial arts, in order to talk about the ways in which music became a language of creative expression and ideas for them. Both musicians emphasized the need for perseverance and even, sometimes, sacrifice of other interests, in order to develop a chosen language. They talked with students about the dedication and discipline it took to make the transition from “just a guy in his room” to a successful rapper who has recorded many albums and become a conduit for other local hip hop artists to gain exposure for their music.

Sonic Portraits: The Poetry of Sound Middle School students approached the umbrella topic from many angles – experimenting with the music of poetry, examining the role of song in society, studying the neuroscience of sound, and creating their own music in lunchtime jam sessions. In addition, they participated in a collaborative sound and poetry composition coordinated through the Music Department at the University of Richmond and led by Erik DeLuca, an environmental soundscape artist from the University of Virginia. Erik and the students, together with teachers from Sabot and a group of local writers, poets, media artists, sound artists and composers, conducted a sonic exploration of a natural place, the James River.

Learn about these and other endeavors by visiting our FaceBook page. (http:// www.facebook.com/SabotatStonyPoint)

Our primary forms of assessment are authentic and contextualized, just like the learning they assess. During 2010-2011, however, we added a further tool to help us track our students’ learning: the Measures of Academic Progress, (MAP) a comprehensive, computer-administered test that automatically adjusts itself to the individual student’s level. Results are available immediately and, with the tests administered twice a year, teachers can use them to identify and meet specific learning goals. The tests also serve as an external check on our students’ progress, helping us to make sure that our students are keeping pace with their peers in other programs. The tests also give students crucial experience with computerized, standardized tests.

$50,000-$100,000 Brenda & Dan Daglish Lynn & Mark Stevens

$25,000-$49,999

Mrs. Elisabeth Reed Carter Mrs. Martha O. Davenport Heather & Hunter McGuire Marietta M. & Samuel Tate Morgan, Jr. Foundation

$10,000-$24,999

Anonymous Mary Gammino Antaya Beirne Carter Foundation Liz & Bob Blue Anji & Don Bright Danielle & William Davis Ken Kriva & Mary Kay Carstensen Martha Davenport Reed Foundation Dr. & Mrs. Paul McDermott Dr. & Mrs. Hunter H. McGuire, Jr. Jane & Rick Myers Mr. & Mrs. Harold J. Williams, III Windsor Foundation Trust

$5,000-$9,999

Pam & Bruce Belleman Zoe & Ben Bunnell Ruth Camp Campbell Foundation Laura Chessin Kathryn & David Gammino Kim & Jay Hugo Mary Ann & Richard Leatherwood Cecil Martin Family

Mike Mendelson & Shannon Kelley Jill & Frank Mountcastle Drs. Fred Orlove & Irene Carney Lindy Pond Dale & Mac Purrington Marianne & Matthew Radcliff

$1,000-$4,999

Heidi & Dave Alvarez Anonymous Mr. & Mrs. R. Brian Ball Karmalita Bawar & Curt Blankenship Maureen & Terry Blackwood Katherine & Eric Brakman Mark Campbell & Marty Gravett Tom & Virginia Cochran Juan Carlos Falcón & Silvia Dieguez Erin & Jason Forsyth Russ Gnoffo Terrell & Elliott Harrigan Paul J. Hayes & Kim Hawley Caroline & Kevin Hoover Andreas Huthoefer & Simone Frantz Mr. & Mrs. Randolph W. McElroy Steven McKay & Sara Wilson McKay Ross Mattis & Lauren Miller Cliff Miller Family Foundation Carol & Gaillard Owen The Parents’ Association of Sabot at Stony Point Ashley & Gavin Raphael Roger Soto & Barbara Marin Mary Scott & Bruce Swanson Glenn Telfer & Gina Romagnoli Wells Fargo Corporation Mr. & Mrs. Harold J. Williams, Jr.

$500-$999

2006 Sabot Forest Room Lawrence Smith Joanne & E.G. Allen Patricia M. Smith Bank of America Soomie & Casper Sorensen Maggie & Tim Barrett Vicki & Dave Tambellini Mary Baxter Thompson, Siegel & Walmsley, Kristin & David Beauregard Linda & Herbert L. Chatham LLC Jennifer & Miles Tracy Eva & Will Clark Ross Decker & Elena Calvillo Barbara & Sam Wells Cheri & Joe Wolff Mary & Joe Driebe Him Yang & Julie Cloninger Mrs. Mary Ross Fisher Mary H. Gravett Sandy & Steve Henderson LeAnn & Frank Mazzeo Jacqueline & Daniel Lindsay & Don Mears Aldredge Mr. & Mrs. Frank Jacqui & Jon Becker Mountcastle, Jr. J. David Douthit & Mary Ann & Walt Page Bohrer Sarah Anne & Charles Reed Mike Dunavant Maria & John Reed Constance & Eric Eisele Richard Stovall & Heilbron Shannon & Danny Fisher Rushing-Cooper Ali & Scott Friske Mary Tate Kathy & James Lagana Linda Laino Andrea Pierotti Michael Recant & Deborah 3North Hood Pippin Barnett & Kerry Mills Ben Broening & Amy Corning Jessica & Corey Schroeder Mr. & Mrs. Wayne G. Tammy Cormier Spitzner Evan Davis & Mary Boodell Richard Fine & Sara Ferguson Betsy & David Vest Nick Frankel & Susan Barstow Mrs. Jocelyn P. Watts Emma Barrett, Dominic & Ellen & Andrew Garrabrant Mathilde Gammino, and John Hessian & Amy Ford Cole & Ellie Myers’ Dr. & Mrs. William T. Lucas Lemonade Stand Woody Holton & Gretchen Marla Wilson Schoel Mrs. Wilson’s 2009-2010 Pierce Homer & Stacy Luks 5th Grade Class Christine & David Mann

Under $100

$100-$499

Jeanine & Mike Maruca Lee Parker & Kara Page Margaret Mallon John & Michelle Nichols Jonathan Pildis & Christine Schragal Brigette & Jeremy Pugh Jane Purrington Ruth Sherlip

17

Thumbnails from Our Classrooms (cont’d)

Building Fund Donors

This list of Building Fund donations is a cumulative record of all gifts and pledges made since the Fund’s inception in 2006.

Donors to this Fund have contributed to help us achieve our dream of new buildings, which includes Founders’ Hall (a multipurpose commons building), as well as four new classrooms and an art studio. As of 6/30/2011, the Building Fund totaled nearly $865,000 in gifts and pledges. We thank these individuals, corporations and foundations for their commitment and vision.

$100,000+

Jackson Foundation Mary Morton Parsons Foundation

Counting Salamander Eggs in Vernal Pools Middle School students have been studying ecosystems and learning about the fieldwork scientists undertake for their research. Last spring, they were able to participate in fieldwork themselves, and observe first-hand the variety and intricate balance of life in a vernal pool, during a visit to the VCU Rice Center for Environmental Sciences. Working with outreach coordinator Anne Wright, they observed crustaceans, beetles, and other pool life, and helped count salamander eggs, gathering real data that will be used by Rice Center scientists.

The Rice Center calls itself an “outdoor living laboratory” and believes that “true learning about the natural world happens outside” – an idea that corresponds to Sabot at Stony Point’s conviction that participating in research is an essential part of education.

Introduction of MAP Tests 16

The Language of Hip Hop: Music & Sound in the Middle School In keeping with both our umbrella theme of Music & Sound and with our emphasis on expression in a variety of media or “languages,” Middle School students were challenged to incorporate sound into one of their Exploratory projects. To help the students approach this task, rapper Black Liquid and his producer Slugg were invited to perform and discuss their music. The musicians drew on the analogy of Bruce Lee, who expressed his creativity through martial arts, in order to talk about the ways in which music became a language of creative expression and ideas for them. Both musicians emphasized the need for perseverance and even, sometimes, sacrifice of other interests, in order to develop a chosen language. They talked with students about the dedication and discipline it took to make the transition from “just a guy in his room” to a successful rapper who has recorded many albums and become a conduit for other local hip hop artists to gain exposure for their music.

Sonic Portraits: The Poetry of Sound Middle School students approached the umbrella topic from many angles – experimenting with the music of poetry, examining the role of song in society, studying the neuroscience of sound, and creating their own music in lunchtime jam sessions. In addition, they participated in a collaborative sound and poetry composition coordinated through the Music Department at the University of Richmond and led by Erik DeLuca, an environmental soundscape artist from the University of Virginia. Erik and the students, together with teachers from Sabot and a group of local writers, poets, media artists, sound artists and composers, conducted a sonic exploration of a natural place, the James River.

Learn about these and other endeavors by visiting our FaceBook page. (http:// www.facebook.com/SabotatStonyPoint)

Our primary forms of assessment are authentic and contextualized, just like the learning they assess. During 2010-2011, however, we added a further tool to help us track our students’ learning: the Measures of Academic Progress, (MAP) a comprehensive, computer-administered test that automatically adjusts itself to the individual student’s level. Results are available immediately and, with the tests administered twice a year, teachers can use them to identify and meet specific learning goals. The tests also serve as an external check on our students’ progress, helping us to make sure that our students are keeping pace with their peers in other programs. The tests also give students crucial experience with computerized, standardized tests.

$50,000-$100,000 Brenda & Dan Daglish Lynn & Mark Stevens

$25,000-$49,999

Mrs. Elisabeth Reed Carter Mrs. Martha O. Davenport Heather & Hunter McGuire Marietta M. & Samuel Tate Morgan, Jr. Foundation

$10,000-$24,999

Anonymous Mary Gammino Antaya Beirne Carter Foundation Liz & Bob Blue Anji & Don Bright Danielle & William Davis Ken Kriva & Mary Kay Carstensen Martha Davenport Reed Foundation Dr. & Mrs. Paul McDermott Dr. & Mrs. Hunter H. McGuire, Jr. Jane & Rick Myers Mr. & Mrs. Harold J. Williams, III Windsor Foundation Trust

$5,000-$9,999

Pam & Bruce Belleman Zoe & Ben Bunnell Ruth Camp Campbell Foundation Laura Chessin Kathryn & David Gammino Kim & Jay Hugo Mary Ann & Richard Leatherwood Cecil Martin Family

Mike Mendelson & Shannon Kelley Jill & Frank Mountcastle Drs. Fred Orlove & Irene Carney Lindy Pond Dale & Mac Purrington Marianne & Matthew Radcliff

$1,000-$4,999

Heidi & Dave Alvarez Anonymous Mr. & Mrs. R. Brian Ball Karmalita Bawar & Curt Blankenship Maureen & Terry Blackwood Katherine & Eric Brakman Mark Campbell & Marty Gravett Tom & Virginia Cochran Juan Carlos Falcón & Silvia Dieguez Erin & Jason Forsyth Russ Gnoffo Terrell & Elliott Harrigan Paul J. Hayes & Kim Hawley Caroline & Kevin Hoover Andreas Huthoefer & Simone Frantz Mr. & Mrs. Randolph W. McElroy Steven McKay & Sara Wilson McKay Ross Mattis & Lauren Miller Cliff Miller Family Foundation Carol & Gaillard Owen The Parents’ Association of Sabot at Stony Point Ashley & Gavin Raphael Roger Soto & Barbara Marin Mary Scott & Bruce Swanson Glenn Telfer & Gina Romagnoli Wells Fargo Corporation Mr. & Mrs. Harold J. Williams, Jr.

$500-$999

2006 Sabot Forest Room Lawrence Smith Joanne & E.G. Allen Patricia M. Smith Bank of America Soomie & Casper Sorensen Maggie & Tim Barrett Vicki & Dave Tambellini Mary Baxter Thompson, Siegel & Walmsley, Kristin & David Beauregard Linda & Herbert L. Chatham LLC Jennifer & Miles Tracy Eva & Will Clark Ross Decker & Elena Calvillo Barbara & Sam Wells Cheri & Joe Wolff Mary & Joe Driebe Him Yang & Julie Cloninger Mrs. Mary Ross Fisher Mary H. Gravett Sandy & Steve Henderson LeAnn & Frank Mazzeo Jacqueline & Daniel Lindsay & Don Mears Aldredge Mr. & Mrs. Frank Jacqui & Jon Becker Mountcastle, Jr. J. David Douthit & Mary Ann & Walt Page Bohrer Sarah Anne & Charles Reed Mike Dunavant Maria & John Reed Constance & Eric Eisele Richard Stovall & Heilbron Shannon & Danny Fisher Rushing-Cooper Ali & Scott Friske Mary Tate Kathy & James Lagana Linda Laino Andrea Pierotti Michael Recant & Deborah 3North Hood Pippin Barnett & Kerry Mills Ben Broening & Amy Corning Jessica & Corey Schroeder Mr. & Mrs. Wayne G. Tammy Cormier Spitzner Evan Davis & Mary Boodell Richard Fine & Sara Ferguson Betsy & David Vest Nick Frankel & Susan Barstow Mrs. Jocelyn P. Watts Emma Barrett, Dominic & Ellen & Andrew Garrabrant Mathilde Gammino, and John Hessian & Amy Ford Cole & Ellie Myers’ Dr. & Mrs. William T. Lucas Lemonade Stand Woody Holton & Gretchen Marla Wilson Schoel Mrs. Wilson’s 2009-2010 Pierce Homer & Stacy Luks 5th Grade Class Christine & David Mann

Under $100

$100-$499

Jeanine & Mike Maruca Lee Parker & Kara Page Margaret Mallon John & Michelle Nichols Jonathan Pildis & Christine Schragal Brigette & Jeremy Pugh Jane Purrington Ruth Sherlip

17

2011 Annual Fund

Annual Fund dollars are used to support the School’s operating budget. These funds enable the school to purchase necessary items each year and to assist wherever the needs are greatest. We extend our appreciation to all donors to the Annual Fund.

$2,500+

Paul Hayes & Kim Hawley Heather & Hunter McGuire

$1,000-$2,499

Anonymous Brenda & Dan Daglish Mr. & Mrs. Alexander M. Fisher Kathryn & David Gammino Jennifer & David Wasik Eric White & Vicki Godsey White

$500-$999

Anonymous The Bass Family Liz & Bob Blue Ruth Camp Campbell Foundation Barbara Fultz /Fultz Marketing LeAnn & Frank Mazzeo Drs. Fred Orlove & Irene Carney Kristy & Adam Rose Kristin & Matthew Switzer Mary & Bob Wasik Him Yang & Julie Cloninger

$250-$499

Maureen & Ben Ackerly Joanne & E.G. Allen Dr. & Mrs. J. Paul Bullock Zoe & Ben Bunnell Aimee & Bob Halbruner Caroline & Kevin Hoover Dr. Cynthia J. Maghakian Ann Page Dale & Mac Purrington Mary & Jim Ryan Richard Stovall & Heilbron Rushing-Cooper Mr. & Mrs. Harold J. Williams, III

$100-$249

Yoomie Ahn Patricia Asch Jennifer & Brian Ball Maggie & Tim Barrett

Mary & Tim Baxter Pam & Bruce Belleman Katherine & Eric Brakman Glenda & Pete Brakman Ben Broening & Amy Corning Steve & Christine Broening Scott Campbell & Nancy Sowder Laura Chessin Gina & John Coccagna Tammy Cormier Linda & Ian Cunningham Brian, Kris & Sophie Curtis Anne Davis Ross Decker & Elena Calvillo Juan Carlos Falcón & Silvia Dieguez Erin & Jason Forsyth Nick Frankel & Susan Barstow Ali & Scott Friske CDR Douglas Hanson & Dr. Elizabeth Hanson Daniel Hardy & Jessica Lucia Patti & Cabell Harris Woody Holton & Gretchen Schoel Kate Houck Anne Larus & Dave Jordan Ken Kriva & Mary Kay Carstensen Christine & David Mann Markel Corporation Adrienne & Rob Martin Jeanine & Michael Maruca Lindsay & Don Mears Allison Mecadon Ellen & David Morris Jill & Frank Mountcastle Jane & Rick Myers Michelle & John Nichols Carol & Gaillard Owen Jon Pildis & Christy Schragal Ms. C. Hope Poindexter Lindy Pond Ethel & Peter Powell Hannah, Tess and Emma Powers David L. Raine & Harriet Schanzer Allan Rosenbaum & Laura Browder Eric Rudolph & Mary Beth Martin

Betsy & Ben Saunders Adam Short & Sarah Allen-Short Joseph Sites & Caroline Kettlewell Soomie & Casper Sorensen Lynn & Mark Stevens Mary Scott & Bruce Swanson

Under $100

Jacqueline & Daniel Aldredge Angela & Chris Woodford Ms. Patricia Asch Cliff Barcliff & Melanie Nan Jan Barstow Nancy & Scott Belleman Page & Robert Bethke Maureen & Terry Blackwood Rhiannon & Mike Boyd Steve Bricker & Janet Scagnelli Sloan Smith & Roger Bruneau Denna Chaber Joyce Chatham Robin & Ryan Courville Deb & David Dougherty J. David Douthit & Mary Bohrer Mary & Joe Driebe Constance & Eric Eisele Tiffany & Luis Ferreira Richard Fine & Sara Ferguson Shannon & Danny Fisher Sarah & David Flowers Ellen & Andrew Garrabrant Joan Garrabrant Anna Golden Cat Henney Andy Huthoefer & Simone Frantz Lisa & Sean Kelly Kathy & James Lagana Jenn Lauranzon Laura & Eric Meyers Susan & Tim Milne Kelly & John Mulligan Jocelyn & Townley Nelson Lee Parker & Kara Page Mr. & Mrs. Robert L. Parker, Jr. The Pelnik Family The Perry-Schwartz Family

Andrea Pierotti Eugenia & David Redmond Cheryl & Scott Redmond Jennifer & Matt Rho Jennifer & Kevin Russo Melissa Vaughan Ruth & Will Webb Wendell & Austin Welder Marla Wilson Cheri & Joe Wolff Susan & Gene Wolski

Memorial/Honor Gifts

In memory of Peg Spangenthal Patricia Asch Betsy & Ben Saunders Eric White & Vicky Godsey White In honor of Irene Carney’s special birthday Nancy & Scott Belleman In honor of Irene Carney, Elizabeth Hanson & The Charles Gillette Garden Club Dr. & Mrs. J. Paul Bullock In honor of Hunter H. McGuire, III Mr. & Mrs. Alexander M. Fisher In honor of Sara Ferguson & Marty Gravett Yoomie Ahn Rhiannon & Mike Boyd Robin & Ryan Courville Deb & David Dougherty Tiffany & Luis Ferreira Erin & Jason Forsyth Ali & Scott Friske Kathryn & David Gammino Lisa & Sean Kelly Jennifer Lauranzon Lindsay & Don Mears Kelly & John Mulligan Jocelyn & Townley Nelson Jennifer & Matt Rho

2011 Annual Fund, cont’d In honor of Allison Mecadon & Marla Wilson Anne Larus & Dave Jordan In appreciation of Melanie Nan Kathryn & David Gammino In appreciation of Andrea Pierotti Carol & Gaillard Owen In honor of Marla Wilson Fultz Marketing/Barbara Fultz

Faculty/Staff Gifts

The loyalty of our faculty and staff extends well beyond their hard work and devotion to our students. We are grateful to the following staff members and teachers who contributed to the Annual and Building Funds during the 2010-11 academic year.

Maggie Barrett Susan Barstow Mary Baxter Irene H. Carney Tammy Cormier Mary Driebe Sarah Ferguson Anna Golden Marty Gravett Dr. Elizabeth Hanson Cat Henney Linda Laino Allison Mecadon Melanie Nan Kara Page Andrea Pierotti Nancy Sowder Mary Scott Swanson Marla Wilson

Grandparents

Parent Support

Jan Barstow Glenda & Pete Brakman Barbara Fultz/ Fultz Marketing Ann Page Mr. and Mrs. Robert L. Parker, Jr. Eugenia & David Redmond Mary & Jim Ryan Mary & Bob Wasik

In-Kind Gifts

Giving from our grandparents continues to grow each year, reflecting their appreciation for the education their grandchildren receive at Sabot at Stony Point. Grandparents participate in the life of the school as volunteers and Star Parents. They attend concerts and participate in fundraising activities, as well as the bi-annual Grandparents Day, a favorite tradition. We thank our grandparents for their support!

Sabot at Stony Point ended the 2010-2011 academic year with the highest parent participation rate in the history of the school — 66%.

Three classes met the school challenge and contributed at 100%! Thank you to the Garden Room, 1st and 4th grades for this wonderful accomplishment. And thank you to ALL parents whose leadership giving has helped Sabot at Stony Point continue its pursuit of excellence.

Pippin Barnett & Kerry Mills Christine Broening Elizabeth D. Camp Dr. Irene H. Carney Amy Corning Brenda & Dan Daglish Mary & Joe Driebe/Joe’s Inn Bon Air Kathryn Gammino Dr. Elizabeth Hanson Don Leister Mary Beth Martin Jane Myers Mr. & Mrs. Jerry Samford Richard Stovall Lisa Smith Mary Scott & Bruce Swanson The Broening/Corning, Owen, Martin & Wolff Families

Our Grads:

What high schools do they attend?

Appomattox Regional Governor’s School for the Arts and Technology • Douglas Freeman High School • James River High School • J.R. Tucker High School – Spanish Immersion program • Trinity Episcopal High School • Maggie L. Walker Governor’s School for Government and International Studies • Midlothian High School IB program Westminster Academy 19

2011 Annual Fund

Annual Fund dollars are used to support the School’s operating budget. These funds enable the school to purchase necessary items each year and to assist wherever the needs are greatest. We extend our appreciation to all donors to the Annual Fund.

$2,500+

Paul Hayes & Kim Hawley Heather & Hunter McGuire

$1,000-$2,499

Anonymous Brenda & Dan Daglish Mr. & Mrs. Alexander M. Fisher Kathryn & David Gammino Jennifer & David Wasik Eric White & Vicki Godsey White

$500-$999

Anonymous The Bass Family Liz & Bob Blue Ruth Camp Campbell Foundation Barbara Fultz /Fultz Marketing LeAnn & Frank Mazzeo Drs. Fred Orlove & Irene Carney Kristy & Adam Rose Kristin & Matthew Switzer Mary & Bob Wasik Him Yang & Julie Cloninger

$250-$499

Maureen & Ben Ackerly Joanne & E.G. Allen Dr. & Mrs. J. Paul Bullock Zoe & Ben Bunnell Aimee & Bob Halbruner Caroline & Kevin Hoover Dr. Cynthia J. Maghakian Ann Page Dale & Mac Purrington Mary & Jim Ryan Richard Stovall & Heilbron Rushing-Cooper Mr. & Mrs. Harold J. Williams, III

$100-$249

Yoomie Ahn Patricia Asch Jennifer & Brian Ball Maggie & Tim Barrett

Mary & Tim Baxter Pam & Bruce Belleman Katherine & Eric Brakman Glenda & Pete Brakman Ben Broening & Amy Corning Steve & Christine Broening Scott Campbell & Nancy Sowder Laura Chessin Gina & John Coccagna Tammy Cormier Linda & Ian Cunningham Brian, Kris & Sophie Curtis Anne Davis Ross Decker & Elena Calvillo Juan Carlos Falcón & Silvia Dieguez Erin & Jason Forsyth Nick Frankel & Susan Barstow Ali & Scott Friske CDR Douglas Hanson & Dr. Elizabeth Hanson Daniel Hardy & Jessica Lucia Patti & Cabell Harris Woody Holton & Gretchen Schoel Kate Houck Anne Larus & Dave Jordan Ken Kriva & Mary Kay Carstensen Christine & David Mann Markel Corporation Adrienne & Rob Martin Jeanine & Michael Maruca Lindsay & Don Mears Allison Mecadon Ellen & David Morris Jill & Frank Mountcastle Jane & Rick Myers Michelle & John Nichols Carol & Gaillard Owen Jon Pildis & Christy Schragal Ms. C. Hope Poindexter Lindy Pond Ethel & Peter Powell Hannah, Tess and Emma Powers David L. Raine & Harriet Schanzer Allan Rosenbaum & Laura Browder Eric Rudolph & Mary Beth Martin

Betsy & Ben Saunders Adam Short & Sarah Allen-Short Joseph Sites & Caroline Kettlewell Soomie & Casper Sorensen Lynn & Mark Stevens Mary Scott & Bruce Swanson

Under $100

Jacqueline & Daniel Aldredge Angela & Chris Woodford Ms. Patricia Asch Cliff Barcliff & Melanie Nan Jan Barstow Nancy & Scott Belleman Page & Robert Bethke Maureen & Terry Blackwood Rhiannon & Mike Boyd Steve Bricker & Janet Scagnelli Sloan Smith & Roger Bruneau Denna Chaber Joyce Chatham Robin & Ryan Courville Deb & David Dougherty J. David Douthit & Mary Bohrer Mary & Joe Driebe Constance & Eric Eisele Tiffany & Luis Ferreira Richard Fine & Sara Ferguson Shannon & Danny Fisher Sarah & David Flowers Ellen & Andrew Garrabrant Joan Garrabrant Anna Golden Cat Henney Andy Huthoefer & Simone Frantz Lisa & Sean Kelly Kathy & James Lagana Jenn Lauranzon Laura & Eric Meyers Susan & Tim Milne Kelly & John Mulligan Jocelyn & Townley Nelson Lee Parker & Kara Page Mr. & Mrs. Robert L. Parker, Jr. The Pelnik Family The Perry-Schwartz Family

Andrea Pierotti Eugenia & David Redmond Cheryl & Scott Redmond Jennifer & Matt Rho Jennifer & Kevin Russo Melissa Vaughan Ruth & Will Webb Wendell & Austin Welder Marla Wilson Cheri & Joe Wolff Susan & Gene Wolski

Memorial/Honor Gifts

In memory of Peg Spangenthal Patricia Asch Betsy & Ben Saunders Eric White & Vicky Godsey White In honor of Irene Carney’s special birthday Nancy & Scott Belleman In honor of Irene Carney, Elizabeth Hanson & The Charles Gillette Garden Club Dr. & Mrs. J. Paul Bullock In honor of Hunter H. McGuire, III Mr. & Mrs. Alexander M. Fisher In honor of Sara Ferguson & Marty Gravett Yoomie Ahn Rhiannon & Mike Boyd Robin & Ryan Courville Deb & David Dougherty Tiffany & Luis Ferreira Erin & Jason Forsyth Ali & Scott Friske Kathryn & David Gammino Lisa & Sean Kelly Jennifer Lauranzon Lindsay & Don Mears Kelly & John Mulligan Jocelyn & Townley Nelson Jennifer & Matt Rho

2011 Annual Fund, cont’d In honor of Allison Mecadon & Marla Wilson Anne Larus & Dave Jordan In appreciation of Melanie Nan Kathryn & David Gammino In appreciation of Andrea Pierotti Carol & Gaillard Owen In honor of Marla Wilson Fultz Marketing/Barbara Fultz

Faculty/Staff Gifts

The loyalty of our faculty and staff extends well beyond their hard work and devotion to our students. We are grateful to the following staff members and teachers who contributed to the Annual and Building Funds during the 2010-11 academic year.

Maggie Barrett Susan Barstow Mary Baxter Irene H. Carney Tammy Cormier Mary Driebe Sarah Ferguson Anna Golden Marty Gravett Dr. Elizabeth Hanson Cat Henney Linda Laino Allison Mecadon Melanie Nan Kara Page Andrea Pierotti Nancy Sowder Mary Scott Swanson Marla Wilson

Grandparents

Parent Support

Jan Barstow Glenda & Pete Brakman Barbara Fultz/ Fultz Marketing Ann Page Mr. and Mrs. Robert L. Parker, Jr. Eugenia & David Redmond Mary & Jim Ryan Mary & Bob Wasik

In-Kind Gifts

Giving from our grandparents continues to grow each year, reflecting their appreciation for the education their grandchildren receive at Sabot at Stony Point. Grandparents participate in the life of the school as volunteers and Star Parents. They attend concerts and participate in fundraising activities, as well as the bi-annual Grandparents Day, a favorite tradition. We thank our grandparents for their support!

Sabot at Stony Point ended the 2010-2011 academic year with the highest parent participation rate in the history of the school — 66%.

Three classes met the school challenge and contributed at 100%! Thank you to the Garden Room, 1st and 4th grades for this wonderful accomplishment. And thank you to ALL parents whose leadership giving has helped Sabot at Stony Point continue its pursuit of excellence.

Pippin Barnett & Kerry Mills Christine Broening Elizabeth D. Camp Dr. Irene H. Carney Amy Corning Brenda & Dan Daglish Mary & Joe Driebe/Joe’s Inn Bon Air Kathryn Gammino Dr. Elizabeth Hanson Don Leister Mary Beth Martin Jane Myers Mr. & Mrs. Jerry Samford Richard Stovall Lisa Smith Mary Scott & Bruce Swanson The Broening/Corning, Owen, Martin & Wolff Families

Our Grads:

What high schools do they attend?

Appomattox Regional Governor’s School for the Arts and Technology • Douglas Freeman High School • James River High School • J.R. Tucker High School – Spanish Immersion program • Trinity Episcopal High School • Maggie L. Walker Governor’s School for Government and International Studies • Midlothian High School IB program Westminster Academy 19

SABOT at STONY POINT 3400 Stony Point Road Richmond, VA 23235

reflections sabot at stony point 2010-2011 annual report

Mission Statement

Sabot at Stony Point is a school designed to sustain children’s quest for meaning and understanding, harness the power of their theories and ideas, and guide their inquiry and research. In an environment that supports collaboration and respectful exchange, we challenge our students to become effective communicators and disciplined thinkers, capable of solving problems in our increasingly complex world.

The entire Lower and Middle School gather for Field Day.