2013 - 2014 Annual Report

R E FLE C TING

SABOT AT STONY POINT 2013–2014 ANNUAL REPORT

IN THE HABIT A model for teaching

OUR TRUE NORTH UPDATE

FINANCES

2013-14 HONOR ROLL OF DONORS

PAGES 3–10

PAGES 11-12

PAGE 18

PAGES 11-18

The cover is a collage of Kindergarten artwork created during their animal bathroom project. See #12 of “In the Habit.”

Board Members

2013–2014

BOARD OF DIRECTORS

Executive Committee President: Tom Shields, Ph.D. Director, Center for Leadership in Education, University of Richmond Vice President: Kathryn Gammino Freelance Art Director Secretary: Katherine Brakman Senior Producer, The Martin Agency

Treasurer: Mark Stevens Director, Regulatory Case Management & Communication, Dominion Resources Services, Inc.

Jon Becker, J.D., Ph.D. Director of Online Academic Programs; Associate Professor, Educational Leadership, Virginia Commonwealth University Pam S. Belleman Partner, Troutman Sanders Jason Forsyth Vice President, Moseley Architects

Mark Householder Regional Vice President, Life Brokerage at Principal Financial Group

Advancement Facilities and Operations Planning Finance Governance Strategic Planning Sustainability Technology

Hunter H. McGuire, III Principal, Prologue Systems, LLC

Ex-Officio Members

Caroline Hoover Community Volunteer

Jane Myers Land Conservation Manager, Capital Region Land Conservancy R. Gaillard Owen Vice President, Investments, Davenport & Company Mac Purrington Owner, Apple Spice Junction Matt Rho Partner, Shockoe Denim Adam Rose Director, US Consulting, Global Investments, Deloitte Vineeta Shah Community Volunteer

(1)

Committees

Executive Director Irene Carney, Ph.D. Director of Finance & Operations Christine Krawczel Webb Director of Development & Alumni Relations Erin O’Regan President, Parents Association Shannon Hyatt

2

1

T

he 2013–2014 school year is one in which we both revived and celebrated the historical richness of our campus’ past and stepped further into the future — the future of our surroundings, the future of our school, and the future of education.

We enjoy the luxury of inhabiting a property whose beautiful features and compelling stories are increasingly coming back to life. This year, the story of the Larus family and the history of the Stony Point estate have been given heightened attention. We thank our Second-Grade students for much of this focus. Each year, they contemplate the question, “Who was here before us?”

This year’s students brought the history of the Larus house and family to life through displays, writings, and guided tours. [See feature article] This summer, we removed carpet that had covered almost the entire first floor of the Main House for probably 20 years. [Image #2] We were thrilled to find the original floors in very good condition and ready for the renovation that has left the rich, dark wood shining throughout.

We have spent the summer with all of the interior doors open, reveling in the amazing craftsmanship of the house.

It is our good fortune that our caretaker, Pippin Barnett, is a master craftsman and also has great appreciation for the relics of our campus. [Image #1] He has spent recent months recreating the wooden doors that once hung in the arched openings to the Gillette Garden. [Image #3] The original doors, one of which Pippin found in our

3

nearby woods, were made of heavy oak and included a round window. We anticipate the day when we can restore that “magical” feature of the garden.

While we have enjoyed our musings over what once was, we have devoted a great deal more energy this year to what will be.

This year has been a runway to discussions and decisions about the next building we will undertake to support our educational program.

We look forward to setting our sights on the next new building and to working toward the time when we can undertake that important and exciting capital project.

All of our initiatives — beautifying our historic buildings and grounds, enhancing the facilities currently in use, and planning for new facilities — are guided by our fundamental purpose. This purpose is to provide a rich, rigorous, and engaging education for the students of Sabot at Stony Point and to serve as a laboratory for what education can be for students everywhere. All of these activities keep us inspired, busy, excited — and shape how we have come to see ourselves — as a small school, exemplifying and stimulating big change.

Profound thanks to our faculty and staff, our families, our Board of Directors, and our network of donors and supporters. Together, we are achieving something both important and beautiful.

!

DR. IRENE CARNEY EXECUTIVE DIREC TOR

DR. TOM SHIELDS P R E S I D E N T, B OA R D O F D I R E C T O R S

(2)

Sabot’s artist-in-residence, River City Taiko, provides an opportunity for students in grades K – 8 to explore the art form throughout the year.

(3)

IN PURSUIT OF HABITS OF MIND A year of Sabot learning

BY C A R O L I N E K E T T L E W E L L Wr ite r- i n - r e s i d e n ce

W

hat does “learning” mean in our 21st-century world?

When vastly more information is instantly available than even the most knowledgeable and determined of experts could assimilate in a lifetime, what is the purpose of an education?

At Sabot at Stony Point, learning begins with students and teachers together, in every grade and every classroom, nurturing a rigorous — but joyful — discipline of thought, a way of thinking that we refer to as “habits of mind.”

These habits, 16 in total, were originally proposed by researchers Arthur Costa and Bena Kallick, who describe them as the strategies by which effective thinkers respond to questions and approach problems when the answers aren’t already known. We take a look at these 16 habits in action throughout the year and the school in the following pages.

Habits of mind support a deep and lasting construction of knowledge. If, in traditional education, as Costa and Kallick argue, students “have been taught to value certainty rather than doubt, to give answers rather than to inquire, to know which choice is correct rather than to

explore alternatives,” at Sabot, students are challenged constantly to take themselves beyond the edge of the known to that uncomfortable, sometimes frustrating place of not-knowing and uncertainty.

“The learning we expect children to do each day isn’t easy,” says Susan Barstow, Director of Lower School. “But Sabot teachers work to break down the idea that hard work and joy are antithetical.

As our students learn for themselves that hard work can itself be joyful, the sky is the limit on what they can do.”

And so last year at Sabot, students gazed into the sky and dug deep into the past. They pounded drums and repulsed zombies and raised trout.

They lost jackets and forgot homework and left half-eaten sandwiches in their lunch boxes.

They read novels and painted murals, staged snowball fights, made movies, designed buildings. They skinned knees, found four-leaf clovers, and gave in to giggles. They formulated hypotheses. They asked questions and argued points and sought answers. They became painters and poets, archaeologists and actors, explorers and historians, web designers, rappers, tour guides, biologists. They led us. They inspired each other. They amazed themselves.

(4)

16 Habits of Mind in action at Sabot 1

Persisting

Persistence is the ability to continue forward against uncertainty, to keep wrestling with a paragraph that won’t cohere, to puzzle out the flaw in a design, to see a difficult task through to completion. In February, PE coach Renee Kunnen launched the annual Kid’s Challenge (a regional initiative sponsored by Richmond’s Sports Backers) which sets a goal for every student to run (or walk) 26 miles over 10 weeks.

And run the Sabot students did, forging on through a seemingly endless winter to collectively log more than 2,400 miles. When a MiddleSchooler broke an arm and couldn’t run, some Second Graders volunteered to run extra miles on that student’s behalf. And when another polar vortex dumped still more snow on the frozen ground, the runners continued undaunted, says Renee. “Most students agreed that while running in the snow was more of a challenge, it also added a greater element of fun.”

2

Managing impulsivity

At Sabot, “managing impulsivity” doesn’t mean reining in fidgety student energy. It means not settling for the first answer, planning before doing, learning to consider opposing points before taking a position. In the Middle School this year, when strong opinions surfaced about a proposed new baseball stadium in Richmond’s Shockoe Bottom, it was a perfect opportunity for Bruce Coffey’s Eighth-Grade “civinomics” class to research and investigate in depth the realworld issues and conflicts — political, economic, cultural, community — at work in their own city before putting the matter to debate.

3

Listening to others — with understanding & empathy

PERSISTING through the challenge of running in the snow. [#1]

(5)

In the Preschool, hourglass timers, a stopwatch, and an indoor bicycle-trainer stand became the catalyst for explorations of time, motion — and cooperative listening and problem-solving. When the bicycle was safely set up, the children were

eager to climb on and ride, and they were eager to discover how their timing tools helped them measure how long they were riding. But when more than one child wanted to ride, how long should a turn be? What feels “fair” when you’re the one on the bike, but also when you’re the one waiting? How could their tools assist them in finding a solution? A group of children joined “Atelierista” Anna Golden in her studio to discuss the issue. “Going to the studio gives the children an opportunity to practice collaboration, and encourages patience and flexibility,” notes Meadow Room teacher Robyn Johnson.

“They were able to slow down, listen to one another and think more deeply about taking turns and time.”

4

Thinking flexibly

Thinking flexibly requires looking at a problem in different ways and considering a range of solutions. When the Fourth Grade conceived and painted an 8' x 20' abstract-art mural as a “transparent wall” into the life and work of their class, they had to figure out how to attach it to their classroom’s exterior wall. Explains teacher Melanie Nan, “The children worked in groups to solve this engineering problem, drawing diagrams and building models.” At last, she says, “We finally decided to lash it to the trailer with rope,” a solution which demanded steps including writing a letter to solicit the help of Sabot’s ever-ingenious caretaker and artist-in-residence, Pippin Barnett, and figuring out how to position the ropes (ingeniously simple: “What could be more fun than tying a large stick to a rope and then throwing it over the trailer roof?” says Melanie).

5

Thinking about thinking

What do I know? What do I need to know? How do I go about answering questions, solving problems, marshaling my ideas? At Sabot, students are constantly tasked with practicing “metacognition” — considering not only how they themselves think, but also evaluating different ways of thinking. How does a historian think, a mathematician, a writer? At the end of an extended scientific investigation, teacher Andrea Pierotti asked her Third-Grade students “to think about what we had learned about being a scientist. How do scientists learn new things and know they are true?” Her students chose to

represent their ideas visually, through collages, pointing to conclusions including “If everyone adds their little bits of knowledge together it creates a much more solid body of knowledge,” and “Working in an intentional and organized way helps you to see your results and trust them.”

6

Striving for accuracy & precision

How to motivate students to do their best work?

Give them hands-on, “real-world” opportunities.

Led by teacher Dan Daglish, Seventh- and Eighth-Grade students at Sabot take part in the Virginia Junior Academy of Science (VJAS) statewide competition, which requires students to design and conduct a scientific experiment and then present the results in a report that strictly adheres to the exacting standards of formal science writing. The process takes up the better part of the academic year and defines rigor; Sabot students know that only their best work will give them a chance of being selected by the VJAS judges to present their papers at the spring statewide conference. This year, an unprecedented 15 students represented Sabot at the conference and were honored with a remarkable total of four first prizes, two third prizes, and two honorable mentions.

7

Questioning & posing problems

The deepest learning is inspired by good questions. “Who was here before us and how can we find out?” were the questions that launched a yearlong Second-Grade exploration of the Sabot property’s past, and at first teachers Alissa Ashton and Nicki Peasley were surprised (and a little disappointed) that students didn’t seem all that interested in finding out the answers. But it turned out that more questions were the key to firing up students’ curiosity: working with an archaeologist, excavating artifacts from the Sabot grounds, and welcoming a visit from Bobby Larus, grandson of the family that first owned the Sabot property, filled students with the desire to discover. What did this bottle once contain? How did the original house burn down? What did the servants do? At the end of the year, students proudly shared their knowledge with “Think Like a Historian” house tours that revealed how the Larus family once lived.

(6 )

8

Applying past knowledge to new situations

When faced with something new and unfamiliar — a concept, a problem — Sabot students are encouraged to approach it through their collective knowledge and experience. A Fourth-Grade math class worked together this year to understand the idea of “volume”: does a filled SECOND-GRADERS object have the same examine artifacts and volume as an empty one wonder who came of the same size and before us. [#7]

(7)

dimensions? The students proposed theories and debated points such as whether something could be “filled” if it contained only air, but they struggled to find an answer they could agree upon to the initial question. When their teacher offered, however, to “look in the math book” for the solution, one of the students quickly protested. “I think this is a good argument, and we want to find out ourselves,” he said. In the end, the children decided to turn not to a math book, but to a language-arts resource — dictionaries (“We need to know some definitions!”) — for the clue that helped them solve the question.

9

Thinking & communicating with clarity and precision

Writers care deeply about the nuance of a single word, the rhythms of a line, and the surprising effects of unexpected juxtapositions. In the Seventh Grade, when students were given the option of saying “good enough” on one essay assignment and moving on to another, they all chose instead to keep revising, enjoying the luxury — but also the challenge— of spending an entire trimester reworking a single narrative essay across multiple drafts. The topics varied

wildly, from computer games to lice, ballet auditions to modern art. But, as revision followed revision, students became true writers, their narratives growing deeper and richer as they demanded of themselves ever finer and more exacting work at the level of the paragraph, the line, and the word.

10

Gathering data through all senses

How many different ways are there to explore a topic? Many of the grades this year used the schoolwide “Umbrella Project” theme of time to frame the work within their classrooms. In the First Grade, students considered the idea of time itself. How do humans experience time?

How is time different for adults and children?

Do other animals understand time? They even tackled the puzzling question: what does time look like? If it seems extraordinary to ask First Graders to consider such complex abstractions, First-Grade teacher Christine Mingus led her students in working through these questions from many different directions: using curls of wood shavings to conceptualize time as a spiral; asking parents to talk about what time means to them; experiencing the life cycle of live frogs in the classroom; making time capsules — with data like height measurements and how many teeth a child had lost, along with predictions about the months to come — to be opened at the end of the school year.

11

Creating, imagining, & innovating

In the Middle School, Exploratory gives students the opportunity to conceive and execute any kind of project they can imagine; the goal of Exploratory is to encourage students to pursue their own interests and find out where those lead.

This year’s projects included a street-drumming trio, an arrow-shooting machine, melted-crayon art, music composition, stop-motion animation, video-game design, a wooden bridge for the walled garden, and a healthy-eating blog that earned a Facebook nod from renowned author and foodie Michael Pollan. And in what has quickly become a Sabot tradition, two SeventhGrade students created personalized, hand-made diplomas for the graduating Eighth Graders.

Each diploma reflected individual qualities and (8)

interests of its recipient, details that were elicited through interviews with classmates, family members, and teachers. One of the most moving parts of the graduation ceremony was the graduates’ expressions of gratitude, amazement, and delight as each saw their diploma for the first time.

12

Responding with wonderment & awe

“The more you know, the more you wonder,” observed a student, reflecting on how scientists think. In a true case of student-led learning, coteachers Mary Baxter, Mary Tobin, and Mauren Campbell turned a familiar outbreak of kindergarten potty humor into a multi-faceted project of discovery born out of the unlikely idea of building an outdoor bathroom for wild animals.

The students worked together to conceive a design that would blend into the Sabot forest, learned about digestion with the Sixth-Grade science class, interviewed a forest ranger, dissected owl pellets, created a book, and set up cameras to catch sight of the animals, like deer and raccoon, who ramble our campus at night. [front cover] 13

Taking responsible risks

We learn from failure as well as success, from risking ventures with uncertain outcomes. With the receipt in October of more than 200 tiny fish eggs, Kara Page’s Sixth-Grade life science class joined a nationwide project, Trout Unlimited, to raise brook trout to release into a river in the wild.

The project faced unexpectedly painful setbacks even as the students, struggling with outbreaks of mold and disease in the fish tank, became ever more dedicated caretakers. By spring, however, only one trout remained for each student. Yet there was also achievement to celebrate: when the class arrived at the river release site, they were told that their fish were by far the largest the project had ever received. With bittersweet feelings, pride mingling with a profound sense of loss, each student set a single fish free to an unknown fate. “We were attached,” says Kara, “fully attached — to fish!”

14

Finding humor

Laughter can make light work of mastering (9)

complex topics, as Third-Grade students discovered when they imagined representing in comic book style what they were learning about bacteria.

As the students considered the fact that bacteria help to break down dead plants and animals, teacher Andrea Pierotti jotted down an exchange worthy of a comedy-sketch-writing team: “It’s a good thing that they explained what they meant by ‘break it down,’ because we might have thought it was ‘break it down’ like [begins to dance wildly].”

“Ha! That would be a funny comic.”

“All these germs are at work having a dance party. ‘Break it down!’ But then the boss comes in and is like, ‘What are you doing!?!?’ ” “And the bacteria are like, ‘Uh oh! We are so fired!’ ” “The caption at the bottom could say, ‘Bacteria who misunderstood their purpose in life.’ ” 15

Thinking interdependently

In the Preschool, one child’s impulsive decision to step in front of another child on the walk from playground to classroom led to a minor outbreak of confusion and upset feelings. But the teachers seized on the moment as a collaborative learning opportunity. Trusted to bring their own reflections, the children engaged in a thoughtful discussion to formulate rules for themselves as a group. “Year after year we have consistently experienced the amazing problem-solving skills of the 4-year old,” says Rainbow Room teacher Elaine Phillips. “Having a challenge occur like a ‘line order’ dispute was a gift to the classroom; it let us think as a group and perform the hard work of negotiating our ideas with the needs and wants of rest of the group.”

SEVENTH GRADERS experience setbacks and success in the Trout Unlimited project. [#13]

16

Learning continuously

Sabot seeks not to teach students, but to foster learners driven by curiosity. In June, each of the graduating Eighth Graders stood before an audience of teachers, family, and schoolmates to speak of what their Sabot experience meant for them. Next year, they will carry their education forward to six different high schools, including Maggie L. Walker Governor’s School, Appomattox Regional Governor’s School, and Trinity Episcopal School. How are our graduates influenced by their time at Sabot? Emma Call, a 2012 graduate and now a rising junior at Maggie Walker, says, “My Sabot education helps me now by making me strive to really understand concepts rather than just memorize things blindly.

In science or economics or any of my other courses, I want to see the big picture, to understand how things connect to and affect each other.”

A STATIONARY BIKE provides Preschoolers many learning opportunities, including, apparently, flexibility training. [#9]

For more about this past school year at Sabot at Stony Point, you can find teachers’ classroom blogs linked from our website at sabotatstonypoint.org, or follow Sabot at Stony Point on Facebook. ( 10 )

OUR TRUE NORTH

Some big accomplishments in the second year of our strategic plan:

Retirement plan established for Sabot employees.

People 2013-14

Faculty salaries increased toward the goal of 75% of VAIS standard.

Tuition assistance increased to 8.5% of tuition, resulting in a 27% increase in available funds over last year.

Program 2013-14

Place

2013-14

Growth 2013-14

( 11 )

ERB (Educational Records Bureau) test for language arts added to our assessment matrix for grades 5-8.

Laptops and tablets purchased for 4th and 5th graders to share.

Entry landscape master plan created. First stage of implementation executed with soccer field irrigation and upgrade.

This year’s Annual Fund and Auction both broke records as the most successful in our history. These successes combine with strong growth in Directed and Capital giving.

Our brand was revitalized with a new tagline, marketing videos, and admissions materials in response to branding work of 2012-2013.

Gateway Master Plan This year saw the completion of our Gateway Master Plan (shown above). This plan provides us with a vision and a road map to a more beautiful and welcoming experience at the front of our campus.

We recently completed the first major project in the long list of tasks for this plan — a major upgrade of the playing fields at the front of the campus. The successful completion of this project has provided a significantly better surface for our PE classes, Lower School recess, and our soccer teams — both Sabot and guests.

This was the first step in enacting the sweeping vision for new signage, parking, walkways, lighting, shade, and playscapes.

A Small School for Big Change

Look for this message in our new materials throughout the coming year.

The lifeblood of our school is supplied, in part, by ongoing dialogues.

These two forums have intersected at one particularly emphatic conclusion:

In a series of conversations among students, teachers, and program administrators, we seek to deepen our shared understanding of the beliefs that form the foundation of our approach.

Sabot at Stony Point is a Small School for Big Change.

The Board and Board committees — specifically the Advancement Committee — have taken on the challenge of refining how we communicate to the outside world. How do we convey, concisely and effectively, our dynamic and distinctive approach?

Big change refers to our commitment to best practice, innovation, and excellence in education.

We are intentionally small. Our intimate scale offers the advantages of excellent student-teacher ratios and right-sized classrooms for nurturing the ideas, interests, and talents of our students.

( 12 )

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 achieve the dream of new buildings, including Founders Hall, a multipurpose Commons building. As of June 30, 2014, the Building Fund totals over $900,000 in gifts and pledges. We thank these individuals, corporations, and foundations for their commitment and vision.

We are eager for the time when we will embark on the journey for our next new building.

$100,000+

Jackson Foundation Mary Morton Parsons Foundation

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

$25,000 – $49,999

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

$10,000 – $24,999

Anonymous (2) Mary Gammino Antaya Liz & Bob Blue Beirne Carter Foundation Danielle & William Davis Mary Kay Carstensen & Ken Kriva Mary Ann & Richard Leatherwood Dr. & Mrs. Paul McDermott McGuire Family Fund of the Community Foundation serving Richmond and Central Virginia J. Clifford Miller, III Cliff Miller Family Endowment of the Community Foundation serving Richmond and Central Virginia ( 13 )

Jane & Rick Myers F. Scott Reed, III Louise Reed Martha Davenport Reed Foundation Suzanne & Harold J. Williams, III Windsor Foundation Trust

$5,000 – $9,999

Anonymous (2) Pam & Bruce Belleman Zoe & Ben Bunnell Mary & Bob Call Marty Gravett & Mark Campbell Kathryn & David Gammino Dr. Elizabeth Hanson & Commander Douglas Hanson Kim & Jay Hugo The Cecil Martin Family Shannon Kelley & Mike Mendelson Jill & Frank Mountcastle Drs. Irene Carney & Fred Orelove Lindy Pond Dale & Mac Purrington Marianne & Matthew Radcliff

$1,000 – $4,999

Heidi & Dave Alvarez Anonymous Mr. & Mrs. R. Brian Ball Maureen & Terry Blackwood Karmalita Bawar & Curt Blankenship Katherine & Eric Brakman Virginia & Tom Cochran The Dennis Foundation Silvia Dieguez & Juan Carlos Falcon Erin & Jason Forsyth Simone Frantz Russ Gnoffo Elizabeth W. Gookin Mary & Winston Gravely Terrell & Elliott Harrigan Kim Hawley & Paul J. Hayes Caroline & Kevin Hoover Andreas Huthoefer Laura Chessin & Don Leister Lauren Miller & Ross Mattis LeAnn & Frank Mazzeo Mr. & Mrs. Randolph W. McElroy Sara Wilson McKay & Steven McKay Stuart Orelove Carol & Gaillard Owen Parents Association, Sabot at Stony Point Ashley & Gavin Raphael

Sarah Anne & Charles Reed Mr. & Mrs. James Ryan Barbara Marin & Roger Soto Mary Scott & Bruce Swanson Gina Romagnoli & Glenn Telfer Wells Fargo Corporation Mr. & Mrs. Harold J. Williams, Jr.

$500 – $999

Joanne & E.G. Allen Bank of America Maggie & Tim Barrett Mary Baxter Kristin & David Beauregard Linda & Herbert L. Chatham Eva & Will Clark Elena Calvillo & Ross Decker Mary & Joe Driebe Mrs. Mary Ross Fisher Mary H. Gravett Sandy & Steve Henderson Lindsay & Don Mears Mr. & Mrs. Frank Mountcastle, Jr. Erin & Dan O’Regan Ann & Walt Page Maria & John Reed Heilbron Rushing-Cooper & Richard Stovall Mary Tate

$100 – $499

3North Kerry Mills, Pippin, & Miles Barnett Amy Corning & Ben Broening Capital One Services Tammy Cormier Mary Boodell & Evan Davis Sara Ferguson & Richard Fine Susan Barstow & Nick Frankel Ellen & Andrew Garrabrant Amy Ford & John Hessian Gretchen P. Schoel & Abner L. Holton Stacy Luks & Pierce Homer Dr. & Mrs. William T. Lucas Margaret Mallon Christine & David Mann Jeanine & Mike Maruca Michelle & John Nichols Barbara & Donald Pack Kara Page & Lee Parker Christine Schragal & Jonathan Pildis Brigitte & Jeremy Pugh Jane Purrington Sabot Preschool Class of 2006

Ruth Sherlip Lawrence Smith Patricia M. Smith Soomie Ahn & Casper Sorensen Vicki & Dave Tambellini Thompson, Siegel & Walmsley, LLC Jennifer & Miles Tracy Kim & Joe Vellozzi Christine & Kyle Webb Barbara & Sam Wells Cheri & Joe Wolff Julie Cloninger & Him Yang

Up to $99

Jacqueline & Daniel Aldredge Anonymous Jacqui & Jon Becker Mike Dunavant Constance & Eric Eisele Shannon & Danny Fisher Ali & Scott Friske Kathy & James Lagana Linda Laino Emma Barrett, Dominic & Mathilde Gammino, and Cole & Ellie Myers’ Lemonade Stand Andrea & Gian Pierotti Deborah Hood & Michael Recant Jessica & Corey Schroeder Mr. & Mrs. Wayne G. Spitzner Betsy & David Vest Mrs. Jocelyn P. Watts Marla & Craig Wilson Mrs. Wilson’s 2009–2010 5th Grade

( 14 )

Founders’ Circle gifts of $2,500+

Anonymous Ms. S. Camp Goodwin Kim & Jonathan Hahn Stacy Luks & Pierce Homer Melanie & Mark Householder Shannon & Matthew Hyatt Mary Ann & Richard Leatherwood Mrs. Sally Meyers & Dr. John F. Meyers Dale & Mac Purrington Vineeta & Jay Shah

Leadership Circle

Annual Fund The Annual Fund is our yearly appeal to bridge the gap between the total cost of running the school and tuition revenue.

Tuition alone does not cover the entire cost associated with an education at Sabot at Stony Point, much less any initiatives and priorities outside of the base operating budget.

We rely on gifts to sustain the school’s commitment to providing each student with the highest-quality education possible and extend our greatest appreciation to all donors to the Annual Fund. These incredible donors have taken the Annual Fund from roughly $30,000 in 2011-2012 to more than $86,000 in 2013-2014.

Thank you! ( 15 )

gifts of $1,000 – $2,499

Zoe & Ben Bunnell Brenda & Dan Daglish Mrs. Martha Davenport The Dennis Foundation Kathryn & David Gammino Jill & Michael Gasper Jennifer & Wes Kaufman LeAnn & Frank Mazzeo Heather & Hunter McGuire Dr. & Mrs. Hunter H. McGuire, Jr. Drs. Irene Carney & Fred Orelove Colette & Peter Ozarowski Anna & Scott Reed Jen & Matt Rho Kristy & Adam Rose Kelli & John Sexton Meredith & Rob Shields Kristin & Matthew Switzer

Dragon Circle gifts of $500 – $999

Mary Gammino Antaya Melanie Nan & Cliff Barcliff Pam & Bruce Belleman Katherine & Eric Brakman Steven Castle Vanessa & Egidio Del Fabbro Mary & Joe Driebe Susan Barstow & Nicholas Frankel Caroline & Kevin Hoover Julie & Bill Langan Jane & Rick Myers Carol & Gaillard Owen Ms. Evelyn Reed Mr. & Mrs. Phillip Rho Mr. & Mrs. James J. Ryan Mr. & Mrs. Indu Shah Anne & Tom Shields Lisa Smith Jennifer & David Wasik

Grow Circle

gifts of $250 – $499

Maureen & Ben Ackerly Hannah & John Appel Maggie & Tim Barrett Page & Robert Bethke Liz & Bob Blue Mr. & Mrs. Peter Brakman Jane & Arthur Bunnell Leigh & Jon Dudding Jenesse & Chris Evertson Mr. & Mrs. Edward Fischer Simone Frantz Leslie Parpart & Kurt Friday Courtney & Wayne Fuller Ann Reavey & Peter Gilbert Mrs. Elizabeth W. M. Gookin & Mr. Richard Gookin Jess Lucia & Dan Hardy Mr. & Mrs. Cabell Harris Raidah Hudson & Mitch Lee Adrienne & Rob Martin Jeanine & Michael Maruca Laura & Eric Meyers Jill & Frank Mountcastle Erin & Dan O’Regan Hyeon-Ju Rho Laura Browder & Allan Rosenbaum Mrs. Betsy Turner Courtney Beamon & Spencer Waddell Mr. & Mrs. Robert Wasik

Gifts up to $249

Frances S. Adamson-Reed Alison & Creighton Anders William Andersen, D.O. Anonymous (13) Kim Eubank & Will Armstrong Mr. & Mrs. William B. Armstrong, Sr. Alissa Ashton Mr. & Mrs. Frank Bagli Margaret & Ron Bargatze: Ivey, Ella, & Lydia Shields’ Grandparents Kerry Mills, Miles, & Pippin Barnett Ms. Janet M. Barstow Mary Baxter Kathryn Beaton Jacqui & Jon Becker Pat & Bob Becker Nancy & Scott Belleman Ms. Janet Scagnelli & Mr. Steve Bricker Ann & Matthew Bridges Mr. & Mrs. Bob Bridges Amy Corning & Ben Broening Doris & William Burruss Terry & David Burton

Marty Gravett & Mark Campbell Mauren Campbell Nancy Sowder & Scott Campbell Ms. Suzanne Casey Helen & Greg Cassidy Joyce Chatham Annie & L. Bruce Coffey, Jr. Robin Courville Ryan Courville Mr. & Mrs. Robert F. Crawford Kris & Brian Curtis Myles Curtis Mr. & Mrs. Mark Davis, Sr. Michelle & Corey Davis Ms. Dawn DiBenedetto Constance & Eric Eisele Michelle Williams & Brian Enroughty Shannon & Danny Fisher Sarah & David Flowers Mr. & Mrs. James L. Ford Erin & Jason Forsyth Ali & Scott Friske Barbara & Bob Fultz Courtney & Chris Glaze Anna & Mark Golden Leesa & Gordon Gregory Chris & Tom Hackenberg Aimee & Bob Halbruner Debbie & Tim Hanger Ms. Rebecca Kittleberger & Mr. Mark Helfer Mr. & Mrs. Steve C. Henderson Donna Joyce & Laurence Hill Houck Family Julie Vanden-Bosch Ind & Patrick Ind Robyn & Dennis Johnson Rosemary Sabatino & Duane Keiser Lisa & Sean Kelly Elizabeth Brasler & Nadim Kneizeh Mary Kay Carstensen & Ken Kriva Stephanie Kuecken Renee & David Kunnen Kristen & Kyle Lessig Mr. & Mrs. George C. Longest Mr. & Mrs. Ross Mackenzie Joan & Bill Maher Deanna & Jeremy Manton Stephanie Parady McDonough & Brian McDonough Cassandra & Rich Meagher Lindsay & Don Mears Ms. Norma Mears Christine & Jack Mingus Ms. Eileen Barrett Brown & Mr. John B. Mingus Ms. Dona J. Parker & Mr. J. Robert Myers

Melissa & John Oliver Ms. Ann P. Page Kara Page & Lee Parker Mr. & Mrs. Robert L. Parker, Jr. Sarah & Darin Parkison Nicki & Mike Peasley Cathy, Tom, Carolyn, & Eric Pelnik Beth & Clay Perdue The Perry-Schwartz Family Pamela Mickell & Niels Petersen Elaine & Emil Phillips Andrea & Gian Pierotti Ms. C. Hope Poindexter Hannah, Tess, & Emma Powers Cat Henney & Michael Raff Harriet Schanzer & David Raine, Jr. Ms. Catherine T. Gill & Mr. Mitchell L. Rand Mary & Dan Raper Mr. & Mrs. Gavin Raphael Cheryl & Scott Redmond Mr. & Mrs. David D. Redmond Sarah Anne & Charles Reed Mr. & Mrs. Bill Rhode Amy & Bill Rider Mr. Ronald V. Row Mary Beth Martin & Eric Rudolph Christa & Brandon Santos Angie & Jeff Schuler Elaine Summerfield & Richard Sebastian Mr. & Mrs. Bob Shields Regan & Ryan Shriver Karen & Donald Simon Caroline Kettlewell & Joe Sites Ms. Patricia M. Smith Lloyd & Joseph Spruill Bernadette Stephens Lynn & Mark Stevens Mr. David Straus Ms. Harriet Straus Mr. & Mrs. Edward Summerfield Mary Scott & Bruce Swanson Mary & Matthew Tobin Ms. Melissa Vaughan Kim & Joe Vellozzi Betsy & David Vest Christine & Kyle Webb Austin & Wendell Welder Mr. & Mrs. John Wells Marla & Craig Wilson Ms. Laura Windsor Toni & Antoine Winston Cris & Jon Wise Fran & Jay Withrow Ms. Beth P. Witt ( 16 )

(Gifts up to $249, continued) Kelly Wolf Cheri & Joe Wolff

Mel & Sam Worthington Tina Kierzek & Nick Wright

Julie Cloninger & Him Yang Mr. & Mrs. Frank Zieziula

Memorial & Honor Gifts to the Annual Fund In Honor of Irene Carney Mary & Joe Driebe In Honor of the 2014 Eighth Grade Class of Sabot at Stony Point William Andersen, D.O. Anonymous (3) Mary Baxter Page & Robert Bethke Brenda & Dan Daglish Barbara & Robert Fultz Adrienne & Rob Martin Christine & Jack Mingus Ms. Eileen Barrett Brown & Mr. John B. Mingus Colette & Peter Ozarowski Dale & Mac Purrington David Straus Harriet Straus In Honor of the Fabulous Garden Room Teachers, Sara Ferguson and Jen Rho Leslie Parpart & Kurt Friday

In Honor of Sarah, Max, Sabine, & Eli Fischer Barbara & Donald Pack In Honor of Anna Golden Elaine & Emil Phillips In Honor of Chris Hathaway Cat Henney In Honor of Catherine Henney Suzanne Casey Michael Raff In Honor of the Talented & Dedicated Faculty of Sabot at Stony Point Kara Page & Lee Parker In Honor of Robyn Johnson Anonymous In Honor of Stephanie Kuecken Anonymous In Honor of Christine Mingus Anonymous In Honor of Leslie Parpart Laura Windsor

In Honor of Elaine Phillips Jill & Michael Gasper In Honor of Elaine & Mallory Phillips Judy Davis In Honor of Andrea Pierotti Shannon & Danny Fisher Elaine & Emil Phillips In Honor of Martha Davenport Reed Martie Davenport Reed In Honor of Mary Reed Evelyn Reed In Honor of Sarah Anne Reed Erin & Dan O’Regan In Honor of Jen & Matt Rho Hyeon-Ju Rho In Honor of Cris Wise Jill & Michael Gasper In Honor of Fran Withrow Erin & Dan O’Regan

Directed Gifts

These generous donors have supported specific needs in the areas of Faculty Professional Development, Capital Improvements, and Scholarship funding.

Anonymous

Brenda & Dan Daglish

Russ Gnoffo

Pat Puleo

The following donors gave a combined gift of over $11,000 to Recreation Rehab, a portion of the 2014 live Auction. Funds were used to improve outdoor life for students from Preschool through Middle School.

Kim Baker Melanie Nan & Cliff Barcliff Maggie & Tim Barrett Jacqui & Jon Becker Pam & Bruce Belleman Page & Robert Bethke Katherine & Eric Brakman Zoe & Ben Bunnell Marty Gravett & Mark Campbell Mauren Campbell Steven Castle Brenda & Dan Daglish Mary Boodell & Evan Davis Mary & Joe Driebe

( 17 )

Leigh & Jon Dudding Sara Ferguson & Richard Fine Erin & Jason Forsyth Susan Barstow & Nicholas Frankel Leslie Parpart & Kurt Friday Courtney & Wayne Fuller Kathryn & David Gammino Ann Reavey & Peter Gilbert Erin & John Gray Kim & Jonathan Hahn Nikki & Nate Hanger Jess Lucia & Dan Hardy Donna Joyce & Laurence Hill Caroline & Kevin Hoover Jennifer & Wes Kaufman

Joan & Bill Maher Adrienne & Rob Martin Cassandra & Rich Meagher Erin & Dan O’Regan Ms. Ann P. Page Heather & Chris Paoloni Pamela Mickell & Niels Petersen Dale & Mac Purrington Jen & Matt Rho Stephanie & Tom Rodriguez Kristy & Adam Rose Christa & Brandon Santos Christine & Kyle Webb

In-Kind Gifts

Anonymous Page & Robert Bethke Mr. Stratford Butterworth Dr. Irene H. Carney Brenda & Dan Daglish Mary & Joe Driebe Betty & Gerald Fuller Courtney & Wayne Fuller Mr. & Mrs. Tim Krawczel Joan & Bill Maher Jane & Rick Myers Dale & Mac Purrington Harriet Schanzer & David Raine, Jr. Jen & Matt Rho Vineeta & Jay Shah Mr. & Mrs. Charles R. White

2013–2014 Financial Report* Total Income:

$2,256,619.60 Tuition & Fees: 82% Student Activities: 7% Contributions: 5% Special Events & PA: 4%

Corporate Donors

Apple Spice Junction bbgb tales for kids Chez Peewee, Inc. (Toast) Health Offerings, Inc. Kroger Martin’s Meghan McSweeney Photography Relay Foods Target Terracycle

Corporate Matching Donors Altria Capital One Services, LLC Dominion Genworth Google IBM Markel Corporation New York Life Foundation SunTrust Foundation Symantec Varian Medical Systems

Other Sources: 2%

Total Expense:

2,111,348.03 Academic Programs: 52% Management & Support: 40% Student Activities: 6% Development & PA: 2%

We at Sabot at Stony Point have worked diligently to ensure the accuracy of our Honor Roll. If you have any questions or comments, please contact the Development Office at 804-272-1341. Thank you!

*Sabot at Stony Point performs an annual audit. Due to publication timing, these numbers are unaudited. If you would like more information on our financials, please contact us at (804)272-1341. ( 18 )