The Highlander: Fall 2023/Winter 2024

The Highlander

Core Values

COMMUNITY

Based on trust, traditions, communication, appreciation, and support

The mission of St. Andrew’s Episcopal School is to provide an enriched academic program within a Christian environment emphasizing the fulfillment of each student’s potential.

SPIRITUAL FOUNDATION

Developed by intentional instruction in moral and ethical behavior

HIGH EXPECTATIONS

Reflected in both the knowledge base and behavior of the faculty, staff, students, parents, and board members

CARING, CELEBRATION, AND HUMOR

Fostered by kindness and collegiality

Dear St. Andrew’s Community,

As we settle into 2024, I hope you will look through the pages of this magazine and reflect upon the many accomplishments, endearing moments, and lessons learned at our wonderful school during the fall semester. I am so proud of our students and faculty and very thankful for our families and all they do to contribute to the greater good of our beloved school community.

Exciting plans are ahead for us! Aside from our incredible planned new facilities, our academic programs have been enhanced, our athletic programs are experiencing wonderful growth, our fine arts students continue to impress, and our servant hearts are bursting at the seams. Our four pillars are strong!

Please enjoy all the interesting journeys of our scholars, artists, athletes and servants thus far this school year. I wish you and your loved ones all the best in the year ahead.

Faithfully,

Melissa Grubb Head of School

Lucy Collins Nazro 1937-2023

“A teacher or principal or a Head of School is best known by students whose lives have passed before them. Decades of students bear witness to the remarkable care and concern which Lucy has shown to so many young lives. The Diocese of Texas is proud to have her in our midst.”

—The Right Reverend Don A. Wimberly, D.D., Bishop of Texas (2004)

Beloved former Head of School Lucy Collins Nazro passed away on August 21, 2023, gifting our community with an incredible legacy. Born on March 29, 1937 in Dallas, Texas, the world would soon know the great impact she would make on a small school, a growing community, and thousands of children and families.

Lucy Nazro defines faith, hope, promise, integrity, humility, kindness, hospitality, dedication, and generosity. At least, in the words of her family, faculty, colleagues, friends, admirers, and students. A true legend, Lucy spent 32 years nurturing the wonderful school and community that is St. Andrew’s Episcopal School. Her dizzying work ethic left most in awe and her dedication to St. Andrew’s School and the surrounding community continues to be an inspiration.

After teaching in Japan, California, Florida, and Texas, she was hired as St. Andrew’s Head of School in 1980. St. Andrew’s was in its 27th year and a 1st–6th grade school. Lucy, her husband Phil, and their four children— Francie, Evvie, Alice ’81 and Phillips ’86—moved into 1212 W. 31st Street, next door to the school campus, on her very first day as Head of School. One could never predict that in her tenure, Lucy would oversee

 Lucy in her office at the 31st Street campus.

This article includes excerpts from a 2004 magazine feature celebrating Lucyʼs 25th year as Head of School.

the evolution of a Middle School, an Upper School, and the addition of 400 more students!

Lucy always said her inspiration came from the church. “The church is important to me, it’s where everything starts. The church ties everything together,” she once said. She recalled always wanting to teach, touching on her memories at Waco High School and as a camp counselor at Camp Monterey. “I loved school and I loved being a camp counselor. I always knew I wanted to teach.” Her combined role as an educational and spiritual leader, however, was nurtured through a rare opportunity to teach in a country far, far away.

After her graduation from the University of Texas in 1959, Lucy and four of her friends traveled to California together to teach school. Calling themselves “Jane’s Girls” (they rented a house from a woman named Jane who, interestingly enough, had pink elephants painted on her garage door), the five friends taught for one year at Granger Junior High School in San Diego. Lucy taught 7th grade language arts. That summer, after completing one year at the school, she decided to explore the option of teaching overseas.

The church intervened here in a very important way.

“When I was at the University of Texas, I was active at All Saints Church, and I knew a lady, Suzanne Reed, who was in the national office of the Episcopal Church,” said Lucy. “In the summer of 1960, I wrote to her and asked her if she knew of any Episcopal schools overseas that needed an English teacher. She wrote right back. She wrote that St. Margaret’s in Tokyo needed a teacher by September 1st—and at the time of this letter, it was already June! I didn’t know the language and I didn’t have time to learn it, either, but I was determined to go.”

True to Lucyʼs bold and fearless nature, she packed her bags and flew by herself to Tokyo. She would remain there for three years.

St. Margaret’s Episcopal School in Tokyo was founded in 1877 by Bishop C. M. Williams, who was sent to Japan as a missionary by the American Episcopal Church. For more than 145 years, the school has been a pioneer in Japan in the field of education for young women based on Christian faith and principles. Lucy also helped out with the Episcopal church attached to St. Margaret’s, teaching bible classes in English. “I taught grown people bible classes, and that’s really what made me realize the importance of the connection between the church and school.”

 Lucy at the groundbreaking of the Middle School, which opened in 1982.

Lucy would return to St. Margaret’s four more times, visiting fellow teachers and former students, and she helped with the school’s centennial celebration in 1977. Lucy says that her experiences at St. Margaret’s—and that “connection” she felt between the church and school—inspired her to enroll in the seminary. “I knew there was a program at the seminary, a program for educators at the Episcopal Seminary of the Southwest.

So after I got back to Waco in 1963, I traveled to Austin and interviewed at the seminary.” The seminary accepted Lucy and she became the first woman in the school’s history to graduate from the Episcopal Seminary of the Southwest. There, she also met Phil Nazro.

After Lucy and Phil married, they completed their seminary work. Phil was assigned to a mission church in Longview where their first daughter, Francie, was born. They then moved to St. Mary’s in Bellville, where their daughters Evvie and Alice were born. Lucy taught 9th and 10th grade English at Belleville High School.

From East Texas, they moved to Clearwater, Florida in 1970, where Phil was the assistant at the Church of the Ascension (Lucy taught religious education at St. Paul’s Episcopal School, grades 1–8) and their son Phillips was

born. Then the family moved to Orange (Lucy taught Latin and sixth grade at All Saints Episcopal School in Beaumont), and then to Galveston, where Lucy taught sixth grade and Phil was the assistant to Trinity Church.

In March of 1980, Lucy was approached with the idea of working at St. Andrew’s. “I was teaching sixth grade and some friends of mine from Austin and San Antonio were visiting Galveston and told me that a school in Austin, St. Andrew’s, was looking for a new Head of School,” said Lucy.

At the suggestion of her friend, she sent in her resume and soon received a phone call to come to Austin for an interview that spring. By May, she had the job offer. “By the time I interviewed at St. Andrew’s, I’d taught at St. Margaret’s, St. Paul’s, All Saints in Beaumont, and Trinity Episcopal School in Galveston—so I’d taught at quite a few Episcopal schools. St. Andrew’s combined the school and the church—two of my loves.”

Her first year at St. Andrew’s was busier than she could have imagined. Plans began to take shape for a new middle school, which would involve a big change for the school. “I was interested in it and I’d taught a lot of middle school students. We had to recruit kids to come,

 Lucy at the groundbreaking of McGill Chapel.

try to retain students, try to hire teachers, work out the curriculum, and in the meantime, we had to manage a building committee. But we did it—it opened in the fall of 1982.”

Her next big capital project was purchasing the property for Crusader Hall (the property used to hold an apartment complex). The 5.5-acre tract of land was purchased in 1989. “When we bought that property, we knew we could build a gym and have a proper football field. Previously we’d played games at Zilker Park and played basketball in the small gym—it was nice to have the new space!”

Anyone who knew Lucy Nazro understood her passion for athletics and team sports. A fierce competitor herself, she was a die-hard Astros and Longhorns fan and an even bigger cheerleader for our St. Andrew’s students. As a testament to her enthusiasm and support, a permanent stadium seat was dedicated to her upon the completion of Beck Stadium on the Upper School campus.

History was made again in the mid-90s, when plans for a new high school and a 31st Street library began to take shape. By 1998, portables on the 31st Street campus housed the first Upper School classes, and in 2001, the Rollins Library at 31st Street and the Upper School campus on Southwest Parkway were dedicated.

Over the next ten years, before she retired in 2012, Lucy spearheaded efforts to expand classroom wings on the Upper School campus, build a new Middle School and new gymnasium on 31st Street, the Dell Fine Arts Center, and the McGill Chapel.

Perhaps the most controversial decision of her career, and one that attracted national press attention, involved her decision to continue allowing Brokeback Mountain by Annie Proulx, a Pulitzer Prize-winning author, to remain on the optional reading list for thirdtrimester senior English students after it was challenged by a group of parents. One family revoked a $3 million pledge after she made the decision, but others stepped into the breach with a $4 million pledge to replace it. Texas Monthly ran a cover story on the issue and Lucy and Kathryn Runnells, Board Chair at the time, later received the John Phillip Immroth Memorial Award for Intellectual Freedom for 2006, presented by the American Library Association Intellectual Freedom Round Table.

Lower and Middle School chaplain Ashley Brandon shared this during her homily at Lucy’s memorial service,

“Lucy had this rare ability to cast a clear vision, but she also had the courage to blaze the trail. I once asked Lucy about the leaps of faith she took in expanding St. Andrew’s. ‘Weren’t you scared?’ I asked, ‘I mean, those were huge risks!’ She said, ‘I knew it was the good and right thing, so I figured the money, the land, the students . . . they would show up one way or another.’ She wasn’t naive or reckless, she just favored hope over fear and really believed that with God, all things are possible.”

Lucy’s leadership style has been described as ‘unassuming’, ‘far-sighted’, ‘generous’, and ‘visionary’. In her words, she saw leadership as a type of servanthood. “I’m a great believer in servant leadership,” she said. “I think you have to be able to lead by example and lead by doing things yourself, too. My job has changed so much in all these years but I think you have to be able to sweep the floor and make speeches and do it all at the same time. You have to be someone who knows who you’re leading, you have to know the people, you

 Lucy ʼ s daughter Alice Nazro Nezzer ʼ81 sits with her mother's stadium seat at Beck Stadium.

have to be a model, you have to be able to get in there and get it done, get your hands dirty.”

At Lucy’s memorial service, Sharon Wilson, former Lower School Head who served at St. Andrew’s for 37 years and spent most of those years with Lucy, said,

“I learned so many important lessons from Lucy. She was the quintessential servant leader, so I learned how to amplify the works and talents of others. Lucy’s default was always yes, so I learned how to listen and figure out how to put good ideas into action. Lucy was a great believer in the power of “yet,” so I learned to widen my lens from “that’s not possible” to “we can’t do that yet, but . . .”. She was truly one of the most remarkable, kind, inspirational, humble, and compassionate women I’ve had the privilege to know in my lifetime. Her strong faith and her life built on “firsts” culminated in an extraordinary legacy that will forever define St. Andrew’s.”

Lucy always said that at the core, St. Andrew’s is an Episcopal school. “We are a school that cares a lot about parents and kids and we treat people as individuals. I don’t want to get so big that we lose the fact that we know everybody and that we truly are a community. And certainly at the core, I always want to be an Episcopal school. That is my hope. If there is anything, any way we can be better—more excellent in academics, in diversity, facilities, all these things—I want that for St. Andrew’s. And at the core, I always want to be an Episcopal school. A community that upholds each other.”

Lucy’s love and compassion for this school and community and her interminable spirit laid the groundwork for St. Andrew’s to continue being an extraordinarily special place to be. We still gain strength from her determination, inspiration from her dedication, and success from her leadership. And we honor her for reminding us to always be true to ourselves. Lucy, thank you for the incredible, irreplaceable gift that will forever be you.

 Sharon Wilson , former Lower School Head, speaks at Lucy's memorial service.

The Global Classroom

St. Andrew’s Episcopal School partners with St. Andrew’s Junior and Senior High School in Osaka, Japan for upcoming exchange program.

In 1971, the Reverend Paul T. Fujikura, principal of St. Andrew’s Junior and Senior High School (Momoyama Gakuin) in Osaka, Japan, wrote a letter to Dr. Allen Becker, head at St. Stephen’s Episcopal School, stating his desire to start an exchange program based on the goals of international friendship and education of democracy. Several years of hard work later, the program became a reality—St. Stephen’s welcomed two St. Andrew’s-Osaka students to Austin and later sent a student of their own to Japan for an unforgettable year of cultural immersion and exchange.

For over fifty years, the program has made an enormous impact on both schools, and St. Andrew’s Episcopal School will soon join St. Stephen’s as an official partner school of St. Andrew’s-Osaka. The exchange program between the two St. Andrew’s is set to kick off during the 2025–2026 school year.

Associate Head of School Alice Nezzer is to thank for bringing this program to St. Andrew’s. As an alumni of

St. Stephen’s Episcopal School, Nezzer had been familiar with the exchange program for a long time. Her parents, Phil Nazro and former Head of St. Andrew’s Lucy Nazro, would often host Japanese exchange students for part of their breaks. Lucy herself spent three years living in Japan, so the culture was near and dear to her heart. As a member of the St. Stephen’s alumni board, Nezzer had been working on the celebration for the 50th anniversary of the exchange program, and connected with Sarah Todd, Director of the International Program at St. Stephen’s.

Nezzer was curious how they managed the exchange program and ended up speaking with the director of the program from St. Andrew’s-Osaka. There, the two began thinking “what if.” St. Andrew’s-Osaka was looking to expand their existing exchange program while St. Andrew’s-Austin was interested in a more global approach. Nezzer took the idea to Head of School Melissa Grubb, who approved Nezzer traveling to Japan to visit the school and learn more about the program.

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The Rev. Paul T. Fujikura ʼ s 1971 letter to St. Stephen ʼ s, proposing an exchange program between the two high schools.

Nick Palter, the first St. Stephen ʼ s student to study at St. Andrew ʼ sOsaka, arrives in Japan in 1974.

In Osaka, Nezzer embraced the vibrancy of Japan’s third-largest city, navigating the city’s extensive network of trains to explore the sights and enjoy Osaka’s famously delicious food. She was also able to attend the celebration for the exchange program’s 50th anniversary, meeting many school officials from St. Andrew’s-Osaka as well as many former Japanese and American exchange students. She was even able to reconnect with a young man who briefly stayed with her parents at the beginning of his time in America.

“The most amazing part was hearing the young man from St. Stephen’s, who had been in Japan for eight weeks, deliver a speech in Japanese to a crowd of over 100 people. I am excited for that to be a St. Andrew’s student one day!” says Nezzer.

In December, a delegation from Osaka came to Austin to tour the St. Andrew’s campus and formalize the partnership between the two schools. St. Andrew’s-Osaka and St. Andrew’s-Austin are now officially recognized as sister schools.

The program between the two St. Andrew’s will begin in the 2025–2026 school year. St. Andrewʼ s Episcopal School will send two sophomores each year to Osaka and welcome two students to spend the year in Austin. In Japan, students will take a Japanese language class and Japanese History alongside the other exchange students for that year. For math, science, and fine arts, they will take classes alongside their Japanese peers at school. The students hosted in Austin will follow a similar schedule, taking ESL and United States History classes with a special teacher but joining St. Andrew’s regular math, science, and fine arts classes. Students will live with host families in their new countries and be fully immersed in their new cultures. The benefits are innumerable: students will be able to practice their language skills in real-world scenarios, broaden their cultural awareness, and foster their personal independence and growth in a truly special way.

Associate Head of School Alice Nezzer on her first visit to Osaka. Nezzer dines with representatives from St. Andrew ʼ s-Osaka and brings some Texas spirit to Japan!

Though the cultures may be different between Japan and America, the shared values of an Episcopal education will be a unifying force for our two countries. Rooted in respect, compassion, and a commitment to service, these common values will nurture an environment where students can explore and appreciate their differences within a framework of a shared understanding.

“The success of this exchange program will take a village and a lot of courage,” says Nezzer.

The program will require several host families per year to host students from Osaka. Families will need to embrace the bold step of allowing their teenagers to travel to Japan, to live and learn for a transformative ten months. It’s an invitation to be part of a lifechanging journey, one that will broadens horizons and create a global St. Andrew’s community that bridges oceans and cultures. Though it is a substantial commitment, the rewards will be immeasurable, not only for the students traveling but for the families that open their homes and hearts. “As a community, we have the power to turn this exchange program into an incredible opportunity for growth, understanding, and friendship.” says Nezzer. The program will have an enormous impact on our two schools, the families involved, and the students immersing themselves in different cultures—for these two St. Andrew’s Schools across oceans, the future looks very bright.

St. Andrew's School campus in Osaka, Japan. Heads of School Melissa Grubb and Kenzo Okada formalizing the official partnership between their schools.

Educating Through Experience

By BLAKE AMOS , Director of Experiential Education

Pause for a minute and see if you can bring to mind a time when you learned something. No, I mean really learned something. Not a data point or a fact, but a lesson that changed you. Maybe what you learned helped define you, better prepared you, shaped you, or shifted the trajectory of your life. Likely, it helped guide you on the journey to becoming the person you are today. Do you have something in mind? Now, I want you to think about how you learned this lesson. While your interest may have been sparked with a lecture, watching an instructional video, or being told how to do it, my guess is that it took much more for you to deeply learn it and make it unforgettable.

My bet is that it went more like this: You attempted something that you were interested in and it didn’t go all that well. You were frustrated. Maybe you even wanted to give up. The outcome did not match your expectations and you began to reflect on the consequences and examine them. Maybe there were repercussions from the decision that impacted your life, your grade, your job, even a relationship. After processing what happened, you started coming up with new ideas, improved your plans, and were able to see where the old schematic fell short. Then you took that new plan and you put it in action. Maybe that solved it. More likely, it didn’t totally fix it, but it got you closer to the desired result and you went back through the process to tweak and improve it again. In the end, you learned something from the process that changed you and made you different in some way. And it became unforgettable. You learned more about what it takes to learn.

My job here at St. Andrew’s is Director of Experiential Education. When people ask me what “experiential education” means, it can be difficult to explain. But that memory we just conjured of a lesson well learned goes a long way to providing an answer. Experiential education is doing something that produces tangible consequences that we can take deep lessons from. Typically, we think of consequences as something negative, but by definition, consequences are simply the result of an act or condition. When we experience something, we have an idea of what we think the outcome should be and the consequences are what the outcome actually is. But learning doesn’t happen simply by having the experience. Deep learning takes place only after focused reflection and processing the consequences that occurred from having the experience. Then we have to take those lessons and apply them in a new attempt to see how the results differ. If you think about it, this is how we learned the biggest lessons in our lives. Sometimes those lessons are uncomfortable, hard, or taxing, but I contend that is why we never forgot them.

At St. Andrew’s, we strive to shape our students into community leaders and lifelong learners. Our goal is to cultivate students who not only are curious about their world, but are equipped with the tools to take that curiosity and turn it into real growth.

To be change-makers in the world, we must better understand our world. Allowing students to take the lessons they learn in a classroom, hear from a guest speaker, or read in a text and then adding new levels of understanding by allowing them to try those lessons out in a safe and caring environment is our ultimate goal. We understand that if we can teach kids the processes of deep learning, then they will have the tools to continue growing in profound ways well beyond their time here. For those thinking about how this translates into college admissions, be assured that any student who can effectively demonstrate that they understand how to learn and grow from experience will be a primary target for any university.

My job at St. Andrew’s is to empower students and teachers by helping facilitate experiences that create space for that deep learning. Some examples of how current partnerships with teachers from all divisions are striving to do this include:

• Assisting Ms. Billups and her second graders as they work in garden spaces to touch soil, see creepy-crawlies, and plant seeds to better learn about sustainability.

• Hosting fifth graders in The Park at our Southwest Parkway campus to help Ms. Azulʼ s Social Studies class bring mapping and topography to life.

• Partnering with the supervisor of the company that has done our campus tree survey to help our students better understand and appreciate the natural world we are lucky to be a part of and how we must manage it while we continue to develop our campus.

• Helping facilitate overnight trips that push students to confront fears and overcome being uncomfortable in a wide variety of ways so they can learn more deeply who they are and how they interact with others.

We are also working on the infrastructure to reintroduce international trips in the near future, so we can see how what we do here in Austin can also contribute to the greater global community.

The beauty of a place like St. Andrew’s is that effective experiential learning doesn’t just happen under my watch; it happens every day across our two campuses. Our wonderful faculty are constantly designing meaningful ways to allow each student to push themselves in new challenges and learn from consequences in a safe and caring environment. My job is simply to help them with resources and ideas that support the deep learning we all desire for our students.

If you have meaningful connections or ideas that can help our faculty better facilitate this type of learning, let us know.

We are always looking for partners that can add to our charge of creating lifelong learners and future community leaders.

Blake Amos bamos@sasaustin.org

is in Sight!

Work continues on our exciting building projects on the Southwest Parkway campus! The Athletics Complex and Student Union, currently in the permitting phase, is still on track to open in the fall of 2025 pending fundraising success. Close behind it is a beautiful new two-story Middle School that will reside on the Southwest Parkway campus. The third project—The Lower School Learning Center—is in the early stages of design with a planned opening date of fall 2027.

Some exciting features of St. Andrew’s most immediate projects:

Athletics Complex and Student Union

• The Student Union, St. Andrew’s first large indoor student-focused community space, is being designed to support a myriad of student activities and connections: studying, small group work, socializing, fueling before sports practices, and rallying before competitions. The Spirit Shop will also be housed in this space, offering fun volunteer opportunities for our parent and alumni volunteers.

• A new competition court that will allow St. Andrew’s to host tournaments and hold larger crowds. This court will also become the home base for Upper School graduation and St. Andrew’s Day services.

• 5,000-square-foot Sports Performance Center (a significant upgrade from the current 1,000-squarefoot weight room), which will allow teams to fully work out and train together with safe, state-of-theart equipment.

• A dance studio to support St. Andrew’s new 6th–12th dance program, which will include competitive cheer, competitive dance, and choreography training for the musical theater program.

• Six cross courts to support reasonable practice times and competitions

• Proper training room for injured athletes and for rehabilitation work

• Locker rooms for home and visiting teams

 Renderings of the Athletics Complex and Student Union on Southwest Parkway.

• A tennis center with ten courts to support our rapidly growing Middle and Upper School tennis programs

• A new turf field and field house

• A new secure second entrance on Vega Lane

St. Andrew’s Middle School

The Middle School is being thoughtfully designed to be its own self-contained facility that honors the full St. Andrew’s Middle School experience.

• Completely independent two-story building with covered spaces for students to transition between classes without risk of inclement weather issues

• Larger flexible classrooms to meet the needs of today’s teaching and learning styles

• Two large STEM/Innovation Labs and classrooms to further expand our STEAM, Robotics, Engineering, Research and Design, and Coding programs

• Designated band, orchestra, and choir halls to support our growing musical arts programs

• A fully equipped Black Box theater specifically for middle school productions and events

• A large interior outdoor courtyard nestled in the heart of the Middle School building surrounded by heritage trees

We look forward to continuing our progress and Raising The Roof of St. Andrew’s!

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Renderings of the locker rooms in the Athletics Complex and Student Union.

Top and Middle : Renderings of the Middle School at Southwest Parkway.

Bottom : Renderings of new courts at the Athletics Complex and Student Union.

Highlander Highlights

In October, a group of eighth graders and Middle School faculty partnered with local interfaith organization iACT (Interfaith Action of Central Texas) to paint a house for a family in need. iACT’s Handy Helpers program connects low-income homeowners with volunteers that help complete minor home repairs like carpentry, plumbing, and painting, helping homeowners maintain the beauty of the home they love. Visit iACT’s website to get involved!

The Upper School Robotics team competed in the Capitol BEST Robotics Competition this November and finished in 6th place, a huge leap from their 29th place finish the previous year. Congratulations to Brendan T. ’25, Nathan A. ’24, Alex S. ’25, Lili K. ’24, Pruett F. ’24, Quinn E. ’26, and Shaun G. ’24!

Lower School teacher Kenny Chilton and former Lower School teacher

Katie Goldman recently presented at the EL Education National Conference in Denver. They presented on a collaborative, cross-departmental project called From The Page To The Stage, a project they did as third grade teachers with drama teacher Aimee Zivin. The project used students’ writing as inspiration for stage plays that they adapted and then performed for audiences. Participants enjoyed hearing about the process Katie, Kenny, and Aimee used to collaborate in order to bring new life to student work, then worked in small groups to brainstorm new ways that they could bring student learning to life at their own schools.

In Middle School STEAM class, students practiced their engineering skills by designing and building their own cutting boards. After the design process, they polished skills like using a jigsaw to cut curved lines, using a router to shape the edges of the board, mixing and applying epoxy, and staining wood. The results were exceptional!

Akhila P. ’24 recently presented research at the American Geophysical Union science conference in San Francisco, a global gathering of over 25,000 high school, undergraduate, and graduate students alongside professional scientists. During her internship at the University of Texas at Austin’s Center for Space Research in collaboration with McDonald Observatory, Akhila conducted research on galactic redshifts, writing a program to automate calculations for how far a galaxy is from Earth and, if applicable, how fast it is moving away from us. Alongside two other students, Akhila submitted this research for publication in various journals and conferences, where it was accepted for the AGU. Aside from the valuable experience gained from presenting her research, Akhila was also able to converse with scientists from universities, companies, and facilities like the Berkeley National Laboratory, Unistellar (a high-end telescope manufacturer), Purdue University, and the NASA/Caltech Jet Propulsion Laboratory among many others. It was an out-of-this-world experience!

The second grade garden club has had a busy season of growth! Over several months, they dedicated at least one lunch and recess period per week to gardening in the kindergarten wing. They have harvested lettuce, kale, spinach, beets, broccoli, and carrots—and even fixed a garden-grown salad bar at lunch for faculty and their second grade classmates!

Twelve middle school choir students made the TPSMEA Honor Choir this fall. Students from all over Texas auditioned, and the top 80 gathered in Houston during the first weekend of November for a fantastic concert. Congratulations to Amelia B. ʼ28, Anna Jane F. ʼ28, Lyla H. ʼ28, Miles H. ʼ28, Gideon J. ʼ28, Eva L. ʼ28, Frances N. ʼ28, Hayes P. ʼ28, Lyra A. ʼ29, Maible E. ʼ29, Madelyn G. ʼ29, and Mira W. ʼ29!

Highlander Highlights

This year, Martina F. ’24 has served as co-coordinator of the Texas State Latin Convention, cohosted by St. Andrew’s in April of 2024. In this role, she has taken on donation and sponsorship requests for the convention, blocked hotel rooms for more than one thousand convention attendees, and worked with members of the TSJCL board to organize a convention schedule, coordinate volunteers, and organize entertainment. “I am learning the importance of time management, communication, and cooperation,” says Martina, “and I have grown an immense appreciation for everyone involved in ensuring that this convention is successful.”

Third grade students collected over 1,500 books during their Book Drive. This service project was the culmination of a humanities unit about overcoming learning challenges near and far. After exploring questions on access to books, the power of literacy, and what it means to be an effective learner, students wrapped up their unit by collecting books for BookSpring, a local literacy nonprofit. In January, they were able to personally drop off their donations at a field trip to BookSpring headquarters. Congratulations, third graders!

Zarah A. ’29 and Sage G. ’30 took home first and second place, respectively, in the 2023 Lions Club Peace Poster contest. For this year’s theme of Dare To Dream, the Lions Club asked young people to show how they would turn their dream of a peaceful world into reality. A group of jurors representing the Lions Club came to St. Andrew’s to announce the winners, and Zarah and Sage both walked away with monetary prizes and certificates.

As part of their study on weather, kindergarteners welcomed KXAN meteorologist Kristen Currie to speak to their class. Students had a blast learning about cloud types, Austin’s unique weather patterns, and what it’s really like to be a meteorologist! Kristen dazzled them with fun facts, a tornado in a bottle, and even some TV secrets—like the magic of the green screen (no green clothes allowed, or she’ll vanish!)

Middle School science teacher Emma DeVine was recently able to apply her real-world research experience to students in her seventh grade science class. For the last two summers, Emma has taken part in a summer research program for teachers at the UT Southwestern Medical Center. She worked in a neuroscience laboratory learning about science research as it relates to genetics and metabolism, while also developing content and curriculum tools that could be applied in the middle school classroom. She was able to bring her findings to her classroom at St. Andrew’s, where her seventh grade students studied Drosophila melanogaster (fruit flies) and ran experiments to gain a better understanding of their genetics and relationship to metabolism. St. Andrew’s seventh graders conducted an experiment called a taste preference assay, with students exposing the fruit flies to different diets and taking data on what food they preferred. This test is done in professional laboratories and helps scientists collect data on food preference, which uncovers the mechanisms as to why an organism would prefer certain foods over others. In January, Emma presented her work with the fruit flies and model organisms in the classroom at the National Partners in Science Conference in San Diego.

St. Andrew’s is proud to celebrate our teachers who are published authors! Spanish teacher Emily Meador recently published Nico el ñeque , a children’s book for Spanish-language learners of all ages, filled with cognates, repetition, colorful pictures, and high-frequency vocabulary to guide readers in their comprehension. Latin teacher Hilary Meyrick-Long has been busy writing novellas for the international Latin curriculum Suburani. So far, she has published Celer, Ludi Suburani, and most recently, Celerius, and the fourth book in the series, Julia Siphonaria, is in the works. Hilary is also an author of middle-grade fiction, most recently finishing a book about a time-traveling young girl who seeks to save friends she makes in the past from their ultimate destruction. Digital Media teacher Scott Jarrett’s book Trafficwocky offers a hilarious look at Austin traffic through poems like “Trail of Brake Lights,” which simply reads, “You don’t need any tickets to get in— it’s free.”

Choose Your Own Adventure

After a reimagining of the Upper School 8th Block, students engage in self-directed study for the joy of learning.

Throughout the fall semester, you may have found Ava Hanners ’25 deep in concentration in the Learning Commons, studying the history of constructed languages, building a grammatical structure, and creating a lexicon of invented vocabulary of her very own. Or maybe you may have come across Connor and Luke Van Otterloo ’24 creating specification sheets in Adobe Illustrator for a prototype pair of jeans, the first product in a streetwear-inspired denim company they plan to launch.

These students were one of twenty-five who chose to pursue a Self-Guided Exploratory Course during the fall semester. A new addition to the revitalized Eighth Block program, exploratory courses have been an exciting new opportunity within the Upper School experience, letting Upper School scholars take control of their own learning, chart their own path, and learn for the love of learning.

All St. Andrew’s Upper School students are required to take six academic courses, but their schedule consists of eight class blocks, with one designated as a free period. This leaves one period, once known as the Special Interest Period (SIP). During the height of the pandemic, more flexibility was granted around the requirements and parameters of the SIP block. Once school returned to a more regular rhythm, the SIP block needed to be reimagined to reach its fullest potential. Special Projects Coordinator Jess Lind, along with a committee of teachers and administrators, was tasked to actualize a new vision for the program. Their guiding principle was simple: empower students to take learning into their own hands.

Flex Block offers students several options, including Stewardships, where students can work alongside faculty and staff to care for areas or programs within the school, and Exploratory Courses, which encompasses both community-led and student-led exploratory courses. In community-led courses, faculty, alumni, or community members offer a course on something they are knowledgeable about, including Podcasting 101, Cybersecurity, and Business & Entrepreneurship. But perhaps the most exciting addition to the new Flex Program is that of the Student-Guided Exploratory Course. This direction allows students to identify an area of passion to pursue and choose their own course of study. Lind acts as an accountability partner and project manager, working with students to create a plan of action for the semester and regularly keeping them accountable with measurable goals and milestones. At the end of the semester, students produce a final presentation as well as a written reflection. Flex block is just that—flexible. Student-led exploratory courses have the option to be ephemeral—like taking an online university course with a set end date—or courses of study can be built on with each semester, like students who want to start a business or construct an artificial language. The learning can be whatever the student wants it to be. The program not only ignites a passion, but instills important skills in self-direction, self-advocacy, and self-knowledge that will serve them well when they arrive at college.

For Lind, the self-guided exploratory courses provide invaluable knowledge for a student who is charting their own path. “I worked with one student who had an interest in marketing. She took an Intro to Digital Marketing course during her flex block and figured out she wanted to pursue it in college. On the other hand, there could be a student who thinks they’re interested in studying psychology, they spend time on a course, and realize they never want to touch it again—and what a gift that is to learn that before they go off to college!”

One of the most popular community-led exploratory courses during the fall semester was Business & Entrepreneurship, taught by alums Whitney Langston ’09 and Merritt Bury Rasmussen ’09. Over the course of the semester, the class welcomed over 20 alumni speakers who represented the world of business and entrepreneurship in a large variety of spaces, spanning politics, architecture, health care, and so many more. Students gained valuable insights from people with real-world experience in these industries and alumni shared lessons learned over years in their career. Thanks to Allie Zodin ’11, they were also able to visit the Yeti corporate office. For the final project, students chose to either pitch their own business idea and articulate the value of the idea for shareholders or create a leadership profile of a CEO they admire, analyzing their leadership qualities and integrating those insights into their own leadership style.

“I want students to be able to explore things in a safe place that affords them the opportunity to either discover a new area of interest or fail forward. There is still success in failure.” says Lind. Exploratory courses have been more than just a curriculum component—they help students on a journey of self-discovery, skill development, and joyful learning that is preparing them not just for college, but for their life ahead.

During the fall 2023 semester, students explored everything from international relations to documentary filmmaking.

Other student-led courses included:

Improving Businesses with Artificial Intelligence and Machine Learning

Survey of Careers in Engineering

Introduction to Speech Pathology

Creating Artificial Intelligence Using Python

Stock Market Essentials

Learning Afrikaans

Cosmetology: Eyelash

Extension Training

Music Production

Introduction to Neuroscience from Harvard University

STEAM at St. Andrew’s

From the curious minds of kindergarteners to the ambitious spirits of Upper School students, St. Andrew’s students are exploring STEAM (Science, Technology, Engineering, Arts, and Mathematics) throughout their time at school. The journey begins with a crossdisciplinary approach in the Lower School, travels through the exploratory phase of Middle School, and culminates in the project-driven Upper School experience.

LOWER SCHOOL

In the vibrant classrooms of our Lower School, young learners are explorers, budding engineers, and big thinkers. The K–5 STEMscopes curriculum transforms traditional learning into a hands-on adventure. Anchored in the 5E + IA model, lessons follow 5 phases: Engage, Explore, Explain, Elaborate, and Evaluate and are augmented by resources of Intervention or Acceleration. This curriculum opens up the possibilities for inquiry-based learning and aligns with the Next Generation Science Standards (NGSS). The STEMscopes lessons are designed to incorporate STEAM by using a cross-disciplinary approach, hands-on experiments and activities, project-based learning, and technology integration. Starting in fourth grade, students learn

how to write JavaScript code, learning the fundamental concepts of coding and computational thinking.

With our Lower School curriculum, learning goals include fostering teamwork, imaginative thinking, developing a sense of curiosity, scientific inquiry, reinforcing foundational math skills through practical applications, and instilling an appreciation for the environment and a spirit of sustainability. In this nurturing environment, children learn to look at the world with wonder and ask “why” and “how.” Each lesson is a step towards developing critical thinkers and problem solvers who are as comfortable with a paintbrush as they are with a calculator.

MIDDLE SCHOOL

As our students step into Middle School, the seeds of curiosity planted in the early grades start to bloom into passions. In the Helloworld coding class, Python is not just a programming language but a key to unlock technological possibilities. But STEAM at St. Andrewʼs isn’t confined to the digital world. In science classes, students take on exciting challenges, like researching, constructing, and testing earthquake-resistant structures using a specialized earthquake simulation table. In this project, students research engineering practices, studied design examples, and built models with all kinds of materials. In the thorough testing process, students observed and experimented, learning just as much from their mistakes as they did from their successes. In an integration of science, mathematics, and engineering, middle school scientists took on a challenging and creative scientific pursuit that stretched their minds and honed their STEAM

skills. In the popular Middle School STEAM class, students engage in woodworking projects that blend all skills in STEAM, from gaining a scientific knowledge of their materials, leveraging technology to design their projects, using engineering principles for structural integrity, expressing themselves artistically through creations they build by hand, and utilizing mathematics for precise measurements.

UPPER SCHOOL

Once students reach the Southwest Parkway campus, even more opportunities in innovation, scientific exploration, and inquiry-based learning present themselves.

The Engineering Design and Problem-Solving course, developed by the University of Texas School of Engineering, teaches students the engineering design process across multiple project-based units. Projects have included building a pinhole camera, designing a flashlight based on customer analysis and reverse

engineering, building earthquake-proof buildings, and designing and building an aerial photography system. Students enrolled in Robotics Programming and Design spend time designing and building a robot to compete in the Capitol BEST Robotics Competition, in addition to designing and building a variety of robots for different objectives in class. In these classes, students learn mechanical design, electrical engineering, problem solving, as well as the nuances of teamwork and successful collaboration.

The MLab serves as a dynamic hub for STEAM education. MLab students learn digital design & fabrication, gaining proficiency in industry-standard software like Adobe Illustrator, Corel Draw, Autodesk Fusion 360, and Blender for graphic design and 3D rendering. After designing their projects digitally, they hone yet more skills when they move to physically create their project, using tools like 3D printers, laser cutters, and a multitude of machining & hand tools. Students develop hands-on skills in computer and

electronics engineering through assembling and repairing custom PCs, Raspberry Pis, and Arduinos, even creating custom PCB boards and mastering soldering techniques. Collaborating with various teachers and departments on campus, students employ problemsolving and engineering design processes to develop unique solutions for different needs on campus.

EXAMPLES OF MLAB PROJECTS

• Custom-building a small-scale Farnsworth Fusion Reactor

• Small-scale singing Tesla Coil

• 3D Photogrammetry and creating a scaled-down model of the Upper School campus

• 3D scanning and refining digital models for printing personalized trophies and action figures

• Building custom catapults and trebuchets for Algebra 2 class competitions

• Crafting custom thongophones to play in Chapel

• Building and soldering muon detectors

• Creating custom props for theater performances and replicating props from movies

From their first steps in Lower School to their final walk across the stage at commencement, a Highlander’s journey at St. Andrew’s will provide them the skills they need to travel through life with confidence, problemsolving skills, and a curious mind. Looking ahead, the new Lower School, which includes a dedicated Fine Arts & STEAM building, will ensure that programming we can offer will only improve. Both teachers and students will benefit from new indoor/outdoor classrooms to engage students with the natural world as well as Innovation & Design Labs that will inspire students to make, break, and create without limits. St. Andrew’s STEAM offerings leave students equipped to take on an ever-changing world. With exceptional facilities in our future and a top-tier faculty, the STEAM curriculum is poised to evolve in truly exciting ways.

Young Storytellers Leading The Way

For the past three years, St. Andrew’s fifth graders have produced Project IMP CT, an ambitious student journalism and digital storytelling project.

This project encourages students to look at global issues through different perspectives, asking them to interrogate those issues’ impact on the world as well as their own localized community. On the IMPΔCT website, fifth graders explore service learning, sustainability, and social justice, hoping to spread awareness that everyday actions have a larger impact on our world than we may realize.

Each student chooses an issue or topic that sparks their interest and interrogates it through one of three lenses: people (the impact on human beings), planet (the environmental effects), or perspective (an opinion piece). After selecting a topic and determining the appropriate lens, students dive into research and pitch their idea to their teacher. This year has marked a shift towards greater independence in the project, with students utilizing study hall periods and time at home to develop, research, and create their storytelling.

The first semester saw fifth graders developing topics, engaging in research, and beginning the creative process. By December, they began sharing their work online. Pieces can take the form of written essays, videos, podcasts, or drawings. Every week, the project’s website showcases three new pieces, each offering a

unique perspective. This year, content has spanned diverse topics such as comparative voting systems in the U.S. and Australia, daily life in the Middle East in the midst of the Israel-Hamas war, and consumer waste.

When Project IMPΔCT was initially introduced at St. Andrew’s in 2021, the students crafted a mission statement, inspired by the United Nations Sustainable Development Goals and the ethos of the broader Project IMPACT movement. This is the mission statement that continues to guide today’s fifth graders:

The fifth grade class at St. Andrew’s Episcopal School strives to be a sustainability lab and hub for diversity, inclusion, equity, and belonging. This digital storytelling site is not only a demonstration of our learning; it is generative, showing what’s possible to the larger community.

We Are Scholars

Each year, as each new class of fifth graders begins their final year in the Lower School and embarks on this project, they adopt this mission statement as a compass, guiding their perspectives on their class, school, community, and the world as a whole. Reflecting on the project and the growth he has seen in his students, fifth grade teacher Kenny Chilton remarked, “When you put the most important work in kidsʼ hands, they really show you what they can do.” He is proud of the significant responsibility taken on by these students, embracing the challenge of this important work and demonstrating their potential to effect positive change.

Upper School Fall Athletes

Recognized

Upper School athletes were awarded on December 7 for their exceptional commitment, enthusiasm, and excellence in their sports. JV and Varsity athletes were recognized by their coaches in the following categories: Most Improved Player, Most Valuable Player, and Coaches Choice Award. Varsity players were also recognized by other coaches within the Southwest Preparatory Conference (SPC). Showcasing outstanding growth, skill, and team spirit within their sports, these athletes truly set an example for their peers.

Each season, two students are also recognized for their exemplary sportsmanship with the SPC Sportsmanship

Award and their commitment and passion to St. Andrewʼs athletics with the Sterling Wilson Award. Given by the Southwest Preparatory Conference, the SPC Sportsmanship Award is given to two students who deserve to be recognized for their conduct, hard work, and contributions to both their team and the conference as a whole. The Sterling Wilson Award holds a special place in our community, as it embodies the spirit of Sterling Wilson—a figure known for his passionate, fiery dedication, not only as an athlete but also as a fervent fan and supporter of our sports program.

We Are Athletes

JV2 GIRLS VOLLEYBALL

Most Improved Player: Ainsley Jones

Most Valuable Player: Helia Askew

Coaches Choice Award: Grace Durairaj

JV GIRLS VOLLEYBALL

Most Improved Player: Lauren Minns

Most Valuable Player: Lela Beard

Coaches Choice Award: Mary Louise Townsend

VARSITY GIRLS VOLLEYBALL

Most Improved Player: Tilly Streeter

Most Valuable Player: Bella Brand

Coaches Choice Award: Kacie Jagger

All-Zone: Genevieve Alcorta

All-SPC: Bella Brand

CHEER (pictured on left page)

Most Valuable Cheerleader: Alyssa Rodriguez

Coaches Choice Award: Jordyn Lee

JV2 BOYS VOLLEYBALL

Most Improved Player: Nate Hofer

Most Valuable Player: Wyatt McAbeer

Coaches Choice Award: Cole Willis

JV BOYS VOLLEYBALL

Most Improved Player: Keaton Brown

Most Valuable Player: Felipe Moreno

Coaches Choice Award: Brody Murchison

VARSITY BOYS VOLLEYBALL

Most Improved Player: Roman Rawie

Most Valuable Player: James Reilly

Coaches Choice Award: James Borgerding

All-Zone: James Reilly

All-SPC: James Borgerding

JV FOOTBALL

Most Improved: Townes Lawrence

MVP: Andrew Childers

Terry Tilton: Andrew Childers

VARSITY FOOTBALL

Most Improved: Tad O’Brien

MVP: Sam Marsh

Terry Tilton: Luke McGrath

JV FIELD HOCKEY

Most Valuable Player: Parker Hall

Coaches Choice Award: Leena Abdallah

Coaches Choice Award: Hannah Bailey

VARSITY FIELD HOCKEY

Most Valuable Player: Lily Martinez

Coaches Choice Award: Stormy Maebius

Coaches Choice Award: Julia Millikin

All Zone: Josie Powers & Lily Martinez

All-SPC: Caroline Simmons

JV CROSS COUNTRY

Most Valuable Runner: Hunter Reyna

Coaches Choice Award: Charlie Cahoon

Most Improved Runner: Archer Stalcup

Most Improved Runner: Aven O’Hara

VARSITY CROSS COUNTRY

Most Improved Runner: Liam Metschan

Most Improved Runner: Sophia Kleberg

Most Valuable Runner: Luke Dial

Most Valuable Runner: Kate Preheim

Coaches Choice Award: Reed Robinson

Coaches Choice Award: Sofia Ronaldo

All-Zone: Luke Dial, Reed Robinson

All-Zone: Kate Preheim, Evey Flynn

SPC SPORTSMANSHIP AWARDS

Emi Alderson & Nathan Avant

STERLING WILSON AWARDS

Emily Gregg & Gus Stratton

A Winning Season

Highlights from 5th–8th grade athletics

For fifth through eighth grade athletes, this fall was another terrific season! The cross country team concluded their season at St. Andrew’s Upper School in the AIPL Championship meet, with our 5/6 boys and girls finishing the season undefeated and earning the team titles. The following runners secured top five finishes in their divisions:

5/6 GIRLS

1st Place - ELLIE H. ’30

2nd Place - JANIE D. ’31

5/6 BOYS

1st Place - LEVI W. ’30

2nd Place - PIERCE C. ’30

7/8 GIRLS

4th Place - EMMA D. ’29

7/8 BOYS

1st Place - CYRUS S. ’28

3rd Place - NELSON R. ’29

In Girls Volleyball, five out of our nine teams made it to the Championship Match in the AIPL End of Season Tournament, and an impressive four of those teams emerged victorious: 5/6 1A (maintaining an undefeated record!), 5/6 2A, 5/6 4A Blue, and 7/8 1A.

Our 5/6 1A and 2A flag football teams also earned their spots in the AIPL Championship game, both securing runner-up titles. The tackle football team capped their season with only one loss, one of the best records in recent history.

The Middle School field hockey team also had a strong season, showing significant improvement and getting some big wins along the way—including a long-awaited win over St. Stephen’s, the first since 2007!

Congratulations to these 5th–8th grade athletes for a fantastic fall season!

We Are Athletes

St. Andrew’s Welcomes New Field Hockey Program Director

By LILY MARTINEZ ’24

Originally published in the St. Andrew’s Upper School digital newspaper

The Tartan

When one thinks of high school sports, football typically springs to mind first. That may not be the case at St. Andrew’s for much longer because, for the first time in school history, field hockey is the school’s largest and fastest-growing sports program.

Given this growth, it is fortuitous that Sofia Walbaum, a celebrated international field hockey athlete and coach, has joined St. Andrew’s this year as the Field Hockey Program Director and Head Coach. Coach Walbaum brings to St. Andrew’s an impressive background, having played internationally for the Chilean national team for 16 years. She has over a decade of coaching and managing experience, including two years managing and coaching the U16 and U21 Chilean national teams. According to Adam Falla, the Austin Lone Star Field

Hockey Club General Manager, Coach Walbaum is “the best coach in the Southwest Preparatory Conference, bar none.”

Born in Santiago, Chile, Walbaum was naturally drawn to the game and started playing field hockey at four years old alongside her older siblings. At just 14 years old, she made the U21 Chilean national team and played in her first Junior Pan American Cup a year later. At 16, she was called up to the top Chilean national team, where she excelled in international competition and traveled the world for 16 years. Coach Walbaum also reveled in the opportunity to represent her country.

“For me, it’s been one of the best experiences of my life, not only because of the field hockey experience, but because you share so many different moments with so

many amazing people. It connects you with the coaches, staff, and players through doing something that you really love and that you put so much passion into.”

A history teacher by training, Coach Walbaum says that her initial goal at St. Andrew’s is to create a strong and united team and help students fall in love with the sport. Leading the field hockey program at St. Andrew’s is an enticing opportunity for Walbaum, who is hopeful that she can help create a thriving field hockey culture in Austin. “I feel like there is so much potential to grow the field hockey program at St. Andrew’s as well as increase its popularity and participation in Austin,” she said. Not only is Walbaum working to introduce our Middle School girls to field hockey, but she is also recruiting a larger coaching staff to help students at all levels develop and improve their field hockey skills. Coach Walbaum is delighted that St. Andrewʼs plans to enhance its infrastructure by adding an artificial turf field, which will allow our field hockey team to practice on the same type of playing surface that they compete on for their SPC schedule.

Coach Walbaum carries with her several important lessons from past coaches: “They have taught me to

constantly challenge myself, to be vulnerable to my teammates, and to continually grow.” Walbaum admits, “Sometimes it’s easy to get into a comfort zone and not challenge yourself. But, when you try to be the best version of yourself every day, you can grow so much, and you can inspire other people as well.”

At her core, Coach Walbaum is a teacher and a mentor. “It’s a great opportunity for everybody to learn something new and enjoy what they’re doing at the same time! I seek to create a positive environment where you can enjoy competing with your friends while also being challenged to grow not only as a field hockey player, but also as a person.” This enthusiasm is paying off, as the St. Andrew’s field hockey program has seen significant improvement this year and player morale is at an all-time high. Team co-captain and defensive star Emily Gregg ʼ24 concurs: “We have grown so much as a team this season and a large part of that is due to the impact that Coach Sofia has made on the program.” Indeed, under the leadership of international field hockey player Coach Sofia Walbaum, the St. Andrew’s field hockey program will one day soon be a force to be reckoned with in the Southwest Preparatory Conference.

The Highlander Hustle

Notes from the Winter SPC Championships

The Highlanders had a great showing at February’s Winter SPC Championships, held in Houston. With grit and determination, St. Andrew’s athletes fought hard and truly showcased the spirit of their teams.

Congratulations to all of the winter athletes for a stellar season!

BOYS BASKETBALL secured a #2 seed in the 3A tournament, easily defeating Awty and Oakridge in the quarter and semi-final rounds. They faced John Cooper, their only SPC 3A loss of the season, in the

championship game. In a back-and-forth fight all game, St. Andrew’s was strong from the free throw line down the stretch and held off the Dragons 63–61 to take home the 3A SPC Championship!

GIRLS BASKETBALL finished as the top seed in 3A for the second straight season and earned a bye in the first round. They took on John Cooper in the semi-finals, easily beating the Dragons to move into the finals. They came up against a strong, veteran Fort Worth Country Day team in the championship, and despite

an incredible effort, the Highlanders fell to the Falcons 45–20 for 2nd place in 3A.

BOYS SOCCER made SPC history in their first match of the tournament! After receiving the 8 seed in 4A, the Highlanders were matched up against the top seeded Lions of St. Mark’s. After going down 2–0, St. Andrew’s charged back, scoring three goals in the second half, and defeated St. Mark’s 3–2—the first time a #8 seed has upset a #1 seed in any sport in SPC! They faced Episcopal in the semi-final, losing a hard-fought battle in the final moments, 1–0, and then faced Kinkaid in the 3rd place game, losing another close one 1–0 to secure the 4th place spot in 4A.

GIRLS SOCCER earned the 6 seed in 3A and faced a strong Fort Worth Country Day team in the opening round. The Highlanders bounced back to beat Oakridge

2–1 in their second game. They then faced Awty, in their second match of the day, in the 5th place game, losing a hard-fought match 1–0 to take 6th place in 3A.

Last but certainly not least, the small but mighty SWIM TEAM—made up of just eight swimmers, four boys and four girls—had a great performance in the championship meet. Six of the eight swimmers medaled (including all the girls) and the girls team finished in 5th place overall, with the boys taking 4th in 4A. Grace Tuhabonye ʼ24 led the team with five medals, including a first place finish in the Girls 500-yard freestyle. Kylie Stuart ʼ 25 medaled four times, including two second place finishes in the 100-yard freestyle and 100-yard backstroke. Connor Van Otterloo ʼ24 took home two medals with second place finishes in the 200-yard IM and 100-yard butterfly and Luke Van Otterloo ʼ 24 medaled in the 500-yard freestyle with a third place finish.

And All That Jazz!

St. Andrew’s Presents Chicago

“Ladies and gentlemen, you are about to see a story of greed, corruption, violence, exploitation, and treachery . . . all those things we hold near and dear to our hearts. Thank you . . . and welcome.”

So begins Chicago, the beloved and beguiling Broadway musical originally premiering in 1975. Set in Jazz Age Chicago, it tells the story of Roxie Hart and Velma Kelly, two women who dream of fame and fortune in the world of vaudeville, but end up in the public eye for all the wrong reasons. Velma and Roxie meet in the Cook County Jail after committing murder and seek to transform their infamy into fame, stardom, and wealth. Between show-stopping numbers, they manipulate the media and public opinion alongside smooth-talking, jury-swaying criminal defense lawyer Billy Flynn.

For director Jason Kruger, the selection of Chicago felt timely and relevant. “The musical examines our obsession with celebrity culture, and the blurred line between fame and talent,” he says, “We talk about ‘fifteen minutes of fame’ and ‘a 24-hour news cycle’ as if these are modern ideas, but even in the 1920s, Roxie and Velma are clearly desperate to stay relevant and make increasingly bold claims to stay in the headlines.”

This year’s musical was a true showcase of St. Andrew’s theatrical talent. Cast members rose to the occasion with high-energy musical numbers, demanding choreography, and perfectly-timed comedic beats. Technicians innovated on new ideas for set design, dreaming up and constructing a large-scale structure that was able to stay on stage during the entire show, rather than set pieces that move on and off stage. “The talent on this show was amazing. Chicago is such a tricky musical to get right, and the hard work and skill of both the actors and the technicians really shone during each performance,” says stage manager Elle Foster ’24

The distinctive choreography is one of the many aspects that makes Chicago so dazzling. Originally choreographed by iconic director-choreographer Bob Fosse, dance plays a unique role in the narrative of the show, used to show the characters’ desires, motivations, and manipulations. The choreography is characterized by features like isolated movements, turned-in knees, rolled shoulders, and the use of props. Fosse’s style is known for its subtlety and minimalism, using careful, nuanced motions to convey story beats rather than flashy acrobatic moves. From the sharp, angular movements in “Cell Block Tango” that communicate the rage of the prisoners to the marionette motif found in “We Both Reached For The Gun” that echo the song’s themes of manipulation and control, the choreography consistently deepened the audience’s appreciation of the story.

The cast received special instruction in Fosse’s style of choreography by co-choreographer Natasha Davison, who had the chance to work with Fosse and witness his style firsthand earlier in her theatrical career. “I loved bringing that direct knowledge to this production and the influences of my background within the choreography of these shows,” says Davison, who

has worked with St. Andrew’s musicals for fifteen years. “Working within the original style of Fosse while incorporating our own creativity was the biggest, but absolutely the most fun challenge of this production,” says co-choreographer Hunter Regian.

Before her trial, Billy Flynn croons to Roxie to “give them the ol’ razzle dazzle, give them a show that’s so splendiferous.” But where Billy encouraged Roxie to put on a show for the jury, the cast and crew gave their audiences a performance that was much more enchanting (and legal!) than a manipulated murder trial. Cast and crew delivered a performance that was filled with equal parts spectacle and talent.

“What I love about theatre is that it is both transient and transcendent,” says Kruger. From the first glimmer of inspiration to the fully-realized show, the show was a perfect encapsulation of what makes St. Andrew’s Theatre Department so special. The combined effort of countless community members—actors, technicians, stage managers, directors, sound and lighting designers, costume designers, choreographers, and so many more—left the room enraptured and had them singing “All That Jazz” all the way home.

Cast List

MASTER OF CEREMONIES: Jude Bush

VELMA KELLY: Ava Barnard

FRED CASELY: James Hill

ROXIE HART: Kaitlyn Zimmerman

AMOS HART: Cannon Dunaway / Matt Gilbert

DETECTIVE FOGARTY: Matthew Sykes

THE MERRY MURDERESSES OF COOK COUNTY:

LIZ: Ainsley Jones / Olivia Korman

ANNIE: Lucy Bowles

JUNE: Andrea Osteicoechea

HUNYAK: Lili Krengel

MONA: Charli Squire

FEMALE INMATE ENSEMBLE: Bo Aycock, LJ LeBlanc, Emme Orchid, Allegra Pizzolatto, Violet Stalcup, Katie Stumpf

MATRON “MAMA” MORTON: Khamirah Maxwell

BILLY FLYNN: Johnny Gallick / Ben Gillham

MARY SUNSHINE: Julia Caramelli / Addy Zimmerman

REPORTER: Litty Dasch

THIRD REPORTER: Katie Stumpf

KITTY: LJ LeBlanc

HARRY: Harrison Parker

DEBUTANTES: Mary Broocks Cauthen, Violet Stalcup

JUDGE: Cannon Dunaway / Matt Gilbert

HARRISON: Matthew Sykes

REPORTERS: Gabby Berger, Mary Broocks Cauthen, Pippa Dixon, Vienna Esson, Grayson Epstein, Ginny Heard, Allison Jones, Ella Lickwar, Emme Orchid, Nina Urban, Ana Vidal-Tama, Kinsley Werner

ENSEMBLE: Bo Aycock, Gabby Berger, Jude Bush, Julia Caramelli, Mary Broocks Cauthen, Pippa Dixon, Cannon Dunaway, Grayson Epstein, Vienna Esson, Johnny Gallick, Matt Gilbert, Ben Gillham, Ginny Heard, Allison Jones, Olivia Korman, LJ LeBlanc, Ella Lickwar, Emme Orchid, Allegra Pizzolatto, Violet Stalcup, Matthew Sykes, Ana Vidal-Tama, Kinsley Werner, Addy Zimmerman

Photos courtesy of Peggy Keelan Photography

Technicians

ASSISTANT DIRECTOR: Stella McAbeer

ASSOCIATE ASSISTANT DIRECTORS: David Moore, Kaylee Johnson

STAGE MANAGER: Elle Foster

ASSISTANT STAGE MANAGERS: Alex Stumpf, Bennett Julian

ASSOCIATE STAGE MANAGER: Cate Kleber

ASSISTANT MUSIC DIRECTORS: Jules Goldman, Hale Matthews

ASSOCIATE MUSIC DIRECTORS: Martina Faini, Hale Matthews

SOUND BOARD OPERATOR: Jay Carter

LIGHT BOARD OPERATOR: Kaylee Johnson

SPOT OPERATORS: Kavi Seewann, Maggie Robinson

ASSISTANT COSTUME DESIGNER: Giulia Faini

ASSISTANT MAKEUP/HAIR DESIGNER: Naomi Gilmore

COSTUME, HAIR, AND MAKEUP CREW: Fiona Nield, Claire Price, Keelin Bruff

FLY RAIL CREW: Henry Long, Gunnar Lindhjem

SET CONSTRUCTION: Tech Theatre Classes I, II, and III/IV, Alex Stumpf, Jacob Kruger, Joe Skipper

SCENIC RUNNING CREW: Keelin Bruff, Sam Carsner, Crosby Averill, Sofia Rinaldo

Spotlight on Visual Arts

In John Frost’s AP Studio Art class, Upper School artists took on an ambitious project entitled Seeing, Art History, and Making Your Mark. The project was designed with three objectives in mind: refinement of observational drawing skills, exposure to artists’ styles and processes, and media and mark-making experimentation. Students rendered the still life, then divided or delineated the composition into at least seven areas in which to emulate the styles of historical and contemporary artists, while incorporating at least three different types of drawing media. The overarching goal was to create a visually dynamic and unified composition.

Darcie Westerlund’s Photography and Photographic Printmaking class embarked on two dynamic projects this semester. First, they embraced the challenge of mimicking iconic photographers, exploring all kinds of styles and perspectives. Next, they dove into the world of night photography, playing with bulb camera settings and experimenting with long exposures and light drawing techniques.

CLARA GONZALEZ-BAUER ’25

COCO MALINA ’25

MAYA ROSSOUW ’25

GRACE TUHABONYE ’24

VIOLET STALCUP ’25

HANNAH BAILEY ’25

OLIVIA LAMIN ’24

ANNIKA RATHOUZ ’25

EMI ALDERSON ’24

NIA TREVILLON ’25

JAMES DALTON ’26

LUCAS WEBSTER ’24

Curious Incident Takes Center Stage

By AVA BARNARD ’26

On October 28, St. Andrew’s Upper School premiered its fall mainstage production of The Curious Incident of the Dog in the Night-Time, a narrative told through the extraordinary lens of Christopher Boone, a young protagonist with a unique perspective shaped by autism. The play not only dives into the challenges he faces in solving a murder mystery but also teaches lessons about resilience, empathy, and difficult family dynamics.

The play, adapted by Simon Stephens from Mark Haddon’s bestselling novel of the same name, originally premiered on August 2, 2012 at the National Theatre in London. The heartfelt performance received widespread

love for its innovative and technical staging, vivid storytelling, and the special perspective of Christopher Boone as he investigates the mysterious death of a neighbor’s dog. However, the people in his community are unsure about his trustworthiness due to his social and communication challenges. His journey challenges societal norms and ultimately becomes an exploration of love and truth.

Mr. Jason Kruger, director of the play, with more than 27 years of theater experience under his belt, hoped to demonstrate to the audience that we all process the world differently by vividly portraying the diverse ways individuals navigate the world. Through meaningful

scenes, crafted characterization his students learned in class, and creative staging techniques, he aimed to shape the viewers’ understanding of reality and appreciation for the human experience. After seeing the production live in London, Kruger was inspired to bring its message to St. Andrew’s, and he wanted to incorporate some of the “cold industrial elements” he witnessed and bring them into his own show to tell a story of a working-class community and “how Christopher sees the world very black and white, very mathematically.”

In making sure Christopher’s unique journey is being expressed well to the audience, the relationship between lighting and technology is very important. The non-linear narrative can make it difficult for the audience to follow along, but lighting helped to show the fluidity of Christopher’s thoughts during various scenes. The play’s lighting director, Mr. Bill Peeler, who has over 45 years of technical theater experience and a passion for lighting design, has taught at universities and professional theater companies. He orchestrated the lighting to ensure it followed the path of the show and provided subtle hints to the audience. The tech crew’s responsibility is not only to make the play visually appealing, but to memorize and seamlessly execute blocking and lighting cues. The magic of lighting in this show, Peeler says, is that it serves as “a visual representation of the inside of Christopher’s mind.”

Peeler invited the audience to experience the narrative through the protagonist’s eyes, revealing the internal emotions of the characters. With meticulous planning, discussions, and collaboration, lighting illustrates

symbolic messages, effectively sharing the protagonist’s emotions, and encourages viewers to empathize with the intricate conflicts in his life. Peeler’s main goal is to create a truly immersive and fulfilling theatrical experience. Says Peeler, “I’m not in the curtain call, but sitting back in the dark and realizing the show was successful is the best feeling to me.”

Junior Kaitlyn Zimmerman ʼ 25, a dedicated theater enthusiast who appreciates a professional environment and trust when it comes to Theater and Production, took on the role of Judy, Christopher’s mother, a character she describes as kind, sweet, and patient. Zimmerman feels “Art expresses beautiful messages— bringing people a change in perspective or joy is exactly why I want to do this for my career.” Her strong connections with her peers and Mr. Kruger makes theater the highlight of her day, and she envisions a future in which she continues to pursue her love for the stage, leaving audiences with changed perspectives and moments of joy in Curious Incident. She was grateful for the experience playing this role in this particular show, noting that for their audience, the play was “nothing like they had ever seen before.”

CAST

James Hill

Andrea Osteicoechea

Owen Almy

Kaitlyn Zimmerman

Johnny Gallick

Will May

LJ LeBlanc

Lili Krengel

Loulou Brown

Matt Gilbert

STUDENT TECHNICIANS

Stella McAbeer

Cate Kleber

Alex Stumpf

Elle Foster

Kaylee Johnson

Tech Theater III and IV

Lower and Middle School Take The Stage

STONE SOUP

Second graders captivated their audiences of family, teachers and peers with their unique and creative performances of Stone Soup this past fall, performed in the Amphitheater on the 31st St. campus. Each of the three classes developed and performed their own twist on the classic play about strangers coming together to share a meal. The enthusiasm and joy from the actors was infectious and spilled into the audience in every performance.

CHARLOTTE’S WEB

For this year’s production, fifth grade theater students performed an adaptation of the 1952 classic children’s book, Charlotte’s Web. The actors charmed the crowd with humor and poise as they retold the story of the livestock pig Wilbur and his unlikely friendship with Charlotte, the spider. The show was performed in the Creekside Theater, with direction by Aimee Zivin, music by middle school students, and technical support from fifth grade students.

THESE SHINING LIVES

This fall, seventh and eighth grade theater students performed These Shining Lives, a play written by Melanie Marnich, based on the true story of four women employed by the Radium Dial Company in the 1920s, a watch factory where employees used a radium compound to paint hour markings on watch dials. As the employees begin to show signs of radiation poisoning, they are dismissed by doctors as well as the factory. The play showcased the danger women faced in this workplace and highlights the wider lack of concern companies had for protecting the health of their employees. Though the play took on a more serious topic, the middle school students did an exceptional job performing with compassion, thoughtfulness, and grace. Bravo to theater teacher Laura Skipper and teaching fellow Antonio Romero for guiding their students through this production.

Interfaith Learning and Leadership

Fifth grade partners with Austin Jewish Academy for collaborative service effort

This fall, students in the fifth grade partnered with students from Austin Jewish Academy to build friendships, explore religious identity and diversity, and collaborate in serving our wider community.

Spearheaded by Lower & Middle School Chaplain Ashley Brandon, the project’s learning goals included understanding the lived religious traditions of Christianity and Judaism through experiential learning, appreciating nuances and diversity within each of these religious traditions, practicing respectful dialogue across lines of difference to reflect on students’ own religious, spiritual, and cultural backgrounds and identities,

practicing the art of being gracious hosts and guests, and cultivating an attitude of curiosity, respect, and appreciation for those who orient differently around religion.

The project began with lessons about religious diversity and the historical significance of interfaith leadership throughout history, highlighting partnerships like that of Rev. Martin Luther King, Jr. and Rabbi Abraham Joshua Heschel during the civil rights movement. A field trip to Austin Jewish Academy saw students engaging in team-building games, participating in a prayer service, and learning “10 Helpful Things To Know About Judaism” through a student-led lesson. A few weeks later, students from Austin Jewish Academy took a field trip to St. Andrew’s to play games, attend a chapel service, and participate in a student-led lesson

on “10 Helpful Things to Know About Christianity.”

Before this visit, Ms. Brandon met with fifth graders to discuss what it looks like to be a gracious host and the role that they would play in helping their guests feel welcomed and appreciated on campus. At the end of this visit, students broke into small groups to reflect on their values and what they perceived to be the greatest needs in the community. Together, they identified two service projects that they wanted to do: helping the homeless and helping animals.

The project culminated in a student-led, interfaith service of prayer and gratitude followed by a collaborative community service effort. Before rolling up their sleeves, students learned about the mission and impact of three nonprofit organizations in Austin: Austin Animal Center, Community First Village, and Interfaith Action of Central Texas (iACT). Simone Talma Flowers, the Executive Director of iACT, spoke to the students, underscoring the importance of interfaith partnerships in the work of justice and peace. Students worked together to make treat bags, blankets, and postop warmers for dogs at Austin Animal Center, cards, tote bags, and blankets for neighbors at Community First Village, and cards and votive holders for iACT’s city-wide interfaith Thanksgiving gathering.

After the project, students shared that they really enjoyed getting to know students from Austin Jewish Academy, and hoped to build on the relationships they started with future collaborations. They also said that they would love to explore partnerships with other schools, and to learn about more faith traditions through experiential and service learning. One student reflected, “I did learn a lot about other people’s religions, but this project also helped me to think about myself and what I believe.” Another student said, “This project helped me to practice empathy. When AJA came to visit us, I thought about what it would feel like to be at a place that isn’t familiar with people you don’t know really well, and I tried to be really kind and welcoming.” Another student shared, “I really enjoyed working with the girls from AJA on making a blanket. They were better at cutting than us, so they did the cutting and we did the tying. It made me think about how even though there are some things different about us, we all love animals.” Through the project, students gained insight into different religious traditions and learned the importance of teamwork and collaborative community service. As AJA and SAS continue their partnership, they are sure to learn even more from one another, continually growing as compassionate and informed global citizens.

Instruments of Peace

By ASHLEY BRANDON , Lower and Middle School Chaplain

Each year, Mother Whitney and I choose a theme to unite us as a school and to spiritually anchor us as a community. This year’s theme, “Instruments of Peace,” comes from a beloved prayer that is attributed to St. Francis of Assisi.

Francis lived in Italy in the 13th century, and as a young man, he left the comfortable trappings of high society in favor of a simple life of poverty and prayer. Francis soon gained a following, and preached a message of self-giving love, care for the vulnerable, the interconnectedness of all of creation, and the presence of God in all things.

This prayer encapsulates St. Francis’ values, which echo the values of the Gospel. It speaks to a sort of inverse moral logic in which giving is better than receiving and serving others is where we find our deepest joy. In the midst of pressures to be the best and to have the most, this prayer calls us to be instruments of peace and channels of God’s grace in the world.

The prayer goes like this:

Lord, make us instruments of your peace.

Where there is hatred, let us sow love; where there is injury, pardon;

where there is discord, union; where there is doubt, faith;

where there is despair, hope; where there is darkness, light;

where there is sadness, joy.

Grant that we may not so much seek to be consoled as to console;

to be understood as to understand; to be loved as to love.

For it is in giving that we receive; it is in pardoning that we are pardoned;

and it is in dying that we are born to eternal life. Amen.

One of the things that I love most about St. Andrew’s is the emphasis we place on spiritual formation and service. As an Episcopal school, we seek to develop academic, athletic, and artistic excellence in our students, but also to instill in them a strong moral compass, an intrinsic desire to serve, a deep sense of purpose, and a spirit that is grounded in Love. Often there is a temptation for us to turn inward, but as teachers, we work to gently turn our students outward and to nurture empathy, compassion, humility, and kindness toward others. It is almost as if Francis has been with us this year, a companion on the journey, guiding and encouraging us as we seek to become instruments of peace in a world that so desperately needs it.

 St. Francis of Assisi

St. Andrew’s Day

and the Installation of Head of School, Melissa Grubb

St. Andrew’s Day was marked on November 28 with a special dual celebration. Students, faculty, staff, trustees, friends and families gathered on the Upper School campus for the annual celebration of our patron saint as well as to officially install Melissa Grubb as Head of School. After two years of service to St. Andrew’s Episcopal School, the ceremony represented a formal welcome for Mrs. Grubb into her role.

After the community lunch, the entire student body celebrated the servant pillar by participating in various community service projects. Many projects were spearheaded by faculty members with an organization or cause that is near and dear to their hearts. This year, Frankie Reyna, Ashley Brandon, Emma DeVine, Lizzy Jimenez, and Laurie Clarcq set an example of service by organizing projects. Students worked on

diverse projects like assembling care bags for patients at Dell Children’s Hospital through the Kendra Scott Foundation, writing holiday letters for service members through One Million Thanks, putting together manna bags for members of our community without housing, creating blankets and toys for dogs at Austin Animal Center, and so much more.

As part of the installation, Mrs. Grubb received gifts from different members of the school community, signifying key aspects of her role and the ethos of St. Andrew’s Episcopal School.

Board of Trustees: An icon of St. Andrew, emphasizing the nurturing and development of children’s gifts.

Faculty & Staff: A St. Andrew’s tartan, representing leadership and a spirit of kinship.

Chaplains: A Book of Common Prayer, highlighting the importance of worship, prayer, and upholding the dignity of every human being.

Parents’ Association: A picture of the Century Oak, symbolizing a commitment to helping children plant roots in this temporary home as they grow into their potential.

Scholar Pillar: A selection of books, underscoring a love of learning, a commitment to creative thinking, and embracing mistakes as opportunities to learn.

Athlete Pillar: A Highlander pullover, signifying the value of teamwork, perseverance, and celebration.

Artist Pillar: A bowl, reflecting the values of creativity, expression, and appreciation for truth and beauty.

Servant Pillar: A glass fishing float, representing a person who shares the light and does the good work of helping those in need.

St. Andrew's Day Award Winners

Each year at St. Andrew's Day, we honor members of the St. Andrew's community who have gone above and beyond to serve. These recipients have made outstanding contributions to the St. Andrew’s community and were celebrated at St. Andrew’s Day 2023.

CHARLES

ALAN WRIGHT

EXCELLENCE AWARD

Michael Hsu

JEANNINE AND JOHN C. MILLER AWARD

Jason Near

LUCY COLLINS

NAZRO FACULTY SERVICE AWARD

Matt Lipstein

THE OUTSTANDING ALUMNI AWARD

Ann-Tyler Choate

Konradi ’86

SOUTHWEST PARKWAY

TEACHING AWARD

Amy Skinner

31ST STREET TEACHING AWARD

Stephanie Kruger

15 YEAR SERVICE RECOGNITION

Stephanie Kruger, Amy Skinner, Jeff Osborne, John Fitzsimons

Beloved Community

Blessing of the Pets

Fall Fest

Beloved Community

Homecoming

St. Andrew’s Day

Beloved Community

Holidays

Grandparents’ Day

Faraway Friends

Second and third graders connect with students in Tanzania.

Mid-morning in the countryside of northern Tanzania, a group of young children sets out on a walk to school. They choose their timing carefully— the area is populated with wildlife that feeds earlier in the morning and they must be careful to avoid the animals. School is a considerable distance away, up to five miles away on foot for many, but the students are motivated and committed to their education. At the end of their daily journey is Promise Village Academy, just outside the city of Arusha, Tanzania.

Children of the Maasai tribe, the Promise Village Academy students are the first in their family to attend school. For these students, PVA is more than just a school—it’s a lifeline. The Maasai are at risk of malnutrition because of dire food insecurity in their villages. Water is a long distance away and low-quality, sometimes as far as a five-mile walk away. At Promise Village Academy, children have not one but two meals at school. This is intentional—students do not eat at home to leave their families with a little more food to go around.

St. Andrew’s parents Robyn and Ravi Reddy helped to found Promise Village Academy, born out of a lifelong passion for education. Like the people of the Maasai tribe, Mr. Reddy’s father did not have access to an education growing up in India, and ultimately ended up completing what amounted to twelve years of

schooling in just two years. His father’s experience has always stuck with Mr. Reddy, which inspired him to help found Promise Village Academy. After learning about the school at the end of the 2022–2023 school year, second grade teacher Annie Billups approached the Reddy family with the idea to collaborate with PVA during the upcoming school year.

The following fall, Robyn and Ravi Reddy kicked off the partnership with a presentation to St. Andrew’s second and third graders, teaching students about the Maasai tribe, the Reddys’ passion for education for the Maasai children, and the history and future of PVA. The Reddys showed the huts that the Maasai live in—made from grass, sticks, and mud—as well as the lakes, which are miles away and often contaminated, that they travel to in order to procure water, which they then must filter through cloth. They also showed students photos of the first time the water fountains at Promise Village Academy were turned on—the first time that the Maasai had seen clean running water. After learning about the obstacles the children have to face to attend school as well as the incredible benefits provided to the students by the school, St. Andrew’s students were looking forward to getting to know their new faraway friends, the history-making students at Promise Village Academy who became the first in their family to attend school.

“When Mr. Reddy shared with the students that education is the one thing you can’t take away from someone, that really resonated with our kids—it made them really excited to start the partnership with PVA.” said second grade teacher Christiana Harris.

The partnership aligned seamlessly with modules that second and third graders participate in as part of their language arts curriculum. In second grade, students engage in a study of schools around the world, including understanding why schools are important and digging into the challenges faced by many communities when it comes to sending their children to school. In third grade, students deepen their understanding with the unit entitled “Overcoming Learning Challenges Near and Far.” This unit contextualizes how different people around the world access books and knowledge and how students can overcome learning challenges in their own lives. The partnership was set to begin with a Zoom call— one between the PVA and St. Andrew’s second grade classes, one between the third grade classes.

In preparation for the call with Promise Village Academy, each school prepared a list of student

questions and sent it to the other school. Students discussed as a group to come up with answers to each question and assigned a representative to answer each question during the first call, sharpening their skills in public speaking and active listening.

On a November morning, St. Andrew’s and Promise Village Academy dialed in for their inaugural meeting. With a few dropped Internet connections but lots of smiles, the children, seated in classrooms across the world, got to know one another and shared about themselves, their culture, and their life at school. St. Andrew’s heard questions from Promise Village such as “What kind of games do you play most at your school?” and “What kinds of domestic and wild animals do you see where you live?” and St. Andrew’s students asked Promise Village students about everything from what kind of food they eat at school to what it felt like on the very first day of school at PVA to what kinds of books they like reading.

“We’re a lot alike!” said one second grader after the call. It spoke to one of the goals of the project—reaching

an understanding that the two groups of students are more similar than they might have initially thought.

Though St. Andrewʼs students understood their similarities with the PVA children, they also knew it was important to note their differences. PVA students have to walk miles to school while most St. Andrew’s students drive a car. St. Andrew’s students never worry about access to clean water, while the PVA students rely on their school as their only source of clean water. Learning more about the Tanzanian students’ situation with food insecurity also opened a larger conversation about food waste at St. Andrew’s, and teachers plan to weigh the compost left over at lunch one day to make them more mindful of the waste that is so often generated.

After St. Andrew’s students spent time learning about schools in other countries through books, videos, and essays, talking directly with students from PVA helped to contextualize their learning in a new way. “Students had been reading books like ʻRain Schoolʼ and ʻNasreen’s Secret Schoolʼ, which are based on

Ravi and Robyn Reddy at Promise Village Academy.

true stories of schoolchildren from around the world,” says third grade teacher Louise Mackay. “While we emphasize to them that these are true stories, the experiences that these books describe are so different from those of our students that it can be challenging for them to understand them as real stories. Interacting with PVA helped our students to better understand and connect with these stories, making them feel more tangible.”

On the second call several weeks later, the two students shared the gift of music with one another. St. Andrew’s students sang their song from St. Andrew’s annual Lessons & Carols performance and Promise Village students sang for St. Andrew’s students in Swahili. The two groups have stayed in touch via

letter writing and intend to continue the partnership for years.

Ideas are brewing among students and teachers for more ways to collaborate in the future. “We would love to do some kind of collaborative, shoulder-to-shoulder service project with the PVA students,” says Billups. Though the distance between the two schools is great, the desire to collaborate is equally strong. “We want to focus on how we can learn from each other. Though our circumstances are different, we are still so much alike and we have so much we can teach one another.” says teacher Ashlye Battaglia. With a new friendship in their hearts, St. Andrew’s students are understanding the transformative power of education in a totally new way.

Royce P. ʼ34 speaks to second graders at Promise Village Academy. 

Navigating the Complexities

By PRIYA KENNY , Co-Director of Diversity, Equity, Inclusion, and Belonging

As I return to St. Andrew’s after a semester of maternity leave, I have been reflecting on my time with the Diversity, Equity, Inclusion, and Belonging program, and in particular, how I saw our community doing this work—and how it called out to me— well before I came on to co-direct the program a few years ago.

About a decade ago, I taught at our middle school and led an advisory. One particular day, we partnered up with another advisory led by a good friend on the faculty for an activity involving discussing and thinking through news-related events in Austin.

As we settled into the activity, the other advisor and I exchanged knowing but cautious looks when the students started discussing a recent fatal shooting that occurred very near the school. A man had tried to enter the locked door of a nearby bank twice during business hours, but it was closed due to a robbery earlier that day. After the second attempt, the manager confronted

the man and the man left, but the bank manager then reported the incident to a police officer. The officer confronted the man, who then ran. After a struggle, the man was fatally shot by the police officer. The man who had been shot was Black and had been unarmed; the police officer was white.

This incident occurred a few weeks after the acquittal of George Zimmerman and at the very start of the Black Lives Matter movement. I had read a lot about this news story, so I fielded the numerous questions students had about the incident. After about five or so minutes of discussion, the students murmured something to themselves and looked in our direction. A hand shot up smartly from one of my advisees with a question, and I could tell from the look on her face that it would be a good one. The room was silent as she spoke, “I mean, we are all wondering the same thing: if he didn’t do anything wrong, why would he run?”

I glanced over at my advisor friend, who identified as Black, and he let out a deep breath, the kind when you know someone doesn’t want to say something, but can almost feel them choose to shoulder the weight of the world out of a sense of duty as they search for words.

His response, and the facts of that case, are not what I remember, or what was meaningful to me. What I remember is his calm tone and his patience, despite visible distress. Most of all, his kindness, as he worked to explain to a roomful of kids—who, by and large, had a life experience very different from his own—what it felt like to him to be a Black man in America, and what that Black man might have had going through his mind.

I feel extraordinarily privileged to work at an educational institution that does not flinch and hide from these sorts of questions from our students. St. Andrew’s is a place where we understand that education is as much for the soul as it is for the mind. It is a place where we try to prepare our students to navigate a world full of complexities, hard questions, and people whose experiences can feel deeply foreign, all while bearing the weight that comes from accepting the moral charge to practice service and work towards justice.

This work is often as deeply uncomfortable as the discussion that day. But I do not doubt that our students are better for it. And, honestly, so are those of us who endeavor to teach them.

A few years after that advisory, the Episcopal Church’s Presiding Bishop Michael Curry called on the community to do the work of self-examination in the cause of justice. He acknowledged the labor that can come with shedding complacency, but also that embracing hard discussions is part of our tradition from the very beginning, and part of our salvation:

“We must break free of the church’s identification with domination systems, empire, establishment, privilege, and social and cultural traditions that have held us captive— and get back in touch with the risktaking, liberating ways of Jesus.”

And so it is with a full heart and hope for a liberated soul that I jump back into our Diversity, Equity, Inclusion, and Belonging work at St. Andrew’s, unafraid of hard conversations and nourished every day by seeing the fully realized people our students are growing into. I’ll see you there.

Vikram “Vik” Joseph Kenny, was born on June 30th, 2023.

An ’84 Love Story

Middle School sweethearts marry 39 years later

Two members of our first 8th grade graduating class have tied the knot in one of the greatest love stories of St. Andrew’s history.

Catherine McKay ʼ84 and Mark Bethell ʼ84 were married in the McGill Chapel on November 25, 2023, about 39 years after graduating from St. Andrewʼs Middle School.

After completing their 6th grade year, Catherine and Mark were among the 36 students to pave the way to the next chapter in St. Andrew’s history, becoming the first 7th grade class, and eventually the first graduating class of the middle school. This was a giant leap of faith, but the families believed in the vision of the late former Head of School, Lucy Nazro.

When St. Andrew’s opened for the 1982–83 school year, the new middle school building (now the STEAM wing) was not yet completed. So, the 7th grade class

began the year in two small houses the school had acquired: The Rock House and the Yellow House. The middle school teaching faculty, who were mostly new at the time, taught a full curriculum in those small houses, from dissecting frogs to teaching English, only heading to the established spaces in the Lower School building for art, Chapel, and PE. That year, Mark and Catherine co-starred in Bye Bye Birdie as Conrad Birdie and Kim MacAfee, respectively.

In time, the Middle School wing and library were completed, and the students helped bring materials from the two houses to their brand new classrooms.

The 1983 yearbook notes that “from houses to halls, this was a year to remember.”

As they began their 8th grade year, Mark Bethell and Catherine McKay became an item. Much of this is documented in Catherine’s diary that she wrote in regularly. In fact, there’s one day in particular that

stands out, and that’s the day Mark told her he loved her for the first time.

The inaugural middle school graduating class was, and remains, a close group of friends. There was no “in” crowd, but rather a general camaraderie among them. Catherine and Mark’s friends could be found biking to the Holiday House in Tarrytown, where they enjoyed hamburgers and french fries. Their favorite music ranged from Duran Duran to Billy Joel to The Police. They took school trips to Big Bend and England, the latter arranged by Mark’s parents. While in the UK, Catherine had tea with Mark’s grandmother. In a delightful twist of fate, Catherine now finds herself visiting the UK regularly for her work with Shell, a journey that started with fond memories of her first trip during Middle School.

After 8th grade graduation, many members of the class moved on to St. Stephen’s, as St. Andrew’s did not yet have an Upper School, but Mark ended up moving out of state to attend school in Georgia. Catherine and Mark broke up, and the two wouldn’t be reconnected for decades. They each moved on, got married, and had children.

In the Spring of 2020, as the world was shutting down due to the Covid pandemic, the Middle School class of 1984 was using a Facebook group to reconnect them all in a virtual space. On Mark’s birthday, a classmate posted an old photo from their middle school days, and in that photo was a face he hadn’t seen in years: Catherine’s. He sent her a friend request, which she accepted. Both of them had gotten divorced from their spouses, and Catherine says the last thing on her mind was starting a new relationship in such an uncertain time.

However, a friend nudged her to exchange phone numbers with Mark, and the two began to catch up over Zoom dates. Mark was living in Missouri, and eventually came to visit Austin. The two drove around to all of their favorite Austin landmarks, including St. Andrew’s.

As their relationship progressed, they realized how compatible they were. Mark made a move back to Austin, and a year later, he asked Catherine to marry him.

already knew each other well. They decided to get married at St. Andrew’s McGill Chapel. Mark’s father, Reverend James Bethell of St. David’s Church, served as their officiant.

At their reception, Catherine had her diary entries made into cocktail napkins so that all of their guests could witness the beginnings of this love story.

Congratulations to Catherine and Mark, as they embark on this new chapter of their lives. Their story is a testament to our St. Andrew’s community, and the relationships that last a lifetime. We’re so glad that after 39 years apart, these two middle school sweethearts have found their way back to each other!

Their families were over the moon. Because they were such good friends, Catherine and Mark’s families

Ann-Tyler Konradi ’86

Honored with Outstanding Alumni Award at St. Andrew’s Day

“Stand forth for truth and right”

Decades of St. Andrew’s students have sung these words in the St. Andrew’s Fight Song, but this year’s winner of the Outstanding Alumni Award put them into action when it mattered most.

Ann-Tyler Choate Konradi is a member of the Middle School class of 1986. She went on to study at Rhodes College, during which time she traveled and studied throughout Eastern Europe. After she and her husband Brian graduated, they lived in Russia for many years, where they both mastered the language.

In February 2022, as Russian forces invaded Ukraine, Ann-Tyler and her family felt a call to action, an urgent need to help. Their fluency in Russian became a driving force in their desire to help, as many Ukrainians also speak the language. The Konradi family, including Ann-Tyler’s niece and Upper School English teacher, Anna Konradi, and Middle School history teacher, alum and Ann-Tyler’s cousin, Barton Ballard ’ 81, booked tickets to the region to help refugees in need during Spring Break. Ann-Tyler and her family flew to Vilnius, Lithuania, rented an RV and drove over 9 hours to Przemysl, Poland.

What they found was a small town overwhelmed with tens of thousands of refugees coming from Lviv, Ukraine. The refugees were primarily women and children, crossing the Poland-Ukraine border with no place to go, no food to eat, and a language barrier between Ukrainians and Poles.

Not wanting to take away from precious local resources, the seven of them slept in the RV for 10 days while they spread out to help. During this time, Ann-Tyler leveraged her language skills to guide refugees to safety. Ann-Tyler quickly got a copy of the train schedule, and as trains would enter the station, she would help with directing refugees to resources and trains to places like Warsaw, Berlin, and other cities in the region. She and Brian used their Russian skills to facilitate conversations, arrange individual transportation, carry luggage for exhausted refugees, and reconnect families that had been separated. In all of the despair, Ann-Tyler still gets emotional thinking of all of the people who accepted strangers into their homes.

While some members of the family spent time working with people at the border, Barton spent his time volunteering with World Central Kitchen, a nonprofit that is “first to the frontlines, providing meals in response to humanitarian, climate, and community crises.” Additionally, Ann-Tyler and her family launched a GoFundMe, raising $85,000 for the World Central Kitchen.

Ann-Tyler and her husband live in Wimberley, and own The Yurtopian Hill Country Resort. Even while back home in Texas, they have continued to impact the lives of displaced Ukrainians, providing long-term employment through their business. The Konradis’ trip to the Ukrainian border was marked by hard work and heartbreak, yet Ann-Tyler’s resolve never wavered. Her swift call to action where it was so needed changed so many lives.

As for the lyrics we sing in our fight song—the stalwart stand forth for truth and right—they were written by Ann-Tyler’s parents over thirty years ago. It’s clear then why she embodies these values, dedicating herself to helping others and supporting refugees with a compassionate spirit. The St. Andrew’s Alumni Association is proud to recognize Ann-Tyler Konradi ʼ86 with the Outstanding Alumni Award, celebrating her extraordinary contributions and her servant’s heart.

Left: Ann-Tyler and her family on St. Andrew’s Day 2023.

Right: Ann-Tyler and her family during their time in Poland.

Alumni News

1 On December 7, First Light Books hosted SARAH WILSON ’ 92 for a conversation on her new book, Dig: Notes on Field and Family . Her book is a tribute to her grandfather’s work as a geologist, paleontologist and the founder of the Vertebrate Paleontology Laboratory at UT. Read more here!

2 ASHLEY PUTNEY ’04 and CODY JONES ’04 got engaged in San José del Cabo, México this holiday season!

3 GRACE KAGO ’ 06 is a recent Ph.D. graduate and current postdoctoral fellow at UT Austin. She was interviewed this fall by her school ʼ s communications office about one of her projects: breaking down language barriers when it comes to sharing public health information. Read more here

4 On September 15, ANDREW BLATT ’ 07 and his wife welcomed twins Ben and Sloan to the Blatt family! “We are so excited and fortunate to have two happy and healthy babies at home with us.”

5 CAROLINE CRICHLOW-BALL ’ 11 (shown with mentor Dr. Dewey Cornell) received her doctoral hood in a ceremony at the University of Virginia in August. A Phi Beta Kappa graduate of Washington and Lee University, Caroline is currently the forensic psychology postdoctoral fellow at The Medical University of South Carolina.

6 After over 6 years in winemaking roles at estates including Heitz Cellar, Ink Grade, and Lorenza, Austin native AARON HUNTSBERGER ’11 returned home to explore new opportunities. His winemaking career took him to South Africa, Australia, New Zealand, Napa Valley, and Sonoma County. During that time he created over 15 new wines, established a nationallydistributed wine brand, and bottled Wine Spectator’s #3 wine of the year with the 2016 Heitz Martha’s Vineyard. Now armed with a decade of experience in the industry, he’s built a partnership with Quality Seafood Market, one of Austin’s longest-standing establishments and the source of its finest seafood. Together, they’ve

crafted a new hospitality experience driven by a longing for community and a desire to share deep knowledge around wines of the world and the foods that accompany them. Aaron’s is an intimate, 18-seat dining experience focused on wine tasting and education. Join them monthly every third Thursday in the private dining room at Quality Seafood Market. Reservations required. Class schedule can be found here

7, 8, 9, 10, 11 Congratulations to these alumni for finishing the 2023 NYC Marathon. EVANS MILLER ’ 10 , MAGGIE MILLER ’13 , CHRIS HOLMES

’ 15 , MARIA ALZAGA ’ 15 , SOPHIE DOLAN ’ 16 , and POUYA MOHAMMADI ’17 ran the 26.2 miles through all 5 boroughs of New York City in November.

Pouya Mohammadi had run the Brooklyn half marathon, but NYC was his first full marathon. Sisters Evans and Maggie were also first-time marathoners. This was Sophie Dolan’s second NYC marathon, and fourth overall, as she had previously run Brooklyn and Madrid. All of the alums entered the NYC Marathon by fundraising for official charity partners. Evans exceeded her fundraising goal for the Children’s Scholarship Fund, raising nearly $4,000 in scholarships for low-income families in NYC. Maggie raised $4,835 for the MakeA-Wish foundation, exceeding her goal as well, granting wishes for children with critical illness. Collectively, Sophie and Pouya raised over $6,000 for Fred’s Team, which benefits Memorial Sloan Kettering Cancer Center. Chris raised $3,500 for St. Jude, and Maria raised $3,950 for the National Down Syndrome Society.

The alums traced their love of running back to running with joy with St. Andrew ʼ s own Gilbert Tuhabonye. They all remarked on how fun this marathon was, and how special it was to raise money for charity. We are proud of these alums for striving for more than just the finish line in their service to others.

1 STONE MOUNTAIN ’ 18 , a recent college graduate of University of Cincinnati College Conservatory of Music (CCM), made his New York City OffBroadway debut this fall in “A Musical About Star Wars.” The show was originally supposed to run for 8 weeks, but was extended twice with rave reviews and sold-out performances at the AMT Theater near Times Square. Stone was nominated for Best Performance in an Off-Broadway Musical for his role as Taylor, a huge accomplishment for an actor new to the Off-Broadway scene. We’re excited to see what Stone does next! Watch an interview Stone did on the show by clicking here .

2, 3 KEARA MOORE ’ 23 has published a book, originally written and illustrated for her senior project! You can order a copy of The Vegetarian Fox from Barnes & Noble online !

4, 5, 6, 7, 8, 9 Thank you to our alumni in DC & NYC who came out for our many events and college tours this fall!

College counselors Elizabeth Guice, Jennie Luongo, and Matt Kelly were visiting the DC area for the annual National Association for College Admission Counseling (NACAC) conference. They are grateful for their alumni tour guides DOROTHY THOMPSON ’ 19 (Johns Hopkins University), EMMA SCHMIDT ’ 21 (George Washington University) and HENRY ERLINGER ’ 20 (American University). They also grabbed dinner with GILLEAN KELLY CONNALLY ’ 14 , who is in her medical residency at The Johns Hopkins Hospital.

Later, lots of familiar faces came out for our DC alumni dinner at Pinstripes!

In NYC, KATHERINE LEWIN ’ 09 opened her West Village store, Big Night, exclusively for our alums to mingle over wine and appetizers.

10, 11, 12 Upper School history teacher and college counselor, Courtney Elliott, has been an alumni magnet this fall!

While traveling for college visits this October, Ms. Elliott was excited to see some alumni in the Boston area!

Along the way, she got to connect with EVELYN BERRY ’ 21 who is a junior at Smith College, and LORELEI ING ’20 , a senior at Smith.

Ms. Elliott also got to catch up with WILLIAM SYKES ’ 23 , a freshman at Harvard University, SOPHIA SINGH ’ 23 , a freshman at Northeastern University, and J OSEPHINE WILLMAN ’ 21 , a junior at Tufts University!

Finally, Ms. Elliott had the joy of running into former students over Thanksgiving break! First, she bumped into LINDSAY HAMM ’ 13 and EMILY HUNTINGTON ’ 13 at the Bob Schneider show in Austin. Then, in the customs line in Leon, Mexico, she snapped a selfie with ERICA RHODES ’ 15 !

1 AMES NICOLAS ’23 followed up on his senior project of planning a hike of the Camino de Santiago (Francés) by actually hiking it solo. He started from Saint-Jean-Pied-de-Port in the French foothills of the Pyrénées on June 1. Thirty-three days, nearly 500 miles, and countless adventures both big and small later, he walked on to the square of the Catedral Basilica de Santiago de Compostela.

2 In January, BO STALOCH ’23 played a set at Stubbs Austin with many St. Andrew ʼ s supporters in the crowd!

Bo will also be playing at the Two Step Inn on April 21 as one of the openers for the Turnpike Troubadours and Hank Williams, Jr. Check out bostaloch.com for more information. Congratulations to Bo!

3, 4 We love to see our alums visiting with each other!

CHELAN BEAVERS ’20 visited Claremont McKenna this fall to see PATRICK WILSON ’20 , who just wrapped up his senior season as wide receiver on the CMC football team.

IAN ZAMBETTI ’23 , WILLIAM BERRY ’23, BAILEE BEEM ’23 , ELLA TOWNSEND ’23 , MARGOT METSCHAN ’23 and CULLEN DAWKINS ’23 got together at the Georgia/ Auburn game in September.

5 Our annual alumni holiday party was a huge hit! Thank you to our alumni, faculty (current and former), Master Keys Club and Select Choir for making this annual event so special.

Click here for a full album from this year’s event. Photos by Darcie Westerlund.

6 Dan and Heather Latreille traveled to Nashville this fall, and hosted a casual happy hour with our local alumni!

7 JENNIFER STAYTON , an alum of the 6th grade class of 1979, came to visit the St. Andrew’s journalism class. She hosts the KUT/NPR morning show, Morning Edition, and talked about the difference between print and radio news, offered tips on how to conduct interviews, and shared her thoughts about the changing news landscape.

8 God bless baby Blake, daughter of Spencer and MERRITT (BURY) RASMUSSEN ’09 , who was baptized in our Upper School Chapel this February.

9 Congratulations to FLO CLEMONS ’09 and her husband Max, who welcomed Thomas Reed Conte on February 20.

10 In February, The Episcopal Diocese of Texas held its 175th annual council in Waco. Several St. Andrew’s parents and Upper School chaplain Mother Whitney served as delegates, and alum OLIVER CHAPIN-EISERLOH ’18 kept the whole show running smoothly by serving as a volunteer on The Committee for Dispatch of Business.

• In May, JEFF Mc CRARY ’94 moved on from his role at St. Andrew’s, though he has stayed very involved in the community. Jeff is now a Financial Services Representative for Capital Strategies, and recently passed both his Series 6 and Series 63 exams. His next exam, the Series 65, will allow him to become a Registered Investment Advisor (RIA).

• Check out BRYANA MARRERO ’08 singing soprano in her performance at Bach-Millenium Music this summer. Watch video here

Alumni Gatherings

Alumni, please join us for these upcoming events!

True Blue Alumni Coffee

April 25, 2024

Start your day with coffee & connection with fellow alumni in the Austin area!

Alumni Baseball Game

May 26, 2024

Come out to Tommy Yager Field to play or watch some alumni baseball—be sure to stay for the cookout after the game!

Senior Dinner, Honoring the Class of 2024

May 20, 2024

All alumni, donors, and volunteers are invited to this dinner, which welcomes our senior class into the St. Andrew’s Alumni Association.

Alumni at Austin FC—ticketed event

July 13, 2024, 7:30 pm

Save the date for our first Alumni Austin FC event! Tickets come with a pre-game happy hour at the Pointsbet Sports Bar.

Friday, March 22, 2024

12:40 pm

Chapel

Join our Upper School community for Chapel, with a special offering from Elizabeth (Ketner) Winterroth ʼ04

1:15 pm

Campus Tour with Malia Aycock, Steven Garcia ʼ 02 and our Blue Key Ambassadors

If it’s been a while since you’ve been on campus, you definitely want to take this tour with our knowledgeable Admissions Stewards. Bring your questions and get ready to see all of the amazing things going on at the Upper School!

4:00 pm

Alumni Golf Tournament at Butler Pitch & Putt (payment & registration required, sign up here)

NEW this year! All alumni are invited to hit the links at this par 3 Austin favorite. We’ll have food, drinks, games and friendly competitions for all, with all proceeds benefiting the St. Andrew’s Fund. Pups on leashes and kids welcome!

Alumni, we hope to see you at this year’s Alumni Reunion Weekend celebrations. Please join us for as many events as you are able!

Saturday, March 23, 2024

6:30 pm

Reunion Cocktails & Dinner

Gather with your classmates & your former teachers for cocktails and a catered dinner at the St. Andrew's Upper School. All alumni at least 5 years out are invited!

Questions?

Contact Julia Driscoll at alumni@sasaustin.org

If you’re interested in helping with Reunion planning and rallying your classmates, please email Alumni Relations Manager Julia Driscoll at alumni@sasaustin.org

Four Pillars & Endless Opportunities

Thank you so much for supporting the St. Andrew’s Fund!

Several years ago, when attempting to find the best school for my brother and me, my parents wanted to find a place where both my brother and I could explore our very different interests and I am so grateful that we chose St. Andrew’s.

Through the engaging curriculum at St. Andrew’s, I have learned many valuable lessons about myself and the world around me. Students at St. Andrew’s are pushed to open their minds and truly explore their education.

The St. Andrew’s Fund supports each and every St. Andrew’s student, in the classroom and beyond. Thank you to all of this year’s donors, whose gifts have allowed students and teachers to continue learning and growing in joyful and innovative ways.

Whether it be during a discussion-based religion class or an AP Calculus class, students are provided with an environment in which we feel free to learn and explore our interests.

This is made possible by the outstanding teaching and coaching faculty in our community. Our faculty and staff truly care for us and always keep our best interests in mind. Every teacher that I have had loves teaching, and loves teaching their specific subject. It is common to hear that a teacher came in early or left late in order to work with a student who needed help. They are a big part of what makes our community here so special. I know that the connections and relationships I have built with my teachers and coaches will continue well past my graduation.

While my brother and I had very similar academic careers here, we had very different interests in what else St. Andrew’s had to offer. St. Andrew’s commitment to the four pillars—Scholar, Athlete, Servant, and Artist—has enabled my brother and I to do and grow so much. My brother was very active in the arts while he was a student. He participated in Select Choir, musical theater, and he joined the band his senior year. As for myself, I have taken advantage of different opportunities here by playing football and lacrosse all four years and by joining the rock band my senior year. In my mind, this is what makes our school so great. The ability to pursue diverse things is one of the largest reasons my family chose St. Andrew’s. Most other students feel the need to just play sports, or just stick to the arts, but at St. Andrew’s, we are encouraged to try new things, step out of our comfort zone, and grow.

I am so thankful to the St. Andrew’s community for being so fantastic to my family and me over these last nine years. Donations like yours help foster growth and continued excellence in our community. Thank you so much for your generosity and support of our school!

Sincerely,

Gus Stratton ’24

Leadership Team

MELISSA GRUBB

Head of School

ALICE NEZZER

Associate Head of School

DR. STEVEN FLETCHER Head of Upper School

TIM MOORE

Head of Middle School

KATY ROYBAL

Head of Lower School

BRANDON ARMBRUSTER Chief Operations Officer

AMANDA BOARDMAN Director of Health and Wellness

KAREN COWAN Chief Financial Officer

CATHERINE HERTER ERVIN Director of Advancement

PRISCILLA LUND

Director of Enrollment Management and Financial Aid

MATT LIPSTEIN

Director of Technology

MICHELLE ROE Director of Human Resources

Board of Trustees

YVETTE RIOS Board Chair

THOMAS QUEEN Vice Chair

NICOLE BRENNIG Secretary Chair, Advancement Committee

SEAN GREENBERG Treasurer Chair, Finance Committee

JOHN BURNHAM

BETH COHEN

THE REV. ANGELA CORTIÑAS

VERÓNICA ROSAS FERNANDEZ

SILVER GARZA

VICKY GREGG

JEFF HOWARD

MICHAEL HSU Chair, Master Planning

GRACE INGRAM-EISER Liaison to the Parent Association

CHRIS MABLEY

RAVI REDDY

ANNE SMALLING Chair of Investment Committee

ROBERT STRAUSS

AISHA D. GAYLE TURNER

JASON NEAR, EX-OFFICIO Chair of Committee on Trustees Immediate Past Chair

ST. ANDREW’S LOWER AND MIDDLE SCHOOL 1112 W. 31st Street Austin, Texas 78705

ST. ANDREW’S UPPER SCHOOL 5901 Southwest Parkway Austin, Texas 78735

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ST. ANDREW’S LOWER AND MIDDLE SCHOOL

1112 WEST 31ST STREET

AUSTIN, TEXAS 78705

ST. ANDREW’S UPPER SCHOOL

5901 SOUTHWEST PARKWAY

AUSTIN, TEXAS 78735