The Highlander: Fall 2025 / Winter 2026

The Highlander

Core Values

COMMUNITY

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

St. Andrewʼs develops exemplary scholars, artists, athletes, and servants in a loving Episcopal community who are curious, courageous, and compassionate global citizens.

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

Cover image: Sarah Wilson �92

Dear St. Andrew’s Community,

As we move through the winter months, I find myself feeling deeply grateful—and genuinely energized—by all that has unfolded at St. Andrew’s this fall. There is a palpable sense of momentum across our campuses, and it is rooted not in any single accomplishment, but in the collective spirit of our students, faculty, families, and supporters.

This year marked a milestone moment with the opening of Highlander Hall, a space that has already exceeded our hopes. From the very first weeks, it has been filled with energy and purpose—hosting athletic competitions, performances, service projects, academic presentations, and community gatherings that bring our K–12 students together in meaningful ways. Watching students claim this space as their own has been a powerful reminder of what happens when vision, generosity, and community come together.

Beyond its walls, our students continue to inspire us daily. In classrooms, labs, studios, and on stages and fields, they are challenging themselves, supporting one another, and discovering new confidence in their abilities. This fall and winter have brought notable academic achievements, artistic performances, athletic successes, and service initiatives—each one a reflection of our commitment to developing scholars, artists, athletes, and servants who are curious, courageous, and compassionate.

We are also celebrating an exciting college acceptance season for our seniors, many of whom have already earned admission to an impressive range of colleges and universities. Their success speaks not only to their hard work, but to the thoughtful guidance of our faculty and college counseling team, and to the deep sense of purpose our students carry into the next chapter of their lives.

What makes these accomplishments especially meaningful is the way they are grounded in community. Whether gathered for St. Andrew’s Day, cheering from the stands, applauding a performance, or collaborating on a service project, we are reminded again and again that St. Andrew’s is a place where students are known, supported, and encouraged to become their best selves.

As we look ahead, there is much to be excited about. The energy sparked by this season—by Highlander Hall, by our students’ achievements, by the shared pride in who we are—continues to propel us forward.

I am profoundly thankful for the faculty and staff who make this work possible each day, for the families who entrust us with their children, and for the alumni and friends whose belief in our mission strengthens our future.

Thank you for being part of this remarkable moment in the life of St. Andrew’s. I look forward to all that is still to come.

With gratitude,

Melissa Grubb Head of School

Building on the Blueprint

Our Community Celebrates the Opening of Highlander Hall

On September 5, 2025, the St. Andrew’s community came together to celebrate a landmark moment decades in the making— the grand opening of Highlander Hall, our new Athletics Complex and Student Union.

Highlander Hall represents the next step in a vision that has long been sketched out in our Blueprint for the Future. It’s a space built with intention, designed

to unite generations of Highlanders under one roof for learning, training, and community.

That morning, students, families, and alumni filled the new competition gym for a joyful ribbon cutting, pep rally, and name reveal. Cheers echoed across the 58,000-square-foot complex as students unveiled Highlander Hall, a name chosen by St. Andrew’s K–12 students to reflect both school pride and the spirit of connection at its core.

Festivities continued into the evening with a daylong celebration, including the first home volleyball game played in the new facility, marking the start of a new era in Highlander athletics.

THE BLUEPRINT REALIZED

Built in just over a year in collaboration with Harvey Cleary Builders and LPA Design Studios, Highlander Hall was designed to meet the needs of our thriving K–12 community. The complex features state-of-theart athletic and student life facilities, one of the most ambitious projects in our 72-year history, made possible by the generosity of donors and the strength of the Highlander spirit.

“At its heart, this new complex is about bringing people together,” said Head of School Melissa Grubb. “It is alive with the cheers of our fans, the laughter of friends

gathering after class, and the energy of students growing as athletes and leaders. It is a gift from our community to future generations, ensuring that every student has a place to feel supported, connected, and inspired.”

A HUB FOR CONNECTION AND TRADITION

The Student Union within Highlander Hall has quickly become the heartbeat of campus life, a place where Highlanders study, collaborate, and build lifelong friendships. It’s home to the Spirit Shop, run by Highlander parent volunteers, and will serve as the backdrop for cherished traditions such as graduation,

St. Andrew’s Day, and pep rallies that bring us together as one community.

“The new Athletics Center and Student Union marks a turning point for our school community, instantly becoming a hub for our student body and parents alike,” said Lisa Miller ’96, SAS parent and Capital Campaign Committee chair. “Within hours of its opening on Friday, the Student Union had already earned the nickname ‘the Stunion,’ and was packed with kids studying, socializing, and getting ready for the night’s volleyball and football games. “We are so excited about the many ways this transformative gift will support our students and elevate their experience across our four pillars, as well as serve the larger Austin community through tournaments, sports camps, and events,” she added.

BLUEPRINT IN ACTION

Highlander Hall’s design balances form and function, offering flexible, high-performance spaces that elevate the student experience. The facilities include a competition gym seating more than 800 spectators, six practice courts, allowing multiple teams to train simultaneously, a multi-purpose dance studio for The

Highlights dance team, which also features mobile golf simulators, an athletic film room for athletes and artists to review footage and host classes, and a sports performance center.

Every practice, performance, and gathering in this space reflects our mission to nurture scholars, artists, athletes, and servants who strive for excellence while strengthening the bonds of community.

As we celebrate these first months of Highlander Hall together, we also look ahead: we are still working toward completing the remaining $3.5 million match to fund Highlander Hall and position St. Andrew’s for our next exciting steps. For more information about Highlander Hall and the Raise the Roof campaign, visit raisetheroof.sasaustin.org

View the recap video by Ben Stapleton ’24

OUR FAMILY’S JOURNEY

Building A Legacy Paying It Forward through the Raise the Roof Campaign

By LAUREN & DREW TATE , Lower School Parents

When we first joined St. Andrew’s, we became part of a community that welcomed us with open arms. As parents of three lower school children—Ben in kindergarten, and Ella & Claire in fourth grade—we’ve seen firsthand how giving enriches the lives of every student. The Raise the Roof campaign feels like our chance to give back, so future families can experience the same excellence, support, and belonging that have shaped our children’s lives.

WHY WE CHOSE TO GIVE

Our decision to make a major gift came from a simple place: gratitude. St. Andrew’s has given our family so much, from inspiring teachers to friendships that will last a lifetime. We’ve watched Ben grow more confident, and seen Ella & Claire discover new passions. By supporting Highlander Hall, we join a legacy of generosity that will continue to inspire and uplift for years to come.

St. Andrew’s vision for Highlander Hall raises the bar for private schools, with facilities designed to foster growth, wellness, and collaboration. Contributing to this vision is our family’s way of expressing gratitude for what we have received, and our confidence that others will experience the same support and opportunities.

INVESTING IN FUTURE GENERATIONS

With Ben in kindergarten and Ella & Claire in fourth grade, we often think about the future—not just for our own children, but for all those who will follow. The new facilities will benefit our kids as they move through each stage of their education, but more than that, they will enrich the lives of countless future students. We’re

excited to know our gift will help create memories and opportunities for families we may never meet, and that St. Andrew’s will keep growing as a place where every child can thrive.

The advanced athletic spaces, innovative wellness centers, and inviting gathering areas will allow every student to discover their strengths and passions. Our gift is a celebration of possibility—a way to ensure that St. Andrew’s continues to support each child’s journey, now and for years to come.

GRATITUDE FOR THE ST. ANDREW’S COMMUNITY

What makes St. Andrew’s special isn’t just the buildings—it’s the people. We’ve been surrounded by teachers who know our kids by name, parents who pitch in at every event, and students who look out for each other. Like the beautiful new artwork in Highlander Hall, St. Andrew’s is a mosaic of the contributions of many. We believe that when families give what they can, the entire community grows stronger and more interconnected.

By joining the Raise the Roof campaign, we honor the generosity of those who came before us and inspire those who will come next. This campaign is another way we can give back to the community that’s given us so much.

AN INVITATION TO BUILD THE FUTURE TOGETHER

The Raise the Roof campaign is our chance to help shape the future of St. Andrew’s. We gave out of gratitude and hope, and we invite you to join us. Let’s build something lasting together, and make sure every child who comes through these doors feels the embrace of a caring and generous community.

It’s The Little Things

By BLAKE AMOS , Director of Experiential Learning

It

is the first night of a big summer trip and we are going over all of the details for the next day’s activities.

I have asked the kids to hold any questions until after we are done, but I already know what the first question will be. After years of taking students around the world to explore, climb, camp, paddle, and more, the first question is usually the same one . . . “How do we wake up on time tomorrow?” A valid question! My normal routines and support structures are not with me and I likely have never had to figure out how to get up on time and be sure I don’t delay the greater group. It

seems like such a trivial thing, but it is the little things that tend to grow the most during these adventures.

When parents sign up their kids for an Experiential Learning (XL) trip at SAS, many do it because the itinerary, location, and activities are amazing. And while these things are definitely the anchors of our trips, what we seem to find is that all of the tiny details that we take for granted on a normal day is where the most personal growth occurs. This is Experiential Learning at its core. We give students space to experiment with navigating the world around them—in an often-fatiguing new environment alongside a larger group—this can be very powerful.

I am a parent too and totally understand that to efficiently move my family through the world, my wife and I end up solving a ton of the little things because it makes the entire process easier for everyone. And that is why sending your students with us can be an incredible experience for them. We intentionally leave large spaces for the students to fill in the details and have to solve the issues we face. They don’t have to see the safety guardrails we have hidden all around them, but instead we hope they are slightly uncomfortable as we ask them to come up with good solutions.

How do I get up on time in the morning? Should I take my jacket with me? Do I need my daypack? Should I hit the restroom now? How do I get another towel for my room? Should we leave a tip? If so, how much and how? I ran out of money, now what? What are we doing next? The questions are endless!

Many times I answer these questions with the same responses. Either, “What do you think you should do?” which can lead to a great discussion about options and consequences. Or, “Have you watched the adult leaders to see how they are handling that?” which pushes them to pay more attention as they proceed with the trip.

We don’t choose to solve these tiny little issues for our kids because we hope to cheat them of the chance to learn. We do it because it is in our nature to look after our kids. We want our kids to be happy and stressfree. And let’s be honest, it’s way more efficient! But XL trips are designed to give autonomy and agency to our students. We want them to come home not just with wild pictures of amazing places, but with a maturity and growth that can be taught when their normal infrastructure is not present. The learning really sticks when you are forced to be more responsible.

There was a great moment during our Taiwan trip last March when we had been on public transportation all day exploring the bustling city of Taipei. The kids were great, but they were tired. They had followed us and our in-country guide through many train changes, tons of

new locations, and even navigated an insane rush hour. We told them when and where to go and they kept up with the pace perfectly. Once we had completed our final stop and found ourselves quite a long way from our hotel, we brought the group together and told them it was time to finally head back, but they were in charge of leading us.

The adults had secretly agreed that morning to let the students lead us home later that night to see if they had been paying attention and also evaluate if they had acquired the necessary skills to successfully navigate public transportation in a foreign country on their own. We had agreed that no matter how bad they did, we would quietly follow them until we made it home! The group immediately jumped into action. Everyone perked up and they led us to the large route and schedule board. They engaged with each other about possible connections and train lines and then suddenly, we were off.

There was a point where half of the group eagerly sped up and disappeared down an escalator and I started making eye contact with my fellow adult leaders as we each silently wondered how this was going to go. As we descended a level, we noticed the group had stopped. A few students were counting heads and they didn’t allow us to move on until they confirmed that we were all accounted for. Success! They were learning to take care of themselves and each other in a very clear way.

This is the power of student travel. They are forced to own the process and be accountable to the greater group. They feel the pressure in a positive way to be on time, look after the details, and solve the little things in order for the group to have a successful day. They see firsthand how their individual actions can affect the rest of their peers in profound ways.

So, when I hear that first question on the first night, I start to get excited. The trip has officially started and learning from our experience has begun. “So what are some options we have at our disposal to be sure we wake up on time?” I ask. Answers and solutions start bubbling up and we discuss those, while encouraging students with some experience to share more. They start to understand they are going to have to step up and pay attention in a different way, because the lessons on this trip, like in life, will often be found in the little things.

From Austin to Tanzania

How a school partnership is reshaping students on both sides of the world

When second grade

teacher Annie Billups boarded a plane last summer and began the long journey to rural Tanzania, she was excited to finally meet with students and teachers at Promise Village Academy (PVA) in person, after a year of video calls, letter-writing and collaborative learning.

But nothing prepared her for the reality that unfolded as she traveled the last three hours from Arusha, rumbling over a bumpy, off-road route that felt part safari, part pilgrimage. Herds of goats passed by

with groups of four- and five-year-olds guiding them. Villages—bomas—made of huts and thorny fences dusted the landscape. Clean water was rare in that part of rural Tanzania and the nearest marked location on a map was an hour and a half away.

And then, suddenly, buildings appeared—the first sign of Promise Village Academy, the remote school in Tanzania that St. Andrew’s second, third, and fourth graders had been conversing with throughout the school year.

Billups arrived on a momentous day. The school community had gathered to dedicate their new dormitory to co-founder, 90-year-old Donna Gunn. Although it was technically PVA’s summer break, students had returned two weeks early for the celebration. They greeted Billups, Gunn, and the other visitors with songs, dances, and skits—an entire day of ceremony and hospitality that culminated in a feast where goats and cows were prepared in Gunn’s honor. Five mothers dressed Billups in traditional

Maasai clothing and the translator got her up to speed, translating conversations and alternating between Maasai, Swahili, and English. The warmth was overwhelming.

“It was the kind of trip where I still wake up thinking about it,” Billups says. “The hospitality, the resilience, and the joy was unlike anything I’ve ever seen.”

Her mission at PVA last summer was clear: to strengthen the growing relationship between students at SAS and PVA. What she discovered, however, would reshape how she approached teaching—and expand the partnership far beyond what she expected.

RESOURCEFULNESS CREATES A CULTURE OF SHARED RESPONSIBILITY

One of the first things Billups noticed was how deeply PVA students care for their school.

“Everything is theirs,” she explains. “The crops, the grounds, the classrooms—students take ownership of all of it.”

The school schedule reflects that mindset. Every week, PVA students have Hygiene Day on Wednesdays, when all children shower and brush their teeth—a vital part of their week since most do not have access to clean water at home. Environment Day is when students care for crops, cut grass, and maintain the school grounds. And finally, students observe Recreation Day on Fridays, when boys learn sports and girls learn dances.

What’s more, students cook, clean, wash their dishes,

sweep their classrooms, and tend the land. They grow their own food. They share everything, including crayons.

“Paper is a scarce resource,” Billups says. “They use every scrap carefully. Kids were sharpening pencils with knives before we brought sharpeners.”

The experience widened her perspective on constructivist learning. “This is ownership of learning at the highest stakes,” she says. “Their survival skills are intertwined with their education.”

LEADERSHIP LOOKS DIFFERENT— BUT STARTS EARLY

At PVA, leadership is woven into the structure of daily school life. Each class has a class boy and a class girl, and upper grades have appointed prefects—students who lead pledges, uphold expectations, and model responsibility within the school. In many ways, the prefects are the cultural equivalent of student council leaders at SAS.

This year, those prefects are meeting with St. Andrew’s fifth-grade ambassadors on Google Meet. Despite limited technology—solar-powered internet that doesn’t work at night or on cloudy days—the chance to learn from one another is meaningful.

“These students have never seen a paved road,” Billups says. “But they are leaders. They know what it means to serve their community. Our students can learn so much from them.”

LIFE IN THE MAASAI COMMUNITY IS CHANGING— BUT ITS CORE TRADITIONS REMAIN

PVA serves families from nearby Maasai villages, many of which maintain cultural practices that date back thousands of years.

“The Maasai are semi-nomadic pastoralists,” Billups explains. “Their wealth—their entire economic structure—is based on cows.”

Cows are rarely eaten as families live primarily on their milk and blood, but goats and sheep are consumed more frequently. The fact that two cows were prepared for Billups’ welcome feast was a profound honor.

As climate change alters grazing patterns, some Maasai men leave for months at a time with their herds and family structures differ widely from American norms. Many of the Maasai families that Billups spent time with were quite large.

And yet, the purpose of PVA is not to erase this way of life, Billups emphasizes.

“The school’s philosophy is not to change Maasai culture,” she says. “It’s to elevate the status of girls and give all students the tools they need to protect their community in a modern world.”

HOSPITALITY AND JOY SHOW UP WHERE YOU LEAST EXPECT THEM

Despite limited resources, PVA’s hospitality is abundant. Billups experienced the generosity of a community where every gesture carries meaning.

Students proudly showed Billups their dormitory, where 73 students live. When she brought shirts from the SAS lost-and-found, she was surprised to learn that no students chose the white ones.

“The soil is so rich.” Billups says, making it challenging to clean as there are no washing machines and all linens are washed by hand.

She spent most of her time with second graders and their teachers, planning lessons and exploring ways to deepen connections with SAS classrooms.

“I hoped to help them,” she says, “but they ended up teaching me more than I ever expected.”

THIS PARTNERSHIP IS EXPANDING SAS STUDENTS’ WORLDVIEW IN POWERFUL WAYS

This global relationship began with an idea sparked through the work of Lower School parent and Board of Trustees member, Ravi Reddy, and supported by faculty across divisions. Over the school years, the relationship has grown through regular conversations between SAS and PVA students.

Last year, Grades 2–4 exchanged videos and letters, and Billups hand-delivered supplies and student messages over the summer. This year, second graders will explore sustainability through the expertise of Maasai students who grow food both at school and

at home. Fifth graders have begun new prefectambassador meetings, and Billups hopes to share her experiences with other grade levels in the future.

“It’s the most authentic teaching I’ve done in my 18 years as an educator,” Billups says. “Our students learn paragraph writing by comparing similarities and differences. But when they interview PVA students, it becomes real. Gardening becomes real. Global citizenship becomes real.”

As Billups reflects on her time in Tanzania, one theme rises above the rest: gratitude. The partnership brings the Scholar and Service Pillars to life for students through meaningful connections and helps SAS students understand sustainability, resourcefulness, and community from their peers whose daily lives differ enormously from their own in Austin, Texas.

The Light That Shines In The Darkness

Hope, Resilience, and the Power of Tradition

By DR. ASHLEY BRANDON , Associate Director for Campaigns and Philanthropy

Five years ago, the holiday season looked very different. In December of 2020, in the midst of the COVID-19 pandemic, school at St. Andrew’s took place in small groups of masked, socially distanced students, and much of the day was spent online.

At the time, I was the chaplain of Lower and Middle School divisions, and it was deeply important to me that we preserve the elements of community that have long provided meaning and connection, such as daily chapel, service-learning activities, and opportunities to gather for fellowship and fun, even if those things took a slightly different shape. As we approached the holiday season, I was committed to finding ways to engage in our most cherished traditions, knowing that it would require some creativity and imagination. We decided to create a pre-recorded Lessons and Carols service and to share it on a live YouTube feed at a specific time

in the evening, so it could be experienced safely but synchronously as a community.

In the weeks leading up to the service, students from various choirs and music ensembles recorded songs, and representatives from our student, faculty, alumni, trustee, and parent communities recorded readings. Meanwhile, the first grade teachers and I took the class of 2032 out to Shoal Creek to film a video version of our oldest tradition at St. Andrew’s: the Christmas Pageant. A few days before the big virtual screening, we sent each student home with a goodie bag that included a candle, a cookie, hot cocoa mix, and a program so that each family could create a sacred time and space to enjoy the service together.

On the evening of December 17th, my family and I gathered in the McGill Chapel on the 31st Street Campus, along with about a dozen other faculty members, to watch Lessons and Carols. Masked and six feet apart from one another, we gazed up at the

screen with wonder and joy to, as the Bidding Prayer called us, hear again the “message of the angels,” and to remember the story of Christ’s birth through Scripture and song.

The service began with a welcome, filmed from my living room sofa, with our family Christmas tree shining in the background. “Welcome to our 2020 Service of Lessons and Carols. This is one of my favorite St. Andrew’s traditions, and even though we aren’t gathered together in the gym this year, I hope you feel a sense of connection and togetherness, knowing that we are gathered together in spirit.”

We heard the Select Choir sing “Carol of the Bells,” the Lord’s Prayer read in English, Latin, Mandarin, and Spanish, a beatbox-backed version of “O Come All Ye Faithful” from the combined Upper School Choirs, and carols performed by our orchestras, bands, and percussion ensembles. We watched as hundreds of tiny faces in tiny squares came together to sing and play “Angels We Have Heard On High,” “All On A Silent Night,” and, of course, “Mary Had a Baby.”

Then, following a Christmas blessing from Mother Whitney, we dimmed the lights in the chapel, lit our candles, and sung along with tiny video circles of candlelit fifth-graders to “Silent Night.” As I looked around the room, I realized that many of us were weeping. There was so much grief wrapped up in that strange, surreal moment in the darkness, our real, weary faces illuminated by the virtual faces of our beloved students, singing to us a song of peace from a different time and place.

But it was also a moment of hope, knowing that nothing—not even a global pandemic—would stop Christmas from coming. As we had just been reminded by the Gospel of John, “The light shines in the darkness, and the darkness has not overcome it.”

While I undoubtedly prefer experiencing Lessons and Carols in person, that memory has become, to me, an important reminder of the power that traditions have in our community, the power to connect us to one another and to something bigger than ourselves. Particularly during the holiday season, things like our First Grade Christmas Pageant, Las Posadas, Advent Evensong, and Lessons and Carols anchor us, year after year, in the values that define and unite us: community, caring, celebration, growth, and a strong spiritual foundation.

As St. Andrew’s, and the world that surrounds it, continues to change, grow, and withstand the tests of time, our traditions are like threads that gently string us together and hold us close to the things that matter most. The 2020 holiday season, for all of its challenges, gave me a renewed appreciation for those threads.

During the dark, cold months of winter, as we celebrate light in many forms—Christmas trees and advent candles, menorahs and chanukias, diyas and fireworks— may we never forget that love is a light that shines in the darkness, and that darkness cannot overcome it.

View the 2020 Service of Lessons and Carols. The First Grade Christmas Pageant can be found at 39:43.

First Day of School

The hum of bagpipes could be heard across Austin in late August, as St. Andrew’s welcomed Highlanders to a new school year.

A joyful buzz filled the 31st Street campus as Lower and Middle School kicked off a new year, while Upper School celebrated with the traditional procession, Senior Clap-In, and chapel service.

Homecoming

“Homecoming is a chance for the entire K–12 community to celebrate our Highlander pride,” says Associate Head of School, Alice Nezzer. “In the week leading up to Homecoming, each division enjoys Spirit Days where students dress up according to a particular theme, culminating with everyone wearing our school colors on Friday.”

Homecoming festivities began with a school-wide picnic on Nazro Green. Before the game, Lower School students race in an annual Fun Run. First graders and seniors joined together in a spirit line to welcome the football team to the field and throughout the evening, the community enjoyed performances from the SAS Rock Bands, Select Choir, and Middle and Upper School Concert Bands. Our cheerleaders and dance team continued the festivities and at halftime, we recognized championship teams and Homecoming Royalty.

“We pack a lot of fun and festivities into our celebrations,” she adds.

Blessing of the Pets

A Joyful Celebration of Our Animal Friends

By YVONNE RUSSELL , Head of Lower School

This October, our Lower School field was filled with wagging tails, happy hearts, and a strong sense of community during the annual Blessing of the Pets.

In and out of the classroom at St. Andrew’s Lower School, our focus is always on building a strong and connected community. On Friday, October 3, we were pleased to have an opportunity to put a spotlight on some very important members of our community who

provide our students with immeasurable support and unconditional love: their pets.

The weather was perfect as our Kindergarten, 1st, and 2nd-grade students gathered on the school field for a special morning, the Blessing of the Pets. This meaningful tradition gives us a chance to come together as a community to celebrate the joy, comfort, and companionship that animals bring into our lives.

Students brought a delightful variety of pets to the celebration. We had dogs, leopard geckos, owls, whales, cats, bearded dragons, snakes, horses, fish, and many

more at this year’s event. Some pets attended in person, while others were lovingly represented through photos or cherished stuffed animals. Each one was a reminder of the unique bond between children and their animal friends.

It was a beautiful morning that highlighted the beautiful community spirit of St. Andrew’s. Father Curtis and Mother Whitney led us in prayers of gratitude and thanksgiving. They then visited each pet, photo, or stuffed animal to offer an individual blessing, making sure that every beloved companion received special attention. Our young pet owners were given a special

sticker to commemorate their pet’s blessing.

All of the children enjoyed seeing and sometimes even petting many of the excited family friends out on the field. The joyful atmosphere was perfectly complemented by the live music provided by Lower and Middle School Percussion Director, Darrel Mayers, on guitar.

We concluded the event with a final prayer of thanksgiving, sending everyone off with full hearts and, we hope, tails wagging.

Honoring Our Past, Imagining Our Future

By DR. ASHLEY BRANDON , Associate Director for Campaigns and Philanthropy

For seventeen years, our school’s celebration of St. Andrew’s Day has been one of my favorite days of the year.

It is the only time each year when our entire community is gathered in one place—kindergartners who have just begun their educational journeys and seniors who will soon bid us farewell, educators who have taught for decades or just begun their careers, parents (some of

whom went here as children) and grandparents, alumni and trustees—and it is always an inspiring sight to behold.

Over the years, the location of this celebration has changed, the date has changed, the faces in the crowd have changed, the award winners have changed, the lunch menu has changed, the service projects have changed, and the world around us has changed . . . but the purpose and spirit of this day remains constant. To put it simply, we gather to tell our story. Each year on

Celebrating St. Andrew’s Day in Community

this special day, we push the pause button so that we, as a community, can remember where we came from, imagine where we are going, and reflect on how each and every one of us fits into the story. As Co-Director of College Counseling, Elizabeth Guice, put it, “The day feels like one that both inspires and grounds us.”

ST. ANDREW’S DAY 2025

This year, on November 19th, we celebrated our first St. Andrew’s Day in Highlander Hall, our brand new athletics complex and student union building. The morning began in true Highland fashion with bagpipes singing through the chilly rain as students, teachers, trustees, and families gathered for a service of Holy Eucharist.

Following a grand procession of crosses, torches, and flags, the class of 2038—our littlest Highlanders—filed onto the stage to sing and sign a Song of Praise, accompanied by music teachers Darrel Mayers and Gary Donald.

“Love, love, love one another and be kind, be kind to each other,” they proclaimed, summarizing the whole of the Gospel with the kind of wisdom that can only come from kindergartners.

Following the readings, our Middle School Chaplain, the Rev. Lee Curtis, preached on the example St. Andrew sets for us as one who sees and seizes opportunities to spread goodness and love in the world.

As the Liturgy of the Word came to an end, awards

were announced to honor excellence in the St. Andrew’s community. The Jeannine and John C. Miller Volunteer Award was given to Laurel Simmons and Anne Wood, and Catherine Osborne ’08 accepted her Outstanding Alumni Award via video from the COP30 United Nations Climate Conference in Belém, Brazil. Lower School Librarian, Caroline Turelier, Middle School Math Department Chair, Audrey Huntsberger Moreaux ’09, and Upper School Chemistry Teacher, Jeff Osborne were awarded with outstanding faculty awards, and the Lucy Collins Nazro Faculty Service Award went to Lower School P.E. Teacher, Maria Brummer.

The awards were followed by a performance by the combined Middle and Lower School choirs, who sang “Umoja Tunaimba” by Victor C. Johnson, a Swahili song about the power of unity. It was a perfect segue to Holy Eucharist, the “sacrament of unity” in the Episcopal tradition. The Rev. Whitney Kirby blessed the bread and wine, and around 1400 participants shared in the holy meal.

At the conclusion of the service, the Highlander community poured out onto the lawn where the sun had emerged and tables were set for a barbecue feast, served up by our very own SAGE Dining Services, and entertainment was provided by the rock bands.

Now, with full spirits and full bellies, students in grades K–12 participated in varied service projects, including campus stewardship, assembling wellness bags for Austin Bicycle Meals, and introducing year-long service initiatives in the Lower School.

REMEMBERING OUR PATRON SAINT

Andrew, one of Jesus’ twelve disciples, was a fisherman by trade. He was born in Bethsaida, a small town on the Sea of Galilee. He is sometimes referred to as “The First Called,” as he was the first person Jesus called to follow him. The gospels tell us that Andrew answered Jesus’ invitation to leave his fishing nets behind to become “a fisher of people,” and that he immediately brought his brother, Simon (Peter), to join him as a follower of Jesus.

Following Jesus’ ascension, Andrew preached throughout the Mediterranean world and was crucified in 60 AD in the Greek city of Patras. Legend has it that Andrew did not believe he was worthy to die in the same way as Jesus, so he was bound to an X-shaped cross, known as a saltire. This shape became an important element of Andrew’s iconography, and can be seen in the Scottish and Episcopal flags.

Andrew is the patron saint of several countries and cities, most notably Scotland (which explains our school’s affinity for tartans and bagpipes!), and he is traditionally celebrated as the patron saint of fishermen

and singers. His feast day, November 30th, plays an important role in the Christian liturgical calendar, as it marks the beginning of the season of Advent and the beginning of a new year in the life of the Church.

WHAT’S IN A NAME?

In the early 1950s, the rectors of three Episcopal churches in Austin came to bishop John Hines to express their interest in starting elementary schools. These churches had all established preschools during the post-war baby boom to meet the needs of growing families, and now, bursting at the seams, they dreamed of extending their programs into the elementary grades. Hines insisted that, rather than competing with one another, they join forces and establish an Episcopal school for all of Austin. He assembled a board of trustees and appointed Scott Field Bailey, then the rector of All Saints, as its first chairman.

When it was time to choose a name for the school, Bailey proposed naming it after the apostle Andrew. He recounted the miracle of the loaves and fishes as told in John’s gospel, when Jesus tasked his disciples with feeding an enormous crowd of hungry people. Most of them scoffed at what must have seemed like a ridiculous idea. How could their little band of

penniless misfits purchase, let alone find, enough food for thousands of people? But where the other disciples saw nothing, Andrew looked for something. He found a child with five barley loaves and two fish and brought the boy to Jesus. Alone, they would have fed the boy’s family, but Andrew had the faith to believe that, in the hands of Jesus, this small gift could be transformed into something more. Indeed, Jesus blessed the gift and transformed it into an abundant feast that filled the bellies and the hearts of the hungry crowd, with leftovers to spare. The miracle of the loaves and fishes, thus, began with the faith of Andrew and the gift of a child.

The board chose to name our school after Andrew because they dreamed that this school would be a community in which children would be seen, where their unique gifts would be recognized, and where those gifts would be multiplied by the grace of God. And so, the faith of Andrew is, from the very beginning, the foundation that undergirds our story, past, present, and future.

THE HISTORY OF ST. ANDREW’S DAY FOR OUR SCHOOL COMMUNITY

Our first St. Andrew’s Day celebration took place in November of 1982 in the small gym (now known as the Creekside Theater) on the 31st Street campus. This was the first year of our newly established Middle School, and so our first class of seventh graders, along with Lower School students, teachers, trustees, and parents, crammed inside for a service of Holy Communion. The service began with the singing of “Jesus Calls Us,” a hymn about St. Andrew’s that was a favorite of Lucy Nazro, the school’s new head at the time. The Rev. Seth Deleery, who was currently serving as the rector of St. John’s Episcopal Church in North Austin, celebrated the Eucharist, and Nazro delivered the homily. Deleery recalls that it was “very noisy in that little gym!”

In 2001, Upper School Service Learning Director, Chris Martin, proposed the inclusion of community service projects on the afternoon of St. Andrew’s Day. Martin believed that there was no better way to celebrate the spirit of St. Andrew and our school’s founders than to serve our surrounding community. In the years to come, students, teachers, and parents from every grade level would spend this afternoon making cards for unhoused neighbors at the Trinity Center, writing letters to troops,

wrapping gifts for the children at El Buen Samaritano Episcopal Mission, collecting, sorting, and delivering nonperishable food items for Thanksgiving meals, cleaning up local parks, assembling “manna bags” and toiletry kits, and making toys and treat bags for shelter animals.

Martin recalled a moment that highlights the impact of these service projects. She was supervising a group of high school volunteers at the Trinity Center, a local ministry that serves Austin’s unhoused neighbors. She noticed that one of her students, a young woman, was deep in conversation with a neighbor. She noticed that at one point, he gently touched her face and cried. At the end of the visit, the student returned to the elderly man to give him a big hug. Martin asked her what they had been talking about, as they had clearly made a connection. She said, “He told me that I reminded him of his daughter. When I told him that I am a student at St. Andrew’s, he pulled something out of his wallet. It was a worn piece of red construction paper, folded into a tiny square. He opened it and held it out to show me. He said, ‘Someone sent me this letter a while back, and I read it all the time.’ I opened the piece of paper, and it said, ‘Merry Christmas, with love from your friend at St. Andrew’s.’ It was a card that a St. Andrew’s student had made on St. Andrew’s Day, possibly years before. It was amazing to see the impact that such a tiny act of kindness had on someone who really needed it.”

Elizabeth Guice echoed the sentiment that service projects on the afternoon of St. Andrew’s Day are an important expression of our school’s mission and values. Although they can seem small and quick, they have a big impact. “Those activities have the potential to remind us that every act of kindness and generosity and stepping out of ourselves can make a difference.”

St. Andrew’s Day offers us the rare opportunity to gather as a community and tell our big, beautiful story through worship, celebration, and service. We look to the past, inspired by the example of those who have gone before us—our patron saint, our founders, and all of those along the way who have faithfully invested their time, talent, and treasure to bring the mission of St. Andrew’s Episcopal School to life. And amid the feasting, with full bellies and full hearts, we dream together about a future that is unfolding before our eyes, trusting that God’s plans for us are “greater than we can ask or imagine.” (Ephesians 3:20).

Grandparents’ Day

This September, the entire St. Andrew’s community celebrated the legacy and love of grandparents on Grandparents’ Day. We opened our campuses to grandparents and grandfriends of Highlanders of all ages. The presence of these special members of our SAS community reminds us that support spans generations.

Lessons & Carols

Joy to the world! At the annual Lessons & Carols celebration before Christmas break, students, faculty, and St. Andrew’s leaders told the nativity story through a moving service of carols and lessons from the Gospels.

New Middle School Electives

What’s behind the expansion and why it matters

This fall, St. Andrew’s Middle School rolled out a bold new elective program, giving students more opportunities than ever to explore their passions and deepen their learning. We sat down with Alec Warn, St. Andrew’s Assistant Head of Middle School for Academics, to learn more about what’s new, why it matters, and how students are already responding.

MORE CHOICES, MORE DEPTH

“In the past, Middle School students had about six elective options,” says Warn. “Now, they can choose from more than 20 courses ranging from Taekwondo and Modern Greek Culture to Music Production, Fashion Design, Film History, and Creative Writing.”

Under the newly expanded elective offerings, each Middle School student will take six electives across their Middle School years—one per semester—allowing them to both explore new areas of interest and dive deeper into subjects they love. In the past, they were only able to take three.

CONNECTING ELECTIVES TO PRACTICAL LEARNING

Many of the new electives intentionally link to what students are learning in their core classes. For example, an elective on math and money ties math to financial literacy, whereas the Geo Bee elective supports a deeper dive into geography alongside opportunities to compete. In addition, Leadership 101 fosters the habits of a leader while emphasizing service.

“These courses allow students to explore their passions in a deeper and more impactful setting beyond the core curriculum,” says Warn.

SPECIALS THAT STRENGTHEN CORE SKILLS

Alongside electives, the Middle School has expanded the “Specials” courses—required classes designed to build and support academic foundations.

“These courses fold in the skills students will need later—whether that’s AP-level writing, public speaking, applied research, community and spiritual engagement, or health and wellness,” says Warn.

This year’s Middle School Specials courses include grade level specific focus areas to support academic skill building and growth:

• 6th Grade SET class—Study Skills, Executive Functioning, Technology

• 6th Grade RPT class—Research, Problem Solving, Typing

• 7th Grade—Health & Wellness/Religious Studies

• 8th Grade—Speech & Research Skills/Project Citizen

ALIGNED WITH THE UPPER SCHOOL

The revamped Middle School schedule shifts from three daily blocks to four and, not only does the new schedule allow for more instructional time, it also mirrors the Upper School schedule. This paves the way for mentorship opportunities and lays the groundwork for collaboration in shared spaces like the STEM Center in the years to come when the two divisions will call St. Andrew’s Southwest Parkway Campus home.

“Middle School students who excel in certain areas will be able to directly take Upper School courses during their time in middle school,” says Warn. “Eventually sharing spaces like the STEM Center will expand mentorship and inspiration across divisions.”

STUDENTS ARE ALREADY ALL IN

A few weeks into the rollout, Warn says the transition has been exciting and smooth.

“Teachers and students both appreciate that their time is being repurposed for new and innovative opportunities,” he reflects. “Since electives are built around student choice, the interest and buy-in is there on day one.”

What’s more, these new electives are another way to encourage connection across the Middle School.

“Students are connecting with new teachers and peers across grade levels who share their passions,” says Warn. “In middle school, it’s all about gaining new experiences, loving the process of learning and connecting with others—that’s at the heart of it.”

LOOKING AHEAD

As new faculty join the ranks of St. Andrew’s Middle School, the elective catalog will continue to evolve. Warn envisions eventually being able to offer advanced levels of popular elective courses such as coding or design. He sees electives as an outlet for teachers to bring their own passions to students.

“When Middle Schoolers get to explore, experiment, and go deeper in their own interests, it sets them up for success in Upper School and beyond,” says Warn.

Learn more about the new Middle School and STEM Center

St. Andrew’s Scholars Recognized by the National Merit Scholarship Program

This fall, twelve St. Andrew’s Upper School students earned recognition from the National Merit Scholarship Program for their exceptional performance on the 2024 PSAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT).

Nine students were named Commended Scholars, placing them among the top 50,000 students nationwide:

In addition, three students achieved the distinction of National Merit Semifinalist—a recognition awarded to less than 1% of U.S. high school seniors. These students represent approximately 16,000 of the nation’s top scorers:

Congratulations to all of our scholars on this outstanding academic achievement!

From left—Jules G. ’26, Enzo H. ’26, Quinn E. ’26, Litty D. ’26, Catherine C. ’26, Olivia K. ’26, Vince V. ’26, Cate K. ’26 (not pictured), and Sofia R. ’26 (not pictured).

From left—Jude B. ’26, Presley K. ’26, and Alex S. ’26

Middle Schoolers Bring “The Moth” To SAS

“Recently, the SAS 7th-grade English classroom was turned into an amphitheater as students had the opportunity to perform original stories they had written about their own lives. This storytelling unit was inspired by The Moth, a long-running NPR radio show that features short, true stories told by real people,” said Middle School English teachers, Jill Hanners and Cara Zimmer.

“Throughout the process, students explored story mapping and how to turn memories into polished narratives, focusing on what makes a story feel authentic and compelling,” they continued.

After completing autobiographical pieces, classes had the joy of listening as their peers shared stories about flying a plane, adventures at camp, new puppies, the lessons of hide-and-seek, unusual baptisms, and mishaps with geckos and riptides. The performances were by turns heartfelt, funny, relatable, and exciting, said Hanners and Zimmer.

“As delightful as the stories were, the best part of this unit was getting to see the writers support one another and celebrate the power of personal storytelling,” they added.

Another Strong Showing From Latin Students

2025 NJCL National Convention

In July 2025, nineteen St. Andrew’s middle and upper school students traveled to Miami University in Oxford, Ohio, joining Latin students from across the country and abroad. Before joining the convention, St. Andrew’s students visited the Newport Aquarium in Kentucky and stopped at Jungle Jim’s International Market on the way. At this 72nd annual convention, Latin lovers competed in various academic, creative, and athletic events to show off their talents and knowledge of the ancient Mediterranean. Additionally, opportunities for connecting with fellow students abounded at colloquia and social events.

St. Andrew’s students also competed in certamen, representing Texas in two levels. Ethan B. ’29 and Marley S. ’29 competed in the Novice division, placing 3rd in the finals round! Suzanna G. ’28, Jaiden G. ’28, and Sebastian D. ’30 played for the Texas Purple team, also in the Novice division. Quinn E. ’26, Presley K. ’26, and Nina U. ’27 played in the Advanced division, placing 4th after going toe-to-toe in the semifinals against Georgia, who ended up winning the finals. Students also earned many awards in their various contests, which are listed below:

Academic Awards

2nd Place

Ethan B. ’29, Latin Vocabulary Level 1

Cate K. ’26, Greek Derivatives Level 4

Presley K. ’26, Mottoes Level 5+

Xander Y. ’31, Greek Life and Literature Level ½

3rd Place

Ethan B. ’29, Latin Grammar Level 1

Quinn E. ’26, Latin Literature Level 3

4th Place

Laila A. ’25, Mottoes Level 5+

Sebastian D. ’30, Mythology Level ½

Presley K. ’26, Mythology Level 5+

Presley K. ’26, Reading Comprehension Poetry Level 5+

Marley S. ’29, Mythology Level 1

5th Place

Ella C. ’30, Latin Literature Level ½

Presley K. ’26, Latin Vocabulary Level 5+

Nina U. ’27, Mythology Level 3

6th Place

Ethan B. ’29, Reading Comprehension

Level 1

Presley K. ’26, Greek Derivatives

Level 5+

Presley K. ’26, Latin Derivatives Level 5+

7th Place

Presley K. ’26, Academic Heptathlon Level 5+

Presley K. ’26, Latin Grammar Level 5+

Presley K. ’26, Reading Comprehension Prose Level 5+

Xander Y. ’31, Roman History Level ½

8th Place

Quinn E. ’26, Roman Life Level 3

Laila A. ’25, Classical Art Level 5+

Laila A. ’25, Roman History Level 5+

9th Place

Ethan B. ’29, Classical Art Level 1

McAlpine K. ’25, Roman Life Level 5+

Presley K. ’26, Latin Literature Level 5+

10th Place

Ethan B. ’29, Academic Triathlon Level 1

Ethan B. ’29, Roman History Level 1

Valentina D. ’30, Latin Vocabulary Level ½

Sebastian D. ’30, Hellenic History Level ½

Quinn E. ’26, Reading Comprehension Poetry Level 3

Graphic & Creative Arts

1st Place

Laila A. ’25, Costume Valentina D. ’30, Dramatic

Interpretation Levels ½ and 1

Nina U. ’27, Digital Art or Poster

Grade 10

2nd Place

Ethan B. ’29, Games 6–9

Jaiden G. ’28, Dramatic Interpretation Levels ½ and 1

Cate K. ’26, Digital Art or Poster Grades 11–12

Cate K. ’26, Sculpture 10–11

4th Place

Cate K. ’26, Black Pencil Grades 11–12

5th Place

Cate K. ’26, Jewelry Grade 11

Presley K. ’26, Sight Latin Reading Poetry

7th Place

Micah B. ’28, Dolls 6–9

Valentina D. ’30, Sight Latin Level ½ and 1

Nina U. ’27, Ink 10

8th Place

Ethan B. ’29, Cartoons 6–9

Olympika

1st Place

Holly H. ’28, 100 Meter Junior Girls Track

Holly H. ’28, Long Jump Junior Girls

2nd Place

Holly H. ’28, 400 Meter Junior Girls Track

Holly H. ’28, Shot Put Junior Girls

McAlpine K. ’25, 50 Meter Freestyle Senior Girls

McAlpine K. ’25, 50 Meter

Backstroke Senior Girls

McAlpine K. ’25, 50 Meter Butterfly

Senior Girls

McAlpine K. ’25, 100 Meter

Freestyle Senior Girls

McAlpine K. ’25, 100 Meter

Backstroke Senior Girls

McAlpine K. ’25, 200 Meter Individual Medley Senior Girls

3rd Place

Holly H. ’28, Discus Junior Girl

Holly H. ’28, 200 Meter Junior

Girls Track

McAlpine K. ’25, 50 Meter

Breaststroke Senior Girls

McAlpine K. ’25, 200 Meter Freestyle Senior Girls

5th Place

Holly H. ’28, Marathon Junior Girls

6th Place

Suzanna G. ’28, Marathon Junior Girls

9th Place

Sebastian D. ’30, Marathon Junior Boys Ludi

3rd Place

Suzanna G. ’28, Ludi Minecraft

Holly H. ’28, Ludi Minecraft

McAlpine K. ’25, Ludi Minecraft

Competitive Certamen

Advanced

Quinn E. ’26, 4th

Presley K. ’26, 4th

Nina U. ’27, 4th

Novice

Ethan B. ’29, 3rd

Marley S. ’29, 3rd

Suzanna G. ’28, 8th

Jaiden G. ’28, 8th

Sebastian D. ’30, 8th

Top Achievement Awards

These are placements for overall achievement in their respective competition type (e.g. academic, Olympika), across all levels!

McAlpine K. ’25, 5th, Olympika

Holly H. ’28, 6th, Olympika

SPC Fall Championships

Highlander athletes finish the fall season on a high note, setting records and taking home a 1st place win for Boys Cross Country at the SPC Championships.

BOYS CROSS COUNTRY CAPTURES SPC RECORD 8TH CHAMPIONSHIP

“We are incredibly proud to announce the results of the SPC Cross Country Championships held in the piney forest of Spring Creek Park in Tomball, Texas,” said Head Track and Field Coach Gilbert Tuhabonye. “Both races were highly competitive, and the Highlanders stuck to their race plan of getting out (patience), holding steady (pace yourselves), and finishing strong (push to the end).

“They also showcased their trademark strategy of running together to continually move up through the pack in a sport that emphasizes the T-E-A-M over individual athletes that competed at SPC Championships,” he said.

What’s more, the Varsity Boys Cross Country team garnered a SPC record 8th championship at this November’s tournament.

“Varsity Boys Cross Country captured their second consecutive SPC 3A Championship—8th Overall—at the Fall SPC Championships behind an incredible showing of Reed R. ’26 who won 2nd Place Overall,” said Athletic Director Thomas Sale. “Two additional runners also finished in the Top 10, receiving All-SPC honors.”

Adding to these wins, Varsity Girls Cross Country finished second overall in the SPC 3A Championship race. The team had two top-ten finishers and received personal bests from several runners to overtake Awty at the end of the race.

VOLLEYBALL AND FIELD HOCKEY WINS

It wasn’t just on the trails where Highlanders made their mark! Athletes also took home wins and set records in volleyball and field hockey at the Fall SPC Championships this November.

Varsity Girls Volleyball set a school record this year with Varsity Girls Volleyball making its second consecutive SPC 3A Semifinal appearance and setting a school record for wins in a season—30—after beating Fort Worth Country Day in the opening round of the SPC Tournament.

Additionally, Varsity Field Hockey beat Holland Hall in the opening round of the SPC Tournament en route to the highest finish in program history of 4th Place, said Sale.

SAS Cross Country Invitational Returns to Tuhabonye Trail

Over 1,000 athletes returned to the trails on St. Andrew’s Southwest Parkway Campus for the 17th Annual SAS Cross Country Invitational this September.

“There were 65 teams competing at this year’s Invitational,” said Kristen Benjamin, Associate Athletics Director. “Following last year’s construction detour, the meet returned to its home course on the Tuhabonye Trail. Thank you to the parents and coaches whose volunteer support made the event a success.”

MIDDLE SCHOOL MEET HIGHLIGHTS

• 953 athletes ran in the meet

• Two first place team finishes (5/6 boys and 5/6 girls)

• Two individual champions—Ellie H. ’30 and Ed P. ’32

• 10 Top 20 finishes—Vanessa J. ’33, Lily W. ’32, Emmie Grace H. ’32, Elliot G. ’32, Ella W. ’32, Ed P., Beau O. ’32, Greyson B-H. ’32, Tucker D. ’32, and Levi W. ’30

UPPER SCHOOL MEET HIGHLIGHTS

• 311 athletes ran in the meet

• Varsity Boys Team Finished in 2nd place

FOUR VARSITY BOYS FINISHED IN THE TOP 20

• Milo A. ’27—Finished 3rd

• Cyrus S. ’28—Finished 5th

• Alex S ’26—Finished 6th

• Henry F. ’27—Finished 14th

JV BOYS HAD TWO ATHLETES PLACE IN THE TOP 20

• Loki E. ’28—Placed 17th

• Tres S. ’28—Placed 19th

THREE VARSITY GIRLS FINISHED

• Marina O. ’28—Placed 2nd

• Sophia K. ’26—Placed 9th

• Sofia R ’26—Placed 12th We Are

IN TOP 20

Watch the video to learn more and check out highlights from the competition

Dedicating the Johnson Craft Dunham ’12 Memorial Court

By CATHERINE H. ERVIN , Director of Advancement

On the evening of December 12, 2025, friends, teammates, and family of Johnson Dunham gathered in Highlander Hall to honor Johnson and his enduring legacy at St. Andrew’s. A beloved member of the 2012 SPC Championship Basketball Team and a graduate of the SAS Class of 2012, Johnson tragically lost his life in 2015, leaving behind his parents, older brother, and a wide community of friends who continue to cherish his memory.

The competition court in Highlander Hall has been named the Johnson Craft Dunham ’12 Competition Court, or “Dunham Court,” in recognition of Johnson’s life and character. A gifted athlete and deeply respected teammate, Johnson embodied what it meant to

represent St. Andrew’s with integrity. As classmate and teammate Will Temple ’12 reflected,

“At St. Andrew’s, you don’t get a court named after you for being good at sports. You get a court named after you for being a good person.”

Dunham Court will serve as a daily reminder to future athletes to play with the same competitive spirit, joy, and commitment to teammates that defined Johnson’s life.

PE Open House

Jump, spin, climb, and roll! From hula hoops to jump ropes, scooters to stilts, our Lower School PE Open House had parents joining students for a day of movement, laughter, and teamwork.

Thanks to everyone who came ready to play! We Are Athletes

Fall Sports Awards

This November, our Upper School wrapped up an incredible athletics season by celebrating the hard work, dedication, and achievements of our fall athletes across Cheer, Field Hockey, Football, Volleyball, and Cross Country.

From Coaches Awards and Most Improved honors to MVP recognitions, All-Zone and All-SPC distinctions, our athletes showed what it means to compete with grit, heart, and Highlander pride. We also celebrated recipients of this year’s SPC Sportsmanship and Sterling Wilson Awards.

Congratulations to all of our award winners, and thank you to the coaches, families, and supporters who made this Fall season one to remember!

CHEER

• Coaches Award: Harper D. ’27

• Most Valuable Cheerleader: Millie D. ’ 26

• Most Valuable Cheerleader: Katherine S. ’ 26

FIELD HOCKEY

JV

• Coaches Award: Esme K. ’27

• Coaches Award: Clementine M. ’28

• MVP: Cassidy B. ’28

Varsity

• Coaches Award: Lila B. ’28

• Coaches Award: Kaitlyn G. ’26

• MVP: Julia M. ’26

• All Zone: Ava B. ’26 & Suzanna G. ’28

• All SPC: Julia M. ’26 & Ainsley S. ’29

FOOTBALL

JV

• Most Improved: Cash K. ’28

• Coaches Award: Jackson T. ’29

• MVP: Elijah W. ’29

Varsity

• Most Improved: Chase N. ’27

• Coaches Award: Will S. ’28

• The Terry Tilton Award Winner: Charlie G. ’28

• All-SPC: Charlie G. ’28, Hayes P. ’28, Cash M. ’26

BOYS VOLLEYBALL

JV

• Most Improved Player: Caden S. ’ 28

• Coaches Award: Canyon S. ’28

• MVP: Hudson K. ’28

Varsity

• Most Improved: Daniel A. ’27

• Coaches Award: Wyatt M. ’27

• Most Valuable Player: Cole W. ’27

• All Zone: Daniel A. ’27, Eli J. ’27

• All SPC: Cory V. ’27

GIRLS VOLLEYBALL

JV2

• Most Improved Player: Kendall K. ’ 29

• Coaches Award: Isabella S. ’ 29

• Most Valuable Player: Rhea M. ’29

JV

• Most Improved Player: Eliza M. ’ 29

• Coaches Award: Ginger G. ’27

• Most Valuable Player: Adaire M. ’29

Varsity

• Coaches Award: Lily P. ’27

• Most Valuable Player: Aneesa R. ’26

• Most Valuable Player: Savy C. ’27

• All Zone: Lela B. ’27 & Josie K. ’27

• All SPC: Savy C. ’27 & Holly H. ’28

CROSS COUNTRY

JV Boys

• Most Improved: Alexander D. ’29

• Coaches Choice: Lucas Y. ’28

• MVP: Tres S. ’28

JV Girls

• Coaches Award: Emmy G. ’28

Varsity Boys

• Most Improved: Trevor G. ’28

• Coaches Award: Alex S. ’26

• Most Valuable Runner: Reed R. ’26

Varsity Girls

• Most Improved: Georgia R. ’27

• Coach Award: Sofia R. ’26

• MVP: Marina O. ’28

ALL-SPC MEDALS

At SPC Championships, athletes who finished in the top 10 in their race received their All-SPC Medals.

Girls

Sophia K. ’26

Marina O. ’28

Boys

Milo A. ’27

Alex S. ’26

Reed R. ’26

SPC Sportsmanship Award

Madeleine C. ’26

Sterling Wilson Award

Alex S. ’26

Julia M. ’26

10 Years of Dig Pink

In 2025, the St. Andrew’s volleyball program marked a decade of Dig Pink. Dig Pink was originally introduced to the SAS community by three amazing siblings, Taylor T. ’17, Kyla T. ’20 and Katelyn T. ’23, who lost their mother, Maureen, to metastatic breast cancer.

The siblings’ incredible drive to advocate for breast cancer led them to the Side-Out Foundation and the Dig Pink program. The Side-Out Foundation is a research-based non profit focused on a single goal: to help people living with metastatic breast cancer see

more tomorrows. Funds raised for Side-Out go toward research specifically for patients with metastatic breast cancer, the most advanced form of the disease and the least funded area of research.

Last year, St. Andrew’s raised the most money out of any school in the United States for breast cancer research. With the help of driven students/players, generous families, and the support of the school, St. Andrew’s has raised over $122,000 for this incredible cause!

Too Much Light Makes the Baby Go Blind

Upper School students take on Greg Allen’s experimental theater piece

This October, Upper School Theater launched an exciting season of performances with Too Much Light Makes The Baby Go Blind by Greg Allen. The play is a lively, ensemble experiment that presents “30 Plays in 60 Minutes.”

Each two-minute play is performed in random order with an interactive audience. An onstage 60-minute timer keeps everyone honest.

The plays were originally created and performed by the Neofuturists, a Chicago-based group known for challenging traditional theater with their innovative and interactive performance style.

Learn more about the Neofuturists!

The Triangle

7th and 8th grade theater students delivered a beautiful performance in the fall play, The Triangle

The Triangle is a powerful and moving play that retells the tragic loss of many children in the Triangle Shirtwaist Factory fire in 1911 and was directed by St. Andrew’s Middle School Theatre Teacher, Laura Skipper.

Alongside students’ 20th-century history class, students studied and prepared diligently to retell this tragic yet vital piece of history.

Stone Soup

Our second graders took the stage this fall with their beloved annual performance of Stone Soup!

Each show brought the classic tale to life while giving our young actors a chance to practice collaboration and public speaking in front of a joyful Lower School audience. As Head of Lower School Yvonne Russell shared, these performances “remind our community of the timeless themes from the original story: cooperation, gratitude, and generosity.”

We’re so proud of our second graders for sharing these lessons—and their talent—with all of us!

Jazzing Up Grandparents Day

The Jazz Band delighted families at a spirited lunchtime concert at Upper School Grandparents Day this fall.

“The Jazz Band Brown Bag Concert provided a wonderful conclusion to another special Grandparents Day. As the ensemble closed the afternoon with three selections from their repertoire, students, faculty, and grandparents alike enjoyed the syncopated rhythms

and expressive melodies,” said Head of Upper School Steven Fletcher. “What began as a small audience soon grew into a lively gathering—one that could have rivaled any mid-afternoon concert at a favorite coffeehouse in Travis County. Our students were truly grateful for the support and encouragement shown by everyone in attendance.”

Winter Fine Arts Highlights

From Kindergartners to Seniors, St. Andrew’s arts found creative ways to express their talent this winter season— whether on stage, with music, behind a camera or on a canvas.

Learning by Doing

How Micah B. ’28 is learning the ins and outs of library science at SAS

This past November, St. Andrew’s participated in the Texas Book Festival, the state’s biggest literary celebration. Festival attendees enjoyed author talks, workshops, and storytime events, including a children’s storytime hosted by St. Andrew’s. At the front of the room, leading the event, was St. Andrew’s student Micah B. ’28!

“Micah came to me at the beginning of the school year because he is very interested in becoming a librarian and he wanted to help out in the library,” said Lower and Middle School Librarian, Caroline Turelier.

Under Turelier’s guidance and mentorship this fall, Micah has learned the ins and outs of the Rollins Library and what it means to be a school librarian. When Turelier met with the Texas Book Festival and the organization shared an opportunity for our school to host a storytime event, she immediately thought Micah would be the perfect person to lead the charge.

“I asked Micah if he was interested in planning, and he was up for the challenge!” she said. “We met and planned out the books and activities for the event.”

Micah took on the planning process with gusto, leading and preparing Middle School volunteers to assist with the storytime and activity.

Read on for a Q&A with Micah, where he shares what sparked his passion for library science and his hopes for the future.

Learn more about The Rollins Library

Q&A with Micah B. ’28

Q: What sparked your interest in library science?

A: I’ve always enjoyed reading and stories. I was a camp counselor for a while, so I knew I liked working with people and kids. I knew I couldn’t be a teacher because I can’t wake up early! Since I have a passion for literature, I thought I would enjoy being a librarian, where I could also work with kids, help people, and help create a welcoming space for people. Libraries have always been that space for me.

What do you hope to learn or gain from working alongside and learning from Ms. Turelier?

In addition to more experience, I am excited to learn more of the actual logistics that go into working in a library.

As you began to work and help out at the Rollins Library, did anything surprise you?

When I was in middle school, I helped out at the library with Ms. Whitaker—I have helped get multiple birds out of the library! I was pleasantly surprised to see the new layout of the library. It is much more open.

What are the top 3 aspects of working in a library that you have learned so far?

Learning how to pull books, planning public programming, and working with kids in a different setting than a camp environment.

What ways are you hoping to grow in the years ahead at St. Andrew’s School?

I hope to grow at St. Andrew’s by taking classes that interest me and will be helpful in my life after SAS. I’m in the select choir so I hope to be able to continue performing. Performing also seems to be an aspect of working in public-facing jobs like librarianship, so it will also help me in my professional life.

How are you hoping to connect with the greater Central Texas/Austin-area reading community?

There is a volunteer program at the Austin Central Library that I am hoping to get into. It will involve shelving, working with teens and planning public events like the Texas Book Festival event that we did.

How do you plan on pursuing library science beyond St. Andrew’s?

I hope to be able to get my Masters in Library Science and my undergrad in Art History. Those two degrees together could open up a world of possibilities working in museums and libraries.

What is your favorite thing about the Rollins Library?

I love the seasonal decorations in the library and how they change throughout the year. During my first year at SAS, I remember being so excited by the huge Christmas tree in the library!

Libraries in general?

I love books and cozy nooks, the spots where you can relax and read. I love that libraries are spaces that communities can use for so many activities—gathering, talking, and quiet reading.

Is there anything you haven’t shared already that you think the greater SAS community should know about?

I think my advice would be that you don’t have to have everything figured out when you’re in high school. But you can try to work it out and explore what you can. Try to get practical experience and if you realize it’s not your thing, you always have time to try something else.

Fall Retreats in Focus

This fall, St. Andrew’s students from Middle and Upper School took time to step away from campus and strengthen their sense of community.

Sixth graders traveled to Mo Ranch in the Texas Hill Country, where they tackled ropes course challenges, had fun and reflected together in the beauty of nature.

Ninth and twelfth grade Upper School students

gathered at Camp Capers for two days of team building and meaningful connection—from group challenges and acts of service to evenings around the campfire.

Each retreat offered students the chance to recharge, deepen relationships, and return to campus with renewed energy and a stronger bond with their classmates.

West Texas Wilderness The 8th Grade’s Trip to the Davis Mountains

By SARAH MARKS ’07 , Middle School Registrar & Trips Coordinator

This fall, the 8th graders took part in the school’s annual trek out to far West Texas, which has been a key experience for St. Andrew’s students for nearly 40 years. While we normally spend the week exploring Big Bend, planned improvement projects in the national park presented us with the opportunity to build another version of the West Texas excursion, this time centered in the Davis Mountains. From the beginning, the Class of 2030 leaned into the experience, fully immersing themselves in the challenge of a week of camping, hiking, and exploration.

When planning this new vision of the West Texas experience, Blake Amos (our fearless Director of Experiential Learning) and I wanted our students to explore various aspects of this unique region of our state. They visited McDonald Observatory and were treated to a star talk in order to understand the astronomical significance of the dark skies of West Texas. A hike in Guadalupe Mountains National Park allowed them to dig deeper into the geological history of the area. A visit to the Museum of the Big Bend offered space to understand the historical and sociological aspects of the region. And guided

with Borderlands Research Institute and the Chihuahuan Desert Research Institute educated students on the ecology, conservation, and land stewardship of the Chihuahuan Desert.

In preparation for the trip each year, we often remind the students of how essential it is that everyone pitches in to make this trip a success. When an adult asks for a hand with something around the campsite, we want to see students move towards that person to lend their support, rather than walk in the other direction. This 8th grade class went above and beyond the call of duty to contribute in those moments this year. Thank you to the Class of 2030 for fully embracing this opportunity and making this trip such a great experience.

We also want to acknowledge our teacher and parent chaperones who made this trip possible. From setting up camp, to cooking meals, to monitoring the campsite, to leading our groups on and off the trails, they remained steadfast in their support of our students. We could not run this trip without their time, energy, and assistance—thank you!

hikes

Learning Together, Teaching Together

The St. Andrew’s Teaching Fellows Program offers new educators a supportive path into the classroom, grounded in mentorship and shared purpose.

Every teacher remembers their first year—the steep learning curve, the trial and error, the question of whether they’re really ready. At St. Andrew’s, our Teaching Fellows Program ensures no one faces that challenge alone. When first grade teacher Shivani Bathija stepped into her classroom, she wasn’t starting from scratch—she had a mentor by her side. That support came through our one-year fellowship designed to give new educators the tools, confidence and community to thrive.

“The program is designed specifically for those who come from diverse backgrounds who are trying to break into independent school education, which really spoke to me,” said Bathija.

Through the Teaching Fellows Program, new and earlycareer educators are paired with experienced mentors, given real classroom responsibility and welcomed into a community that helps them grow both as teachers and leaders.

LEARNING FROM MENTORS

Bathija first learned about St. Andrew’s Teaching Fellows Program in the 2022–2023 school year in her role as a substitute teacher and Beyond the Classroom counselor.

“I spent a lot of time in kindergarten that year, where I met one of the fellows who told me about the program!” she said. “I liked that fellows were trusted with a lot of responsibility and were given real classroom experience, while being compensated at the professional level. I also enjoyed the fact that fellows were treated as every other faculty member, and expected to engage in all teaching areas, such as conferences and report cards.”

Bathija applied and was accepted into St. Andrew’s Teaching Fellows Program and jumped into the program

feet first where she was paired with first grade teacher Michelle Van Rooyen.

“The mentorship experience was awesome and the best thing about the program, for me,” said Bathija. “My mentor had experience being a fellow herself at a different school, so she came with knowledge of what makes a mentorship work.”

Bathija met with her mentor several times each week to talk through lesson plans, discuss recent observations, and goals. But it wasn’t just Bathija’s cohort of fellows and her mentor that supported Bathija in her first year teaching at the Lower School.

“I not only had my mentor, but the entire first grade team was so ready to take me in and show me the ropes,” she said. “I found teaching styles and lessons that resonated with me, I confirmed with myself that early childhood education is where I belong, and learned from so many good and bad days. I found out that I like creating my own worksheets and activities digitally, and that’s a skill I play to in my teaching today. I also found that I really enjoy both whole group and small group instruction, and the experience I gained from that is so valuable in my role today as the first grade dynamic teacher!”

New to St. Andrew’s this fall, Upper School Science Teaching Fellow Abeni Brown has already found the mentorship experience and community support invaluable. Brown’s experience teaching public school classes through Stephen F. Austin State University’s Jacksteach program sparked a curiosity to learn more about independent schools.

“Every faculty member that I have met has introduced themselves and offered to help me,” Brown said. “I feel comfortable to ask questions and be fully involved as a teacher here.”

BUILDING CONFIDENCE IN THE CLASSROOM

Paired with the mentorship and hands-on classroom experience, the Teaching Fellows Program also includes a structured, multi-phase progression of seminars spaced throughout the academic year. Regular seminars present teaching fundamentals to the cohort of fellows, along with sharing leadership insights from Division Heads and discussing case study examples in a supportive environment designed to develop teachers.

“The fellows program has grown into a nimble, well connected program over the past three years,” said Gustavo Garza, co-coordinator of the Teaching Fellows Program. “We’re giving beginning teachers the scaffolding to be successful not only at St. Andrew’s but at any independent school across the country—all within a supportive community.”

At the heart of the program, said Garza, is embedding a culture of growth and professional development in the Teaching Fellows Program that reinforces and reflects St. Andrew’s School values, priorities and its generous community.

“I hope fellows take away a strong understanding of an independent school experience and of the educator they want to become,” said Carla Childs, co-coordinator of the Teaching Fellows Program.

NURTURING A COMMUNITY OF EDUCATORS

Not only do fellows gain knowledge and experience from the year-long program, they also contribute to St. Andrew’s culture and growth.

“The fellows bring fresh ideas and diverse perspectives,” said Childs, noting that the program benefits extend well beyond the fellows.

“Being a mentor is incredibly rewarding,” she continued. “It was a unique opportunity to directly contribute to the growth of someone else while also reflecting on my own teaching practices.”

The Teaching Fellows Program first began as the brain child of former Assistant Head of School, Kama Bruce.

“I served as a mentor for Kailee Norman in the inaugural year of the program,” said Childs, noting that the program has grown in many ways since year one. “We have enhanced our professional development curriculum, expanded the scope of mentorship, and created a stronger, more intentional support network for our fellows.”

Now in its fourth year, the program has continued to grow and evolved under the leadership of Assistant Head of School, Alice Nezzer. Every fall, Garza, Childs and Nezzer partner across divisions with teachers and school leaders to hone the program to equip fellows with the hands-on experience and relationships necessary to thrive as an educator, and also to reflect

as a cohort on the purpose-driven, but non-essential components of teaching—such as discussing what it means to be an Episcopal School, learning the signs and signals of a healthy institution and interrogating their priorities and values as educators.

“My hope is that we continue to keep in touch with TFP alums and we grow to be a well-known fellowship program amongst the independent school network,” said Childs.

Looking ahead, Garza, Childs and Nezzer continue to strengthen ties and meet future and aspiring educators studying at local institutions such as Huston-Tillotson University, the University of Texas, St. Edward’s University, and Texas State University. Beyond Central Texas, they see St. Andrew’s Teaching Fellows Program as a part of the larger fellows movement gaining momentum in independent schools across the U.S.

“I was so fortunate that I was able to attend the NAIS People of Color Conference (PoCC) in St. Louis during my fellowship year,” said Bathija. “I met so many

teachers from a similar background to my own as well as incredibly different, and I’m still in a group chat with my affinity group from that conference. I also attended all of the same professional development that my mentor did during the school year, as well as additional seminars specifically for the other fellows and led by Carla and Gustavo.”

This connection and networking not only supports current fellows and nurtures recruiting, it also connects the St. Andrew’s faculty more broadly and underpins a thriving culture of professional development and continuous growth.

“I was a fellow in the program’s second year of existence, and it’s been such a pleasure to watch it grow,” said Bathija. “I’m so lucky that there was a place for me to continue at SAS after my fellowship year was over, as this is such an amazing and welcoming community. I cannot wait to watch new fellows flourish in their positions, and am so thankful for the experience I had two years ago!

Greet Every Saint

“Greet Every Saint”—drawn from Philippians 4:21—serves as St. Andrew’s 2025 Chapel theme, inviting the K–12 community to consider what it means to welcome each person with graciousness and hospitality.

“These three little words are guiding us through all the opportunities we’ll experience together as we learn and reflect on what it means to encounter each other (and every person we meet) with an attitude of welcome, graciousness, and abundant hospitality,” says Upper School Chaplain The Rev. Whitney Kirby.

The theme asks students and faculty to approach every encounter—with classmates, teachers, and themselves—with intentionality.

“This will help ground us more fully in being joyful people,” Rev. Kirby explains, “and we all know that joyful people are curious, resilient, and thoughtful servant leaders.”

A Lifelong Community

Dear St. Andrew’s Fund Donors,

My family has been involved with St. Andrew’s since the early 1990s. Both my sister and I attended 1st through 12th grades, and now my two children are students at this amazing school! During my time as a student, I was always supported by my teachers to do my best and expand my knowledge, pushed to explore my interests, and developed a love of giving back through community service projects. The strong sense of community made the school feel like home.

I have enjoyed watching how the school has grown over the years. Since I graduated, the school has adapted new methods of instruction as research has evolved and has continued to develop new curriculum and programs that allow students to learn, grow, and succeed wherever life takes them. St. Andrew’s has always had the ability to balance tradition with innovation. Some of the very same teachers and traditions are still around, and it’s exciting to share them with my children. When my daughter started first grade a few years ago, I was able to show her where I sat in that very same classroom when I was in first grade several decades before! It’s been so special to share these moments with them, and they love to ask me about what the school was like when I was there. Going back to when I was a student, the dedication and support from teachers and staff, the unique experiences students are given, and the high-quality education have all remained the same.

My parents have always been firm believers in the importance of education, and they instilled the same belief in me. When my husband and I had children, there was no question or discussion on where we would send them—it had to be St. Andrew’s! This belief, the importance of education, is what has led us to support the school, year after year.

The Annual Fund is so important to providing students with the best education and resources available. For me, contributing to the St. Andrew’s Fund is an impactful way of carrying the torch and paying it forward for current and future students to come.

Liz (Miller) Neihart ’06

Parent to Emily ’34 and Oliver ’37

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.

1 This year’s Texas Book Festival poster artist was our very own SARAH WILSON ’ 92 . Her artwork, titled Big Slide, Santa Elena , comes from her book DIG: Notes on Field and Family

2 We loved getting to catch up with so many alums at our annual Homecoming Alumni Tailgate. From left to right: RYAN Mc LAREN ’ 03 , ANDREW STEPHENS ’ 95 , EMILY SLAUGHTER ’ 95 , RICHARD SLAUGHTER ’ 91 , STEVEN GARCIA ’ 02 , RYAN BELKNAP ’ 04 , GABRIEL KEITH ’ 15 , LAURA GARZA ’ 04 , and ANDREW Mc INVALE ’ 15

3 RYAN FILARDI ’09 and his wife Jasmine welcomed baby Juliette in July

4 JASE BURNER ’09 , WHITNEY LANGSTON LEWIS ’09 , MERRITT BURY RASMUSSEN ’09 , along with SPENCER RASMUSSEN and JULIA DRISCOLL , got together for the dedication of our new Athletics Complex and Student Union in September.

5 MAJ. KYLE HUNT ’ 10 is currently serving as an instructor at the United States Military Academy at West Point in his second year of a three-year rotation. Kyle teaches a core geography course taught to all cadets that focuses on the physical and human components of geography. He and his wife Stephanie are expecting a third child in December. Kyle has been serving for 11 years and will enter his 12th year of service in May of 2026.

6 KYLE QUICK ’10 , QUINN Mc CALL ’10 and CHAD Mc LAREN ’10 , all of the Class of 2010, were excited to catch up with former faculty member, John Pomeroy, at our December True Blue Coffee.

7 RACHEL Mc CARTHY CHAPMAN ’ 11 has been working as a pediatric and adult ICU nurse for the last 8 years. She is currently studying for her doctorate to be a Nurse Anesthesiologist. She shared her experience with our Career Pathways Club this fall!

8 JENNA FILARDI ’ 12 married Ian Nater on October 19 in Santa Barbara.

9 WILL PEARSON ’13 is teaching English at Momoyama-Gakuin in Osaka, Japan, where current upper school students Max H. and George H. are spending this school year, as part of our inaugural exchange program. This fall, Associate Head of School ALICE NEZZER ’ 81 was able to grab dinner with Will, Max, George and BECCA NEZZER ’ 19 , who is teaching English in Samcheonpo, South Korea!

10 TRACE TURNER ’13 has had a busy fall, directing multiple productions and earning recognition from the B. Iden Payne Awards. Trace received Outstanding Direction in Musical Theatre for Falsettos and Outstanding Intimacy Direction for Venus in Fur Falsettos also won three awards on June 9th including Outstanding Production of a musical. Trace was personally nominated for Outstanding Direction of a Musical.

11 KATE GIBSON ’14 is an Attorney for the Texas Civil Rights Project. She recently visited campus to share her experience with our Career Pathways Club!

WILL TEMPLE ’12 and his wife, Kate, welcomed their daughter Lucy in July!

RACHEL BUECHLER HICKS ’15 is an associate dentist at Shipp Family Dentistry in Lakeway.

ZACH DELL ’15 is the founder of Base Power, a company that offers both electricity and a backuppower solution, fueled by a battery storage system. Base Power seeks to reduce stress on the Texas Power Grid and prevent local outages during inclement weather, like the 2021 winter storm. They made headlines in the fall, as the company announced it raised $1 billion in Series C financing. Base Power is now available in Austin, Dallas and Houston, with the hopes to expand in 2026.

1 LTJG CARSON WITT ’18 is wrapping up advanced multi-engine flight training in Corpus Christi. In February, he will receive his Wings of Gold and report to San Diego, California, where he will fly the CMV-22B Osprey for the U.S. Navy. His cousins, SAS students MAX ’27 and ZIA ’28 , are proud of all that he has accomplished.

2 While traveling this summer, Upper School Chaplain Mother Whitney met up with former advisees! In London, she met up with TRUMAN CUNNINGHAM ’20 , who is working as a Brand Market Specialist at Dream Games. She also met up with CARSON KURAD ’19 , who is a Risk Analyst with Orchard Global living in London.

3 TRENTON JACKSON ’21 graduated from Southwestern University with a degree in Kinesiology.

4, 5 Co-Director of College Counseling, Elizabeth Guice, traveled to Ohio this October for a National Association for College Admission Counseling conference. On her trip, she was happy to bump into some alums: first, CHRISTOPHER JARRETT ’24 at Kenyon College, then LAYAN ABDALLAH ’22 and ANDREW FARMER ’23 at Ohio State!

6 BO STALOCH ’23 and NINA NAPLES ’21 spent some time on tour over this summer and fall, and saw some SAS alumni in the crowds! EVIE DEWEY ’23 , SUMMER MALLOY ’23 , LOULA AYCOCK ’24 and ELLIE HERTZ ’24 caught Bo and Nina on stage in the UK!

7 While in Boston, Bo saw ANNIE ZIMMERMAN ’23 , GEHRIG ZIMMERMAN ’21 , SOPHIA SINGH ’23 , and WILLIAM SYKES ’23

8 AIDAN EMBESTRO ’25 swore his oath of office in June 2025. He is currently serving active duty as a midshipman at the United States Naval Academy. In 2029, he will graduate with a Bachelor of Science and commission as an Officer in the US Navy. He writes, “In June I took my oath of office and underwent plebe summer, a 7 week boot camp to adjust to military life in

the academy. During that time, I auditioned and got selected for the Naval Academy Glee Club. I am also a church liturgical lector. In the spring, the Class of 2029 will be selecting our majors. I am planning on majoring in either aerospace engineering or data science, but also minoring in Chinese Language.”

9 In August, the CLASS OF 2025 returned to campus for their very first alumni event: the Summer Sendoff. Our recent grads got a chance to reconnect with each other and their teachers, pick up their yearbook, and take a tour of Highlander Hall.

10 On a visit to Kenyon College, senior Cash K. ’26 caught up with his former SAS football teammates, AYDAN KEY ’25 and SAM JONESKOKAN ’25 —both are on the football roster at Kenyon!

11 GENEVIEVE ALCORTA ’24 , EMILY GREGG ’24 , CAROLINE GOLDMAN ’25 , PARKER HALL ’25 , STORMY MAEBIUS ’25 and CAROLINE SIMMONS ’25 all came out to play in our first Alumni Girls Basketball Game over Thanksgiving break!

12 Our first ever Alumni Pickleball Tournament was a great success. This event raised nearly $10,000 to benefit the St. Andrew’s Fund, and we are so grateful to all who made it happen. Our final two teams standing at the Alumni Pickleball Tournament were SAM COON ’17 and PAVAN REDDY ’16 versus JACK WALLACE ’10 and JOHN Mc NAMARA ’09 . Congratulations to Jack and John for taking first place!

Alumni Gatherings

Alumni, please join us for these upcoming events!

TRUE BLUE ALUMNI COFFEES

First Thursday of every month (August–May)

Radio Coffee + Beer (South Lamar)

7:30 a.m.

Join fellow Alumni for coffee and connection at Radio (owned by Jack Wilson ’02).

ALUMNI BASEBALL GAME

Sunday, May 24

Players, fans and families are all invited to the Alumni Baseball Game over Memorial Day Weekend. All interested in joining the roster should email Steven Garcia ’02 at sgarcia@sasaustin.org

ALUMNI NIGHT AT THE US MUSICAL

Thursday, February 5 5:30 p.m.

Come see The Addams Family, this year’s Upper School Musical! The Alumni Office will block out a section of seats by RSVP only, with a pre-show reception.

ALUMNI EVENT AT AUSTIN FC

Wednesday, July 22

¡Vamos Verde! The Alumni Office will reserve seats for purchase for an Austin FC game this summer, with a pre-game to start!

Catherine Osborn ’08 honored with Outstanding Alumni Award

This year, we are proud to present the Outstanding Alumni Award to Catherine Osborn, Class of 2008, in recognition of her remarkable achievements in global journalism.

Catherine is fluent in both Spanish and Portuguese and earned her degree in Latin American Studies at Yale University. She has built a distinguished career reporting from Brazil, where she brings depth and clarity to some of the more complex issues facing Latin America.

Her reporting spans topics such as green industrial policy in Colombia, the balance between climate goals and fiscal realities in Ecuador, and the diplomacy of migration policy throughout the Americas. Her work has been featured by NPR, PRX’s The World, and Foreign Affairs, and she is also part of the writing team for a global foreign policy newsletter at the Council on Foreign Relations, reaching more than 70,000 daily readers.

In addition, Catherine has served as a nonresident fellow at the Wilson Center’s Latin America Program, where she contributes interviews and analysis on key developments across the region.

Catherine was nominated by her English teacher, Ms. Kimberly Horne, who remarked, “Catherine is one of the finest human beings I have ever met. She’s incredibly accomplished and also incredibly humble. She’s achieved a great deal at a young age, and one of the coolest moments I’ve had involving an alum was driving home one day from work and hearing her voice on NPR.”

Through her thoughtful, ethical, and deeply informed journalism, Catherine embodies the values of intellectual curiosity, global engagement, and integrity that define our alumni community.

Catherine could not join us for our St. Andrew’s Day service this year, as she was on location covering the UN Climate Conference in Brazil. She sent in a video from outside of the conference accepting the award.

“Even though I’m far away from Austin right now, I feel very much

connected to you all, and I’m so grateful and honored at the award,” she said.

“The nurturing and ethical guidance from teachers at St. Andrew’s has been a major foundation for my work. To the students: you’re lucky to be in such a rich intellectual and moral community that’s curious about the world.”

The holiday season brought Catherine back to Austin, and while she was in town, she visited our Upper School Journalism and Yearbook classes. The students had the opportunity to learn and ask questions about international reporting, the business of journalism, and working/living internationally.

Catherine was belatedly presented with her plaque during Chapel, while all students and faculty gave her a standing ovation.

St. Andrew’s is proud to award Catherine Osborn with this year’s Outstanding Alumni Award recipient, and her time spent with our students is greatly appreciated!

Where in the World Are Mrs. Grubb &

Mrs. Nezzer?

Head of School, Melissa Grubb, and Associate Head of School, Alice Nezzer set off across the globe this fall to visit Austin’s sister city of Chiang Mai, Thailand, and visit St. Andrew’s first two Japanese exchange students in Osaka, Japan.

This year marked the launch of two international exchange programs—Osaka, Japan, and Chiang Mai, Thailand.

This fall, St. Andrew’s first two sophomores studying at Momoyama School in Osaka are thriving. What’s more, we’re thrilled to expand opportunities with a two-week faculty learning experience in Chiang Mai this summer and a planned student trip in summer 2027. Additional experiential trips—ranging from Glacier National Park

to Greece—will offer students hands-on learning across cultures and landscapes.

“This year has also reminded me how powerfully our mission extends beyond our campus,” said Melissa Grubb. “During my travels to Chiang Mai, Thailand and Osaka, Japan, I witnessed firsthand how experiential learning and global exchange can transform perspectives—helping our students understand not only the world, but also their place within it. These experiences affirm our shared commitment to developing compassionate global citizens who lead with empathy and purpose.”

April 18

April 25

May

Leadership Team

MELISSA GRUBB Head of School

ALICE NEZZER Associate Head of School

STEVEN FLETCHER, PH.D Head of Upper School

TIM MOORE Head of Middle School

YVONNE RUSSELL Head of Lower School

BRANDON ARMBRUSTER Chief Operations Officer

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

KATHY QUISENBERRY Human Resources Manager

Board of Trustees

JOHN BURNHAM

BETH COHEN

NICOLE BRENNIG

EVAN DIAL ʼ 95

SILVER GARZA

SEAN GREENBERG

VICKY GREGG

MICHAEL HSU

EDDIE LEWIS

CHRIS MABLEY

LISA MILLER ʼ 96

JASON NEAR

SARAH QUEEN ʼ 88

RAVI REDDY

YVETTE RIOS, EX-OFFICIO

VERÓNICA ROSAS FERNANDEZ

J.R. RUIZ

JOHN SPONG

TODD STEPHENSON

AISHA D. GAYLE TURNER

ST. ANDREW’S EPISCOPAL SCHOOL

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