2020 Best of SAAS Volume 20

VOLUME 20 | WINTER 2020

Student Artist: Ethan Lin ’22

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CREDITS

EDITORS

PHOTOGRAPHERS

Middle School

Sheila Hanrahan Michelle Sievers Fred Strong

Megan Conklin Josh Del Pino Gwen Emminger Alex Garland Nick Lew Andrew Spitzer Community of SAAS faculty, parent, and student contributors

1137 13th Avenue Seattle, WA 98122 (206)323-6600

DESIGN & LAYOUT John Twentyfive

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Upper School 1201 E. Union Seattle, WA 98122 (206)323-6600

TABLE OF CONTENTS 04

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HEAD OF SCHOOL

KNOW THE KID

Message from Head of School . . . . . . . 04

SAAS Clubs/By The Numbers . . . . . . . 32

Community Letters . . . . . . . . . . . . . . 06

Connection is Key . . . . . . . . . . . . . . . . 34

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INCLUSIVE COMMUNITY

ABOUT SAAS

Letter to the Community . . . . . . . . . . .08

Grounded in our Guiding Principles . . 36

Alumni Spotlight . . . . . . . . . . . . . . . .09

Faculty Professional Development . . . .40

Class of 2020 Perspective . . . . . . . . . . 10 Class of 2024 Perspective . . . . . . . . . . . 13

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Mural Project . . . . . . . . . . . . . . . . . . . 16

OUR MISSION

20 COLLEGE AND LIFE

Academic Quality . . . . . . . . . . . . . . . 42 Innovation During COVID . . . . . . . . . . 44

College Advising/By The Numbers . . . .20

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Class of 2020 Senior Projects . . . . . . . . 22

PHILANTHROPY

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SAAS in the City 2020 . . . . . . . . . . . . 46

CULTURE OF PERFORMANCE

BY THE NUMBERS

Athletics . . . . . . . . . . . . . . . . . . . . . . 24 Arts . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Outdoor & Travel . . . . . . . . . . . . . . . . 28 Academics . . . . . . . . . . . . . . . . . . . . 30

NON-DISCRIMINATION POLICY Seattle Academy admits qualified students of any race, color, religion, sex, gender, gender identity, gender presentation, sexual orientation, national origin, disability, genetic information, or other legally protected status to all of the rights, privileges, programs and activities generally accorded to or made available to all Seattle Academy students and their families.

Seattle Academy does not discriminate on the basis of race, color, religion, sex, gender, gender identity, gender presentation, sexual orientation, national origin, disability, genetic information, or other legally protected status in the administration of its educational policies, scholarship, and other financial aid programs, athletic, extra-curricular, and other school administered programs and activities.

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HEAD OF SCHOOL

Message from the Head of School —Rob Phillips, Head of School

As we eased the boat towards the remote Alaskan shoreline, it began to dawn on me how dramatically my world was about to change. I’d flown into the airport hours earlier, draped head to toe in fancy near outdoor gear purchased straight off the shelf at REI, expecting to travel with my uncle to the remote homestead where he lived with his wife and three daughters.

T

he early spring afternoon light was fading, and a rising tide pushed water into the bay. I was still confused, because the “Plan” had been to get picked up at the airport and head directly out to the homestead, which is located ten miles from the end of the road, accessible only by boat or floatplane.

But as we got into the boat, my uncle explained that this was a once in a season high tide, so we were going

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to gather the huge logs that wash up on the beach, which in a high tide can be rafted up and towed home for lumber and firewood.

I was surprised by the new plan; I was even more surprised when my uncle brought the boat to drift, handed me a long, pointed stick with a sharp iron end that looked a lot like a medieval weapon to me, pointed to the chest deep water, and said “Jump out. You’re going to wade around those

logs, grab them with the pole, push them out in the bay towards me, and signal me with a headlamp so I can come pick them up and raft them up.”

I looked from him to the shoreline to the darkening sky, and said, “It’s getting dark, the water is cold, and you want me to jump into the ocean.

That is definitely NOT a good idea.”

My uncle paused for a second, looked away, and then looked me straight in the eyes and said., “Nephew, look around you. This is the real Alaska, not your idea of Alaska.

And now that you’re here, get ready to reconsider everything you think you know about what constitutes a good idea, and about what you can or can’t do, or should or shouldn’t do. And that all starts by jumping out of that boat and getting to work.”

That was great advice in the moment. It’s even better advice

We are charged, as educators, with the responsibility and the opportunity to prepare this rising generation for challenging times; in all of the unforeseeable forms the future will bring a new wave of storms our way.

with what we’re facing as a country, and what we’re facing as educators right now. We’re reconsidering long held assumptions by the day, if not by the minute.

2020 has been a year in which we’ve been confronted by a global pandemic, by racial violence, by social upheaval, economic disruption, and political polarization. The frequency, duration, and intensity of the storms that we’ve faced in this past year will, for some, result in a paralysis, a looking inward, and a looking away from the realities we’re facing as a society.

On more than a few occasions during the storms of 2020, I’ve heard leaders from different organizations, including schools, say some version of “I didn’t sign up for this,” or “We’ve just got to keep our heads down, get through this, and then get back on

track when things get back to normal.”

I emphatically reject those responses and that way of thinking.

We are charged, as educators, with the responsibility and the opportunity to prepare this rising generation for challenging times; in all of the unforeseeable forms the future will bring a new wave of storms our way.

At Seattle Academy, that in turn means that we’re determined to engage with the challenges that confront us as a school, a city, a nation, and as a global community.

We’re committed to living out our values, even and especially in challenging times.

We’re committed to reconsidering long held assumptions, to understanding the multiple points of view and different life experiences within our school community and in the broader community.

And we’re committed to jumping out of the boat and getting to work.

In the following pages, we’re sharing with you some of our communications to the SAAS community.

The first letter is one that I sent to our community early in the Spring, as we navigated the early days of the pandemic and our transition to a remote curriculum. (see page 6) The second letter is one that I sent to our community a few days prior to the 2020 Fall Presidential election. (see page 7) The third letter is from our Board Chair, David Sheppard, written shortly after the murder of George Floyd. (see page 8) They will, I hope, bring our mission and values to light, and how we bring those values to life including, and especially, in these challenging times. ☜

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HEAD OF SCHOOL

Community Letters

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INCLUSIVE COMMUNITY

FROM BOARD CHAIR, DAVID SHEPPARD

Letter to the Community DEAR SAAS COMMUNITY, As Board Chair of SAAS, I have been thinking about my role in addressing the challenges we find ourselves confronted within our country and city. Fortunately, I was reminded by Dr. King that “There comes a time when one must take a position that is neither safe nor politic nor popular, but he must take it because his conscience tells him it is right.” Dr. King’s words moved me to put pen to paper to address today’s tragic time.

I value law enforcement and the need for it to maintain peace and to serve and protect the citizens in our communities.

I admire the officers who faithfully serve our SAAS community. I have friends who are also police officers, and they put themselves in harm’s way on a daily basis. I also know that our nation has and continues to be plagued by (1) a segment of our police force that is racist and unduly biased and (2) a system of oppression that uses criminal justice to implement a new era of Jim Crow.

Unforgivably, police officers like Derek Chauvin taint the law enforcement profession, giving some in the public a negative perception of police. Many people of color, myself included, have had dehumanizing encounters with the police. For me, it was nearly thirty years

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ago when a group of police officers surrounded my car and held me at gunpoint with my infant daughter in the back seat.

Why did they stop me? According to one officer, I fit the description of the suspect: a black man driving a BMW. I will admit it was one of my deepest moments of despair.

After George Floyd was murdered, I sent a text to Rob Phillips expressing my frustration with what is going on in our nation.

I told him that I was losing hope. How could we not pass common sense gun control after Newtown, or eliminate “Stand Your Ground” laws after Trayvon Martin, or make choke holds illegal after Eric Garner?

These incidents have left me angry, frustrated, and looking for answers and solutions. I have watched nervously as protests and riots unfold throughout the nation and here at home in Seattle.

I have overheard some say how disgusting it is that people were rioting in Seattle and near our SAAS community.

I was again reminded of a Dr. King quote when he addressed congregants at the Holt Street Baptist Church in preparation for the Montgomery Bus Boycott. He said: “. . . my friends, there comes a time when people get tired of being trampled over by the iron feet of oppression.

There comes a time, my friends, when people get tired of being plunged across the abyss of humiliation, where they experience the bleakness of nagging despair.”

There are courageous protesters who are marching and expressing their First Amendment rights in the name of victims such as George Floyd, Breonna Taylor, Ahmaud Arbery, Eric Garner, Michael Brown, and too many others.

Unfortunately, there are also people who are rioting with ill intent—not in search of justice, but instead in an effort to profit or cause harm to others. Please do not let the latter overshadow the former. I never believe that violence should be an option. However, the pain and frustration many Americans experience is real. We must all be outraged. We must all be at least empathetic to the pain that burns to the core when racism is rampant in our communities. We must all demand better from our leaders. To that end, I was so moved to see such a diverse group of protesters across our nation who came together in Minneapolis, Seattle, Atlanta, Chicago, Portland, and Washington, DC. In the midst of this darkness, there are glimmers of hope. I think about how the SAAS community consistently demonstrates the importance of diversity, equity, and inclusion. I think about SAAS’ recent Performing Arts Gala and the Athletics Celebration, highlighting our culture of talented performers and athletes. I think about how resilient our 2020 graduates have been and have faith in all they will accomplish in the future.

As a result, my hope is being restored.

As you can see from my letter, I am a huge fan of Dr. King. So, I will leave you with one more quote from him. “. . . in all of our actions we must stick together. Unity is the great need of the hour, and if we are united, we can get many of the things that we not only desire but which we justly deserve.”

Thank you for your continued devotion to community, fairness, equity, and a better future for our children. Please continue to do what you can to move our nation, our city, and our school to a better place. We need you!

Sincerely, David Sheppard Board of Trustees Chair, Seattle Academy

BEN SIEVERS ’18 RECEIVES SOCIAL JUSTICE AWARD In a recent effort to support productive discussion, analysis, and activism in the fight for racial justice, Pitzer College, a nationally top-ranked undergraduate liberal arts and sciences institution, created a Racial Justice Initiative. Pitzer College President Melvin Oliver’s Racial Justice Initiative seeks programs and initiatives that focus on Black diaspora, criminalization, racial bias, racialized violence, policing, abolition, social movements, and racial justice. Programs that address these issues have the opportunity to win a Racial Justice Initiative Award and funding. Seattle Academy is proud to congratulate our very own Ben Sievers ’18 on receiving the award.

As COVID-19 intensified, Ben recognized and sought to address a widespread inequality that faced society: the existing health disparities experienced by minorities.

Put bluntly, Black and Latinx people die of COVID-19 at twice the rate of white people in the United States.

The disparity is further amplified among those who experience COVID-19 while incarcerated or living in rehabilitation facilities. Ben is pursuing a research study evaluating whether these populations at higher risk for COVID-19 can conduct a simple lateral-flow test, with the goal of helping change federal regulations to enable self-testing. Ben believes that people should be allowed to conduct their own rapid tests and has set out to test his hypotheses in the Pitzer student population and the population of a women’s rehabilitation facility in California. Enabling rapid, frequent, and inexpensive self-testing has the potential to save lives—particularly those disproportionately affected by the pandemic. ●

Written by Darby Frey, Alumni Relations Associate

Sent to the SAAS community on May 31, 2020

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INCLUSIVE COMMUNITY

LUCAS SHERMAN ’20 COMMENCEMENT SPEECH

Two Sides of a Canyon Every year and every graduating class faces its own set of challenges and opportunities. Our graduating class has been formed by the incredibly unique situations we’ve been put in, bookended by life-changing historical events. From 9/11 to the financial crisis, entering high school during a 2016 election that upended our country, and graduating during a once-in-a-century pandemic.

I was born into this world, straddling two sides of a canyon. The canyon I’m talking about is not a physical one carved into the ground, but one of the many divides that are built into the foundation of this country. These canyons separate who this country was built for from whom it was not. Of the many canyons of privilege that divide this nation, I was born torn between the canyon of financial security and wealth inequality.

I was brought into this world out of a simple dream from two sides of that canyon. In one part of the canyon, my Mom, Darby, a single, disabled mom of two, was forced to work two or three jobs to keep a roof over her head and food on the table. She faced setbacks that prevented her from obtaining an education or another path towards a more financially stable future.

On the other side of the canyon, my dads, Paul and Craig. My dad Paul, a pediatrician working on dismantling barriers of access to quality

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health care. And my dad, Craig, a national champion swim coach at Seattle University. My dads were living in a world that didn’t accept their love or their right to adopt. Yet still yearning to have a child of their own.

My three parents were able to bridge the divide of the canyon. My mom, a phlebotomist at Monroe Valley General, became good friends with my dads.

Knowing how badly they wanted a child, my mom had me, out of the compassion of her heart. They all worked out ways to share me, and I spent weeks, weekends, and summers between my three parents.

The widest canyon we as SAAS students are most often confronted with is the canyon of financial privilege and wealth inequality.

I believe that high-quality education is a human right. However, family members—like my mom who was unable to get a college degree and like my dads who were able to see the world-changing impact that education can make on someone’s life.

I stand here knowing that in almost no other school would my story be possible. A dyslexic, gay, robotics nerd on the lacrosse team who is also a student government leader—that combination would not be possible; it just wouldn’t.

I struggle. SAAS had the resources to identify my dyslexia and help me develop the skills necessary to succeed academically.

“I stand here knowing that in almost no other school would my story be possible.

A dyslexic, gay, robotics nerd on the lacrosse team who is also a student government leader—that combination would not be possible; it just wouldn’t”

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I struggle. At SAAS, I was able to see my identities reflected in the faculty around me and their openness with their identities.

We take this for granted in Seattle, but people around the country are fired every day when people find out too much about them.

I struggle. My robotics team doesn’t have to fundraise the way many of our competitors do; we have faculty dedicated to helping facilitate our team.

I struggle. My classes were half the average size of classes in schools just down the street. We had access to high-quality afterschool support and a plethora of extracurricular options.

When I think about all of the advantages I have experienced, it’s easy to see all of the privileges I’ve had. I know that had I attended other Seattle schools, public or private, I would not have had the social support network to work through my learning challenges.

And I know for a fact that I would not be where I am today.

But let us be honest with one fact: most private schools were not founded with noble causes. They were established to segregate schools, even further than the public schools already were, based on the amount of money the parents had.

We know that all of our parents made enormous sacrifices to get us to this school. That our parents just want the best for their children. But we need to be honest with the fact that these schools cost a lot of money to attend and attract wealthy individuals who otherwise would spend their time, money, and energy solely on the public education system. Creating a vast amount of

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resources which allowed each of us to succeed but which are not always available to our neighbors and friends.

While we all have our best intentions at heart, private schools uphold systems of oppression and generational castes of the wealthy and well connected.

SAAS offers financial aid to make it more possible for people to attend. SAAS works on ways to better the community around us, and, yes, I know I would not be where I am without its resources.

BUT, we need to work on making those resources more easily accessible to all so that my story isn’t only possible at SAAS; it’s possible across our city, state, and country.

SAAS has helped so many of the graduates and me in more ways than we could express. However, we must walk out of this experience with a great deal of humility and acknowledgment of the privilege we hold.

SAAS has prepared us with the tools to use our privilege for good. We know that it’s not enough for just some of us to succeed.

From Sam Rawlins leading the Community Engagement Organization, inspiring our school to do service in the surrounding community; to Sadie Cook and Sydney Grayson working with Planned Parenthood to ensure that everyone has a strong sexual health education. From Isabel Siebrecht, making sure disability awareness wasn’t just a priority in our school, but that we were working to dismantle systems that made it harder for those with intellectual disabilities around our state to succeed; to those helping to lead the Mental Health Club, Olivia Levitan, Ben Heymann, Zach Cohen, and Aki Eisenman-Shoda; to Isaac Alnutt and Yonase Geleta working to create coalitions with schools across the city to inspire collectivized solutions in preventing further suicides from happening.

I leave you with this: reflect on your experiences here. How will you use the immense privilege of going to Seattle Academy to narrow the canyons around us so that our individual stories aren’t just possible here, but are universally achievable?

It isn’t our fault for going to a school like SAAS and having access to the doors it opens. It isn’t my fault that I was born into this privilege — that I am a man, that I am white, or Catholic. However, it is my responsibility, and it is our fault if we don’t use the privileges we have to bridge the canyons around us and make this world more fair, more equitable, and more just. ☜

INCLUSIVE COMMUNITY

HAZEL BEAMAN ’24 MOVING UP SPEECH

Our Generation has the Power When I first toured SAAS, I was in 5th grade. I saw kids talking about their SAAS experience on stage, which I knew I wanted to do at some point. I realized how the job of summarizing the SAAS experience is important to our community, but I was shy and I didn’t talk much. Our tour guide would ask us questions, and I remember just looking at my mom and waiting for her to speak for me. That’s why when I started at SAAS, I never would have thought that I would be where I am now. First of all, living through a pandemic and speaking to all of you about my experience, even if it is through my computer screen. I would never have thought that my classmates would vote for me to represent our class.

That’s so incredible to me.

When I was accepted to SAAS, my family was ecstatic, but I didn’t know what to think. I was leaving all of my friends that I had known for years and starting fresh in a brand new place.

On my first day of school, I walked into the SAAS Temple Building, still shy, but this time with nobody to speak for me. But much to my surprise, it was so easy to get accustomed to this brand new environment. I quickly found kids that I could talk to and relate with. I immediately saw how welcoming the community here is, and that was something that stood out to me.

6th Grade: I grew so much in the 6th grade. I quickly saw how many opportunities are available here. I chose to play basketball for the first time, even though I had no idea how to play. We lost almost every game. I performed at my first End of Tri—a nerve-racking experience, but the audience made us feel so welcome and accepted. 6th grade at SAAS pushed me out of my comfort zone.

7th Grade: We left the Temple in 7th grade, which was bittersweet. We were lucky to be in a new Middle School Building, but for me, the Temple held a lot of my 6th grade memories. 7th graders are kind of like the middle child of Middle School. In 6th grade, we were all fresh to Middle School, having new fun experiences.

8th grade was the year that we got to make our last memories for this chapter of our lives, but 7th grade was smashed in the middle.

Nonetheless, we still had a lot of fun times. I know a lot of you remember getting raised on the giant swing at Camp Orkila, the feeling just as you let go, right before you drop when your stomach seems to fall to your feet—or running through the dark bunkers at Fort Worden scaring each other, or eating Ezell’s chicken at field day. I became more outgoing and excited to try new things that I would have been scared to do in 6th grade. For example,

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I performed in my first Middle School musical, Annie. Yes, I only had one line; however, the whole experience of watching the production come together was incredible, and it inspired me to participate in the musical again this year. Overall, 7th grade was yet another year of growth and progress for me.

8th Grade: If I had a time machine and could go back to tell me from September that I’m living through a pandemic and haven’t

“Our generation has the power here. Please use it.

We play a pivotal role in changing the way our country operates, and I know all of you can do this.”

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been able to see my friends or go to school or live life the way it used to be since March, well, I would love to see the look on past me’s face. I would tell myself to enjoy my 8th grade year and make the most of it because it got cut short. I had no idea that we wouldn’t step foot in the Middle School Building again. I didn’t even say goodbye to some of you on our last day in person. But when I look back at the experiences we got to have in person this year, I realize how much fun I had, how much I learned, and how much I took for granted. I miss going out to lunch with my friends and making TikToks at the end of the hallway. I miss the excitement of being on the bus heading to a basketball game or a cross country meet. I even miss walking up all of those stairs every single day and throwing my huge binder in a corner so I can run back down to get in the lunch line. Class of 2024, we most definitely did not get the 8th grade year we expected. We deserved to have all of the classic SAAS 8th grade experiences, like Seattle Challenge, Symposium, and an in-person Moving Up ceremony.

But as for the times we had in school, we made the most of them, which I love about us. Remote learning was a different experience for all of us, and we tried to make it the best we could.

So, to my fellow 8th graders, I know our year was different, simply because we miss the things we love about being together at school. Still, I hope we all learned a valuable lesson about

recognizing the good things we so often take for granted. I want to say thank you to my family, all of my teachers, and my classmates.

You all are my inspiration and my motivation. I want you to thank your support systems, as well—the people who got you through Middle School. Parents, family, friends, teachers, whoever made your life even a little bit easier during these three years, tell them you appreciate them.

I had initially planned to end my speech by asking you all to remember what made SAAS special for us. However, as a black girl in a majority white school, I need to use my platform to address all of you about the current racial pandemic. We know that recently, the Black community reached a breaking point after the senseless and racist murder of George Floyd at the hands of the Minneapolis Police. Black people have been oppressed for hundreds of years since the founding of this country. Racism and constant oppression aren’t new things for our people, and George Floyd was one of hundreds of unarmed Black men and women who have lost their lives to police, the people that have sworn to protect us. From Breonna Taylor, who was shot eight times by police officers in her home on March 13, 2020. To Tamir Rice, a twelve year old boy who was just playing cops and robbers when he was killed by the police on November 22, 2014. To Ahmaud Arbery, who wasn’t killed by the police but was killed by two

white supremacist men who simply hated him for his skin color on February 23, 2020.

So yes, after years of genocide and simply having to live every day knowing that we will never have the same opportunities that white people have in this country, we’re angry. And we have every right to be angry and protest. But let’s talk about what you can do to help us. I need all of you to use your platforms to spread awareness about this issue. Educate yourselves, your friends, and your families. Have uncomfortable conversations. Sign petitions, donate, and go to protests if you can. Right now, your job is to lift and support Black voices because you all have an immense privilege that we don’t have. This isn’t a political issue, and it’s not the time to stay neutral. My blackness should not cost me my opportunities or my life. When it comes to the importance of Black lives, there should be no question, because Black lives matter, now, then, and always.

Our generation has the power here. Please use it. We play a pivotal role in changing the way our country operates, and I know all of you can do this. Whether or not I’ll see you at school next year, I’m so happy to call you my classmates and spend this next chapter with you guys. I’ll leave you with this quote from Coretta Scott King, “The greatness of a community is most accurately measured by the compassionate actions of its members.” ☜

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INCLUSIVE COMMUNITY

IN THE SUMMER OF 2020, a group of current and former Seattle Academy students and Arts faculty members, led by Tom Flood, Lily Hotchkiss, and Annalise Olson ’09 came together with the goal of centering BIPOC voices through a student-led mural art project on campus.

Seattle Academy’s campus is located in the Capitol Hill neighborhood, which remains a “living gallery” where issues of the global pandemic, social justice, and racial equity continue to be visible on many murals.

This past summer, as the Vanderbilt Building was being renovated in

Artist: Ethan Lin ’22

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▲ Left to Right: Annalise Olson ’09, Tomas Batingan, Tom Flood, Annalise Olson, Bikhtiyar Ali, Lucy Waggoner ’20, Samantha Black ’22, Maya Tukes ’21, Troy Gibson ’20

STUDENT ADVOCACY SHOWN THROUGH ART

preparation for the next school year, students and faculty noticed the opportunity to highlight advocacy at the site through collective artwork.

Their project began with reflection and discussion through an anti-racist lens via a series of Zoom “meet-ups.”

Students connected with two BIPOC mural artists, Angelina Villalobos and Brandon Thomas or BT, to share their ideas, discuss intersectionality, and explore unfamiliar viewpoints incompatible with the value that together they “be equity designers of an anti-racism classroom.” After feedback on their designs, students

set up in the outdoor garage on campus with PPE, lots of tarps, and got to work.

Recent SAAS graduate, Lucy Waggoner ’20, wanted to create something that boldly said to both strangers and students that at SAAS, on Capitol Hill, and on this exact corner of Seattle, “You are supported.”

LUCY WAGGONER ’20“For me, the most important part of the piece was trying to make people feel safe and seen. I walked

by SAAS countless times during protests or while they were ongoing just a couple blocks over, and I wanted the face of our

Andrew Spitzer, Digital Marketing and Communications Manager

school to be more than another set of plywood panels. When I see something as simple as a Pride flag hanging from a fence, it makes me feel more comfortable in a neighborhood. It’s not enough, but I wanted to create a mural that was vibrant and clear in its support of Black Lives Matter, Pride, and the cause of equality for other minority groups. In particular, the intersection between BLM and Pride felt especially important, as protests for racial justice played out in Pride Month and more people called for attention to the lives and killings of Black trans people.”

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SAVANNAH PARKER ’20 “Everything within my mural has

MARGAUX JOHNSTONE ’21 in talking about the process of her Seattle Skyline mural shared, “Seattle never had de jure (government imposed) segregation, unlike many other cities in the US, so some people argue that racial discrimination doesn’t exist here as it does in other cities. However, de facto (socially imposed) segregation profoundly impacted Seattle and was as equally harmful as de jure segregation. For instance, redlining (a form of real estate segregation) is the root of why the South End has a majority minority population and the North End has a predominantly white population. The Black Lives Matter movement is needed in Seattle just as much as it’s needed in any other part of the country.”

significance. The colors presented in the piece are red, black, and green, the color palette of the African American Flag. The Black figures represent the societal image of a Black human being. The targets represent the consistent dehumanization and criminalization that Black people are forced to endure.

The dark green background represents the future of Black pride. The words above the figures are from a poem I wrote— prior to the current revolution—titled, “Yes, and.” The poem reflects the perspective of the African American struggle to stay the course.As an African American, since the day you are born, you have a target on your back, and that target remains until the day you die. Living in fear isn’t living at all, but that is the reality that I, as a Black person, was forced to accept. I’ve returned my letter of acceptance to its sender [the oppressor] because to accept is to comply, and I do not comply with continuing to watch my people die.”

Designed by Aminta Malcolm ’21 Painted by Aminta and Samantha Black ’21

ETHAN LIN ’22 visualized his idea, using an American flag and chain links. “I simplified the picture by only using three colors. The image was projected onto the wooden boards and traced over with a pencil.

I loaded my brush with red paint and put it on the bottom of the flag to create the illusion of the flag bleeding. To be eye-catching, I created lots of negative space, used minimal colors, and created sharp and accurate edges using stencils. I did not use words because that would influence the interpretations. Instead, I wanted people to interpret it based on the visuals.”

SAMANTHA BLACK ’21 said she gained a lot of confidence through this project. “I learned that in a time of COVID and the Black Lives Matter movement, there are ways to show support and be an ally without going to marches. Due to the safety of my family, I have been unable to go to any marches, but this project allowed my voice to be heard in a different way.”

Designed by Troy Gibson ’20 Painted by Troy and Maya Tukes ’21

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Throughout this emotionally creative project, students found it important to speak to the moment we are in. As Lucy Waggoner ’20 expressed, “Public art can help make you feel safer by allowing you to feel represented.”

When asked to summarize, the students wanted to thank the SAAS Arts Department, including Tom Flood, Lily Hotchkiss, and Annalise Olson ’09, for working closely on this project and organizing this unique opportunity. They put in an extraordinary amount of effort to make this work, and they’re all huge role models of kindness, integrity, and optimism. Students also thanked Head of School, Rob Phillips, and all those who advocated and facilitated this project so students could voice their support for Black Lives Matter.

A final thank you to all our students Lucy, Samantha, Ethan, Aminta Malcolm ’21, and Maya Tukes ’21, as well as alumni Savannah Parker ’20 and Troy Gibson ’20 who shared their art with our community. We also thank faculty and staff members Bikhtiyar Ali, Tomas Batingan, Josh Del Pino, Thaddeus Duhme, Taylor Kanemori, and Kaitlin Webster for their assistance on this project. ☜

Artist Savannah Parker ’20

Artist: Lucy Waggoner ’20

Artist: Margaux Johnstone ’21

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COLLEGE AND LIFE

By Melanie Reed, Director of College Advising

College Advising College Advising’s dynamic team designs a comprehensive program for each college advisee and carefully tracks developments in the admission world. SAAS students benefit from the experience that our four college advisors bring from their admission work at selective colleges, all of which provides valuable context, information, and strategy as our students move through the application process.

The Class of 2020 chose the following varied colleges. As is the case every year, students choose those schools that they feel are the best fit for them, not necessarily those that are perceived to be the most prestigious. Despite COVID-19, students committed to colleges throughout and even outside the United States. The most popular state destinations this year were once again New York and California.

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American University Barnard College (4) Boise State University Boston University (3) Brown University (3) California Polytechnic State University-San Luis Obispo (4) Chapman University Claremont McKenna College College of William and Mary Colorado School of Mines Cornell University Dartmouth College (2) Denison University DePaul University Drexel University Duke University (2) Evergreen State College George Washington University Gonzaga University Illinois Wesleyan University Johns Hopkins University Lafayette College (2) Loyola Marymount University Loyola University Chicago Maryland Institute College of Art

New York University (6) New York University in Shanghai Northeastern University (4) Occidental College (2) Olin College of Engineering (2) Oregon State University Honors Program Parsons School of Design (2) Peninsula College Pitzer College (4) Princeton University Rensselaer Polytechnic Institute Rhode Island School of Design Santa Clara University Sarah Lawrence College (2) Scripps College (2) Seattle University Smith College (2) Stanford University Stevens Institute of Technology Syracuse University (3) Texas Christian University The New School Tufts University (3) Tulane University (3) University of Arizona (2)

UCLA University of Colorado at Boulder (3) University of Denver (2) University of Notre Dame University of Oregon University of Pennsylvania University of Puget Sound / Business Leadership Honors Program University of Southern California (2) University of Southern California Honors Program University of St Andrews University of Utah (3) University of Washington (8) University of Washington Honors Program Washington State University Washington University in St Louis Wesleyan University Western Washington University (3) Whitman College Willamette University (3)

6

Number of applications submitted

126 Number of students in Class of 2020

Members of the College Advising team

6.4

100%

Percentage of applicants attending a four-year college, some after a gap year

Average number of applications per student

84%

Percentage of students in Class of 2020 choosing colleges outside Washington State

800,000

$

Conservative four-year renewable merit scholarship total awarded to the Class of 2020

150 College representatives visiting Seattle Academy in a typical year

100%

Percentage of applicants with one or more offers of admission

315

Individual recommendation letters written by Seattle Academy faculty in a typical year

10 College representatives who arranged virtual visits to Seattle Academy this fall

Number of College Advising informational events in any year

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COLLEGE AND LIFE ⊳ Left: Rick Dupree, Director of Community Engagement ▼ Below: Ingrid Odmark ’20 and Sam Rawlins ’20 share their Senior Project findings to an audience on Zoom.

Rick DuPree, Director of Community Engagement

Senior Projects

The Senior Projects are a capstone for our graduating class.

Typically, seniors secure a project with an outside company of interest, prepare a proposal for the school to review, and then complete their project off-campus on a job site in the “real world.”

Due to quarantine restrictions of the COVID-19 pandemic, the Class of 2020 needed to be creative in their project proposals. In true SAAS fashion, our community came together and created a new process to help each senior complete a project. We needed to generate new project options, and with parents stepping forward to serve as project mentors, seniors came together in small groups to perform projects, and they engaged in conversations and collaborated on their final presentations.

In June 2020, Senior Projects were presented in our first ever, all-digital Senior Project Presentation Night. The evening was attended remotely by parents, families, faculty, staff, site representatives, alumni, and friends. Each student or project group presented their work and accomplishments and were able to showcase their growth and their experience in a way that exemplified our Culture of Performance.

2020 Mentors A Brave New World Abari Collective Antica Farmacista Atlantic Street Center BC Campbell Music Bill & Melinda Gates Foundation Black Umbrella Blackforrest Music School BluOasis BMGI BOS Biltong Cairncross & Hempelmann PS Camp Sunshine Central District Forum for Arts & Idea Child and Teen Solutions Creative Compass Collective

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Crown Social Agency Dolls Kill Eleven 11 Solutions Emerald Water Anglers Enrollment Management Association First Round Capital Forterra Fremont Laser & Design/ G2 Engineers French American School of Puget Sound Gates Ventures Glow Medispa Goodbye Crop Top Hey, Hoaloha Robotics Homeless Rights Advocacy Project Humanities Washington Indie.biz IndieFlix Group Inc

Institute for Stem Cell and Regenerative Medicine-Hannele Rouloha Baker Lab International Pacific Halibut Commission ISB Justice For Girls Coalition Justice For Me Laboratory of Comparative Systems Neuroscience Likewise Inc. Lookwest, LLC Lumen Bioscience Macha Theatre Works Maker Mask Mary’s Place Seattle Microsoft MXTreality Newman Partners LLC NexTec Group Nofsinger Group

Northcut Orthodontics Northwest Portland Area Indian Health Board Office of Congresswoman Kim Schrier MD Parametric Rainier Valley Food Bank Redapt Redd Industries Richaven Architecture & Preservation Rivkin Center Rose-Leigh Design SAAS Arts SAAS Robotics SBW Consulting Seattle Against Slavery Seattle Chocolate Company Seattle Humane Seattle Police Department Shethar Training Shier Private Practice

Siemens Healthineers South 40 Snacks Summit Law Group, PLLC Tactile Inc. Talon Private Capital, LLC The Justice for Girls Coalition of Washington The Market Commons The Music Factory UBS Financial Services University of Washington University of Washington Medical Center University of Washington, Dept of Philosophy Virginia Mason Washington Partners Water1st International World Affairs Council of Seattle Zane Olsen Designs

Max Torres ’20 and Elena Zytnicki ’20 created a clothing company entitled Community Threads for their Senior Project.

As part of their Senior Project, in partnership with local artists, Max and Elena designed three t-shirts that feature various Seattle murals (including the mural on the storefront of Wild Rose in Capitol Hill) printed on the back. In accordance with their mission to serve the community, all profits were donated to the Ballard Food Bank and Mary's Place.

CLASS OF 2019 PROJECT MENTOR RESPONSE

How satisfied were you with the quality of work performed by the SAAS Student?

95% Was the SAAS Student prepared to perform in the work environment?

94% Please rate the students in the following areas Adept with Technology

90%

Written Communication

90%

Verbal Communication

93%

Organizational Skills

93%

Collaborative/Team Skills

93% Analytical Skills

95%

Ability to Respond to Failure

94%

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CULTURE OF PERFORMANCE

ATHLETICS

S

pring 2020 found SAAS Athletics quickly pivoting to an online experience with the announcement of school closure. We used Schoology, our existing educational platform, to create various programs. Led by a group of passionate coaches, we worked with 409 athletes participating on 24 teams. The programs ranged from sport-specific skills challenges to community building activities to group workouts to get the kids moving. We are proud to say “ONWARD CARDINALS!” In the Fall of 2020, the Athletics Department offered the Cardinal Strong program for Middle School students.

The fun and exciting opportunity provided students with an opportunity to participate in an athletics-inspired challenge put together by the Middle School Physical Education faculty and coaches. Cardinal Strong ran through the Fall Trimester, and students earned prizes for their level of participation.

Upper School athletes were given the opportunity to participate in virtual or small group in-person athletic options. There were many options and levels of participation available in Strength and Conditioning, Ultimate, Soccer, Volleyball, Wrestling, Basketball, Cross Country, and Lacrosse.

ECL MVPs ⊲ Top Left: Katie Drais ’22 ▼ Bottom Left: Joe Cookson ’21 ▼ Bottom Right: Leo DeBruhl ’21

FALL

FALL EMERALD CITY LEAGUE COACHES OF THE YEAR MARGIE YOUNG Volleyball

BARTON TRUSCOTT Boys Tennis

FREDDY CARLEY Boys Golf

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WINTER

TEAM

AWARD

TEAM

BASKETBALL AWARD

Golf

2019 ECL League Champions

Boys

2020 ECL League Champions

Tennis

2019 ECL League Champions

Girls

2020 ECL League Champions

Soccer

2019 ECL League Champions

Boys

2020 State Qualifiers

Tennis

2019 State Qualifier

Girls

2020 State Qualifiers

Soccer

2019 State Qualifier

Boys

2020 Bi-District Champions

Ultimate

2019 State Qualifier

Boys

2020 State; Third

Boys

Cross Country 2019 State Qualifier

Girls

Boys

2020 ECL MVP: Leo DeBruhl ’21, Joe Cookson ’21

Cross Country 2019 State Qualifier

Soccer

Girls

2020 ECL MVP: Katie Drais ’22

2019 ECL MVP: Kaitlin Diamond ’21

Soccer

2019 State Champions

MIDDLE SCHOOL & UPPER SCHOOL

2019–2020

PARTICIPATION NUMBERS

465 31

student-athletes on

teams this fall Winter Sports

247 19

student-athletes on

teams

Spring Sports

409 24

student-athletes on

teams

That equals 74 teams over 3 seasons and close to 70% of our student population participating in at least a season of athletics this year.

TOTAL

1,121 74 athletes on

teams

DIVISIONAL TEAM BREAKDOWN

MS US Total

Fall Winter Spring Total

13 11 10 34 2020 | VOL. 20

18 8 14 40

31 19 24 74

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CULTURE OF PERFORMANCE

ARTS

I

magining and providing safe opportunities for students to sing, dance, play, and perform during this time has been a unique challenge. Despite the obstacles, the Arts at SAAS continue to create and share work with audiences.

Beginning in March and continuing this fall, teachers and students have been hard at work devising remote rehearsals and performances. We remain flexible and ready to adapt to the moment when live rehearsals and performances may happen again.

The Advanced Dance class received a Second Place Award out of forty large performances in the large group category at the Nuvo Dance Convention.

The Advanced Acting class received a blue ribbon and national qualification at the Washington State Thespian Festival Northwest.

Lily Hotchkiss was awarded Teacher of the Year for middle grades by the Washington Art Education Association.

Alex Tanemura ’20 was honored by the Scholastic Art & Writing Awards as a 2020 Silver Medalist during a virtual National Ceremony In the Visual Arts, thirteen students participated in the annual Scholastics Art and Writing Awards competition, earning three Gold Medals (and go on to a national round of judging), eleven Silver Medals, and nine Honorable Mentions.

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Two SAAS dance teachers have been acknowledged by Seattle Dance’s DanceCrush Awards, which recognize and support achievements in local dance. Anita Kuroiwa-Schiff received the Foundational Educator Award for her contributions to Seattle dance education. Alicia Mullikin received a Dynamic Performance Award for her work on LA TERCERA REINA, a piece she created about her 98-year-old grandmother.

Faculty member Ty Greenwood received a writing commission to pen an original play through the Kemp Powers Commission Fund for

Black Playwrights via City Theatre on Pittsburgh’s South Side.

Kavi Dey ’22 created a film, Crystal Clear, which won Best Cinematography in the international competition at the Placencia Encorto Festival in Spain.

Eli Bayuk ’21 will be part of an international judging panel for the Wicked Wales fest this year.

Four students had films selected for screening at the Wicked Wales Fest by an international team of peer judges from Wales, Ireland, Sweden, Croatia, England, Greece, Norway, and the United States. The students and films are: Sole by Eli Bayuk ’21 and Mack Dougan ’21 Color Sonata by Danny Scherzer ’20 Shuffle Play by Olivia Spain ’22 Crystal Clear by Kavi Dey ’22

PERFORMING ARTS Student Performers

Nights of Shows

NUMBER OF SHOWS

NUMBER OF PERFORMANCES

Theater and Black Box Performances

The longest running theater shows run for

423

39

7

4 nights

Vocal Performances

5

The shortest running was

2 nights

Vocal and Instrumental

NUMBER OF PERFORMERS Range from

2

Instrumental

2

Dance Performances

2

All Grade Level Visual Arts Show Film Night 6th Grade Arts Evening

18–60

depending upon the show and the discipline There were

55

performers in “Into The Woods,” the fall musical Number of Acts in a Typical End-of-Tri

21

VISUAL ARTS SHOW Over 1,280 pieces of student art representing grades 6–12 were shown in the All-Grades Visual Arts Show.

47 Student Artist Portfolio Galleries were on display.

A page on our website was dedicated to the Class of 2024 Visual Arts.

19 student-created short films were featured.

Over 10 different mediums of art were displayed.

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CULTURE OF PERFORMANCE

OUTDOOR TRIPS AND TRAVEL W

e were able to hold our backcountry trip to Mount Baker. Here is a description of the trip submitted by trip leader and Upper School Science teacher, Martin Brakke.

Returning to the Baker Backcountry for the third consecutive year, the SAAS Backcountry Ski/Board trip was an incredible success! The trip was led by Martin Brakke (US Science), Catherine Klem (US Math), and the Baker Mountain Guides. The ten participants were Sophomores: Jack Cunard, Rhys Fiebig, and Owen Gladwish; Juniors: Jonas Edelstein, Oliver, Every, Eli Hill, Isabella Kendal, Kjellen MacBain, and Shiah Sarkowsky; and Senior: Will Mueller. All participants earned their AIARE Level I and BC PRO Certificates for their work in avalanche education, stability assessment, decision making, and rout3 planning. For the third year in a row, Baker did not disappoint; with

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excellent weather, snow stability, and ski conditions we were able to safely navigate thousands of acres of untouched terrain. In our 6 days of touring, we covered nearly 30 miles and 10,000 ft of vert—that’s insane!

The snowpack remained stable, right—the white fluffy stuff was incredible. By the end of the week, everyone was exhausted, leaders and guides included. We look forward to continuing our partnership with Baker Mountain Guides at the next available opportunity.

In addition, we were fortunate that most of our students were able to participate in their gradelevel retreats. These retreats are designed to create bonds within each class and build self-reliance and confidence in each student by placing them in unfamiliar settings. Here are the details regarding these annual events:

ANNUAL OUTDOOR AND TRAVEL TRIPS We are hopeful that we can begin offering retreats, foreign travel, and outdoor trips in the not too distant future.

6TH GRADE SEE TRIP Number of Participants:

7TH GRADE SEE TRIP Number of Participants:

8TH GRADE RETREAT Number of Participants:

November 4–6, 2019 Camp Seymour, Gig Harbor

October 2–4, 2019 Camp Orkila, San Juan Islands

September 26–27, 2019 Camp Sealth, Vashon Island

9TH GRADE ODYSSEY TRIP Number of Participants:

10TH GRADE RETREAT Number of Participants:

12TH GRADE RETREAT Number of Participants:

September 25–27, 2019 Olympic Peninsula

September 26–27, 2019 Seattle Area

December 12–13, 2019 Camp Huston, Gold Bar

112

172

114

159

108 126

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CULTURE OF PERFORMANCE

ACADEMICS OUR CURRICULUM Seattle Academy’s academics pair traditional areas of study with innovative curriculum, projects, and performances. Across classrooms, students take an inquiry-based approach to learning, allowing questions to drive both teacher-led and student-led investigations.

This method of teaching and learning fosters independence and integrity, the ability to collaborate and take risks, and the capacity to cope with change and ambiguity. Ultimately, the Culture of Performance develops a spirit of inquiry and engagement that results in an empathy for the human condition, an understanding of the meaning of excellence, and an opportunity to achieve academic, artistic, and athletic success.

OUR DEPARTMENTS Our academic departments include Arts, Humanities, Innovations, Physical Education, and STEM. Arts: The Arts Department consists of offerings in Dance, Music, Theatre, and Visual & Media Arts.

Humanities: The Humanities Department includes courses in English, History, Rhetoric, and World Languages.

Innovations: This department offers course work in Computational Thinking, Entrepreneurship & Design, and Financial Literacy.

Physical Education: In addition to various forms of PE offered, this department includes a health curriculum.

STEM: Courses available through this discipline include mathematics and science.

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SERVICE LEARNING As always, a tenant of SAAS is our commitment to our community and once again our students embodied that commitment by giving their time and energy to countless local organizations.

During the 2019-2020 school year, SAAS Upper School students combined gave more than 32,000 hours of their time back to the community. To put it another way, that is 3.66 years straight of community service. That’s more than 15 years of a full time 40 hour a week job. Wow! Perhaps the most incredible facet of the service provided is that students could choose to whom they dedicate their time. SAAS students gave to educational, humanitarian, environmental, and faith based organizations. All chosen by the students themselves.

Special recognition deserves to be given to several of our students who went above and beyond the required level of service.

The top three students by hours earned are Henry Roseman ’22 who gave 409.25 hours, Emily Cady ’21 who gave 367 hours, and Zoe Bishop ’22 who gave 344.5 hours.

GRADUATION REQUIREMENTS Seattle Academy’s academic year is divided into 3 trimesters. Beginning with the Class of 2022, 84 trimester credits and 160 hours of community service are required in the Upper School in order to graduate.

These 84 credits are made up of the following:

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12 English

9 History/ Social Studies

9 Science

2 Computational Thinking

2021

2022

2023

Educational 12,399 11,466 3,976

4 Distribution Areas

1 Rhetoric

21

9 Math

SAAS STUDENTS ARE EARNING THEIR SERVICE HOURS AT THE FOLLOWING AGENCIES:

9 World Languages

7

3 Math or Science

6

2 Entrepreneurship & Design

3 Required Electives

2 Financial Literacy

2 Health

6

4 PE

Environmental 1,932 943 271 Faith-Based 817.5 100 838 Humanitarianism 18,426 9,124 2,928

MOST SERVICE HOURS EARNED

01 02 03

409.25 hours Henry Roseman ’22 367 hours Emily Cady ’21 344.5 hours Zoe Bishop ’22

04 05 06

336 hours Ella Gonchar ’21 287.5 hours Max Hellman ’23 200 hours Ian Whitson ’23

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KNOW THE KID

SAAS CLUBS

Clubs are an integral part of any school experience.This remains true even during our remote learning time. They allow students to find others with like minded interests and similar hobbies that they might not otherwise interact with. This encourages an immense level of community involvement that is simply not possible within the confines of a classroom. Clubs encourage students to contribute to each other’s personal growth, pursue creative challenges and imagine what life may hold for them after SAAS by serving their individual interests.

Perhaps one of the best indicators of how active our club life is at SAAS is how dynamic it is. Each year new clubs are created by the students themselves to serve the ever evolving interests of our student body. New clubs like Girls Rising perfectly complement clubs that are familiar across generations like Chess Club and Debate Club.

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NUMBER OF STUDENTS IN CLUBS Total participants

960+ Unique participants

550+

Number of Upper School clubs

36

Number of Middle School clubs

19

TOP THREE CLUBS WITH HIGHEST MEMBERSHIP (and their number of members)

Clubs by Division MIDDLE SCHOOL

ART CLUB BOOK CLUB BOULDERING CLUB CALLIGRAPHY CLUB CHESS CLUB DEBATE CLUB DUNGEONS & DRAGONS CLUB FUTSAL CLUB GIVING BACK CLUB LATINX CLUB MAGIC: THE GATHERING CLUB MAKER CLUB MARINE BIOLOGY CLUB QUEER STRAIGHT ALLIANCE ROBOTICS CLUB SAASQUASH CLUB SEATTLE ACADEMY LEADERSHIP TEAM (SALT) SKATEBOARD CLUB SOCIETY FOR LINGUISTICS AND LANGUAGE ACQUISITION TRIVIA CLUB ZAMBIA CLUB

Planned Parenthood

UPPER SCHOOL

ART CLUB ASSOCIATED STUDENT BODY (ASB) BIRD CLUB BOULDERING CLUB CHESS CLUB COMMUNITY ENGAGEMENT CLUB CULINARY CLUB CYBERPATRIOT DEAD FILM SOCIETY DEAD POETS SOCIETY DEBATE CLUB ECON-FINANCE CLUB ENTREPRENEURSHIP CLUB ENVIRONMENTAL CLUB ETHICS BOWL CLUB FILM CLUB FUTSAL CLUB GIRLS RISING JUGGLING CLUB LITERARY MAGAZINE CLUB MARINE BIOLOGY CLUB

MARY’S PLACE CLUB MENTAL HEALTH CLUB MOCK TRIAL MODEL UNITED NATIONS ORIGAMI CLUB PLANNED PARENTHOOD CLUB QUEER STRAIGHT ALLIANCE ROBOTICS CLUB RICHARD'S RWANDA; THE ABARI COLLECTIVE SAASQUASH CLUB SOCIETY FOR LINGUISTICS AND LANGUAGE ACQUISITION SPEECH AND DEBATE STUDENT FACILITATORS STUDENTS SPREADING DISABILITY AWARENESS TEAM ONE LOVE CLUB YOUTH LEGISLATURE ZAMBIA CLUB

73 70 55 Futsal

Bouldering

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KNOW THE KID

Seattle Academy’s Guiding Principle to Know the Kid provides insight on the unique gifts, strengths, and talents of our students. Our commitment to Know the Kid establishes the foundation for healthy relationships and nurtures a mutual respect for each individual’s strengths, challenges, and unique story. To Know the Kid, relationships and trust are built in a classroom, on an athletics field, during a musical performance, in conversations in a lunchroom between faculty and students, as well as among students. Knowing the Kid is especially important and therefore prioritized in a remote learning environment—and . . .

CONNECTION

34

Achijah Berry ’10

Jarad Gifford

Middle School Dean of Students

Assistant Head of Upper School

In the Middle School, the Advisors and Advisory is a key lever to connecting with students. Advisors host small groups of students where the space is reserved to work on specific skills regarding organization and social emotional learning. Advisory is also a safe space for casual conversation, community building, connection, and support for each other. Advisors can also help to initiate friendships among students, since social connection can be challenging while we’re staying safe and socially distant.

Advisors conduct important bi-weekly check-ins with students where they can discuss academics, social connections, student life, as well as check in on how students are doing socially and emotionally. There’s an opportunity for the Advisor and students to discuss goals, progress, actions for students to work on, and to celebrate as a group along the way.

Clubs are student initiated with the support of a faculty club advisor. This creates an opportunity for students and adults to connect on areas of interest. In addition, this gives faculty a chance to see how kids communicate, connect, and interact outside of a classroom setting.

Clubs demonstrate to us and the community what students are passionate about, and they foster group connection, skill building, and provide a place for students to shine.

Open communication between the Advisor and the student’s family provides insight into family goals, and the partnership helps us know how to best support both the student and family. Family advisory meetings or advisory gatherings also help SAAS families build connections and community.

Additionally, open communication among faculty is key while we are away from campus. Faculty members are in constant communication with one another to relay observations about strengths and challenges, identifying where the students have room to grow, who they’re connected with, if they understand content, and more.

This provides insight so we can apply strategies and teaching methods that work for our students during this time. Open communication provides pathways to collaboration and creates support systems to help students in all areas, whether it be something specific to a class subject or helping them initiate a conversation with a peer they’d like to connect with. ☜

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IS KEY In the Upper School, Know the Kid holds true in remote as much, or more, than in person.

Academically, faculty are coming from a place of inquiry when engaging with students. Asking questions to get to know them and their situation to better understand and support. Faculty use regularly scheduled conferencing time as a space for student meetings and support. Engagement with students builds trust to know when to push them and when to engage in flexibility or accommodations in the classroom. Grade-Level Coordinators are also attending student classes to get to know students across environments during school.

Upper School has a predictable meeting rotation of Advisory, Class or Grade-Level Meetings, and Upper School Meetings as a way for students to participate and engage in their smaller school community up to larger division-level settings. Goals in Advisory and Class Meetings are for students to get to know these smaller communities.

Each Advisory session has a check-in component to measure how students are progressing, and that can include oneon-one check-ins with students. We have

focused on goal setting during Advisory at the start of the school year. Advisory is also a place where students can get support on self-advocacy. Specifically for 9th Grade, the focus is transition to high school. Advisors are also supported

by Student Facilitators, whose focus is to be a peer support for all 9th Grade students, especially those new to the SAAS community.

An important part of the Grade-Level Coordinator role is keeping the lines of communication open with students and families—sharing with families specific examples of what they observe with students in classes and meetings.

Clubs provide opportunities based on student passions and interest and are student driven. An integral part of student life at SAAS, clubs provide a social bridge for student connection and community. Coordinators and faculty encourage students to be involved in clubs as a way to connect with other students, as well as the faculty advisor. ☜

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ABOUT SAAS

Grounded in our Guiding Principles SHEILA HANRAHAN, COMMUNICATIONS DIRECTOR

I

n October 1983 a dedicated group of students, faculty, and parents were inspired to start Seattle Academy. Thirtyseven years later, that entrepreneurial spirit, willingness to take risks, and an unwavering commitment to create and nurture community still stand.

Our Seattle Academy cultural conversation, curriculum, teaching styles, and programs are grounded in our four Guiding Principles of College and Life, Culture of Performance, Inclusive Community, and Know the Kid. A student, as an individual, is encouraged and enabled to explore new things and build upon their existing experiences in a collaborative, supportive learning environment. Here’s what that looks like:

COLLEGE AND LIFE SAAS prepares students for college and life; we value curiosity and innovation, participation and excellence, and exploration and resolve. From the moment a student arrives at SAAS in the Middle School or Upper School, they are provided with the tools and support systems to take ownership of their learning.

That ownership and self-direction shows up, for example, when students advocate for relevant revisions to our curriculum that better reflect our school and community values.

It shows up with a new student-led Suicide Prevention and Awareness Council, where students are actively educating and supporting each other on the topic of mental health. It shows up when students feel confident to stretch themselves to leave the familiar comforts of a high school campus to embark on the 8th Grade “Seattle Challenge” urban retreat or a cultural trip across an ocean. It shows up when students are exposed to a variety of academic courses and activities that encourage critical thinking, experiential learning, and individual growth.

The ultimate test of preparing our students for college and life is the Senior Project program. Our 12th graders participate in a

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Senior Project during the final six weeks of their high school career. The projects require that they engage with a real life business or organization, sell themselves as an asset to the organization, and then show up and work on a daily basis. At the end of their projects, the school asks the mentors to complete a survey of the seniors' work, accountability, skills, etc. This provides SAAS with concrete data of where our students are ready for college and life and where the school needs to build additional support so that they are ready to contribute boldly to a changing world. Read more about our Senior Project program and our Project Mentor Survey on pages 22 and 23.

“Our family appreciates the art curriculum/classes/ requirements that allow all the students to be okay trying new things—dancing, singing, acting, and performing on stage. Exposure, support, resources, and the belief that we shouldn’t ‘box students in’ is what allows SAAS students to grow and find passions they perhaps never knew were there.”

—Catherine Gaston, Blake ’22

CULTURE OF PERFORMANCE Our Culture of Performance fosters the integration of skills and knowledge, the ability to collaborate and take risks, and the capacity to confidently navigate change and ambiguity.

We conduct learning in a Culture of Performance.

Students throughout Middle and Upper School are challenged to take risks in front of a variety of

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audiences, combining disparate skills in moments of action in order to communicate complex ideas. This method of teaching fosters independence and integrity, the ability to collaborate and take risks, and the capacity to cope with change and ambiguity— critical skills needed now more than ever.

Our students regularly work in teams for project and problem-based learning, and the Culture of Performance naturally develops a range of key skills, such as the ability to: Contribute and communicate well, both as an individual and as a member of a team; Utilize a full range of capacities, including the rational, the creative, the emotional, and the intuitive; Assess one’s audience and adjust one’s plan based on the reality of the audience; and Understand that ambiguity and failure are part of the process of success.

Practically speaking, Participation & Excellence means that SAAS has a no-cut policy in all activities. If a student comes out for a sport, an arts program, or a club, they will not be cut and turned away. There is an appropriate level for everyone, and SAAS’s commitment to this principle supports both exploration and resolve.

WE KNOW OUR STUDENTS HAVE VARYING INTERESTS, CAPABILITIES, AND LEARNING STYLES, AND THEY COME FROM DIVERSE CULTURES, FAMILIES, AND NEIGHBORHOODS.

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At Seattle Academy, everyone is in front of an audience regularly, in all departments and all areas of study. Everyone learns from each other and everyone is supportive.

A performance can be collaborative in a group or individual. It can be artistic or athletic, for fun or a league title. A performance can be academic during a class presentation or during a weekend speech and debate tournament. It can be a college interview or a job interview. Or a performance can be advocating for oneself on a topic that you feel passionate about.

The audience can be the entire school community, while performing at an assembly, on the stage, or in a sporting event. The audience can be your whole grade-level, or an external panel of experts, or your peers in the classroom. Or the audience can be one-on-one with your teacher, administrator, Senior Project mentor/project team, or college advisor.

In a student’s time at SAAS, they will have multiple performance opportunities, big and small, in front of all sorts of audiences. In this process of iteration and reiteration of performances in all areas of their learning, students develop a deep integration of skills and knowledge, refine the ability to collaborate and take risks, and build the capacity to confidently navigate change and ambiguity.

INCLUSIVE COMMUNITY We believe that an Inclusive Community embraces cultural agility, civic action, and a broad definition of human potential. At SAAS, we are committed to the belief that all students have unique strengths and abilities. We know our students have varying interests, capabilities, and learning styles, and they come from diverse cultures, families, and neighborhoods. We welcome and embrace the differences in our community.

Our Diversity, Equity, and Inclusion statement demands that we nurture empathetic connections between people with different life experiences. We are committed to recognizing and addressing the causes and effects of bias and discrimination, as well as the historic and ongoing relationship between privilege and power. We strive to see, hear, and value all members of the community and work to build a strong foundation for meaningful dialogue, informed advocacy, and effective action.

“As LGBTQ parents of a racially diverse family, we’ve felt entirely welcomed not only into the parent and student family at SAAS, but completely supported by the administration in their daily actions, staff culture, and they aren’t afraid of taking difficult stands on topics that aren't convenient (like switching camp locations based on LGBTQ views). Thanks SAAS for raising the bar for all of us.”

—Dave Erickson and David Kolner, Finn ’27 and Marius ’27

KNOW THE KID Our commitment to Know the Kid establishes the foundation for healthy relationships and nurtures a mutual respect for each individual's strengths, challenges, and unique story. We focus our efforts on understanding each student at the individual level and navigating with them through their SAAS experience.

Mentoring and coaching relationships are purposely flexible and multiple, so that a student may seek and receive guidance from numerous adults at SAAS. They have a variety of options for building trusting relationships with adults who can partner with them on a common interest area, particular project, or unique challenge.

The SAAS advisors, grade-specific coordinators, counselors, and Learning Support teams complement our faculty and staff and also engage with students in a tireless pursuit of meeting each student where they are.

Student talents, whether ones they are born with, are developing, or are newly discovering, are often accelerated by a partnership with adults who are

committed to helping shepherd them – through encouragement, persuasion, or strong recommendation – to explore the possibilities within their journey at SAAS. Knowing the Kid is central to making this happen.

“We have three entirely different children, and all three are thriving at SAAS.” It is a place where the faculty and staff can bring their whole selves, which makes it so students can bring their whole selves. The connections and relationships are therefore truly authentic, and each of our children has a deep support system and is given the best chance for success.”

—Jennifer Reibman, Moriah ’19, Barak ’21, and Ariana ’25 As we finish up the year 2020, SAAS will continue to maintain the entrepreneurial spirit that was there at its beginning in 1983, its willingness to take risks, and its unwavering commitment to this learning community, grounded in our Guiding Principles. ☜

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ABOUT SAAS

Faculty Professional Development at SAAS ALISON RAY, DEAN OF HUMANITIES FACULTY

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t Seattle Academy, faculty participate regularly in professional development to refine their craft, especially in a remote learning environment. We encourage faculty to pursue opportunities that will help them grow in areas of interest, to reimagine their practices, and to consider current research about teaching and learning.

This past summer, professional development for faculty was designed to prepare for a hybrid teaching scenario (both remote and in-person), and our training relied upon standards developed by and with “One Schoolhouse: Partners in Innovation.”

Standards articulated exemplary practices for Designing, Building, and Teaching courses: DESIGNING COURSES FOR • Active student engagement • Diverse learning profiles • A variety of assessments and incorporating a cycle of effective feedback BUILDING COURSES • Using an intentional pace and layout • With effective and efficient use of technology • To incorporate a culture of performance TEACHING COURSES • By building authentic relationships • By acting as an effective communicator As part of our targeted development plan for everyone, teachers new to SAAS attended a separate training in the summer to onboard them to SAAS’s Mission and Guiding Principles, and new teachers hired for Associate positions will work directly with our

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Assistant Head of School for Curriculum and Instruction (Evan Hundley) as a cohort for continued professional development throughout the year.

Just prior to the start of the 2020-21 school year, both new and returning SAAS faculty continued their professional development work. We laid out clear expectations for using Schoology (our Learning Management System) and continued to instruct faculty regarding strategies for providing feedback that is timely, targeted, and specific; we explored the topic of trauma-informed teaching; we continued to explore diversity, equity, and inclusion topics initially launched in the spring; and we made time for faculty to hone their use of technology tools including sessions on Zoom, assessment tools, and ways to make more effective videos for remote teaching, among other topics.

In October, twenty faculty members attended the Northwest Association of Independent Schools (NWAIS) annual conference virtually. This year’s theme was “Assessment for Growth and Equity in the Age of COVID” and featured sessions on student-centered assessment, grading for equity, and teaching emotional skills in a time of uncertainty.

On that same day, we also offered optional engagement opportunities for faculty. These were spaces for faculty to come with questions, ideas, or problems to troubleshoot among their peer group. Session topics included: Tech Tools and Strategies, Assessment and Feedback, Writing Midterm Comments for Struggling Students, and Active Student Engagement using Universal Design for Learning.

Faculty engagement in outside professional development opportunities Faculty also continued to engage in outside professional development opportunities. A snapshot of those includes: Megan McCall (02) (Director of Learning Support), and Jen Nelson (07) (Middle School Counselor) attended the Learning and the Brain Conference, focused on “The Social Emotional Brain: Raising Resilience, Restoring Relationships, and Rebuilding Self-Regulation During COVID-19.”

World Language Department members Rebecca Klein (05), James Watson (09), Lise Lalonde (06), and Jordan Cardinale (04) attended the Organic World Language program’s workshop on student engagement in both synchronous and asynchronous learning.

Department Chairs Catherine Klem (03) (Math), Peter Clark (10) (Science), and Jason Gough (08) (English) participated in an eleven-week cohort designed for Department Chairs facilitated by One Schoolhouse. Dean of Faculty for Humanities, Alison Ray (01), participated in the cohort for Academic leaders. This opportunity allowed them to engage with leaders from independent schools across the country and to explore topics relevant to remote and hybrid learning in particular. ☜

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⊲ (L-to-R): Rob Phillips, Madeline Williams, and Zac Townsend

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SAAS MISSION

Academic Quality and Connection During Remote Learning Giselle Furlonge

Head of Upper School

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hen I reflect on the adaptability our community displayed in the Spring 2020 trimester—how faculty and staff pivoted within a 48-hour period to translate their curriculum, advisories, sports, clubs, and affinity groups into an online setting; how students adjusted to the loss of their routines and still maintained their motivation; and how parents shouldered new daily responsibilities as part of their students’ learning—the magnitude of our community’s resilience engenders such pride. The sudden impact of state and nationwide quarantine, protests in the fight for racial equality on Capitol Hill, and attempts to prioritize our health and mental well-being shaped how we approached emergency remote learning.

We worked hard to maintain academic quality and connection and to foster a sense of community amidst some of the most challenging times any of us had experienced. What we learned in the spring is how important it was to stick closely to the Guiding Principles of our mission as we prepared for the 2020–21 school year.

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Knowing that we were planning for continued remote and hybrid learning in the fall meant that through our summer professional development, we thought about what was most important in our curriculum, what we were most passionate about, and what was essential to our academic program. We designed synchronous and asynchronous instruction to be student-centered and to reflect student progress and growth, equipping teachers with best practices for the remote setting. Our professional development encouraged teachers to see themselves as “facilitators" of students’ learning who provided students with opportunities for collaboration, connection, and real-world application in their coursework.

Even as we emphasized the factors that influence student engagement most, we also kept in mind the ultimate situational factor that would continue to shape our school year and all of our programs: we are still living in a pandemic. Sustained pandemic living and the uncertainty that accompanies it provides challenges for our community to grapple with. This reality has tasked us with clearly defining how student-centered learning and engagement

“ WHAT WE LEARNED

ABOUT HOW WE APPROACH TEACHING AND LEARNING HAS AFFIRMED OUR CORE BELIEF THAT LEARNING IS PERSONALIZED

would now happen. “Engagement” might now have very different definitions for our students, for many different reasons. Most importantly, however, active engagement and student learning looks like students knowing what they are learning and why.

Above all, what we learned about teaching and learning in these times has affirmed our core belief that learning is personalized, competency-based, happens anytime and anywhere, and that students must take ownership in their learning in every setting. SAAS teaching is rooted in student choice, a powerful instrument for learning because it fosters self-direction and empowerment. Our students can have choice in tasks, reporting formats, and/or learning goals. Choice makes students active participants in their decision-making and their education.

We want students and faculty alike to approach their work and life from a growth mindset. At SAAS, we see three sources for that mindset: Connection → how well students know teachers, teachers know students, and students know each other.

Predictability → how we begin and end each class and each

week, how we provide safety, build community, and alleviate pressure through our routines.

Flexibility and empowerment → how we can be thoughtful about each student’s unique needs in order to create room for them to thrive.

We know that building ties socially and academically is our paramount challenge of living and learning in a pandemic. What we’ve learned most from the spring is that we will continue to use our strength as an adaptable and resilient community to determine the best ways for us to use both learning and community time. Remote learning has unquestionably challenged us to reimagine every facet of the “what” and “how” we teach and learn.

What is consistent, however, is our creativity and intentionality in designing for student engagement and our dedication to meeting students where they are as we strive to deliver our signature academic and co-curricular programs. ☜

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SAAS MISSION

Contributing Boldly: Innovation During COVID-19 Andrew Spitzer Digital Marketing and Communications Manager

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e are proud of the collective community efforts of Seattle Academy faculty, staff, and alums who were involved in Maker Mask to produce masks for frontline healthcare workers in the Spring of 2020.

Maker Mask is a Seattle nonprofit who uses everyday 3D printers to create medically endorsed, reusable protective masks for front line workers during the COVID-19 pandemic. This venture was started by Seattle Academy parent Jonathan Roberts (Eliot ’16, Winston ’18) and his non-profit, RPrime Foundation. The RPrime Foundation, co-founded by Jonathan, is a nonprofit digital platform which connects individuals to communities of all types including faith-based, education, government, NGO, and all service organizations, to meet societal and community needs. The goal is to address critical supply shortages and support “the real heroes on the front lines” of the COVID-19 pandemic.

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The nineteen 3D-printable parts that make up the mask were visible on the Maker Mask website along with details on materials needed, download instructions, videos, the ability to donate to the cause, and more. The cost of each finished mask, printed in about three hours, was estimated to be between $2 and $3.

In April 2020, right at the height of the PPE shortages for health-care workers, SAAS alums Kenji Lee ’18 and Peter Springer ’18 reached out to SAAS asking if we'd be interested in loaning the school's 3D printers to support this effort. As we were already in a remote learning mode, those 3D printers were idle. We immediately agreed and our facilities team delivered all of our 3D printers, as well as many from other independent schools to increase Maker Mask's production capacity. Our SAAS Facilities Department picked them up and delivered them to increase Maker Mask's production capacity.

“ IN TOTAL, OVER

THE COURSE OF FIVE MONTHS, THE SAAS TEAM PRINTED OVER 3,000 PARTS TO ASSEMBLE OVER 300 MASKS.

▲ Top: Mark Zavala, Network Engineer ⊳ Bottom: Lysie Taylor, Dean of Innovations Faculty

Soon after, Seattle Academy faculty and staff including Lysie Taylor, Dean of Innovations Faculty, Mark Zavala, Network Engineer, and Tom Flood, Innovations faculty member, set up nineteen of our 3D printers in the Middle School gym to print parts for the masks. Following social-distancing guidelines, SAAS students began volunteering to support this effort. Students included four seniors and now alumni from the Seattle Academy Robotics team including Sophie Ginsberg-Hayes ’20, Ari Porad ’20, Chris Sanchez ’20, and Ben Scherzer ’20, who actively managed the assembly process and printed the mask parts. As Maker Mask went through the iterative process of honing the design and simplifying the masks, the SAAS students were learning and helping along the way.

The work continued through the summer months, and mask production concluded in August. In total, over the course of five months, the SAAS team printed over 3,000 parts to assemble

over 300 masks. These were delivered to Maker Mask headquarters who then sent them to various front line healthcare workers throughout Washington State.

The process of designing and implementing a production facility at SAAS has taught the school a lot of lessons. The first lesson was it’s harder than you might think. But every lesson after was one that further verified the tenacity and creativity of our SAAS students and alums. This project has become a blueprint for projects in the future if the need arises. ☜

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PHILANTHROPY

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n February 29, 2020, over 650 registered guests, including current and alumni parents, faculty and staff, alumni, and 170 Middle and Upper School student performers, filled Fremont Studios for our annual fundraising gala, SAAS in the City. This event was a night full of celebration, community, and collective impact. Together, we raised $950,000 for Financial Aid, which ensures access and inclusion for students regardless of socioeconomic background while enriching the learning and development for all students.

Thank you—we are grateful for this amazing outpouring of community support. In fact, thanks to the incredible generosity of our community, we far exceeded our $700,000 goal which enables us to offer more Financial Aid grants to incoming students at SAAS! The evening began with a warm welcome from David Sheppard (Maya ’23), Board of Trustees Chair, followed by brothers and alums Joel Hobbs ’04 and Jeremiah Hobbs ’14 who shared their experiences at SAAS attending a decade apart from one another.

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Other alumni presenters, including Alec Fiebig ’11, Nina Finley ’12, Mireya Grey ’17, James Reinhardt ’99, and Geneva Shaunette ’05, shared their SAAS experiences and introduced student performances. Noah Sarkowsky ’17 attended again this year to direct the show, as well as Marcus Petitt ’09 who directed the Cardinal Choir.

Dazzling student performances included the SAAS DrumLine, Instrumental Combo Red and White, Advanced Instrumental, Jazz Choir II, Dance Project, Advanced Dance, Middle School Musical Cast, SAAS Music Production, and Advanced Jazz Choir (The Onions). The Cardinal Choir, an ensemble composed of Middle School and Upper School vocalists, and alumni performers including Nate Abbott ’16, Sydnee Matthews ’05, Nicole Matthews ’05, Annalise Olson ’09, Marcus Petitt ’09, and Nicole Rinne ’15, performed a rousing and inspiring rendition of "Lean on Me," arranged

by Marcus Petitt. Many performances were accentuated by videos spotlighting students in Academics, Athletics, Outdoor and Travel, and Service at Seattle Academy. ☜

The success of SAAS in the City is a direct result of the tremendous effort and countless hours of parent volunteers, student performers, and faculty and staff.

Join us in thanking the event co-chairs and their committee: Event Co-Chair

Event Co-Chair

Lynanne Struss

Megan Bergerson

Lila ’26, Miles ’25, and Colson ’23

Max ’23

Graphic Design & Decor

Wine Grab

Julie Eitel

Charlene Kletzly

George ’16

Grace ’25 and Cooper ’22

Volunteer Communications

Jane Saddler

Molly Meltsner

Eric Farwell ’21

Tessa ’25 and Will Troop ’21

Julie Williamson

Raffle

Ramsey Mokhtar ’26

Liz McConnell Viv Gossard ’25

We’re also grateful to all our SAAS in the City partners whose support allows even more students to benefit from the night’s proceeds: LIVE AUCTION DONORS Stone & Vivien Gossard Mike & Liz McConnell

RAFFLE PARTNERS Ballard Annex Oyster House Big Mario’s Pizza Bruciato Caffe Vita Canlis Capitol Hill Block Party Hitchcock

Lost Lake Cafe Mamnoon Matador Neumos Phoenicia Poquito’s Rhein Haus Stone Gossard Sway and Cake Tokeland Hotel Via Tribunali The Wandering Goose Alex Washburn

2020 SAAS in the City Sponsors Aircare International expTechnical GLY Reverb Seneca Group Seattle University Tinte Cellars UMC

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Middle School 1137 13th Avenue Seattle, WA 98122 (206)323-6600

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Upper School 1201 E. Union Seattle, WA 98122 (206)323-6600

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