ACCOLADE S T. G E O R G E ’ S E P I S CO PA L S C H O O L | 2 0 1 6 - 2 0 1 7
Makin’ Progress New Tinker Lab | Lessons from the Heart | ISAS Self Study
The St. George’s family is proud to include 22 faculty and staff members and their 28 children who are members of the student body, along with Rob and Elaine Eichberger and their grandson Enzo Solitario.
BOARD OF TRUSTEES 2016-2017 Mr. Greg Schafer, Chairman Mr. Alex Breckinridge, Vice-Chairman Mrs. Heidi Gould, Secretary Mr. Leon Nowalsky, Treasurer Mrs. Rachel Alltmont Dr. Jennifer Avegno Mrs. Kate Cox Mr. Miguel Elias Mrs. Lee Anne Garner Mr. Kyle Graffagnini Mrs. Cappy Johnson Mrs. Norma Kimble Mrs. Laurie Leaman Mr. Bruce Lelong Mr. Aaron Middleberg Mr. Eric Revels Mrs. Cathy Schieffelin CDR Damon Singleton Mr. Robert Suggs
EX-OFFICIO Dr. Robert Eichberger The Reverend Richard B. Easterling
PARENTS GROUP OFFICERS Mrs. Cathy Schieffelin, President Mrs. Rachel Alltmont, Vice-President Mrs. Liz Schafer, Secretary Mrs. Emily Dodart, Treasurer
Copyright © 2016 St. George’s Episcopal School 923 Napoleon Avenue New Orleans, Louisiana 70115 Phone: (504) 891-5509 Fax: (504) 895-1225 www.stgeorgesepiscopal.com facebook.com/stgeorgesepiscopal
Dr. Robert Eichberger, Headmaster Dr. Emma Whitman, Director of Lower School Mrs. Romaine McCarthy, Director of Middle School Mrs. Sherri Weiser, Director of Resource Services Mrs. Hayley Harang, Director of Early Childhood Mrs. Emily Le Jeune, Director of Finance Mrs. Chrissy Negrotto, Director of Admission Mrs. Wendy Granier, Director of Advancement Mrs. Kacie Fuselier Gurney, Director of Communications Mr. Wes Ganucheau, Director of Technology
ST. GEORGE’S EPISCOPAL SCHOOL is a private, co-ed, independent school for students from preschool through eighth grade. Established in 1969, St. George’s is distinguished by its qualified faculty, low student-to-teacher ratio and concept of “individualized education,” which builds upon the distinct talents and learning styles of each individual student. OUR MISSION: We excel in educating children. At St. George’s, each child grows academically, creatively, emotionally, and spiritually, while developing a sense of self-worth and moral responsibility. We recognize that no two children are alike; each one possesses a fascinating combination of gifts and challenges. We serve a blend of learning profiles in a family-like atmosphere of care and concern with a highly trained and dedicated faculty. Together, we embody perseverance, integrity, compassion and respect—values that foster lifelong learning and success. INDEPENDENT SCHOOLS are distinct from other schools in that they are primarily supported by tuitions, charitable contributions and endowment income rather than by tax or church funds. National Association of Independent Schools membership requires that a school be governed by a board of trustees, practice nondiscriminatory policies, be accredited by a state or regional association and hold nonprofit status. ACCOLADE: In the Middle Ages, the Knighting Ceremony acknowledged personal achievement and service. A tap with a sword signified formal recognition of a job well done. This tap was called the accolade. Accolade is published by St. George’s Episcopal School and is mailed to parents, grandparents, alumni families, faculty, friends and educational institutions. ABOUT OUR COVER: Preschool students in the atrium of the newly expanded Michael R. Boh Early Childhood Center. EDITOR: Christine Perrin CREDITS: Wendy Granier and Kacie Fuselier Gurney, contributing writers; design by Lori Monahan Borden Design; photography by Kacie Fuselier Gurney, Jeff Johnston, Katie Morton, Mike Palumbo and Elise Smith. THANK YOU: Allie Cumings, Elaine Eichberger, Margie Fell, Tanya Musa, Connie Philburn and the parents, faculty and alumni who submitted photos and information.
ISAS SELF STUDY
FROM THE HEART
IN THIS ISSUE 2 3 20
From the Headmaster From the Chairman Alumni News
24 28 30
Noted & Quoted Student Art Gallery Annual Report
FROM THE HEADMASTER
The Gift Dr. Robert Eichberger, Headmaster
ometimes life rewards us with unexpected gifts. Often, we don’t recognize them as gifts at all, but rather as just small bumps in the road or random twists of circumstance beyond our control. Some gifts hide in the backdrop, not readily apparent, even though they may be the most memorable gifts we’ve ever received. A few years ago, St. George’s was notified by the Independent Schools Association of the Southwest (ISAS) that it was time to complete another 10-year Self Study, which is required by ISAS to maintain our accreditation as an independent school. This notification meant that ISAS was moving up the timing of our Self Study by two years in order to put us back on our original timeline that had been derailed by Hurricane Katrina. I must admit I was a bit disappointed. It had been my hope to escape yet another reaccreditation process before retiring. To put things in perspective, the Self Study is an arduous process involving the entire St. George’s family – faculty, staff, administration, trustees – and requiring countless hours of committee meetings, preparation, planning and paperwork. I felt that I had already done my fair share of Self Studies, having completed four previous studies. In a very pleasant and cordial conversation, I presented my best case to the director of accreditation services for ISAS, yet she remained unconvinced. Instead, she proceeded to convey what a wonderful gift it would be to St. George’s to have the Self Study completed in advance of our school’s transition in leadership. As usual, the St. George’s faculty embraced the challenge before us and quickly launched into action, working diligently to complete the tremendous task at hand. The results of the questionnaires were very impressive, especially the individual comments from our parents, faculty and trustees. (Please refer to the article on page 18 for information about our 2016 Self Study.) I felt a sense of relief and pride in seeing the completion of a job well done. Our community showed strength and stability, and I know that the school is on the path for a prosperous future. Just a few weeks ago, we concluded the site visit, the final event of the Self Study. The faculty gathered at Salem Theatre to receive the final commendations presented by Dr. Paul Baker, head of the visiting committee. To paraphrase the report
would not do it justice. The following words are the first two commendations, exactly as they were read aloud by Dr. Baker: 1. The visiting committee commends St. George’s for the incredibly loving and joyful community that they have created. That love and joy is evident in every person in this community, from the students to the faculty, staff and administration, from the parent body to the Board of Trustees. The “family-like atmosphere of care and concern” that is part of the mission statement is palpable, and this has produced a school where differences are not simply tolerated but celebrated, and each person is valued in the community. 2. The visiting committee commends the dedicated faculty, administration and staff for their daily work to support the mission of St. George’s. The rapport among the faculty and administration, their genuine affection for each other, and their commitment to teamwork are the foundation that supports the rich and varied program of the school. Together, the adults of this community work to “do what is right and best for each individual child.” Upon hearing these commendations, I finally understood the gift. Perhaps it is true that I had given a gift, but honestly the gift was also mine. Throughout the study process, we were all a bit apprehensive about how St. George’s would be perceived by the visiting committee, wondering if our unique sense of community would be understood. I have always believed that St. George’s mission statement and its unrelenting dedication toward fulfilling this mission are among the special qualities that distinguish us from other independent schools. Knowing that St. George’s was recognized, understood and commended by an independent team of peers is a gift I will always treasure.
Rob Eichberger, Ed.D. Headmaster
FROM THE CHAIRMAN
A Solid Foundation for Academic Excellence Greg Schafer with his son Andrew ’19
his summer the campus of St. George’s grew in a new and exciting way. With the completion of the Michael R. Boh Early Childhood Center expansion, we realized a longtime goal of the school. Aside from the beauty of the new building, the school now has the capacity to accommodate more preschool and pre-k students. Because the majority of the families in the preschool will then remain at St. George’s through eighth grade, this increased enrollment will provide many intangible benefits that will help the school remain financially strong for decades to come. I hope you will keep this in mind when you consider supporting the capital campaign. However, while bricks and mortar are very important, I feel that St. George’s greatest asset is its teachers. As my son has progressed from pre-kindergarten to sixth grade, I have continually marveled at the superior faculty he has been blessed to have as teachers. They have continually challenged him and given him the guidance he needs to be a good student and, more importantly, a person of integrity. During my seven years with St. George’s, I have often heard the statement that the school is “the best kept secret in town” or that it “flies under the radar.” I believe these statements do St. George’s a great disservice because they imply that we are not known or that somehow our success is a surprise. Nothing could be further from the truth. In fact, when you consider how our students compare to others in such areas as academic games, the
Math Olympiad, Duke TIP, The National Spanish Exam and Le Grand Concours, we consistently rank among the top schools in the region. The fact that St. George’s is second to none in the development of our children academically and as individuals should be of no surprise to anyone. In the Gospel of Matthew, Jesus stated, “No one lights a lamp and puts it under a bowl; instead he puts it on the lampstand, where it gives light for everyone in the house.” We must follow this teaching and not be reluctant to tell friends and acquaintances that St. George’s provides a superior education through its amazing faculty. Even more importantly, we also should let people know that through our core values of perseverance, compassion, integrity, and respect, we are ensuring that our children become the kind of people that we all can be proud of. St. George’s is indeed a light that already shines brightly in this city. Let’s not hide it, but instead let’s broadcast its wonderful qualities to our friends, family and co-workers. With your support St. George’s light will continue to shine for our students’ children as well.
T. Gregory Schafer Chairman, Board of Trustees
With the start of the 2016-2017 school year, St. George’s officially opened the doors of the newly renovated and expanded Michael R. Boh Early Childhood Center. This major renovation project seamlessly connects new construction with the school’s existing structures, creating a central hub for the growing early childhood program. The recently expanded area, called Boh Central, provides five new classrooms for students in preschool through pre-k, as well as new common areas, including an art studio, the Tinker Lab, a community kitchen, an expanded outdoor space and a multipurpose atrium. This project has allowed for increased enrollment in the preschool program, as well as marking the first time that St. George’s has expanded to three pre-k classrooms. Currently, enrollment is at full capacity for all classrooms in the renovated facility. Completion of the expansion has been an integral part of St. George’s longrange plan and marks an important milestone for St. George’s. This project is a vital and purposeful step towards the school’s growth and sustainability. Recently, the ISAS Self Study visiting committee had an opportunity to tour the new area and see the program in action. Their comments are a testament to the importance of completing the vision. “The Visiting Committee commends the school for the completion of the Michael R. Boh Early Childhood Center. This beautiful, state-of-the-art facility will not only support the burgeoning preschool program, but also firmly sets a cornerstone for the future growth and support of the mission of the school. Bravo.”
Located on the first floor of Boh Central, a spacious new art studio welcomes students from one year of age through pre-k for weekly instruction from art teachers Pam Skehan and Brynn Wilborn. The students engage in projects such as finger painting, clay sculpting and printmaking. Utilizing art and play as meaningful experiences for all students is at the heart of the St. Georgeâ€™s preschool program. The multistory atrium is another essential community area made possible by the expansion. The atrium accommodates students from all grade levels in a variety of activities. The youngest learners gather here for story time; toddlers enjoy building with new bright blue blocks; and middle school creative arts students explore other cultures during dance class. The space provides students, teachers and parents with a place to gather for play and learning.
Located on the second floor of Boh Central, the community kitchen is a space that engages students in experiential learning. Located directly across from the Tinker Lab (see article on page 6), the community kitchen is utilized by students from age two through second grade. This expansion would not be possible without the support and vision of the St. Georgeâ€™s Board of Trustees and the generosity of the leadership donors of the Growing Together Capital Campaign. Scan code to see a virtual tour of our new space.
With the opening of the newly expanded Michael R. Boh Early Childhood Center, St. George’s introduces the Tinker Lab, a “makerspace” for preschool through second grade students. As its name implies, a makerspace gives students the space and materials needed to make things, to tinker, to explore and to create.
“What’s great about having a makerspace like the Tinker Lab is that it allows children to take charge of their own learning,” explains Tinker Lab coordinator Rebecca Teall. Makerspaces are dedicated areas where students are encouraged to tinker and make things using a wide variety of tools and materials. In early childhood education, they allow children to tap into their natural curiosity, their creativity, and their inclination to learn by creating. Makerspaces help bring the concept of making into mainstream education. In the Tinker Lab, the focus is on the process of applying the critical thinking and problem solving skills children
use when engaged in tinkering. It’s a process that changes depending on the age of the students. “For our youngest students, they’re often given some kind of provocation or experience to push them to think about something new or different. In first and second grade, the focus shifts to the ideas of design thinking, collaboration, building for a purpose and sharing your experience with others,” explains Hayley Harang, director of Early Childhood. “We’re excited about the future here at St. George’s, and we want to support our students so that they’re ready for any task, project or job that comes their way. There are very few jobs where people truly work in isolation. Makerspaces support children in developing skills to work collaboratively, skills that we all need throughout life.” What excites teachers the most about makerspaces is that they support students’ natural desire to learn by doing. “When children are in this kind of environment, they aren’t afraid to make mistakes. There is no right or wrong, no judgment involved. It’s about allowing them to try things. If children are afraid to fail, they may hold back or lose their motivation, but when they’re allowed to try different things, to make
something new and then dispose of it, they feel empowered,” adds Mrs. Teall. “Later, when students get to kindergarten, first or second grade, we start to connect what they’re making to what’s happening in the classroom. Then, we can use the Tinker Lab as a jumping off point for just about anything. Even for a creative writing assignment, we can ask students to write about something they made, to describe it, to tell us what it is, what it does and how they made it.” This summer, while the Tinker Lab was still under construction, Mrs. Teall traveled to the Harvard University campus to attend a workshop titled “Creating Innovators: Design Thinking and Maker Spaces,” hosted by EDTechTeacher. The workshop explored the ways makerspaces and the concept of design thinking are used in education to engage students, foster their curiosity, encourage exploration, problem solving, and especially how to incorporate the idea of making into the school curriculum. In the fall, Mrs. Teall hosted an in-house workshop to share her knowledge with the St. George’s Lower School faculty. “As teachers, our role is to encourage and observe students while they
ENCOURAGING THE MAKER MINDSET IN YOUNG CHILDREN:
Have an ample supply of “tools” on hand that encourage tinkering. Remember that the best tools are open-ended items that can be used for multiple purposes. Recycle, reuse and repurpose items that are already on hand, such as boxes, packaging material, yarn, tape, paper towel rolls, etc. Don’t place boundaries on what can and can’t be done.
tinker. That way, we are able to find out what excites them and what they want to learn more of. That’s when we sneak in the academics,” explains Mrs. Teall. “An effective makerspace requires teachers to have the right tools and materials on hand. Things like paper, cardboard, tape, string and wire –things that we might throw out – make the best materials. We especially like open-ended materials, which are materials that can be used in different ways.” Parents may be left wondering what’s to become of the traditional classroom practices from earlier generations, but educators agree that adopting a maker mindset in education builds upon all subject areas and provides endless opportunities to enhance and support a traditional curriculum. “This is not a new fad in education,” explains Mrs. Teall. “Most of us remember that one teacher who really stood out, the one who was always a little out of the box, the one who allowed us more freedom and allowed us to be creative. This is how we have long practiced teaching at St. George’s. The Tinker Lab provides a new space for making, but we are all very familiar with the concept.” Thanks to Warner Thomas, Linda Bacon and Eastan Thomas ’13 for their support of the Tinker Lab through the Growing Together Campaign.
Open a dialogue that addresses actual problems and needs. Then, challenge children to come up with possible solutions. “This box won’t stay standing. What can we do?” Encourage information sharing and collaboration so that ideas from one child can be combined with ideas from another. (Think of the concept two heads are better than one.) Trial and error are important. Allow children the freedom to repeat and redo as they wish. Provide feedback that is non-judgmental, neither right nor wrong. Describe what a child is doing in a non-evaluative way. “You are putting three boxes on top of each other. It is getting taller.” Ask questions that foster critical thinking. Ask “I wonder” questions or open-ended questions. “How did that happen?” “Why did that work?”
Never stop making. 2016-2017
WHAT WILL WE MAKE? Making happens every day at St. George’s, in all classrooms and across all grade levels. St. George’s fosters a learning environment where students are allowed to be creative, original and inventive. In 2005, “Make” magazine was launched, and public showand-tell events called maker faires attracted enthusiasts to libraries, universities and museums. Now worldwide, the maker movement has spread with the ease and affordability of information sharing and the added support of new digital tools like 3D printers, microprocessors and design software. Kids and educators took notice, and the maker movement is making its way to classrooms nationwide. St. George’s is no exception. While a variety of names and labels are now used in elementary education to describe the concept, the activity of making and creating has long been part of the St. George’s experience. What educators referred to as hands-on learning is now called such names as experiential learning, design thinking and making. Such diverse learning opportunities open new doors, allowing educators to reach students with a wide variety of learning styles. “This is where education is going,” explains Middle School Director Romaine McCarthy. “Innovation and design building can happen in every classroom and in all disciplines. It helps to have spaces that are versatile. This shift in education is more about the process, about what happens when students are given opportunities to collaborate, create ideas, lead groups and solve problems.” According to Lower School Director Dr. Emma Whitman, providing students with makerspaces is just one example of how St. George’s uses different teaching methods to reach students. “What I like about makerspaces is that they make the curriculum come to life. Having the right environment allows children to discover certain processes and put their ideas in action. Students are making ramps and are learning concepts of physics, like forces, momentum and gravity. When they see these ideas in action, they understand
the concept.” (Read about the Tinker Lab, a new makerspace for preschool and lower school students, on page 6-7.) Dr. Whitman refers to one of the world’s leading authorities on the topic of intelligence, Dr. Howard Gardner, who defines intelligence as “the ability to solve problems or to create products that are valued within one or more cultural settings.” His theory of multiple intelligences proposes that intelligence is not based on a single quality of the mind, but rather that it comes from different types of mental capabilities that enable problem solving and creativity, which are facilitated when students work in makerspaces. “When we teach concepts at St. George’s, we teach them in so many ways: in group settings, individually, through problem solving and by asking open-ended questions. We can talk about an idea in the classroom, but when students make things, they get to see their ideas in action. It’s an extension of what happens in the classroom, integrating technology, acting things out, making things happen, and especially the process of reflection that happens after,” says Dr. Whitman. Faculty members facilitate the making process daily in the STEM quad at St. George’s. STEM is the combination of four specific disciplines: science, technology, engineering and math. Rather than teaching each as a distinct and separate subject, a STEM curriculum is based on the concept of integrating the four into an overall curriculum of cohesive learning. The STEM quad is an area that combines large classrooms where each of the four disciplines can be taught. “It’s basically one giant makerspace for middle school students,” says Paul Williams, middle school math department chair and head coach of the St. George’s robotics team. “We make our robots here, we program them, we make our own posters, movies, anything and everything we need for robotics.” The tech lab is one of the main areas where students gather to access the technology often used for making and creating. Formerly the computer lab, the area was redesigned to incorporate new open workspaces along with the latest tech tools. “Things have changed so much with the way technology is used in education. We no longer want classrooms filled with
desktops,” explains Allie Segura, technology coordinator. “This is a versatile space, a multi-purpose room. It’s filled with all kinds of tech equipment, and it can be used by students in different classes to do a variety of things.” Having access to iPads, Smart Boards, 3D printers, digital textbooks, digital cameras and the like help the students facilitate such activities as podcasting, blogging, movie making, game making – all intended to allow students to collaborate, create, interact and share information and creations digitally and instantaneously. Lower school students visit the tech lab weekly for digital literacy class where they work on activities designed to hone their tech skills while also reinforcing core concepts across the curriculum. By the time they reach fourth grade, students participate in a class titled Techsploration, which provides two additional visits weekly to focus on keyboarding skills and instruction using Google Apps for Education. “The idea is to help get them ready for what’s ahead in middle school,” adds Mrs. Segura. By middle school, students receive digital instruction on how to use resources safely and efficiently, learning Google Apps and other programs. They also work on cross curricular projects designed to enhance digital learning while also reinforcing the core curriculum. For example, Meaghan Savoy’s sixth grade language arts class recently gathered in the tech lab to create their own podcasts to introduce the use of symbolism in the books they were reading. “We integrate technology in all of our classes,” adds Mrs. Segura. “The maker movement doesn’t require you to have a designated makerspace. It really doesn’t matter where the activity takes place. It’s more about the idea of letting the students learn by creating things that are relevant to what they’re studying.”
Along with learning to master new forms of technology-driven communication, St. George’s students are still challenged to learn the age old practices of expressive arts and live communication. The importance of practicing recitation and performance has never been greater, as most students will find themselves in careers demanding the delivery of wellversed speeches and presentations. St. George’s provides numerous opportunities for students to perform early and often, as the curriculum from preschool through eighth grade encompasses oratory, drama and performance arts. According to Tanya Musa, chair of the language arts department, “St. George’s engages students regularly in performance and public speaking with student assemblies, class presentations, plays and oratory. I believe that overwhelmingly our students leave St. George’s with an impressive amount of self-confidence. They are not afraid to use their voices, and they are so comfortable in front of an audience.” Throughout preschool and lower school, students grow accustomed to performing before audiences of parents, friends, teachers and fellow students for a variety of assemblies, concerts and recitals. By the time they reach fourth grade, students are eager to participate in the annual fourth grade play. As middle schoolers, students are exposed to drama as part of the fine arts curriculum, to oratory as part of the language arts curriculum and to the middle school play, one of the school’s most treasured extra-curricular activities. Beginning in fifth grade, all middle schoolers participate in the annual Cottonwood Oratory Festival, which begins by selecting a piece of published material from a novel, short story, speech, poem, memoir or monologue. “This is very different from acting,” adds Mrs. Musa. “It’s a great way for students to connect with literature. They need to delve more deeply into the stories and to understand the characters.” After making their selections, students memorize, practice and recite their selections during language arts class. “They have to make their piece come to life.” Following an initial round of classroom competition, students with the highest-rated performances are selected to advance to a semifinal round of performances judged by a faculty panel. Finalists are then selected to advance to the final round held each December at Salem Theatre, where they perform on stage for their parents, classmates, visitors and teachers. Each performance is judged by an independent team of guest panelists. Finalists are awarded a trophy and an overall winner is selected in each division. “Oratory provides a unique opportunity for students to shine beyond their regular classroom activities. For students who struggle with reading and writing, it allows them to experience literature in a new and different way,” adds Mrs. Musa.
Students in fifth through eighth grades also participate in the annual middle school play, which debuted more than 20 years ago as a series of one-act plays directed by Alex Colledge, then chair of the language arts department. Over the years, the play grew significantly in scope and size. Traditionally, the production is based on a classic play, often Shakespeare, with adaptations to allow for a middle school production. Held each spring at Salem Theatre, the play is typically a year-long project beginning with script adaptation, auditions and rehearsals. The 2016 play featured a modernized presentation of “Alice in Wonderland,” the Lewis Carroll classic. Retitled “Wonderland,” the updated storyline was produced by Middle School Director Romaine McCarthy, with an updated storyline created by student writers. The production incorporated music by the rock group Imagine Dragons and performances by students and teachers. According to Mrs. McCarthy, “The entire show --set design, script, makeup and costumes -- was completely conceived and executed by the students.” Preparation for the 2017 production is now underway. Titled “Willy Wonka,” the play is based on the popular Roald Dahl children’s classic “Charlie and the Chocolate Factory.” It will be directed by Maureen Missavage, middle school science teacher, who wrote the adaptation after reading different versions of the play, as well as musical adaptations written for high school performances. Ms. Missavage is working as a team with drama teachers Hannagan Johnson and Melissa Ladner. The teachers feel confident the new adaptation will be a hit with the Dragon Players and audience alike. “Kids love science fiction and they love fantasy, and this story has elements of both,” says Ms. Missavage. Ms. Johnson points out that the students also benefit from working together toward a common goal. "In addition to helping students gain confidence and develop lifelong public speaking skills, the collaborative nature of performing as a group also teaches them the significance of teamwork. It’s nice to see our students be so supportive of one another and boost one another’s confidence.” 2016-2017
This school year, St. George’s bids a fond farewell to two beloved longtime administrators and welcomes one of its most cherished teachers to the administrative team. Elaine Eichberger and Bettye Bagot are both retiring before year’s end, while Chrissy Negrotto transitions from teaching lower school to her new role as director of admission. Mrs. Eichberger, former director of admission, and Mrs. Bagot, former director of finance, have worked together as administrators for 20 plus years. Mrs. Negrotto, who joined the St. George’s family in 1996, is thankful to have the benefit of Mrs. Eichberger’s presence while she continues to acclimate to her new responsibilities. Together, the three have seen St. George’s blossom and grow over the years and have taken pleasure in being part of the success.
“The school has grown so much,” says Mrs. Eichberger, who first joined the St. George’s family when her husband Dr. Rob Eichberger accepted the position of headmaster in 1983. When their youngest son Randy entered pre-k, she made the leap from volunteer to administrative staff. “At first I was a mom and a volunteer. I worked with Hope Read (a former trustee) to start the school bookstore. A few years later, Val Kehoe (then a learning specialist on staff) convinced the administrative staff that I should work as the admission and development director.” For Mrs. Eichberger, the greatest reward has been the joy of helping families and children find the right school. “I’ve met so many wonderful parents, and so many of them remind me how worried they were about getting their child into the right school, and that finding their way to St. George’s was the best thing that ever happened to their family.” While helping other families, she enjoyed being near her own children as all three attended and graduated from St. George’s. For the past several years, she and Dr. Eichberger have enjoyed sharing St. George’s with their grandson Enzo Solitario, now a fourth grader.
Mrs. Bagot joined the St. George’s family as the school’s first financial administrator in 1993. “Things have changed so much since then, and my job evolved along with the school.” She recalls “much simpler times” when the campus consisted of only three buildings, and preschool, aftercare and extracurricular activities had not yet been added. “The progress over the years has been amazing.” She also recalls the challenges, such as the months after Katrina. “I was able to set up a temporary office in Houston while we figured things out. The school reopened very quickly, and working with federal programs was a new experience for all of us.” She has fond memories of the faculty follies, field day, and other activities that allowed her to interact with students, especially while her son Mike attended lower school. “I’m grateful to have worked around children, instead of behind a desk somewhere downtown. The best part was being around children and families.”
Mrs. Negrotto, who joined the St. George’s faculty in 1996, agrees that the relationships she’s made over the years have provided the greatest reward. She first worked as a second grade teacher before moving to first grade, and was the first teacher to receive the Betsey King Award, which recognizes an outstanding member of the faculty each year. “I’ve loved teaching. It’s so gratifying to see the progress my little ones would make throughout the year, and so exciting to see their academic strides as they grow older. Without fail, I get teary-eyed during the graduation ceremony when the eighth graders receive their diplomas. I’m always amazed at how far they’ve come and so proud of their accomplishments.” In her new position, Mrs. Negrotto enjoys serving families and is delighted to still have an opportunity to interact with children. “I love the fact that I’ve been here for so long and that I know the school so well. I respect and admire the philosophy and mission of St. George’s, and I’m thrilled to be part of a community I truly love.”
KEEPING THE CHALLENGE GOING With accelerated classes for students who qualify, and enrichment classes that provide exploration beyond the traditional curriculum, St. George’s students are challenged creatively and academically.
Lower school students participate in SPARK, an enrichment program that allows students to explore subjects of interest beyond the traditional classroom curriculum. SPARK encourages creativity, productivity and student-driven projects that contribute to the community as a whole. Clusters meet for six to eight weeks and cover a variety of topics such as outdoor living skills, cooking, chess, carpentry (bench building), Lego storytelling, origami, criminal forensics, journalism and more. In addition to faculty and staff, parents and others may share their expertise by leading a cluster or as a guest presenter. At the conclusion of each cluster, students host a showcase for parents, faculty and students highlighting their findings and experiences. Middle school students participate in Round Table, which invites faculty and professionals in the community to meet with small groups of self-selected students to discuss various careers, talents and interests. Round Table discussions are scheduled twice a month.
ACCELERATED LEARNING All students in fourth through seventh grades are screened each year for the prestigious Duke Talent Identification Program (TIP), which offers accelerated testing opportunities, writing contests, book clubs and independent coursework. Students who demonstrate high ability in one or more areas, either academically or creatively, are offered pull-out TAG courses taught at an accelerated pace. “We recognize that students possess strengths in different areas and that no single student is gifted in their every endeavor, so we use a revolving-door model, allowing students to participate in one, two, or all three classes depending upon their strengths and abilities,” explains Mrs. Morton. The structure of the program is based on the enrichment triad model developed by Dr. Joseph Renzulli, who pioneered programs for talented and gifted children. Students are selected based on ability, creativity and task commitment within the subject area and are evaluated based on grades, portfolios, test scores, teacher observations, and parent and student recommendations. “Sometimes, advanced level courses and curriculum compacting are not enough to meet the needs of students with gifts in a subject area. For these students, we provide individual acceleration, allowing them to progress at their own pace,” explains Mrs. Morton.
Mrs. Morton works one-on-one with James Zink, a seventh grader, allowing him to progress at an accelerated pace.
NUMBERS TO KNOW 29% of St. George’s fourth through sixth graders and 25% of seventh graders were recognized by the Duke University Talented Identification Program (TIP). In 2015, St. George’s placed 2nd of 22 teams competing in the Propaganda competition. Of 19 teams competing in the middle and elementary divisions of Equations, St. George’s team earned 1st place. In the equations learners division, Christian Rodriguez-Fierro placed 1st and Andrew Schafer placed 2nd. 2 St. George’s students were in the top 20 citywide to advance to national competition. 12 St. George’s mathletes won national awards for excellence in the E division, representing the top 10% worldwide. Robotics team placed 1st in the 2015 FLL citywide robotics tournament and 3rd in the 2016 WWII Museum competition.
GAMES & COMPETITION All students in fourth through eighth grades are invited to participate in National Academic Games competitions: propaganda, equations, presidents and on-sets. Competition is held in conjunction with the New Orleans Academic Games League. Twelve St. George’s mathletes won national awards for excellence within their division. Andrew Schafer was awarded the silver pin, for students in the top 10 percent worldwide, and Pete Metzinger was recognized for performing in the top 20 percent. Both advanced to the 2016 National Academic Games Tournament in Atlanta. Throughout the year, Pete and Andrew also competed in citywide competitions, placing among the top 20 students in the New Orleans area. Several St. George’s students were among nearly 150,000 worldwide to participate in last year’s Math Olympiad program. Students competed in five monthly contests, preceded by weekly practice sessions with middle school math teachers Peggy Armstrong, Melissa Ladner and Paul Williams, who helped students develop strategies to solve unusual and difficult math problems. Each year selected seventh and eighth graders participate in robotics competitions, encompassing the FIRST LEGO League (FLL) International Robotics Tournament in the fall and the World War II Museum competition in the spring. Robotics students also make appearances at the St. George’s STEAM Fair and various community events. Last year, St. George’s Planeteers won the coveted Judges Award at the regional FLL championship. The team was named in keeping with the tournament theme, Trash Trek. They were challenged to utilize science, technology, engineering and mathematics (STEM) to reduce the world’s trash issues. The Planeteers scored the most points in the combined major categories of robot performance, robot design, science project presentation and core values/teamwork. They were the only team statewide to solve the secret-coded numerical pattern mystery, which they discovered hidden on the challenge mat. The team worked under the leadership of Paul Williams as head coach and Maureen Missavage as science project coach, with additional support from Wes Ganucheau, St. George’s technology director. Last spring, the Higgins Heroes placed third in a field of 40 competitors in the World War II Museum’s tournament. Challenges included programming a custom-built robot to navigate an obstacle course, creating a model of the Navy’s famed “Rhino” pontoon boats, and creating a robotic remote-controlled version of the Rhino and a high powered robot fan. Now eighth graders, the team has been renamed The Bee’s Knees in keeping with the upcoming FLL tournament guidelines and is working on the challenges put forth by the competition. (Read more about robotics on pages 8 and 9.)
“Students learn in a variety of ways, and we believe they all deserve continuous progress to develop the skills they need,” says Katie Morton, director of Talented and Gifted Services.
Fourth grader Copeland Bowen practices equations.
2016 National Academic Games qualifiers Andrew Schafer, left, and Pete Metzinger
Math Olympiads finish strong!
The Higgins Heroes, competing as seventh graders in the 2016 World World War II Museum competition, placed third among 40 teams. 2016-2017
BUDDY BENCH St. George’s is proud to offer a buddy bench, a simple but powerful playground tool guaranteed to stomp out loneliness and spark new friendships. The bench is intended to provide a special place where students can sit if they’re feeling lonely or down, or if they don’t have anyone to play with during recess. With a little encouragement from teachers, students are asked to take notice of other students sitting on the bench and initiate conversation and play. Thanks to a new SPARK class, lower school students at St. George’s now have a buddy bench of their own in the play yard of the Boh Early Childhood Center. Laura Johnson and Jim Little helped first and second graders assemble the bench and led a class discussion on how the bench can help students be good buddies. To help facilitate inclusive play, Mr. Little also taught students a few new games designed to be played in groups. Now popping up on playgrounds nationwide, the buddy bench made its first U.S. appearance after a second grader learned about a similar bench in Germany and asked to have one installed on his school’s playground. Since then, more than 1,000 elementary schools on six continents have added buddy benches to their playgrounds.
SERVICE LEARNING At St. George’s, class service projects are an important component of service learning, which differs from community service by having a broader scope and purpose. In addition to encompassing academic elements such as geography, math and science, service learning calls upon students to first reflect on and evaluate a particular community need, investigate various ways they can help, perform a specific service, and then evaluate and measure the impact of their work. According to Meaghan Savoy, middle school language arts teacher and student council coordinator, “We are working to make service learning at St. George’s more hands-on, as well as more relevant to each particular grade level and curriculum.” According to Tamara Claverie, school counselor, “We want service learning to be meaningful for the students so they are able to understand and reflect on how we are working together to put our core values into practice.” Service learning projects include a walkathon for The American Red Cross, tree planting with NOLA Tree Project and feeding the homeless through the Dragon Café. Through service learning, character week and other activities conducted throughout the school year, students are living up to the St. George’s pledge: “As a St. George’s citizen, I promise to persevere in all that I do, to show compassion and respect for all, and to be known for my integrity.”
HELPING DEMOCRACY PREP In light of devastating flooding in south Louisiana, St. George’s students and families were moved and motivated to respond to the call for help. Familiar with the compassion of the St. George’s community, former St. George’s pre-k teacher Brigette Chapman reached out for assistance. Ms. Chapman is now an administrator of Democracy Prep, a newly established Baton Rouge charter school. The growing
school is a project of Democracy Prep Public Schools, a network of high-performing charter schools founded in New York and New Jersey. Democracy Prep Baton Rouge opened last year with only a kindergarten and sixth grade class and this year added first, seventh and eighth grades. Badly damaged due to the flood, Democracy Prep’s campus was closed for repairs while students attended class in temporary space at the YMCA in North Baton Rouge. Fortunately, Democracy Prep students were able to return to their campus. Approximately 60 Democracy Prep school families lost everything due to flooding and were in need of basic personal and household items. Initially, St. George’s participated in a program to purchase items for family recovery kits. Containing blankets, towels, backpacks, fans, pillows, bed sheets, cookware, first aid kits, and more, the kits were donated to Democracy Prep and distributed to families in need. Additional support is ongoing and St. George’s students recently collected and donated books and classroom supplies chosen by the students at Democracy Prep. “We are excited to have reopened our building and that our scholars were able to return to campus to begin using their new books,” says Ms. Chapman.
BUILDING CHARACTER Each school year, St. George’s students celebrate character week, raising awareness of St. George’s citizen pledge and the four core values: integrity, perseverance, compassion and respect. At last year’s assembly, student representatives from grades first through eighth made presentations to the student body explaining their respective class service project for the year. They also recognized the many local and international organizations that have been supported by St. George’s citizens. At the conclusion of the assembly, a “No Place for Hate” banner was presented to the students. The banner, which now hangs outside the Commons, is a constant reminder of the students’ commitment to demonstrate compassion and respect to all. At the conclusion of the assembly, students were each rewarded with a new t-shirt featuring St. George’s four core values, thanks to a generous grant from The Joe W. and Dorothy Dorsett Brown Foundation. Wearing the new character shirts has become a new St. George’s tradition, as students wear the shirts with pride on scheduled Tuesdays (and a few other days) throughout the school year. Above: A “No Place for Hate” banner hangs outside the St. George’s Commons. Character t-shirts remind students of St. George’s core values: Integrity, Perseverance, Compassion and Respect. 2016-2017
The teachers are the most amazing individuals. I feel incredibly blessed my child is being instructed by and cared for by such wonderful people.
We have never encountered such a close-knit "family" environment that St. George's fosters.
This fall, St. George’s administrators, faculty, staff, trustees and parents completed the school’s 10-year Self Study, a required component of earning reaccreditation from the Independent School Association of the Southwest (ISAS), a branch of The National Association of Independent Schools (NAIS). The Self Study involves dozens of committees, countless meetings and hundreds of pages of formal documentation, all subject to formal review by a team of ISAS-appointed peer educators. Following submission of the necessary materials, St. George’s recently welcomed the assessment team, which conducted a four-day site visit to validate the data submitted. The visit will be followed by a formal report from ISAS. In addition to earning reaccreditation, such an extensive analysis enables St. George’s to apply findings of the study to a tailored long-range plan, and helps the school reach its goals and objectives over the next 10-year period. “The Self Study is the heart of this important ongoing process. It is detailed, time consuming and labor intensive, but is vitally essential to our continued success,” explains Headmaster Dr. Rob Eichberger. “We welcome the opportunity to participate in such a thorough and meaningful process.” Language Arts teacher Meaghan Savoy, serving as accreditation coordinator, worked closely with faculty, staff, parents and trustees throughout the process to coordinate the work of the various committees. “We chose to take a unique approach by first using a traditional report and committee organization to cover ISAS standards. We then switched focus to a set
St. George’s Completes Ten-year Self Study
St. George's is the best school in the city. The standard of excellence and the caring attention to the individual student is the best kept secret in New Orleans.
My girl has had nothing but ‘magical teachers’ at St. George’s, and it should be noted not all teachers are magical.
of essential questions designed to provide a cross-sectional perspective of what we all value most about St. George’s.” Along with months of committee meetings and preparation of reports, St. George’s constituents were surveyed using online questionnaires, each tailored for a specific constituency group including parents, faculty and trustees. “It was a multi-tiered process,” explains Lisa Gadd-Guillot, an educational consultant who volunteered her time to analyze survey data, create an analysis report and executive summary, and present the findings to the school community. “We had an above average response rate from all constituencies. Twenty-two of 23 trustees participated, 82% of faculty and administration, and 157 parents representing 356 student households all took part.” Survey participants also had the option of adding open comments, which were incorporated into the data analysis and recommendations. “Throughout all surveys, what stood out the most was the respect and pride respondents had for the faculty, administration and institution. Four words were repeatedly used to describe St. George’s, both through survey responses and optional comments: caring, nurturing, inclusive and supportive,” explains Ms. Gadd-Guillot. “These words were not provided as part of the questionnaire, were not part of a word bank, but were chosen by the participants to describe St. George’s. This speaks strongly to what an outstanding school St. George’s really is.” While survey results were overwhelmingly positive, the board of trustees and administration have already begun developing plans to address areas needing improvement. Those areas include increasing awareness of board accomplishments and goals to faculty and parents, expanding the diversity of the faculty and student body, improving maintenance of buildings and grounds, disseminating information to support new faculty, revising the visitor policy to be more structured and
I was promised that my child would love school and would not want to stay home, and St. George’s has delivered on its promise.
monitored, enhancing the chapel program to become more relevant and engaging, expanding school health services, and improving the quality and nutrition of food service provided to students. The survey results were also part of the overall data submitted to ISAS for review. “The results were incredibly impressive and it is unusual to have such overwhelmingly positive feedback. St. George’s has great things to build upon and can approach the future from a source of strength,” adds Ms. Gadd-Guillot. Receipt of the upcoming final report also launches the next 10-year period of ISAS evaluation and accreditation. This ongoing process is designed to help schools achieve accountability and continued improvement as they progress through the evaluation cycle. “We should certainly be proud of our school, and especially of our performance -- both in preparation for the study and throughout the site visit. The entire process was Language Arts teacher Meaghan time-consuming and Savoy served as coordinator of the labor-intensive, and I Self Study. am proud of all of the hard work the entire school family dedicated to this important effort,” says Dr. Eichberger.
Nathan Kanter ’92 celebrated his marriage to Carrie Pailet on November 14, 2015. He is currently working as a color specialist at ARC Document Solutions. David Jackson ’93 performs with the beloved New Orleans all male dance group, the 610 Stompers. He (and his mustache) traveled to New York to perform in the 2015 Macy’s Thanksgiving Day Parade. In addition to sharing their passion for dance, the 610 Stompers perform and raise funds for numerous charitable organizations.
Randy Eichberger ’95 celebrated his marriage to Ashley Fonville on November 14, 2015. He and Ashley reside in Austin where Randy is a manager at Arhaus.
Melina Raniolo ’01 earned a master’s degree in education from Lesley University in Cambridge, Mass. Anna Buckley ’02 welcomed a son, Earl William Labounty IV, on August 23, 2015, and is enjoying her time at home with Earl. Alegra Grieb ’04 graduated from
Ilse Falk ’00 and Barkley Rafferty ’00 graduated from Tulane University A.B. Freeman School of Business, class of 2016, each earning a master’s of business administration degree. Before pursuing her MBA, Barkley was a member of the St. George’s faculty and currently works at Longue Vue House and Gardens as special events and donor relations manager. Jim Little ’01 is working as a third grade co-teacher at St. George’s. Jim graduated from Newman in ’05 and the University of Tennessee in ’09. Following college, Jim worked in sales in Washington, D.C, before traveling to Thailand to work with children as a teacher and private tutor.
Tulane University Medical School, and is a first year resident in internal medicine. Hannah Rau ’04 is attending Bank Street College of Education to pursue a master’s degree in early childhood education, expanding on her undergraduate degree in sociology and education from Occidental College. Previously, Hannah worked at St. George’s as a preschool teacher. David Oestreicher ’04 returned to New Orleans following the completion of dual majors in psychology and
Gwen van Benthuysen ’97 celebrated her marriage to Bobby Gravolet on May 21, 2016. Prior to the wedding, since 2005, Gwen worked as a St. George’s preschool teacher in the 1-year-old classroom.
history at the University of Arizona. He became a real estate agent and is working as an associate for Dorian Bennett Sotheby’s International Realty. Patricia Boh ’06 graduated early from Southern Methodist University in 2012 with a bachelor of arts degree in international studies, completing the four-year degree in only two-and-a-half years. In 2015 she earned a master of arts
presented her thesis titled “Translations of Wrath in 21st Century Literary Adaptions of The Iliad” in May 2016 and graduated from the University of Tartu, the state university of Estonia, in June 2016 with a master of arts degree in semiotics.
neuroscience and a minor in psychology. Last spring Yi was inducted to Phi Beta Kappa and presented her research project to the department of psychological and brain sciences. She is currently a first-year medical student at Johns Hopkins School of Medicine.
Amanda McCarthy ’07 is attending graduate school to study opera at Texas State University.
Meredith Graf ’09 is a senior at Rhodes, majoring in political economics. She continues to pursue art and was chosen as the official artist of the 2016 poster for the world famous Sun Valley Lodge Winter Festival.
Sara Oberhelman ’07 is a second year student at Tulane University School of Medicine. Iggie Perrin ’07 graduated from Loyola University New Orleans with a masters of business administration degree and is employed by J. P. Morgan Chase.
degree in war studies from King’s College London, where her dissertation explored the geopolitical challenges preventing Korean unification. In 2015, she joined Senator Tom Cotton (R-AR)’s legislative team, where she serves as the foreign policy legislative correspondent. Her policy portfolio includes international relations, trade, immigration, criminal justice, transportation and labor. Patricia says that her interest in foreign policy and immigration stems from participating in a talented and gifted class at St. George’s on American immigration. Christopher Duck ’06 graduated from Millsaps in 2014 with a bachelor’s degree in communications and a minor in history. As a sales associate for Entercom Communications, Chris works with radio stations B97.1, Bayou 95.7, Magic 101.9, WWL1350 and WWL 870am. Danielle McCarthy ’06 is in her second year of veterinary school at Louisiana State University. Katie Oberhelman ’06 is a first-year student at Tulane University School of Medicine. Aubrey Armbruster ’07 received a bachelor’s degree in classical studies from Louisiana State University in May of 2014 and attended the St. John’s College Graduate Institute Homeric Greek Summer Program that summer. She
Erin Fell ’08 received a bachelor of arts degree in French: Secondary Education from Louisiana State University and was the recipient of numerous awards and distinctions, including graduating summa cum laude with a GPA of 4.082. She was selected as a 2016 LSU Discover Scholar, which recognizes students exemplifying the potential for undergraduate research and creative endeavors at LSU. As part of this program, she presented her research at the L’Université de Liège in Belgium this past summer. Erin is teaching French as a foreign language to students at Lee Magnet High School in Baton Rouge. Joseph Hagensee ’08 worked as part of a team of mechanical engineering students at Louisiana Tech University. Their mission was to create a custom unmanned aerial vehicle (UAV) designed to help NASA improve its efforts to study UAV applications, as well as to establish an infrastructure to enable and safely manage the widespread use of low-altitude airspace. The team used 3D printing and sustainable materials in their project, which was partially sponsored by a NASA grant. Yi Shao ’08 graduated from Johns Hopkins University last December with a bachelor of science degree in
Anna-Bell Hines ’12 graduated from Benjamin Franklin High School. She was named a 2016 National Merit semifinalist and was awarded a National Merit scholarship funded by Grinnell College. She plans to pursue a career in public health. Dante Bertucci-Ness ’12 was Louisiana’s co-recipient of the 2016 Bob Scott award for senior lacrosse players, given annually by US Lacrosse, the national governing body of the sport. The award recognizes lacrosse players who have excelled on the field as well as made contributions to the community and in promoting the sport. He graduated from St. Martin’s Episcopal School. Leigh Hickham ’12 graduated from Metairie Park Country Day School and is attending Baylor University. Dylan Borne ’13, a senior at Benjamin Franklin High School, was named a 2017 National Merit semifinalist. He was the winner of the 2016 American Foreign
Dylan Borne with Secretary of State John Kerry. Photo by U.S. State Department, Michael Gross. 2016-2017
Service Association essay contest. Dylan was the first student from Louisiana to ever take top prize. The competition encourages students to think critically and write a research paper about building peace through diplomacy. Dylan’s essay describes his role as an economic officer in the USAID/DCHA Office of Conflict Management and Mitigation. He writes about promoting education for girls in Afghanistan through online courses and dispersal of laptops, ultimately eliminating the threats by the Taliban. Mathilde Denegre ’13, a senior at Benjamin Franklin High School, was named a 2017 National Merit semifinalist. Rachel Graf ’13 is a senior at Metairie Park Country Day. She was one of only three artists to represent Country Day at the ISAS art show in San Antonio. She was also selected to participate in the American Legion’s Louisiana Girls State program and was a recipient of the prestigious Rotary Youth Leadership Award (RYLA). David Hagensee ’13 is a senior at Benjamin Franklin High School where he plays varsity soccer. He is a member of the National Honor Society and the quiz bowl club. As a member of Boy Scout Troop 48, David earned the rank of Eagle Scout. His Eagle Scout service project involved collecting more than 500 pounds of food which he donated to the Second Harvest Food Bank. Camille Moss ’13, a senior at Benjamin Franklin High School, won several awards for her independent research on the feeding habits of the giant apple snail, including second place at the Ben Franklin science fair, first place at the Greater New Orleans Science and Engineering Fair in animal sciences and the event’s overall grand award. She competed in the 2016 International Science and Engineering Fair in Phoenix and has won awards from the Louisiana State University department of agriculture and the United States Air Force. Eastan Thomas ’13 will reign as queen of the 2017 Mystic Krewe of Louisianans (the Washington D.C. Mardi Gras Ball) with her father Warner Thomas as king. Eastan is a senior at Louise McGehee where she plays varsity volleyball and previously played varsity basketball. She has participated in New Orleans District Honor Choir and is editor of the McGehee literary magazine. Eastan has earned numerous academic honors and awards, including first place in French IV and the award for enthusiasm at District Literary Rally. McGehee awarded
Eastan the Janssen chemistry award and the community service award. Eastan has traveled extensively, including as a People to People Ambassador, a French foreign exchange student, and with the National Youth Leadership program to Emory University. She was nominated by her teachers to participate as a Tulane 2016 Science Scholar. Raymond Walker ’13, a senior at De La Salle High School, was chosen to participate in Louisiana Boys State, the government in action program sponsored by the American Legion. Classes of 2013 and 2014 The Greater New Orleans District Rally was held at Loyola University in March 2016. District Rally is part of a competition allowing high school students throughout the city to compete in various subjects. The highest-ranking students advanced to State Rally, held at LSU in April. St. George’s is proud to announce that six graduates excelled in their respective subjects: Louis Sivori ’13 in physics, Dylan Borne ’13 in environmental science, Eastan Thomas ’13 in French IV, Philip Lazich ’13 in French IV, Nicholas See ’14 in civics and Lillian Doskey ’14 in health. Louis, Dylan, Nicholas and Lillian also qualified for State Rally. Luke Harris ’14 is a junior at Isidore Newman. Last spring Luke had one of the leading roles in the school’s production of “Grease.” Several other St. George’s graduates were involved in the production: Ben Rosamond ’14 and Jack Rosamond ’14 as T-birds, Charlie Kaliszeski ’15 as stage crew, and Christopher Lane ’13, Robby Mills ’14, and James
Poche ’14 as technical crew. Miles Michell ’15 is a sophomore at Benjamin Franklin High School. Last school year, while attending Country Day, Miles performed in the school’s production of “Macbeth,” in the leading role of Lennox. He also performed as a member of the chorus in the school’s production of “Grease.” Nicholas Perrin ’15 is a sophomore at De La Salle High School where he is a member of the cross country team, the varsity soccer team and the golf team. Last school year, Nicholas lettered in soccer and golf and was also the recipient of the Cavalier scholar award for golf.
Autumn Starling ’16 was recognized during the 2016 graduation ceremony as St. George’s first-ever legacy graduate. Her mother, Rebecca Zwart, is a member of the St. George’s Class of 1984. Ethan Wachtel ’16 was the only member of the 2016 graduating class (and the second St. George’s graduate) to have attended St. George’s continually since he became a member of St. George’s preschool, which was then located at Temple Sinai before relocating to the St. George’s campus in 2003.
Graduates OF THE
Class of 2016 wear t-shirts representing their chosen high schools:
Benjamin Franklin High School Brother Martin High School De La Salle High School Jesuit High School Lab School of Washington Louise S. McGehee School Isidore Newman School St. Martin’s Episcopal School
Graduates OF THE
Class of 2012 were accepted to the following colleges:
Each year, St. George's graduates who participated in the middle school play are invited as guests by the current Dragon Players to view a performance of the play. Left to right: Eastan Thomas ’13, Zack Lowentritt ’13, Samantha Raeder ’15, Emily Colburn ’11, Luke Harris ‘14, Dodie Thibodeaux ’13 and Lily Donegan ’13.
Baylor University Butte College Carleton College* Centenary College* Colorado College DePaul University George Washington University* Grinnell College Louisiana State University* Millsaps College Northeastern University Boston Reed College Southern Methodist University* Tulane University* University of Alabama University of Louisiana at Lafayette University of Mississippi University of Redlands in California List is partial, based on responses. *Scholarships awarded 2015-2016
TO HOLD IN TRUST THE CHALLENGING ROLE OF AN INDEPENDENT SCHOOL TRUSTEE Oxford Dictionary defines a trustee as an individual person or member of a board given control or powers of administration of property in trust with a legal obligation to administer it solely for the purposes specified. One of the findings of the recent ISAS Self Study (featured on pages 18 and 19) indicates that parents would like to know more about the function and role of the board of trustees. The board consists of 21 members, almost exclusively school parents, who represent a cross section of professions, including business, law, medicine, education and volunteerism. Trustees work in partnership with the school head and administrative staff to provide a framework guiding dayto-day operations of the school. As a group, trustees meet monthly during the school year, as well as periodically in various committees, such as buildings and grounds, education and marketing. The board is led by an executive committee of the school head, board chair, vice-chair, secretary, treasurer, and Parents Group president. If there is one final authority for governance of the school, it is the board of trustees. Without doubt, trustees of independent schools like St. George’s are charged with important responsibilities. In the words of Pat Basset, president of the National Association of Independent Schools (NAIS), “the role of a trustee is often complicated by the fact that independent school trustees are usually current parents. Knowing that the role is primarily future-focused and strategic, and learning how to keep it that way, helps parent-trustees remember that their job is not to manage their kids’ school today. Rather, their job is to create the school from which their children’s children will benefit tomorrow.” WHAT DOES THE BOARD DO? The NAIS Trustee Handbook states that independent school boards are responsible for the following: trustees, educate them on the • Establish and maintain issues, not the daily operations • Adopt the school’s mission, of the school. issues before the school, and bylaws that conform to legal vision, and strategic goals, and evaluate their performance. requirements, especially their establish policies and plans • Keep the house in order by fiduciary duties of loyalty, that reinforce them. maintaining accurate records • Make a commitment to obedience, and care. Uphold the school and its welfare of meetings and policies and • Be a careful steward of high ethical standards and through observance of ethical ensuring that all members the school’s resources and avoid conflicts of interest. are actively engaged in board standards and principles of be accountable for the fiscal integrity, and a readiness work. institution’s financial stability. • Select, hire, evaluate, and to explore challenges and gain Oversee operating budgets, establish the compensation of consensus with fellow trustees. ensuring preservation of the school head. Work with the • Be open and transparent in communicating final decisions, head and other administrators, capital assets and endowment, yet keep deliberations always careful to focus on and actively help raise money confidential. Orient new for the school. long-range and strategic
MAKING MUSIC Last spring, Mrs. Armstrong’s fourth grade class got creative with D.K. Brainard, a St. George’s parent and local musician. He worked with students to create an original “mashup,” a musical genre of songs comprised entirely of parts of other songs, or in their case, an original song with a unique sound. The students had a great time choosing a beat, a bass track and writing their own lyrics to create a one of a kind performance. Says Mr. Brainard, “It was such a treat getting to make a song with Mrs. Armstrong’s talented class!” Third graders were treated to a visit by Mia Borders, a local rhythm and blues singer, who spoke about how she turned her love of music into a successful career. Mia writes and produces her own music and performs locally, nationally and internationally. She is also a former student of third grade teacher Sutton Ruiz and wrote her first music as a third grader.
TEAM DRAGON WELCOMES COACH CRAIG LABORDE St. George’s is pleased to welcome new athletic director Craig Laborde. A New Orleans native and graduate of Archbishop Rummel, Coach Laborde has been coaching children for more than 30 years. Although he has worked the past 10 years with high school students, he says he is happy to transition to elementary education and appreciates the warm welcome he’s received from the entire St. George’s family. “This is such an unbelievable school. Everyone has welcomed me to the school family and it already feels like home. I was born in this neighborhood and was christened next door at St. Stephen’s Church. So in a way, I feel like I am back home.” One of Coach Laborde’s goals is to build upon the athletics foundation already in place at St. George’s while also expanding and enhancing the opportunities offered to the students. “When I attended the fine arts assembly during my first week here, I was amazed with the level of talent and passion our students possess. To be well-rounded individuals, our students should be involved in activities that keep them physically fit. My goal is that our athletic department exposes our students to those activities, gives them an opportunity to compete in a variety of ways, and sets them on a lifelong journey toward physical fitness.”
St. George’s students celebrated what they love most about New Orleans by creating their own “masterpieces” as participants in Art for Art’s Sake. The theme was “St. George’s Loves New Orleans” and featured work by students in preschool through eighth grades. Highlighting the exhibit was a collaborative piece by fourth grade artists, a large three-dimensional piece depicting the New Orleans skyline created using tech trash. The students used discarded tech devices and various pieces and parts of old tech equipment to create the one-of-a-kind sculpture.
Pre-k students welcomed a special visitor, Chef Jeff Baron of Broadway Pizza. Chef demonstrated and instructed students in the art of making pizza dough. Students then worked in groups to add toppings and craft their own pizzas. The activity was part of an in-depth study featuring a variety of lessons on food and cooking.
Student council elections take place at the beginning of each school year, preceded by a period of campaigning and speeches. Nine candidates vied to represent the student body in leadership positions. Left to right are McKenna Bommarito, president; Lucy Wagner secretary-treasurer and Alexis Steckler, vicepresident. In addition, each middle school grade elects a class representative to round out student council.
IN MEMORIAM The St. George’s family mourns the loss of two beloved graduates: Miriam Smith Woodrich ’98 and William Wilkins Kearney ’89.
Tihana Zschiesche, St. George’s new school librarian, works with fifth graders to research databases in preparation for an upcoming project. Teaching research skills is an important part of the library science curriculum.
LESSONS IN LIBRARY FUN Only a few weeks into her new position, new school librarian Tihana Zschiesche has already wowed lower school students with fun library activities that combine her favorite children’s stories with art. “Art and literature go so well together,” explains Mrs. Zschiesche. “A benefit of combining art or another creative activity with reading is that reading comprehension goes way up.” According to Mrs. Zschiesche, "I also like to invite visiting authors to help enrich the experience of reading and to expose the students to the writing process. My goal is to instill a love of reading in each student as early as possible." A recent example occurred after fourth graders were introduced to "The Fantastic Flying Books of Mr. Morris Lessmore" by William Joyce, a Louisiana native who visited St. George’s last year. As the story goes, “Morris Lessmore loved words. He loved stories. He loved books. He would write about his joys and sorrows, of all that he knew and everything he hoped for.” Sadly for Morris, a storm scatters his books with the wind. Morris is sad until he meets a “festive squadron of flying books” that will eventually lead
Morris to a library where the books find their way back to the children who loved them. After reading the story, Mrs. Zschiesche invited students to create their own books by writing and illustrating their hopes and dreams. Here are excerpts from a few of the their books: “My hope and dream is to become a chemist and do some of the stuff in this book.” “I want to be an Olympian, to get a medal and become famous.” “My hope and dream is to be fluent in French.” “I want to be a perfect number one sports player.” “I hope to be an astrophysicist.” Thankfully, Mrs. Zschieshe says she has met her own hopes and dreams since becoming a member of St. George’s faculty. “Being a librarian is truly my passion. My goal is to share my love of books and help my students become lifelong readers.”
FAREWELL MRS. BRITT
Anne Britt retires after 24 years as St. George’s librarian.
St. George’s bids farewell to Anne Britt, who joined the St. George’s faculty in 1992, first as a fourth grade teacher and later as school librarian. Mrs. Britt, who earned state certification in drama, is also known for producing middle school plays during her time at St. George’s. With the introduction of student laptops in middle school, Mrs. Britt also served as St. George’s first computer coordinator. With a master’s degree in library science, she contributed her vision and expertise to help guide the school through a major renovation of the school library. According to Headmaster Dr. Rob Eichberger, “Mrs. Britt was a tremendous asset to St. George’s and leaves a lasting mark through her many contributions.”
PARENTS GROUP SUPPORT
ragons success fully
com pe te
th re e
Each school year, the St. George’s Parents group contributes countless hours to execute various projects and events that are vital to the school’s success. In addition to raising funds through such activities as giftwrap sales and Knight at City Park, the group also coordinates vision ew Orleans Athletic Le agu the N n and hearing screenings, hosts faculty appreciation i e. s m a luncheons, greets visitors during open house, and te l l a several other projects. yb le “I also see another important role of the l vo Parents Group,” explains Parents Group President Cathy Schieffelin. “We are here to serve as a support network for the parents, especially new parents, as well as for the extended St. George’s community. Our focus is on welcoming all new families and helping families to connect families with one another.” For example, the Parents Group hosted a “hello happy hour” cocktail party for new parents and hosted a “popsicles in the park” gathering for students and parents of pre-k and kindergarten. With literally dozens of committees and subcommittees working throughout the school year, the Parents Group officers now have volunteer coordinators for major projects and events. “We have so much to do and so many parents working together. Volunteer coordinators help to keep things running smoothly, especially for things like the winter book fair and the Soirée.” Cathy emphasizes that support of the Parents Group makes a direct impact on the school. “When parents buy tickets to events, they are providing a direct benefit to our children, and those dollars are used for things that support our students in the classroom.” Last school year, for example, the Parents Group contributed $11,000 to purchase mini iPads that are now being used by the students. The Parents Group is already working on the Soirée, the school’s annual gala and auction, which will be held on March 25, 2017. The Soirée features music, dinner, dancing and live and silent auctions. It is the school’s largest and most successful fundraising event. Volunteers are needed for a variety of committees. For more information visit the school website at www.stgeorgesepiscopal.com.
The St. George’s Dads Club is known for its year-round support, both with fundraising and volunteer involvement. In addition, the Dads Club is a funfilled and meaningful way to become involved. This year, St. George’s is pleased to welcome new officers Dale Gallagher and Adam Norris. Each year, the group coordinates various activities and fundraisers such as the annual Super Bowl Pool, and an afternoon of family fun at Rock ‘N Bowl. The Dads Club has also provided much needed volunteer support for various projects such as helping to construct new play areas for preschool and lower school students and improving green spaces. All dads are welcome. For more information visit the school website at www.stgeorgesepiscopal.com. New Dads Club officers Adam Norris, left, and Dale Gallagher
Nancy Johnson, pelican collage
preschool collaboration, pelican painting
Jacob Alltmont, clay bead dog
Natalie Philburn, Osborne house
Chloe Starling, wolf acrylic painting
2-year-old collaboration, paint and glitter bead painting
2nd Grade, Keith Haring Mural
Aidan Minihan, clay box Rebecca Fuller, clay box Ben Brannon, clay box
Hayden Cox, New Orleans skyline
2015 - 2016
ANNUAL REPORT The 2015-2016 Annual Report is a celebration of those who have financially supported St. George’s Episcopal School and its programs. The generous support from our current parents, grandparents, trustees, faculty and staff, alumni families and friends enables us to carry forward out mission and offer an exceptional learning experience that is uniquely St. George’s. We could not maintain our standard of excellence without you. Thank You! We give special thanks to the volunteers of the Parents Group and Dads Club, who organize school events each year such as Knight at City Park, the annual Soirée, Book Week and Family Night at Rock ‘n’ Bowl. Thank you to all the parents and friends whose time and effort make these events successful, and to our school families, alumni families, corporations and foundations who support them.
I N CO ME
E XP E N SE S
Tuition & Fees
Salaries & Benefits
Auxiliary Programs and Other Revenue
General & Administrative
Maintenance & Plant
68.3% 16.2% 4.1% Programs & Services
11.4% FINANCIAL INFORMATION 2015-2016 FISCAL YEAR For additional information about St. George’s fundraising efforts or to make a contribution, please contact the Advancement Office at firstname.lastname@example.org or (504) 891-5509. Although we strive for complete accuracy, please make us aware of any errors or omissions that might have occurred in the 2015-2016 Annual Report.
Annual Giving funds are essential to school operations and directly support areas such as classroom technology, character education, faculty salaries, professional development, tuition assistance and many other resources that contribute to unique learning experiences for students and teachers. Support at all levels is deeply appreciated and makes an immediate impact on our students. Thanks are extended to all donors who supported the 2015-2016 campaign. It was a great success and raised more than $190,000!
2015-2016 ANNUAL GIVING VOLUNTEERS
St. George’s also participated in the third annual GiveNOLA Day, organized by the Greater New Orleans Foundation. Through this giving event, St. George’s received $30,865. With the addition of dollars from GNOF’s Lagniappe Fund, St. George’s received a total of $33,315.25. And thanks the the generous donors listed below.*
Annual Giving Co-Chairs Kyle and Gigi Graffagnini
CLASS REPRESENTATIVES Class of 2025: Harry Hardin Class of 2024: Mary Killackey and Melissa Fuselier Class of 2023: Sara de Schutter and Judith Kiefer Class of 2022: Josh and Beth Provosty Class of 2021: Kimberly Collins, Norma Kimble and Stephanie Sonnier
Class of 2020: Tim Leach and Peggy Odem Class of 2019: Rachel Alltmont and Margaret Ann Minihan Class of 2018: Jennifer Brammell and Amie Krake Class of 2017: Rebecca Zwart Class of 2016: Carrie Wachtel
2015-2016 ANNUAL GIVING DONORS We gratefully acknowledge all donors to the 2015-2016 Annual Giving Campaign. *
GiveNOLA Day participant
DONORS BY GIVING LEVEL Knights of St. George ($10,000.00 +) Mike and Lynn Coatney Family Foundation Fund Mr. and Mrs. Michael Kimble* Chairman’s Club ($5,000.00 +) Mr. and Mrs. Ian Ferguson Mr. and Mrs. David Garner Mr. and Mrs. Kyle Graffagnini* Mr. and Mrs. Edwin R. Rodriguez Jr. The Gustaf W. McIlhenny Family Foundation Mr. and Mrs. Sonny Wiegand II* Dr. Hong Xin and Mr. Donglai Yang Benefactor ($2,500.00 +) Dr. and Mrs. Brett Edward Casey Mr. and Mrs. George Denegre Jr.* Mr. and Mrs. James Dugan Mr. Mark and Dr. Sara Fernandez Dr. and Mrs. R. Clay Gould* Mr. and Mrs. William Horvath Mr. Paul J. Leaman Jr.
Mr. and Mrs. Bruce Lelong* LWCC Mr. and Mrs. Kenneth Marnoch Dr. and Mrs. Mark McCarthy* Mr. and Mrs. Aaron Middleberg Mr. Alistair Salisbury and Ms. Tanya Mennear Mr. and Mrs. Richard Simmons Jr. Mrs. Carroll Suggs Shield of St. George ($1,500.00 +) Mr. and Mrs. Jack Alltmont Dr. and Mrs. Warren Billings Mr. and Mrs. Van G. Bohn Sr. Ms. Celeste N. Cahn Mr. David J. Cahn Ms. Elise K. Cahn Mr. Jeffrey L. Cahn Dr. and Mrs. Robert Eichberger Mr. and Mrs. Raymond B. Falk Mr. and Mrs. Charles Kehoe* Mr. and Mrs. Dana Leaman Mr. and Mrs. Brendan Minihan Sr. Dr. Tim Pettitt
Mr. and Mrs. Francis Raborn Mr. Eric Revels and Ms. Stephanie Salvaggio* Capt. and Mrs. Timothy Rieder Mr. and Mrs. Greg Schafer* Mr. Richard Simmons Sr. Headmaster’s Cup ($1,090.00 +) Dr. and Mrs. Miguel Aguilera Mr. and Mrs. Charles H. Brammell II Mr. and Mrs. Alex Breckinridge V Mr. and Mrs. Janssen L. Casey Mr. and Mrs. David Gaines Mr. and Mrs. Steven Hemperley Dr. and Mrs. Jay Hescock* Mr. and Mrs. Sean Laughlin Ms. Marcia MacArthur Mr. and Mrs. Charles N. Monsted III Mr. and Mrs. Robert Rooney Mr. and Mrs. John Segura Mr. and Mrs. Lawrence Sisung Mr. and Mrs. Michael Zhang
2015- 2016 Sponsors ($500.00 +) Mr. and Mrs. Michael Bagot Jr.* Mr. and Mrs. Charles R. Brammell Mr. and Mrs. Philip deV Claverie Sr. Dr. and Mrs. Donald Costello Mr. and Mrs. David Curry* Mr. Peter T. Curtis Mr. David Dawes and Dr. Jennifer Raeder* Mr. Michael DeGeorge and Ms. Deborah Hinson Mr. and Mrs. Richard Favor Mr. and Mrs. Fred Flagler Ms. Millie Fuller* Mr. and Mrs. J. Thomas Hamrick Jr.* Mr. and Mrs. Richard Kirschman Mr. and Mrs. Joseph R. Lawton III Mr. and Mrs. Benjamin Lee* Mr. and Mrs. R. Jackson Little* Mr. and Mrs. Leon Nowalsky* Mr. and Mrs. Kip Patron Mr. and Mrs. Samuel Prokop Mr. and Mrs. Lawrence G. Pugh III Robert Zetzmann Family Foundation Mr. Daniel Shea and Ms. Stephanie Stokes Dr. and Mrs. Charles C. Smith III Mr. and Mrs. Ernesto Sosa Mr. Steve Stich Mrs. Anne Reily Sutherlin Mr. Kurt Weigle and Dr. Jennifer Avegno
Friends Mr. and Mrs. Joseph Accardo Jr. Mr. and Mrs. Donald Alphonso Ms. Effie Anderson Miss Aimée Antoine Mr. and Mrs. Stephen Armstrong Mr. and Mrs. Thomas Bailey Baldwin, Haspel, Burke and Meyer LLC* Dr. and Mrs. Neil Baum Mrs. Donna Behlen Mr. and Mrs. Herbert L. Bennett Dr. Joseph Berendzen and Ms. Tracy Buccino Mr. and Mrs. Edward Bergin Mr. and Mrs. Stephen J. Bernard* Mr. and Mrs. Wade Bigner* Mr. and Mrs. Barrett Blaum* Mr. and Mrs. James M. Bloomfield* Mr. and Mrs. Frank Bommarito Mr. and Mrs. Stephen Borengasser Mr. and Mrs. Graham Borst Mr. and Mrs. Paul Brannon Mr. and Mrs. Michael Britt Mr. and Mrs. Jon Burckin Mr. and Mrs. John Busch Mr. and Mrs. Thomas Campion Mr. and Mrs. William Carrere Mr. and Mrs. Daniel Carrigan Ms. Brigette Chapman Mr. and Mrs. Warren Chapoton* Mr. and Mrs. Donald Charles Mr. and Mrs. Philip Claverie Jr.* Ms. Sarah Clinton
Mr. and Mrs. Tyler Coatney* Ms. Cindy Cocke* Mr. Benny Collins and Ms. Judith Stone-Collins* Ms. Kimberly Collins Mr. Frank A. Convit Drs. William Conway and Elizabeth Krenz Mr. and Mrs. Guy Curry* Mr. and Mrs. Eric Davis Sr. Dr. and Mrs. Mathieu De Schutter Ms. Betty DeCell* Mr. and Mrs. Husted DeRussy Ms. Emma Dixon Ms. Lori D. Dowden Ms. Penelope Dralle* Mr. Chris Dvorak and Dr. Fern Dvorak Rev. Richard Easterling* Ms. Katherine Ellis Ms. Patsy Engles Mr. and Mrs. Paul Erny Mr. and Mrs. Lester B. Falgoust Mr. Matthew Fanelli and Dr. Lisa Barbiero Dr. and Mrs. Gist Farr Mr. Julian Feibelman Jr. Mrs. Margie Fell* Mr. Robert Pinheiro and Ms. Amélie Ferré-Pinheiro Ms. Kelly Finegan Mr. and Mrs. Arnold Finkelstein Mr. Joseph W. Firkaly-Paciera Ms. Ava Fontenot* Mr. and Mrs. Taylor Foreman Dr. and Mrs. Benjamin Foster Mr. and Mrs. Russell Foster Ms. Jane Fox Dr. and Mrs. Harold A. Fuselier Jr. Mr. and Mrs. J. Prentice Fuselier* Ms. Kacie Fuselier* Ms. Lisa Gadd Guillot* Mr. and Mrs. Weston Ganucheau Mr. and Mrs. Robert Garda Mr. and Mrs. Cres Gardner III Mr. and Mrs. Garland Gillen Mr. and Mrs. George M. Gilly Dr. and Mrs. Melvin H. Gold Jr.* Mr. and Mrs. Kevin Granier* Mr. and Mrs. Michael Granier Mrs. Gwendolyn B. Gravolet Mr. and Mrs. Scott C. Griffith Mr. and Mrs. Ben Harang Mr. and Mrs. Paul Harang Mrs. Ann Harris Mr. and Mrs. John Haspel Mr. and Mrs. James Haydel Mr. and Mrs. Bruce Hayden Mr. and Mrs. Norbert Henry* Mr. and Mrs. Lawrence Hoffman Dr. Cathy Honoré Mr. and Mrs. Peter H. Hopkins Mr. and Mrs. D. Douglas Howard Jr. Ms. Donna Jimerson Mr. and Mrs. Brian Johnson* Mrs. Dee-Dee Johnson
Ms. Hannagan Johnson* Ms. Laura Johnson Dr. Frank Jordan Ms. Meghan Kenny Mr. and Mrs. Louis R. Koerner III Mr. John Kozel Ms. Jessica Kutcher* Ms. Melissa Ladner Mr. and Mrs. Edward Latch Mr. and Mrs. Austin Lavin* Dr. and Mrs. Timothy Leach Mr. and Mrs. Gregory W. LeBlanc Mrs. Mona Leingang* Mr. and Mrs. Billy Leonard Mr. and Mrs. Terry Levasseur Jr. Mr. and Mrs. Samuel Liljeberg Sr. Ms. Danielle Lloyd Ms. Clare Loughran Mr. and Mrs. Emile Marks Mr. and Mrs. Glenn Marks* Mr. and Mrs. Jonathan Martin Mr. and Mrs. John Marzullo Mr. Bobby Matthews and Ms. Suzie Fowler* Mr. and Mrs. Mike McCall Miss Amanda C. McCarthy Mr. and Mrs. Adam McConnell Mr. and Mrs. Lemuel W. McCoy Mr. and Mrs. Tim McLanahan* Ms. Christina McLennan Mr. and Mrs. Kevin Metz Drs. Stephen and Rebecca Metzinger* Mr. and Mrs. Wes Michaels Capt. and Mrs. Albro Michell Ms. Maureen Missavage Ms. Emilie H. Montgomery* Mr. and Mrs. David Morantez Ms. Gloria Morantez Mr. and Mrs. Frank Morton* Ms. Jennifer Moseley Ms. Elaine Muggivan Mr. and Mrs. Andrew Musa Dr. and Mrs. Donald Myhre Mr. and Mrs. Jimy Negrotto* Ms. Peggy Odem Mr. Joseph C. Paciera and Ms. Anna Marie Firkaly Mr. and Mrs. Daniel Pellerito* Mrs. Lynn Perez Mr. and Mrs. Michael Perez Mr. and Mrs. Ignace A. Perrin III Ms. Connie Falgoust Philburn* Mrs. Lois M. Philburn Mr. Jon M. Philipson Mr. and Mrs. Greg Phillips Mr. Robert Pittman* Mr. Paul Poon and Ms. Minting Lin Mr. Glenn Prechac Ms. Monica Prechac* Mr. and Mrs. Joshua Provosty Mr. and Mrs. Raphael J. Rabalais Jr. Mr. and Mrs. Elham Rabbani Ms. Cheryl Ragar
ANNUAL REPORT Mrs. Catherine Ashe Ramsey Mr. and Mrs. Damian Randolph Jr. * Ms. Hannah L. Rau Mr. and Mrs. Christopher Reznik* Mr. and Mrs. Willie Rheams Mr. and Mrs. Matthew Rodrigue Mr. and Mrs. Peter Rogers Jr. Miss Allison Rosenbaum Dr. and Mrs. Stuart Rosenberg Mr. and Mrs. Michael J. Ruiz Ms. Antoinette L. Salmen Ms. Ashley Salmen Mr. and Mrs. Arthur Sanders Ms. Constance Sandras* Ms. Karin Sandstrand and Mr. Bill Timmons Mr. and Mrs. Christopher Savoy Mr. and Mrs. Steven Schluter Mr. and Mrs. Steve Schneider Mr. and Mrs. John Seddelmeyer Ms. Rhonda Sharkawy* Mr. and Mrs. Louis Shepard Mr. and Mrs. Gary B. Silbert* Mr. and Mrs. Larry Simpson Dr. Enrica Singleton Ms. Jennifer Sison Ms. Pam Skehan Mr. and Mrs. Keith Skelton Mr. and Mrs. Mitchell Smith Dr. and Mrs. James Smith Mr. and Mrs. William Solitario Ms. Stephanie Sonnier Mr. and Mrs. Jonathan Sontag Mr. Daniel Spangler and Dr. Krystal Vaughn* Mr. and Mrs. Kyle Spaulding* Mr. and Mrs. Robert Steckler* Ms. Katie Steinhardt Mr. and Mrs. Richard Stone Mr. and Mrs. Francis J. Sweeney III Target Mr. and Mrs. Paul Teall Frank and Patsy Todaro* Mr. and Mrs. W. W. van Benthuysen Jr. Mrs. Daisy M. VanDenburgh Ms. Anna Vaughn Ms. Caroline B. Wade* Waggonner & Ball Architects APC* Mr. Matthew Waldron Mr. and Mrs. Michael Weiser Mr. and Mrs. Louis R. Wejnert III* Mr. and Mrs. Martin West* Mr. and Mrs. Eli Wilborn Mr. Paul Williams III and Ms. Hailey Bowen Mr. and Mrs. Jack Wilson Ms. Tanisha Wilson* Mr. and Mrs. Joseph Wink Jr. Dr. James Wise Dr. Thomas M. Wolf Ms. Erin Yaggy* Mr. and Mrs. Michael Yaggy Mr. and Mrs. Peter Yao* Ms. Rebecca Zwart*
Kyle and Gigi Graffagnini and Cappy and Brian Johnson
Michael Bagot, Romaine McCarthy, Bettye Bagot and Carrie Wachtel
Rob Eichberger, Jimmy Cahn, Marie Cahn and Elaine Eichberger
2015- 2016 St. George’s Endowment: Securing Our Future The St. George’s Endowment Fund will provide stability in the coming decades and create an opportunity for growth. Endowment gifts may be directed to the general endowment, restricted to a currently endowed fund or used to establish a new named fund.
Endowment Donors Mr. and Mrs. Robert Bergeron Mr. and Mrs. F. M. Ball Jr.
Members of the Headmaster’s Circle: Rob and Elaine Eichberger, Ann and Robert Boh, Milly and George Denegre, Ellen and Mac Ball, Bruce and Lynn Lelong.
Honor/Memorial Donors St. George’s gratefully acknowledges those donors who have made a gift in memory of a loved one or in honor of a loved one’s birthday, anniversary or other special occasion. All honor and memorial gifts go into the St. George’s Endowment Fund to benefit not only our current students but future generations as well. Gifts below were committed between July 1, 2015-June 30, 2016. In memory of Michael R. Boh Mrs. Elizabeth A. Boh In memory of Doris Lala Mrs. Elizabeth A. Boh
In memory of Joe Palmisano Mr. and Mrs. Michael Bagot Jr. Mr. and Mrs. James L. Cahn
In memory of Henry Sarpy Mr. and Mrs. James L. Cahn In memory of Edward Simmons Mr. and Mrs. F. M. Ball Jr.
ANNUAL REPORT Special Funds Thanks to the generosity of the St. George’s community, several special funds have been established to pay tribute to loved ones while also supporting important strategic initiatives of the school. These funds provide support for faculty professional development and retention, financial assistance to families, campus preservation and student scholarship awards. The Fund for Faculty Excellence
Val Kehoe Scholarship for Resource Services
Mr. and Mrs. Burt H. Keenan Mr. and Mrs. Richard Walter
Ms. Suzie Fowler and Mr. Bobby Matthews Mr. and Mrs. John Haspel The Stanley W. Ray Jr. Philanthropic and Civic Trust
Erin Grenon Memorial Fund Robert W. and Priscilla Crossin
Arthur Carroll Waters III Spirit Award Fund The Arthur Carroll Waters III Spirit Award Fund was created in 2011 in memory of Arthur Waters, a former St. George’s student and “a friend to all.” This award has been established by Peter, Bonnie and Natalie Waters, and their family and friends, to honor Arthur’s legacy. The award recognizes a current St. George’s student who exhibits school pride and good citizenship. The honoree also receives a partial tuition scholarship. Through the generosity of the family and friends of the Waters family, the fund stands at over $229,000.
Lelong Family Fund Betsey King Award The Betsey King Award was established in 2013 by Mr. and Mrs. Bruce Lelong to recognize an outstanding member of the St. George’s faculty. It also serves to honor founding head of St. George’s, Betsey King, who was a beloved and dedicated teacher, as well as fundraiser and supporter of St. George’s.
2016 recipient James Hale ’17 St. George’s gratefully acknowledges donors to the Arthur Carroll Waters III Spirit Award Fund from July 1, 2015 – June 30, 2016. Mr. and Mrs. William H. Brundige Jr. Mr. and Mrs. Walter Carroll Jr. Mr. and Mrs. Thomas B. Favrot Mr. and Mrs. G. Anthony Gelderman III Mr. Thomas M. Gordon Mr. and Mrs. Gerard E. Henry Mr. and Mrs. Burt H. Keenan
2015 RECIPIENT: Middle School Language Arts Teacher Tanya Musa with her husband, Andrew, and son, Jacob. The 2016 recipient was named at the Thanksgiving Service on Wednesday, November 23, 2016, after the printing deadline.
Mr. and Mrs. L. Moye Sanders Mr. and Mrs. Patrick Summerour Mrs. Anne Reily Sutherlin Mr. and Mrs. Peter B. Waters Mr. and Mrs. J. Parham Werlein Mr. and Mrs. E. Burton White III
OTHER DESIGNATED GIFTS The Joe W. and Dorothy Dorsett Brown Foundation Mr. and Mrs. Jon Burckin Mr. and Mrs. James L. Cahn Mr. Richard Colton Mr. and Mrs. Leon Nowalsky
2015- 2016 Parents Group Event Sponsors
Jack and Donna Little
Soirée committee leadership with Dr. Rob Eichberger
The St. George’s Parents Group supports the school through various fundraising efforts. The funds raised from these events go directly back into the classroom through teacher allocations. We would like to thank the following donors who supported St. George’s through an event sponsorship:
2015 KNIGHT AT CITY PARK SPONSORS
Julie and Richard Simmons
2016 SOIREE SPONSORS Risky Business ($2,500)
Bowen, Miclette & Britt of LA Ava and Leon Nowalsky IBERIABANK
Automotive Experts – Mr. and Mrs. Ray Martin New Orleans Audi/Hyundai of Metairie
Cardiology Center LLC Tom and Allison Drummond/ Brian and Cappy Johnson/ Daniel and Mandy Lines Donald and Courtney Costello/ Daniel and Kathryn Cox/ Marx and Cynthia Sterbcow Matt DeSchutter and Sarah Roahen/ Judith Kaplan and Shawn Kiefer/ Julianna Iacovone Mr. and Mrs. J. Donald Garvey HiVolt Coffee Mr. and Mrs. Michael Kimble Mr. and Mrs. R. Jackson Little Eli Manning Dan Shea and Stephanie Stokes Westbank Radiation Oncology/ Dr. R. Clay and Mrs. Heidi Gould/ Mr. and Mrs. Dana Leaman Whitney Bank
Gallant Squire ($250)
Ferris Bueller ($650)
Exclusive Ride Sponsor ($1,500) Bowen, Miclette & Britt of LA Mr. and Mrs. Michael Kimble
HiVolt Coffee Ava, Leon and Zack Nowalsky
Chivalrous Knight ($500)
Audubon Air and Heat Kimberly Bradley Pediatric Occupational Therapist Dione Joseph-Breckenridge, PLPC Corporate Lighting and Audio Visual Dr. and Mrs. Donald Costello Mr. John DeCell and Dr. Mary Killackey Mr. and Mrs. David Garner Mr. and Mrs. Dana Leaman Mr. Alistair Salisbury and Ms. Tanya Mennear Dr. and Mrs. John Schieffelin
Valiant Page ($100)
Garden District Podiatry Ms. Gabrielle Geiselman Honoré Dental Center LLC Ms. Peggy Odem Mr. and Mrs. Joseph Wink
Elaine and Rob Eichberger Mr. and Mrs. Charles Guilbault, Jr., Wells Fargo Advisors Beverly Katz, Landscape Designer New Orleans Silversmiths
Aesthetic Surgical Associates, Stephen E. Metzinger MD, FACS Audi New Orleans Becker Suffern McLanahan, LTD. Kimberly Bradley Pediatric Occupational Therapist Corporate Lighting and Audio Visual Mr. and Mrs. Kyle Graffagnini Joseph-Breckenridge Family Mr. and Mrs. Louis Koerner III Automotive Experts - Mr. and Mrs. Ray Martin Greg and Liz Schafer Dr. and Mrs. John Schieffelin
P R O U D LY A N N O U N C E S T H E E X PA N S I O N O F T H E
MICHAEL R. BOH EARLY CHILDHOOD CENTER Housing classrooms for pre-k, preschool, an art studio, community kitchen and a Tinker Lab.
Non-Profit Organization U.S. Postage
S T. G E O R G E ’ S E P I S C O PA L S C H O O L | 2 0 1 5 - 2 0 1 6
Permit No. 1193 New Orleans, LA
923 NAPOLEON AVENUE NEW ORLEANS, LA 70115-2899 ADDRESS CORRECTION REQUESTED DATED MATERIAL
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St. George’s Episcopal School 2016-2017