A Magazine for the Villa Academy Community | Fall 2026
Voyager
2025-26 Annual Report Inside
Voyager | Villa Academy | 1
Contents
Voyager
A Magazine for the Villa Academy Community Fall 2026
Welcome
Community
From the Head of School
Guest Artist Brings Music, Culture, and Community
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School Spirit
19
Meet Vinnie
Heritage Celebration
4
From the Classroom
Student Inquiry and Agency 6
8th Graders Explore the Legacy of the Civil Rights Movement
20
Twilight Tides 22
A Day Celebrating Grandparents & Special Friends 24
10
Spotlight on Professional Development
Ms. Kaplan Goes to the Galapagos 12
Alumni
Class of 2022 Goes to College Villa Alum Empowers Community Through Self-Defense 16
Graduating from Villa
Class of 2026 18
Annual Report
From the Treasurer 26
Financial Snapshot 27
Thank You to Our Donors 28
A Heartfelt Thank You to Our Volunteers 32
The Reinemund Counseling & Wellness Center 33
Perspectives
Meet Ms. Strand 34
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Welcome
From the Head of School
It gives me great pleasure to introduce this third edition of Voyager magazine to you, sharing the remarkable growth and developments across the 2025-26 academic year at Villa Academy. This past year has been marked with significant achievements and affirmations, and I remain tremendously proud of the exceptional work our school is doing to deliver Villa’s “education of the heart.” In the pages that follow, you’ll find much to celebrate. Student successes of every type: academic, athletic, artistic, and interpersonal; faculty fellowships and new experiential learning options; historic friend- and fundraising. However, one of the most important developments of 2025-26 unfolded quietly, to more limited fanfare. This development was the naming and sharing of our four Villa Values. Of course our school has values; always has, always will. And yet in order to effectively know, live, and share them with generations of new Voyagers and their families, we needed to write them down. A value is a core belief that is essential to who we are as a school. It is something we care about deeply, an aspect of institutional identity we strive to strengthen and preserve in all we do. With the support of a professional consultant, and following a multi-month conversation across faculty and staff (which actually commenced in 2023!), the Values Committee opened the 2025-26 school year by sharing the following grounding, inspired Villa Values: Belonging: At Villa Academy, we create a sense of
belonging through compassion, inclusion, and cultural humility. We build meaningful relationships based on empathy, trust, and respect, ensuring that everyone feels known, supported, and cared for. Discovery: We nurture curiosity, creativity, and a lifelong love of learning. Students explore real-world questions through joyful, inquiry-based experiences that empower them to think critically and solve problems. By engaging students with meaningful challenges and innovation, our students are prepared to thrive and lead in an evolving world. Responsibility: We take accountability for our learning and actions. We foster respect for ourselves, one another, and the environment. We act with integrity and recognize our role in the well-being of our community. Purpose: We learn about who we are and what matters to us. Through reflection, service, and transformative learning, we develop a strong sense of identity and direction. What an honor it is to live within and serve a community grounded in these values, and one dedicated to sharing them with young people. May the power of these words and the high standards they hold us to guide our steps and our words into the future. As always, I humbly thank you for your support of Villa Academy.
Liz Willis, PhD Head of School Voyager | Villa Academy | 3
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School Spirit
Meet Vinnie
I
n January, our school community came together for an exciting pep rally to officially reveal Vinnie Voyager, our new school mascot. The gym vibrated with energy as students showed their school spirit through grade-level cheers and special buddy handshakes. Following a hype video created by Student Government, Vinnie Voyager made his debut to loud cheers and excitement from students and teachers alike. Inspired by the orcas in our local waters, Vinnie represents the values that guide our Villa community: belonging, discovery, responsibility, and purpose. Just like a pod of orcas, we support one another, explore together, and work toward shared goals.
The celebration also included a fun free-throw shooting contest between 8th-grade basketball players and teachers, keeping the crowd engaged and energized throughout the rally. The event concluded with students joining together in our new school chant, “Who rides the waves with mighty pride? Voyagers! Voyagers!” After the pep rally, Vinnie embarked on his very first voyage to visit the preschool classrooms, where our youngest Voyagers were delighted to meet him. Welcome to Villa, Vinnie, and Go Voyagers!
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From the Classroom
P3
Nests, Burrows and Good Questions
In P3, our youngest learners engaged in a springtime inquiry grounded in observation and connection to the natural world: How do animals and insects live and thrive in our forest environment? Through close exploration of our campus, children began to notice the many ways living things build, adapt, and depend on their surroundings. The inquiry started with a focus on animal homes. Using nonfiction texts and real-life discoveries, students studied a variety of nests, from birds like robins, chickadees, crows and hummingbirds, to mammals including squirrels, pack rats, and cottontails. As they encountered these habitats on campus, children asked thoughtful questions: Is this a safe place? Is there food and water nearby? These questions guided their understanding of what 6 | Voyager | Villa Academy
P4
of animal needs and environments. At the same time, students deepened their literacy skills by naming If I Could Have a Pet their pets and writing about them, applying In P4, students phonics knowledge and engaged in a rich, interdisciplinary inquiry building confidence in early writing. This integration centered around of science, art, and literacy a compelling question: allowed children to express What makes animals animals need to survive. unique and how do their their thinking in multiple As their awareness characteristics shape the ways. deepened, so did their Through this inquiry, way they live? sense of responsibility. students demonstrated This exploration invited Students took on the role growth not only in their of environmental stewards, children to think like understanding of animals contributing nesting mate- scientists, researchers, but also in their ability to and creators as they rials, scattering beneficial plan, create, and communiinvestigated the diversity seeds and collecting litter cate their ideas. The project of the animal world. to help care for the habihighlighted how curiosity, Through hands-on tats they studied. Through creativity and skill-building learning and research, these experiences, they come together to began to see themselves as students explored support meaningful active participants in their vertebrates and began to and joyful learning. understand the five distinct ecosystem. animal groups. As they In May, the inquiry noticed patterns and differexpanded to include the ences, they asked questions essential role of insects. and built connections about Through books and what makes each group outdoor observations, unique. This foundational students explored how What Floats? knowledge then guided pollinators and decoma more personal inquiry: posers support life in the In May, our P5 students If I could choose a pet, what forest. They noticed the embarked on a rich, would it be and what would diversity of insects across hands-on inquiry: What it need to thrive? different habitats and does it take to build With this question in began to wonder: What a boat that floats? mind, students selected an would happen if an insect animal and began bringing Guided by their own could no longer do its curiosity, children began by their ideas to life. job? These conversations exploring the properties of Using clay, they invited our children different materials—testing, carefully sculpted their to think about species observing, and asking chosen pets, paying close interdependence and the questions as they discovered attention to details such delicate balance of nature. what sinks and what stays as texture, shape, and Through this afloat. defining features. They then ongoing inquiry, students This spirit of extended their thinking by built an early underdesigning and constructing inquiry shaped the entire standing of ecosystems, experience. As young habitats, considering what developed respect for designers and engineers, their animal would need the natural world, and students took ownership to live, move, and feel safe. recognized that even These creations reflected of their ideas, thoughtfully the smallest creatures both imagination and an selecting materials and play a vital role in emerging understanding making intentional decisustaining life.
Student Inquiry and Agency
P5
sions about their designs. They wondered, predicted, and tested: Will cardboard hold up? What happens if we use foil? How can we make it stronger? As their boats took form, children moved into the model construction phase, eagerly bringing their ideas to life. The real learning unfolded during testing, when each boat was placed in water. Some floated with ease, while others tipped or sank— inviting new questions and deeper thinking. Students then revisited their designs, made adjustments, and tried again, demonstrating persistence, flexibility, and problem-solving. Through this process, our students came to understand that learning is not about getting it “right” the first time, but about exploring, revising, and growing ideas over time. This inquiry illustrated the power of curiosity and reinforced that experimentation, reflection, and resilience are at the heart of meaningful learning.
Before the visit, students were introduced to mammals through classroom discussions, books, videos, and science activities. They learned that mammals have hair or fur, are warm-blooded, and that mothers produce milk to feed their young. Led by their teacher, students also discussed expectations of respectful audience members, including listening carefully, raising a hand to ask questions, and showing gentle, safe behavior around animals.
The hands-on experience introduced students to an exciting variety of mammals, including rabbits, guinea pigs, chinchillas, a Bennett’s wallaby, and African pygmy hedgehogs. After the visit, students reflected on their learning through class discussions, drawing, and writing. They shared facts they learned about the animals and discussed similarities and differences among the mammals they observed. Students enjoyed Kindergarten discussing their favorite Last March, Villa’s animal and its charackindergarten students teristics. This experience had the opportunity to deepened students' underexplore the fascinating standing of mammals while world of mammals during encouraging curiosity, a special in-school field trip strengthening their with Animal Encounters, listening skills, critical a beloved mobile animal thinking, and respect for program in Washington. animals.
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What really happens to materials after they are thrown in the trash, recycled, or composted?
Second-grade students explored what it means to make a difference through their Change Makers Social Studies unit.
1st Grade
First-grade students dove into an exciting unit focused on environmental awareness, critical thinking, and responsible citizenship as they explored how everyday choices affect the world around them. Students activated their knowledge by sharing what they already knew about recycling and generated thoughtful inquiry questions about what happens to materials after they are thrown away. Through classroom discussions, hands-on experiences, art, and real-world applications, they learned to identify the differences between trash, recycling, and composting while discovering ways to reduce waste and care for the environment. To bring their learning to life, first graders created unique recycled inventions in Art class using materials collected from home, such as wrapping paper, yogurt containers, packaging materials, plastic bottles and egg cartons, demonstrating how everyday objects can be reused in creative ways. To wrap up the unit, students participated in a campus clean-up, helping beautify the school while putting their learning into action and recognizing that even small efforts can make a positive difference in their community.
2nd Grade
As they learned about the United Nations Sustainable Development Goals, students examined global priorities focused on building a healthier and more equitable future for all. Throughout the unit, students studied modern-day change makers working to protect forests, restore oceans, and address climate change, including Autumn Peltier, William Kamkwamba, Elizabeth Wathuti, and Sylvia Earle. They also reflected on meaningful questions about identity, community, and the ways individuals can create positive change in the world around them. To conclude the unit, each student selected an inspiring change maker and created a poster to showcase their learning. The 2nd floor was populated with world-class heroes such as Afroz Shah, Lek Chailert, Leela Hazzah, and Sophie Healy-Thow. Through research, creativity, and thoughtful discussion, second graders deepened their understanding of global citizenship and discovered how their own actions can make a meaningful impact both locally and globally. Voyager | Villa Academy | 7
individuality of the trees in imaginative and memorable ways.
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4th Grade
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3rd Grade
Each week during outdoor education time, rain or shine, third-grade students developed a meaningful connection to nature on Villa’s campus. Each student selected and named a special tree, returning to it throughout the year as both a subject of study and a familiar companion. Through writing “Poet-trees,” students used poetry to slow down, notice details, and build a personal relationship with the living world around them. Students carefully sketched their trees and recorded descriptive observations about each season’s changes. As the trees transformed throughout the year, students’ own observation skills, vocabulary, and creativity grew alongside them. At the end of the year, students reflected on the changes they observed in nature, while also considering how they themselves had grown since September. Their thoughtful poems captured the beauty, strength, and 8 | Voyager | Villa Academy
Fourth-grade playwrights had the exciting opportunity to take their original stories beyond the classroom through the Bishop Blanchet High School Script Project. After studying the elements of playwriting, through a variety of short plays, examining scripts written by students from previous years, and discussing what successful plays have in common— such as fully realized characters, a problem with a reasonable solution, and a consistent setting— students learned what is realistically achievable in a five-minute scene and how to write effective stage directions. Students crafted their own original scripts complete with dialogue, stage directions, and character development. Unbeknownst to the Villa fourth graders, selected plays were chosen to be performed by Bishop Blanchet High School drama students. The scripts came to life in front of Villa students’ eyes at a surprise viewing at BBHS, allowing our talented young writers to see their words and ideas take the stage. The students were thrilled to witness their (surprise)
emergence as genuine playwrights! Throughout the process, students strengthened their narrative writing, collaboration, and creative thinking skills while also learning how storytelling can connect communities across ages. The project celebrated student voice, imagination, and the power of authentic audience experiences in a memorable and meaningful way.
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5th Grade
Fifth-graders experienced the Olympic National Forest on their spring NatureBridge trip. Students traveled to the shores of Lake Crescent near Port Angeles, Washington, for three days of scientific exploration, outdoor adventure, and team building. Surrounded by pristine lakes, creeks, and the nearby Elwha River, students continued their studies of water quality in Washington State while learning firsthand about the ecosystems of the Olympic Peninsula. During this experience, students hiked
to waterfalls, crossed backcountry bridges, and participated in hands-on science investigations at Barnes Creek, Lake Crescent, and the Elwha River. In addition to their scientific work, students deepened their understanding of the Indigenous land on which NatureBridge sits and explored the geographic history of the route they traveled to the peninsula. From outdoor challenges to unforgettable camp traditions, the NatureBridge experience was a meaningful and memorable highlight of the fifth-grade year.
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6th Grade
The Scoop from Sixth is a student-driven journalism and inquiry project that provided sixth graders an authentic platform to share their learning, creativity, and perspectives with the wider Villa community. Guided by monthly inquiry themes and genre-focused writing assignments, sixth graders explored big questions such as ”What makes a community thrive?“ in a monthly digital publication they produced on a Google site. Through this process, students strengthened essential language arts skills, including crafting engaging introductions, structuring clear sentences,
From the Classroom
and supporting ideas with evidence. The publication process mirrored the work of real journalists and editors. Students researched topics, conducted interviews, listened thoughtfully to different perspectives, and revised their work through peer editing, self-assessment checklists, and rubrics before publication. Ms. Calomeni, Middle School teacher, individualized feedback and guidance to help students refine their writing and communicate effectively with an audience. In addition to contributing to The Scoop from Sixth, every student created and maintained a personal digital reporter website to document and showcase their learning journey throughout the year. These experiences fostered digital literacy, responsible online publishing practices, and a sense of ownership over their work.
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7th Grade
Seventh-grade scientists supercharged their study of astronomy by designing, building, and launching their own rockets. Prior to the rocket project, students completed a unit on the universe, stars, and the solar system. The students studied how technologies such as telescopes, satellites, and rockets had shaped astronomers‘ understanding of our solar system. This led to a discussion of rocket design, during which students developed a deeper understanding of how fin and nose cone shapes affected the aerodynamics of rocket flight. Students also studied the stages of rocket flight and how parachute systems were deployed.
Working in teams, students investigated how the aerodynamics of cone and fin designs influenced rocket flight. After learning how rocket engines worked, students were given the opportunity to launch their rockets and make scientific observations about flight paths and parachute deployment. The investigation demonstrated that rocket flight was affected by the shape and size of the rocket. In particular, students found that larger fins provided greater stabilization during flight and resulted in higher launches, while larger rockets were less likely to maintain consistent flight patterns. The rocket design project directly connected to lessons about the solar system, moons, and the ways scientists have used technology to broaden our understanding of space. By connecting their classroom learning to realworld applications, students gained firsthand experience working as engineers.
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8th Grade
In Spanish, Villa’s 8th graders deepened their understanding of Peruvian culture both in Peru and within our local community through two hands-on extension projects. Working collaboratively in small groups, students
researched local businesses that celebrated Peruvian culture and traditions, connecting their findings to what they had learned in class. Each group created a poster highlighting their chosen business and presented their work in Spanish. Students also explored significant cultural and historical landmarks in Peru, including Las líneas de Nazca, the ancient geoglyphs in the Peruvian desert. Inspired by these remarkable designs, the 8th graders created their own version, “Las líneas de Villa,” using sidewalk chalk outside the Middle School entrance. Reflecting the plant and animal imagery found in the Nazca Lines, students voted to feature an orca like Vinnie Voyager, Villa’s mascot, alongside other sea life, including a snorkeling pelican! After creating several drafts to plan the scale and layout of their artwork, the grade was divided into three groups, each responsible for a section of the geoglyph. Similar to the original Nazca Lines, the finished piece could only be fully appreciated from above, viewed from the upper floors of the school building. Through thoughtful planning, collaboration, and creativity, students gained a deeper appreciation for the time, skill, and coordination required to create the original Nazca Lines. This is a fine example of our expanded Middle School Spanish program at work! Voyager | Villa Academy | 9
From the Classroom
8th Graders Explore the Legacy of the Civil Rights Movement What the Class of 2026 learned by standing where the history happened.
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S
ome lessons cannot be learned from a textbook. For Villa’s 8th graders, understanding the history and legacy of the American Civil Rights Movement meant traveling to the places where that history unfolded. On March 30 , the 8th grade class woke up bright and early and gathered at St. Bridget’s at 3:15 AM. This early morning meeting marked the beginning of the Class of 2026’s culminating Civil Rights Trip, which commenced with a bus ride to Sea-Tac Airport. The 8th graders, accompanied by Director of Middle School Matt McAuliffe, Social Studies teacher Kate Tytus, English/Language Arts teacher Shannon Hieger, and Religion teacher and 8th Grade Advisor Sean
Lee, were off to deepen their understanding of the history and legacy of American enslavement, the Civil Rights Movement, and the ongoing pursuit of racial justice in our country. Building on their 8th-grade Social Studies study of the foundations of the United States and the rights of all American citizens, students spent five days exploring monuments and museums dedicated to the Black experience in the American South, and walking in the footsteps of the leaders and everyday people who shaped the Civil Rights Movement. While in Birmingham, Alabama, students visited the 16th Street Baptist Church and learned from current congregation members about how
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Villa's 8th graders at Four Spirits, which honors Addie Mae Collins, Carole Robertson, Cynthia Wesley and Denise McNair. The sculpture stands in Kelly Ingram Park, across the street from 16th Street Baptist Church and itself a staging ground for the 1963 children's marches.
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The group at the foot of the Edmund Pettus Bridge before crossing. The bridge still carries the name of a Confederate general and Klan leader, a fact students discussed on site.
the church rebuilt both its building and its community following the 1963 bombing by white supremacists that took the lives of four young girls. The students also visited the Negro Southern League Museum, where they explored the history and memorabilia of Black baseball in the South. This visit helped students understand that the Black experience extended beyond the struggle for civil rights, revealing how communities preserved joy, culture, and tradition even under legalized and often violent oppression. Leaving Birmingham, the group spent an impactful day in Selma and Montgomery. In Selma, students heard from a local resident whose uncle had joined Dr. Martin Luther King Jr., John Lewis, and others on “Bloody Sunday,” the day in March 1965 when local law enforcement brutally halted hundreds of peaceful protesters attempting to cross the Edmund Pettus Bridge while marching for voting rights. With this history fresh in their minds, Villa’s 8th graders walked across the bridge together in reflective silence. Our students then traveled to Montgomery, where they visited the National Memorial for Peace and Justice, which honors the victims of lynching and racialized violence across the United States. They also toured the Legacy Museum, which, like the memorial, is operated by the Equal
The Route Class of 2026 Civil Rights Trip March 30 to April 3
Atlanta
The King Center
Birmingham
16th Street Baptist Church
A L A B A M A
G E O R G I A Tuskegee
Selma
Edmund Pettus Bridge
Airmen historic site
Montgomery
Legacy Museum memorial
Birmingham, Alabama
16th Street Baptist Church — where congregation members described rebuilding after the 1963 bombing that killed four girls. Negro Southern League Museum — Black baseball in the segregated South.
Selma, Alabama
Edmund Pettus Bridge — crossed in silence, after hearing from a resident whose uncle marched on Bloody Sunday, March 1965.
Montgomery, Alabama The National Memorial for Peace and Justice — victims of lynching, county by county.
Justice Initiative under the leadership of Bryan Stevenson. As students traced the experiences of Black Americans from enslavement through Reconstruction, the Jim Crow era, the Civil Rights Movement, and into the present day, they saw how the history they had studied in school continues to shape the nation. The visit also provided valuable
The Legacy Museum — slavery to the present. Both operated by the Equal Justice Initiative.
Tuskegee, Alabama
Tuskegee Airmen National Historic Site — Black pilots in a segregated military.
Atlanta, Georgia
The King Center — Historic Ebenezer Baptist Church and Dr. King's childhood home.
context for their classwide study of Stevenson’s powerful memoir, Just Mercy. On the way to Atlanta, the 8th graders stopped at the Tuskegee Airmen National Historic Site, where students learned that amidst the racism and segregation of World War II, Black pilots served their country with extraordinary courage and
distinction. Students spent their final morning at Atlanta’s King Center, visiting Historic Ebenezer Baptist Church, where Dr. King served as pastor, and touring his childhood home. Throughout the trip, students were struck by the courage and resilience Black Americans demonstrated in the face of violence and oppression. The experiences and lessons from Alabama and Georgia brought new perspectives to our 8th graders’ study of Just Mercy and their social justice-centered Culminating Projects, providing powerful learning amidst students’ final months at Villa. “By visiting these historic sites, our students gained a deeper understanding of the Civil Rights Movement and the ongoing pursuit of justice. Experiences like this encourage them to think critically, engage thoughtfully with our nation's history, and see themselves as active citizens who can make a positive difference,” said Mr. McAuliffe, Director of Middle School. By walking through the spaces and places where history happened, Villa’s graduating 8th grade class gained a deeper understanding of the ongoing work of justice and democracy, and of their own responsibility to carry that work forward as they prepare for lives of service and purpose. Voyager | Villa Academy | 11
Spotlight on Professional Development
Ms. Kaplan Goes to the Galapagos
A week among giant tortoises, marine iguanas, and lava fields taught Ms. Kaplan less about the Galápagos than about looking closely. The Grosvenor Teacher Fellow on what a week of paying attention changed in her classroom. Can you share a bit about what the fellowship entails and why it focuses on field-based experiences?
The National Geographic and Lindblad Expeditions Grosvenor Teacher Fellowship is an immersive professional learning experience that brings Pre K-12 educators into some of the most extraordinary places on Earth to learn alongside 12 | Voyager | Villa Academy
scientists, naturalists, and storytellers. It’s not learning from a textbook, it’s learning in the place itself. The reason it focuses on field-based experiences is simple and powerful: when you step into an ecosystem, when you feel the heat of the sun on lava rock or watch an animal
in its natural habitat, abstract concepts become real. Geographic thinking, conservation, adaptation, all of it shifts from something you explain to something you’ve lived. And that kind of learning sticks, not just for teachers, but for the students we bring it back to. The fellowship itself
is pretty competitive; my cohort consisted of 35 educators from across the US and Canada. The fellowship is a two year process: the first year includes a training retreat at the National Geographic Headquarters in Washington, DC, the expedition, a five-photo story reflecting on our
to the Galápagos Islands, about 600 miles off the coast of Ecuador. I spent a week aboard the National Geographic Endeavour II, traveling between islands including San Cristóbal, Española, Floreana, and Santa Cruz. The journey to the Galápagos took nearly three days, which was a bit harrowing, but once I arrived, time felt completely different. The days were full and fastpaced, but the experience itself felt expansive, like every moment held more than I could possibly take in. What were some of your first impressions upon arriving in the Galápagos Islands?
experience, and quarterly online professional development cohort meetings where we discuss how we can use our experiences in the classroom. The second year will include more reflections, professional development, and a Student Action Project that engages learners beyond my classroom in our greater community in developing an Explorer Mindset. Stay tuned for more details! Where did your expedition take you, and how long were you there?
My expedition took me
The first thing that struck me was how alive and vibrant everything felt. We hadn’t even fully arrived before the wildlife was already there to greet us. Sea lions lounging in tide pools, a marine iguana soaking up the sun right at the dock, frigatebirds soaring overhead. My first night on board I kept wanting to pinch myself, I couldn’t believe this was my real life! It felt wild, but not chaotic. More like stepping into a place where nature is still fully in charge. I also remember thinking how stark and beautiful the landscape was. Black lava rock, bright blue water, and bursts of life in places that didn’t seem like they should support it. It was the kind of place that makes you stop and look more closely, because every detail feels important.
Describe a typical day during the expedition — what kinds of activities or research did you take part in?
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The Galápagos sit roughly 600 miles west of mainland Ecuador, which administers them.
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Ms. Kaplan (right) with fellow Grosvenor Teacher Fellows in the highlands of Santa Cruz — the encounter that prompted the impromptu phone video she emailed back to her class.
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A marine iguana, the only seagoing lizard on Earth. Its blunt snout is built for scraping algae off submerged rock, and the salt it swallows while feeding is expelled through nasal glands — the white crust on the surrounding stone.
A typical day started early, usually around 6:00 or 6:30 AM, before even having breakfast, with a hike on whatever island we had traveled to as we slept on the ship. Afterwards we’d have a quick but delicious breakfast including both traditional American and traditional Ecuadorian food before heading out for our first excursion. We might hike across lava fields, carefully stepping around marine iguanas, or walk through bird colonies where blue-footed boobies nested just feet from the trail. At least once a day we were in the water, snorkeling alongside fish, turtles, and sea lions that darted and spun around us like they were putting on a show. We usually had two major outings each day, one in the morning and one in the afternoon, with time in between to return to the ship, eat, and learn, but not rest— there was always something amazing happening! The learning never really stopped. Naturalists were constantly helping us make sense of what we were seeing, connecting it to bigger ideas about evolution, ecosystems, and conservation. Evenings brought presentations from scientists and photographers, which added another layer of understanding. By the end of each day, I was completely exhausted in the best way, the kind of tired that comes from being fully present and deeply engaged. Voyager | Villa Academy | 13
Spotlight on Professional Development
What were some of the most memorable wildlife encounters or natural phenomena you observed?
There are so many moments that feel almost impossible to choose from, but a few stand out. Snorkeling with sea lions was unforgettable. They are playful and curious, and at one point, a juvenile sea lion darted within inches of me, twisting and turning like it was inviting me into its world. Seeing giant tortoises ↑ in the highlands of Santa Blue-foot boobies nest at ground level and Cruz was another moment often just feet from that felt surreal. They move the trails, which makes slowly, but there’s a presence the archipelago's bird colonies unusually easy to them, like you’re standing to observe. next to something ancient ↓ and steady and way older A Sally Lightfoot crab. than any human. The bright shell belongs to an adult; juveniles are And then there was near-black and almost what I’ve been calling the invisible against the lava rock they scale. “Galápagos trifecta.” In one single snorkel, I saw sharks, ↓↓ sea lions, and penguins. A Galápagos lava lizard. Each major island has I remember popping up out its own species — of the water and just laughing evolved a compressed illustration of the divergence because it didn’t feel real. Darwin observed in the Beyond the animals, archipelago's finches. the landscape itself felt dynamic and engaging. Lava fields shaped by fire, mangroves twisting into the water, waves constantly reshaping the shore. You could see, in real time, how the environment influences everything that lives there. Were there any moments that especially connected you to your students back home — something you couldn’t wait to share with them?
Absolutely. Before I left, my students created “Flat Student” versions of themselves that I brought with me. I took them everywhere, posing them next to tortoises, along lava trails, and by the ocean. At the same time, my 14 | Voyager | Villa Academy
students were sending me questions, some scientific, some hilarious, like “Do tortoises poop a lot?” and “Are the bugs big?” In the highlands of Santa Cruz I was so excited to share the tortoises with my students that I whipped out my phone and recorded an impromptu video on the spot, emailing it back as soon as I had wifi again. One of the most meaningful moments for me was bringing Villa students’ questions to the naturalists on board. Getting answers from real scientists and knowing I could bring them back to my students made the experience feel shared, even across thousands of miles. I couldn’t wait to show them that their curiosity mattered beyond our classroom. How do you plan to incorporate what you learned into your teaching? What new lessons, activities, or projects might your students experience because of this fellowship?
This experience has already shaped how I teach. In science, I can now bring real-world examples into our units on ecosystems, adaptation, and conservation. When we talk about how animals survive in extreme environments, I can describe what it looked like to see a marine iguana gripping lava rock or a bird navigating the wind in the mangroves. In writing, I’m using my experiences as a mentor text, showing students how careful observation leads to vivid, detailed storytelling. Our bird unit has expanded to include global connections, looking at migration patterns and how ecosystems across the world
are linked. And more than anything, I want to create opportunities for students to ask questions, investigate, and see themselves as part of a much bigger world. How do you hope this experience will inspire your students — both in their curiosity about the world and their sense of stewardship for the planet?
I hope this experience helps my students see that the world is both bigger and more connected than they might realize. Curiosity comes so naturally to our kids. They ask questions constantly. My goal is to show them that those questions can lead somewhere real, that they can travel across oceans, connect to scientists, and help us understand the world more deeply. In terms of stewardship, I want them to see that caring for the planet isn’t something abstract. It’s something we can see in action. In the Galápagos, I saw what conservation efforts can do, like bringing giant tortoises back from the brink of extinction. I want my students to understand that their actions matter, both in our local environment and in the wider world. Have your students had any reactions so far to hearing about your trip?
Their reactions have been one of the best parts. Before I left, they were full of questions and excitement. During the trip, they loved seeing updates and photos. When I returned I noticed a shift. They’re more engaged, more curious, and more connected to what we’re learning. When we talk about animals or ecosystems
now, they reference things from the trip, almost like they were there, too. And in many ways, they were. If you could sum up your experience in one word or phrase, what would it be — and why?
I would sum it up in one word: awe. There were moments every single day where I just stopped and took it all in, whether it was watching a sea lion glide through the water or standing in a landscape shaped by volcanoes. But more than that, it was a rediscovery of awe. That feeling of wonder
As a learner, I was pushed to be curious, to ask questions, and to embrace not knowing. As a teacher, it reinforced something I’ve always believed: the most What did you learn about yourself powerful learning happens as a learner and teacher while on when it’s rooted in real this expedition? experiences and genuine I was reminded how wonder. important it is to slow It also reminded me down and notice what’s in that if I want my students front of you. to be curious, engaged, and So much of the excited about the world, learning in the Galápagos I have to model that myself. came from looking closely, at This experience the ground beneath my feet, brought that sense of at the way animals moved, curiosity and wonder back at the small details that tell a much bigger story. in a really powerful way. that comes so naturally to kids, but can fade over time. I found it again in the Galápagos, and that’s something I carry back into my classroom every day.
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Galápagos sea lions haul out on the same beaches day after day, in colonies that can number in the dozens. The visible ear flaps distinguish them from true seals, which have none. At right, one of the “Flat Students” Ms. Kaplan’s class made before she left. The cutouts traveled with her to tortoise pastures, lava trails, and the shore.
Voyager | Villa Academy | 15
Alumni
We are incredibly proud The Class of Villa’s Class of 2022 as celebrate their high of 2022 Goes they school graduations and begin an exciting new to College chapter. Members of the
class will be attending 28 colleges and universities across 15 states, studying a wide range of subjects like Criminal Justice,
Engineering, and Sports Management, while also pursuing their individual passions through extracurriculars and athletics. In May, we were thrilled to welcome these alums back to campus for our annual alumni event celebrating those who had just completed their
senior year of high school. It was a wonderful evening of reconnecting, sharing memories, and celebrating all they have accomplished. We are excited to see where their next adventures take them!
• Gonzaga University • University of Washington • Cascadia Community College • Seattle University • Montana State University • University at Albany • Middlebury • Cornell College University • Boston • University of College Rochester • Providence College • Skidmore • Fordham College College
• University of Oregon
• Loyola University Chicago
• Case Western Reserve University
• Santa Clara University • Webster University
• UC Santa Barbara • University of Southern California • Grand Canyon University • San Diego • University of Arizona State University• Arizona State University
• University of Mississippi
• Texas Christian University
If you’re a Villa alum and would like to stay connected, please reach out to us at advancement@thevilla.org to update your contact information.
16 | Voyager | Villa Academy
• Penn State
Seattle Shield
Villa Alum Empowers Community Through Self-Defense
F
or Villa Academy alum Jenny G. ‘22, service has always been about finding meaningful ways to make a difference. That commitment, first nurtured through the service learning, leadership opportunities, and academic experiences at Villa, has grown into Seattle Shield, a nonprofit initiative Jenny co-founded with a Holy Names classmate, Lila V. The inspired mission of Seattle Shield? To make self-defense education accessible to women and historically marginalized communities throughout the Seattle area through free self-defense seminars that help participants build practical skills and confidence. “We started Seattle Shield because we were seeing a real gap when it came to safety and empowerment,“ Jenny and Lila explained.“ There are so many situations in which people find themselves in unsafe or even violent environments, and a lot of the time, they just do not have the tools or resources to respond.“ Contrary to many self-defense classes that require significant financial investment and an uncompromising schedule, Seattle Shield teaches foundational techniques that anyone can learn, regardless of experi-
↑
Co-founders Jenny G. '22, left, and Lila V. built Seattle Shield on a simple premise: the barrier to learning self-defense should not be cost or schedule. This fall, Jenny heads to Cornell and Lila to USC — but both plan to stay on as advisors.
ence or budget. Rather than expecting participants to come to them, the organization brings free seminars directly to schools, community groups, and nonprofit organizations. “By doing this, we seek to lower the barrier for attending,“ Jenny and Lila shared. “Our hope is that no one ever has to use these skills, but if they do, our goal is to make sure they feel more prepared.“ For both founders, the mission is deeply personal. The pair point to the ongoing realities of domestic violence, human trafficking, harassment, and violence affecting women and historically marginalized communities as motivation for their work.
For Lila, concerns about the safety of her grandmother, an older Asian-American woman living in New York City, became especially meaningful following the rise in anti-Asian hate incidents during and after the COVID-19 pandemic. Jenny's perspective was shaped through conversations at her all-girls high school and by seeing her younger sister Caroline's Villa Culminating Project examining sexual harassment and sexual assault. “We want to empower as many people as possible — especially those who do not always feel empowered or do not have the financial means or access to tradi-
tional training,“ they said. “Our goal is to give them practical skills and confidence so they can feel safer and more in control.“ While Seattle Shield teaches physical techniques, Jenny and Lila emphasize that confidence is equally important. “We keep things really focused on the basics because we have seen that even simple techniques can be super impactful,“ they explained. “A lot of people come in and are surprised, like, ‘Wow, I did not even know I could do this.‘ That moment is really important to us.“ Today, Seattle Shield has partnered with universities, schools, women's shelters, and local martial arts organizations throughout the region, creating a growing network that continues to expand. Jenny credits many of the skills that made the nonprofit possible to her years at Villa. “Villa truly set me up for success in high school by giving me both strong academic skills and confidence in my abilities,“ she said. Villa’s high academic expectations marked Jenny’s middle school experience, including science labs, World Fair and the novella project in 7th grade, and her 8th grade Culminating Project. CONTINUES NEXT PAGE →
Voyager | Villa Academy | 17
Alumni
Graduating from Villa
Class of 2026
Villa celebrates its latest cohort of Voyagers
Class of 2026 Goes to High School
↑
A participant works a palm strike during a Seattle Shield seminar. The organization brings free sessions directly to schools, shelters, and community groups rather than asking participants to travel to a studio. CONTINUES →
All of these projects strengthened her critical thinking, writing, presentation skills, and time management. Completing Algebra and Geometry during middle school also allowed Jenny to pursue advanced mathematics courses throughout high school, including AP Calculus BC and AP Statistics. Just as importantly, Villa cultivated a commitment to serving others. “My time at Villa allowed me to find a passion for volunteering and service through various projects, field trips, and connections to opportunities,“ Jenny said. “When I went to high school, I brought this passion with me, which inspired me to volunteer with organizations such as Shirts Across America, the AIM Initiative, and Women Advancing Tomorrow's Technologists, as well as to co-found Seattle Shield.“ This fall, Jenny 18 | Voyager | Villa Academy
will begin studying engineering at Cornell University, while Lila will attend the University of Southern California to study Business Administration. Although both founders are leaving Seattle for college, they hope Seattle Shield's work will continue to grow. Their plan is to transition leadership of the Seattle chapter to a new generation of student leaders while remaining involved as advisors. They also hope to expand the organization's reach to their college communities and continue developing instructional videos and educational resources through social media. For Jenny and Lila, Seattle’s Shield’s mission remains unchanged: ensuring that more people have access to the skills, confidence, and support they need to feel safer. “If we can help people feel even a little bit safer and more in control,“ they said, “then we are succeeding at our mission.“
William Gregory A. ............................... Brentwood College School Marlee A. B. † ............................................ Holy Names Academy Guy A. B. †................................................... Seattle Preparatory School Kellan Marie B. ........................................ Seattle Preparatory School Evan Hurley C. ........................................ Bishop Blanchet High School Liam D. ........................................................ Lincoln High School Mealat E. † .................................................. Seattle Preparatory School Claire F. †..................................................... Seattle Preparatory School Amelia F. † .................................................. Bishop Blanchet High School Fiona Fitzpatrick G. ............................. Seattle Preparatory School Frances May G. †..................................... Bishop Blanchet High School Tristan G. ................................................... Lincoln High School Aaron G. ..................................................... Seattle Preparatory School Ikram G. ...................................................... Shorecrest High School Piper H. ....................................................... Seattle Preparatory School Kai A. H. †................................................... Seattle Preparatory School Dylan Kingston H. ................................ Eastside Catholic School Nathaniel H. ............................................. Homeschool Makayla Symon K. † .............................. Seattle Preparatory School Sarah L. †..................................................... University Prep Kenneth L. ................................................. Bishop Blanchet High School Louise L. ..................................................... Lakeside School Mirembe Celine Portia M. † .............. Lakeside School Siddhartha P. ........................................... Bishop Blanchet High School Adam Mario R. †...................................... University Prep Gavin Shipley S. ...................................... Bishop Blanchet High School Samantha W. ............................................ Bishop Blanchet High School † Mother Cabrini Award (125 hours or more of service during Middle School)
President's Award for Academic Excellence Marlee A. B. Guy A. B. Kellan Marie B. Evan Hurley C. Liam D. Mealat E.
Claire F. Amelia F. Fiona Fitzpatrick G. Frances May G. Tristan G. Aaron G. Piper H. Kai A. H.
Community
Guest Artist Brings Music, Culture, and Community Nathaniel H. Makayla Symon K. Sarah L. Kenneth L. Louise L. Mirembe Celine Portia M. Siddhartha P. Adam Mario R. Gavin Shipley S. Samantha W.
Class of 2026 Villa Awards Villa Academy Mission Award Nathaniel H.
For embodying Villa Academy’s commitment to inquiry-based, whole child education. Through their intellectual curiosity, care for community, and exemplary student leadership, this recipient has demonstrated our mission’s call to prepare for a life of service and purpose. This award is determined by the Villa Academy Middle School faculty. Villa Academy Distinguished Scholar Award Makayla Symon K.
In honor of their exceptional academic performance, confident demonstration of their dedication to learning, and willingness to challenge themselves above and beyond expectations. This award is determined by the Villa Academy Middle School faculty. Cabrinian Spirit Award Mealat E.
For modeling the Cabrinian values of service, compassion, and advocacy for the most vulnerable among us. This
recipient has recognized and celebrated the unique gifts of others, consistently demonstrated kindness, and fostered community through positive interaction, support, and encouragement. This award is determined by the Villa Academy Middle School faculty. Lissy Moore Award Kellan Marie B.
For exemplifying the values that Lissy Moore personified: focusing on others, remaining determined through hardship, and taking healthy risks. Lissy made a lasting impact on her classmates and teachers by sharing her positive attitude with everyone she met. Like Lissy, this recipient is an inspiration to all Villa students. This award is determined by the graduating class. Alexander Card Award Gavin Shipley S. and Kai A. H.
T
he Villa Lower School community was delighted to welcome Seattle-area musician and arts educator Eduardo Mendonça for a special two-day guest artist residency. Originally from Bahia, Brazil, Eduardo shared his Brazilian-American heritage through joyful, hands-on music experiences with Kindergarten through 4th-grade students. Throughout the residency, students explored music through movement, rhythm, and participation, discovering new sounds and traditions while connecting with one
another. Eduardo also led an interactive Lower School divisional assembly on Monday afternoon, bringing the entire kindergarten through 4th grade community together in celebration of music and culture. We are deeply grateful to Eduardo for sharing his artistry, energy, and heritage with Villa. His residency fostered a wonderful sense of connection and community while marking the beginning of a meaningful new relationship with a local performing artist.
Named in honor of Alexander Card, Villa Academy Class of 2024, this award recognizes a student whose positivity and resilience shines through in all they do. This student approaches life with joy, good humor, and a love for connecting with others. Known for their kindness, earnest effort, and consistent growth mindset, this student is the definition of the “most inspirational player” – someone who always uplifts and encourages others. This award is determined by the Villa Academy Middle School faculty.
Voyager | Villa Academy | 19
Community
Celebrating Heritage, Strengthening Belonging
20 | Voyager | Villa Academy
How three weeks of student projects, family engagement, and shared traditions became a celebration of who Villa is.
D
uring the month of May, the Villa community came together for a joyful celebration of culture, identity, and belonging during our annual Heritage Celebration. Spanning three meaningful weeks, the celebration invited students, families, and faculty and staff to share traditions, stories, and experiences that reflected the rich diversity of our school community while creating powerful opportunities for learning and connection. The celebration began as teachers insightfully facilitated classroom experiences that encouraged students to explore their own heritage while learning about the backgrounds of others. Throughout the week, classrooms were filled with meaningful conversations, creative projects, and moments of reflection. During the following week, buddy activities brought students together across grade levels, fostering new connections as they shared traditions, family stories, and cultural discoveries. The celebration culminated in a vibrant Community Gathering that transformed campus into a showcase of learning and cultural sharing. Families generously created interactive heritage booths that became spaces of curiosity, storytelling, and connection. As one parent organizer
reflected, “Students were not simply learning about cultures—they were learning from one another, asking thoughtful questions, building friendships, and taking pride in who they are and where they come from.” Students proudly shared the projects they had created throughout the month, including Heritage Books, Heritage Handprints, Tradition Puzzles, Heritage Posters, Heritage Jars, Ancestor Mapping, Heritage Poems, Identity Collages, Vietnamese Fans, and “Building Our Foundation” creations. The day reflected the many cultures that make Villa such a vibrant community, as students proudly wore traditional
clothing and cultural attire representing their families and backgrounds. The program concluded with joyful student performances celebrating Indian, West African, and AfricanAmerican traditions, featuring Aaditya P., Medha P., Myra S., Advaith D., Aadvika D., Laila B., Nadia B., Zoe R., and Feliz R. The celebration ended with students, families,
faculty, and staff joining together in Funga Alafia, a traditional West African welcome dance celebrating peace, well-being, and community. Behind every classroom activity, performance, and heritage booth was the generous dedication of families, faculty, and staff who devoted countless hours to creating meaningful learning experiences for students.
More than a celebration of traditions, Heritage Celebration reflected Villa's commitment to nurturing curiosity, honoring every family's story, and strengthening the sense of belonging that defines our community. When every family's heritage is represented and celebrated, our entire community grows stronger.
Voyager | Villa Academy | 21
Community
Twilight Tides
Bringing the Villa Community Together in Celebration and Support
O
n Saturday, April 25th, 2026, the Villa Academy community gathered at the Four Seasons Seattle for Twilight Tides, our spring gala celebrating community, connection, and generosity. Inspired by the beauty of the coast at golden hour, the evening brought a tropical-inspired theme to life with a coastal, sun-kissed twist. Villa parents, caregivers, grandparents, faculty, and staff came together for an unforgettable evening that reflected the spirit of a community committed to showing up for one another. That spirit was evident throughout the evening, made possible by the creativity, enthusiasm, and dedication of Auction Co-Chairs Caity Greene and Kristen Hendrickson and the entire Auction Committee. From the thoughtful details to the joyful atmosphere, their work brought the vision for
22 | Voyager | Villa Academy
“Your generosity opens doors, nurtures potential, and edifies our entire community.”
Twilight Tides to life. “Villa is more than a school; it is a community whose members continually show up for one another,” said Caity. The evening also highlighted the extraordinary impact of generosity. Spirited bidding on online and live auction items generated vital support for Villa’s faculty, staff, and programs. The evening’s Raise the Paddle campaign reached a record-breaking $314,300 of support for Financial Assistance, helping ensure that more students can fully participate in the Villa experience. In the past year, Villa extended $1.75 million in financial assistance to 22.3% of the student body. These funds help students access not only tuition support, but also opportunities such as athletics, arts, class trips, Extended Day, technology, and enrichment programs. “Your generosity opens
doors, nurtures potential, and edifies our entire community,” said Dr. Liz Willis, Head of School. The impact of that generosity extends well beyond one evening. Every gift helps sustain a vibrant, inclusive community and creates opportunities for current and future Voyagers. Thank you to everyone who attended, donated, sponsored, bid, and raised a paddle. Your generosity strengthens Villa today and helps shape the school for generations to come. Twilight Tides was a beautiful reminder of what is possible when our community comes together with a shared spirit of joy, purpose, and generosity.
Voyager | Villa Academy | 23
Community
A Day Celebrating Grandparents & Special Friends
E
ach May, Grandparents & Special Friends Day brings a joyful and spirited energy to campus as students welcome their loved ones into the heart of our school community. This cherished annual tradition provides grandparents, family members, and special 24 | Voyager | Villa Academy
friends the opportunity to experience the wonder of a Villa education firsthand—from visiting classrooms and exploring student learning to seeing the joy, curiosity, and connection that define each day on campus. Students and visitors
alike look forward to this meaningful celebration, which highlights the strong bonds that connect our school, families, and community. Grandparents and Special Friends Day is a beautiful reminder that a Villa education extends far beyond the classroom and
is enriched by the relationships and support that surround our students. We are grateful for the many loved ones who join us each year to share in these memorable moments. Thank you for being a beloved part of our connected community!
2025-26
Annual Report
From the Treasurer 26
Financial Snapshot 27
Thank You to Our Donors 28
A Heartfelt Thank You to Our Volunteers 32
The Reinemund Counseling & Wellness Center 33
Voyager | Villa Academy | 25
2025-26 Annual Report
From the Treasurer
A
s we close the 2025–26 fiscal year, I am pleased to share that Villa Academy ended the year in a position of financial health, strength, and stability. This strong foundation reflects the thoughtful stewardship of leadership, the dedication of our faculty and staff, and, most importantly, the generosity and partnership of the Villa community. For the fiscal year ending June 2026, Villa generated $15.5 million in revenue on a cash basis. Tuition and fees remained our primary source of revenue at approximately $12 million, supplemented by $1.8 million from auxiliary programs, including Villa Ventures and Extended Day, and $1.2 million in philanthropic support from our community. Our greatest investment continues to be our people. Villa’s exceptional faculty and staff are at the heart of the experience we provide our students, and the majority of our operating resources are dedicated to supporting them. Of our operating budget, 81% supports salaries, benefits, and operations, 12% supports financial assistance, and 7% is dedicated to the maintenance of our buildings and grounds. Accessibility remains a fundamental priority for Villa. During the past fiscal year, we provided $1.75 million in financial assistance to meet the demonstrated needs of Villa families. This investment helps ensure that a Villa education remains accessible to families who value our mission and community. Villa also ended Fiscal Year 2026 with a strong balance sheet and healthy liquidity position. Our capital reserves and endowment assets benefited from positive market returns and interest income, further strengthening our financial foundation and our ability to plan
26 | Voyager | Villa Academy
responsibly for the future. Final audited financial statements will be available at the end of Fall 2026. As we look ahead, the Board’s budgetary priorities remain clear: investing in our talented educators, advancing the goals of our Strategic Plan, and promoting accessibility for our families. These priorities reflect our commitment to both the immediate needs of our school and the long-term vitality of Villa Ryan Academy. McAninch With the continued support Treasurer of our community, we enter the 2026–27 academic year well-positioned to meet the needs of Villa today while thoughtfully investing in the experience of the Voyagers of tomorrow. Thank you for your generous support of Villa Academy and for the many ways you contribute to the strength of our school. Your partnership makes a lasting difference. Should you have any questions about Villa’s financial health, priorities, or stewardship of our resources, I welcome hearing from you.
2025-26 Annual Report
Financial Snapshot July 1, 2025 — June 30, 2026
Support & Revenue Tuition & Fees
12,088,337
77.8%
Auxiliary Income
1,761,253
11.3%
Extended Day, Enrichment, Villa Ventures, Lunchroom
Fundraising
1,238,034
8.0%
Spring Benefit, Annual Fund, Reinemund Counseling & Wellness Center, Raise the Paddle for Financial Assistance
449,155
2.9%
Investment Earnings & Facilities use Total Support & Revenue:
$15,536,779
Expenses Salaries & Benefits
$9,933,070
65%
Financial Assistance
$1,753,825
11.5%
Facilities
$1,121,786
7.4%
Operating Costs
$2,462,778
16.1%
Total Expense:
$15,271,459
Support & Revenue $15,536,779
Expenses $15,271,459 Operations
Investment Earnings & Facilities Use
16.1%
2.9%
Fundraising Facilities
8.0%
7.4% Auxiliary Income 11.3% Financial Assistance 11.5%
Tuition & Fees
Salaries & Benefits
77.8%
65.0%
Financial data unaudited as of press time.
Voyager | Villa Academy | 27
2025-26 Annual Report
Thank You to Our Donors Gifts Received Between July 1, 2025 & June 30, 2026
Founders Circle $20,000 + Anonymous (1) Delaney and Justin Dechant Michael and Nancy Eck
Laura and Tyler Marion John and Virginia Milner
Christine and Ethan Schell
David and Ellen Pezeshki
Terry Tran and David Williams
Jane and Lucas Shuler
Friends Circle $1,500 - $2,999
Adam and Kate Harris
Graham and Natalie Thompson
Greg and Sam Holloway
Nick Tropea and Liz Willis
Arjit Aggarwal and Mehek Gangrade
Jenny and Spencer Hurst
Alexandria and John Tytus
Charles Carman and Caroline Harbitz
Jennifer and Robert Peyree
Charles and Robin Waterman
Helena and Yenchao Chua
Cabrini Circle $10,000 - $19,999
Champions Circle $3,000 - $4,999
Andrew and Jessica Coates
Eric and Laura Ayers
Rosemary Adamson and Jason Williams
Randall and Sandra Cornwall
Meghan and Ross Brower
Colin and Sasha Correnti
Joe Dries and Heidi Goldsmith
Cristina and Liviu Cristea
AJ and Jamie Kreshock
Brian and Megan Erke
Carlie and Ryan McAninch
Michael Fahey and Jacqueline Steege
Genevieve and Kirk Davis
G Schroeder
Christopher Famy and Alyssa Stephenson-Famy
Collin and Erin Hathaway Chelsea and Christopher Hemingway
Anonymous (3)
Santhoshi Jagadeeshan and Vivek Lakshmanan Tiffany Jiang and Xiaodong Zhang
Mark Boyns and Mary Dodge Robert Bradley and Elizabeth Ray
Aruna Kamath and Wes Lowrie
Heather BrandlingBennett and Scott Warden
Allison and Sean Kelly
Geneva Brems
Nelson Lee and Bethany Mito
Bob and Katharine Brennecke
Marell and Ryan Morel
Alexandra Bright and Ismael Domaoan
Alicia and Tim Morin Joanna and John Murray Jessica Nelson and Connor Nolan Marie and Seth Ryan David and Jennifer Sorensen Linda and Rob Sorensen Supporters Circle Up to $1,499
Josh Brothers and Jennifer Vinz Joseph Brotherton and Allison Uhlorn Charles Brown Justin and Kelvie Buckley Shaun Burl and Lauren Duvauchelle Lauren Burman and Timothy Emery
Anonymous (29)
Catherine and Michael Bursiek
Lindsay and Nicholas Ferrer
Greg and Maggie Adams
Ben and Wakako Byer
Robyn Freeman and Matthew Herzog
Duncan and Molly Fisher
Cathleen and Sean Amann
Christopher and Kate Allen
Chris and Tammy Heldridge
Keegan Fisher and Kristen Sono
Benjamin and Jennifer Andrews
Erin and Michael Baranick
Patty Ho and Brad Nguyen
Christina and Mark Fitzpatrick
Peter Arrigoni and Kelli Cronin
Amy and Anthony Calomeni
Armistead and Kendall Burwell
Gavin and Tari Jancke
Laura GladstoneLarkins and Brett Larkins
Ed Banti and Christina Wills
Diane and Gary Camenisch
Ronald and Sharon Baranick
Laura Cannon
Madeline Barnes
Gyeong Sik Choi and Natalie Kim
Leadership Circle $5,000 - $9,999 Anonymous (2)
Alison and Matthew Ehrlichman
Jonathan Kozolchyk and Sarah Rowe
Elaine and Nick Glant
Allison and Scott Krashan
Caitlin and Collin Greene
Jason and Kate Kreitzer
Matthew and Shannon Hermsen Huy Huynh and Hanh Tran JoAnna and Rafael Jose 28 | Voyager | Villa Academy
Josh and Melissa Lehman Andrew and Isabella Ryder Nora and Shajib Sadhukha
Sara Dewey and Noah Walker
Ricardo Gomez and Nohora Segura Kathleen and Noah Gottula Andrew Graff and Elizabeth Hoffman-Graff Vishy Choknathpuram Subramanian and Neha Gureja
Quinton and My Thanh Beedle Guy and Sabrina Bennett
Shallin Busch Brian and Maria Card JoAnn and Larry Calhoun Kristine Calhoun
Ailey and Justin Porter
Robert Choi and Amy Liu Gary and Kristen Clay
Ingrid Bibriesca and Kerwin Atto Pacifique
Jennifer and Marcelo Collantes
J and Kate Bowen
Whitney Compton
Lindsay Hutchison
Ellen Conley and Luis Tulloch-Palomino
Matthew Garvert and Bertrand Wicholas
Sarah Connell and Patrick Ye
Shawn and Theresa Gilliam
Kerala Cowart and Andrew Eberle
Doug and Kristen Glant
Nathan Cross and Ashley Keilman
Jillian and Jonathan Goddard
Xueting Cui and Jun Wu
Abraham and Ervi Godong
Andrew Cukurs and Judy Hubbard-Cukurs
Cassidy and Stacey Gray
Philip Curry and Michelle Martini
Janie and Matt Gregorich
Christine D'Ambrosio
Heather and Joshua Gustafson
Jenny Kaplan and David Zelkind
Bill Haggerty
Durmus and Melissa Karatay
Martha and Tony DeSapio Shwetha Devanur and Nikhil Rangarajan
Carolina and Timothy Haggerty
Ben Draper
David Hamann
Angela Dugan and Anders Rosenquist
Paul Harper
Ellen and Jeffrey Eckhaus Adam Elder and Nikki Ozaki-Simpson Xinxin Feng and Will Mo
Alexander and Erin Harris Jill and John Harris Margaret Hartley Wes Hather and Rachael Norris
Laura Fierce
Rudolf Heijden and Lee Kuo
Elizabeth and Shawn Filer
Jason and Kristen Hendrickson
Laura Finney and Kai Zhao
Kelly Herrington and Brad Shutzberg
Stacey Fitzpatrick and Benton Gaffney
Shannon Hieger
Kate Ford
Allison Hill
Marjan Foruzani and Jhomar Small
Caitlin and Kerry Hosken
Dina Marie Foss
Joseph Hsu and Susie Yang
Peter Freeman and Hillary U Nate and Regan Furman Haley Gabler
Audra Higgins
Larry Hwu and Debbie Wang Weston Jandacka and Mona Radheshwar Chris Johnson and Sylwia Mazur Johnson Mariana Johnson Brian and Karen Jones Christine Joulain Stephen and Susan Kaluzny Alyssa Kaplan
Alex Katschke Kelsey Kennedy and Josh Kraut Rachel Kinns
Titania Limanardja and Nino Yuniardi
Shawn O'Banion and Emily Randazzo
Igor and Viktoriia Lisenko
Izzy Oberg
Vasily Litvinov and Grace Litvinova
Christopher and Nicole Olver
Sue Livingstone and Donald Padelford
Hansel Ong and Lydia Ratna
Chris Longenecker and Allison Webel
Cynthia Padilla
Laura Lorio
Sara Pan and Fenghao Wang
Jeffrey and Kelley Lovshin
Matthew Pasco
Patty Makatura Brian Manion and Hans Mork
Samantha Paulsen Dwight and Kathleen Perkins
Patrick Marti
Kevin and Shonagh Pleas
Nathan Mayer
Lawrence Plummer
Matt McAuliffe
Lauren and Tim Ramsey
Nicole and Ray McKinley Mitchell Mellors
Brian and Lauren Reed
Ana Flores Mendoza
Andrew and Clarissa Rhines
Michele and Scot Merrick
Marion and Mike Richards
Clare and Daniel Knight
Christi and Michael Miller
Michael Rose and Gloria Valenzuela-Rose
William Komarek and Anisha Sood
Susan Milliron
Celina and James Kirschner Elise Knarr and Roy Krebs
Madolyn and Oliver Krengel Jennifer KrohnMcKelvey and Ian McKelvey Navita Kumar and Michael Pirri Luke Langdale Chris Lau and Maisie Wang Akeem Layne
Ann Milliron
Chareid and Charisma Ross
Emily and Paul Misleh
Douglas and Kadie Bell Sata
Alexander Mitterling and Kristin Taylor
Melissa Schweitzer
Stephen Moreau Suzanne Moreau
Sandra Seale Mary Sethness
Jacqui and Wes Morris
Jovial Shah and Yogita Thakkar
Marika Motiwalla and Matt Wolfe
Jessica and Matthew Simo
Laura Muller and Brian Polillo
Elise and Reed Simons
Susan Hurt
Isabelle LeCompte
Amanda and Eric Nelson
Ryan Hurteau and Katherine Meers
Kevin Lee
Elizabeth Nelson
Sean Lee
Erin North
David and Laura Hunt
Sara Olson
Bruce and Madeline Stanley Cisca and Will St. Clair Katya Stelmakh and Sergey Tumakha Voyager | Villa Academy | 29
2025-26 Annual Report
Santhoshi Jagadeeshan and Vivek Lakshmanan
Leslie and Zach Stephenson
Erin and Michael Baranick
Christina and Mark Fitzpatrick
Dave and Kim Stewart
Guy and Sabrina Bennett
Marjan Foruzani and Jhomar Small
Robert Bradley and Elizabeth Ray
Robyn Freeman and Matthew Herzog
Josh Brothers and Jennifer Vinz
Matthew Garvert and Bertrand Wicholas
Shannon Kachel and Anissa Tanweer
Kathy Gerlich
Elizabeth Swift
Meghan and Ross Brower
Aruna Kamath and Wes Lowrie
Duygu Sonmez and Osman Tabak
Shaun Burl and Lauren Duvauchelle
Jillian and Jonathan Goddard
Chad and Doreen Turtle
Ben and Wakako Byer Andrew and Jessica Coates
Andrew Graff and Elizabeth Hoffman-Graff
Randall and Sandra Cornwall
Caitlin and Collin Greene
Colin and Sasha Correnti
Janie and Matt Gregorich
Brent and Lauren Stradford Alexis Strecker and Owen Strecker IV Alexander and Erica Suk
Kate Tytus Eleanor Vail Donna and Michael van Zuylen Jodie and Ronnie Waggoner Meredith Wellnitz Andrew Wentz Jason and Laura Williams Garret and Stefanie Yamaguchi
Kerala Cowart and Andrew Eberle Delaney and Justin Dechant Sara Dewey and Noah Walker Angela Dugan and Anders Rosenquist
Elaine and Nick Glant
Neha Gureja and Vishy Choknathpuram Subramanian Heather and Joshua Gustafson Carolina and Timothy Haggerty Adam and Kate Harris
Donations made at Twilight Tides' Raise the Paddle for Financial Assistance
Michael and Nancy Eck
Collin and Erin Hathaway
Alison and Matthew Ehrlichman
Wes Hather and Rachael Norris
Greg and Maggie Adams
Adam Elder and Nikki Ozaki-Simpson
Chris and Tammy Heldridge
Rosemary Adamson and Jason Williams
Brian and Megan Erke
Chelsea and Christopher Hemingway
Cathleen and Sean Amann
Michael Fahey and Jacqueline Steege
Weston Jandacka and Mona Radheshwar JoAnna and Rafael Jose
Allison and Sean Kelly Celina and James Kirschner William Komarek and Anisha Sood Jonathan Kozolchyk and Sarah Rowe Allison and Scott Krashan Christy and Matt Krashan Jason and Kate Kreitzer
Jennifer and Robert Peyree David and Ellen Pezeshki Lauren and Tim Ramsey Brian and Lauren Reed Marion and Mike Richards Jim and Trish Rogers Michael Rose and Gloria Valenzuela-Rose Andrew and Isabella Ryder Nora and Shajib Sadhukha Jamie and Tira Schwartz Melissa Schweitzer Sandra Seale Jessica and Matthew Simo
Jennifer KrohnMcKelvey and Ian McKelvey
Elise and Reed Simons
Josh and Melissa Lehman
Katya Stelmakh and Sergey Tumakha
Chris Longenecker and Allison Webel
Brent and Lauren Stradford
Laura and Tyler Marion
Alexis Strecker and Owen Strecker IV
Carlie and Ryan McAninch John and Virginia Milner Emily and Paul Misleh
Bruce and Madeline Stanley
Graham and Natalie Thompson Nick Tropea and Liz Willis
Jason and Kristen Hendrickson
Marika Motiwalla and Matt Wolfe
Xinxin Feng and Will Mo
Matthew and Shannon Hermsen
Laura Muller and Brian Polillo
Eric and Laura Ayers
Lindsay and Nicholas Ferrer
Greg and Sam Holloway
Genevieve and Ross Urban
Jessica Nelson and Connor Nolan
Zach Bacon and Emily Tyack
Laura Finney and Kai Zhao
Joseph Hsu and Susie Yang
Jason and Laura Williams
Shawn O'Banion and Emily Randazzo
Ed Banti and Christina Wills
Duncan and Molly Fisher
Jackie Hughes
Christopher and Nicole Olver
Benjamin and Jennifer Andrews Peter Arrigoni and Kelli Cronin
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Christopher Famy and Alyssa Stephenson-Famy
David and Laura Hunt
Alexandria and John Tytus
Twilight Tides Sponsors
Starbucks Matching Gifts
Brent and Lauren Stradford
Becker Capital Management
State of Washington — Office of State Treasurer
Graham and Natalie Thompson
Brothers, Henderson, Durkin iSmile Springbrook Dental
T-Mobile Matching Gifts The Seattle Foundation Tudor Foundation
Garret and Stefanie Yamaguchi ———
Organizations
Weyerhaeuser
Apple Matching Gift (BlueSnap)
Gifts-In-Kind
Bill & Melinda Gates Foundation
Erin and Michael Baranick
Thank you to Jerry Riener and Jennifer Sullivan, owners of Guardian Cellars, for being the wine sponsor for many Villa events.
Greg and Paula Blume
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Josh Brothers and Jennifer Vinz
We are deeply grateful to Don and Joan Merlino, Villa grandparents, for their generous support of our campus through a one-time gift of $30,000 dedicated to enhancing our buildings and grounds.
T&A Supply
BlackRock Boeing Gift Matching Program
United Health Care
Costco Wholesale Gift Matching
Vishy Choknathpuram Subramanian and Neha Gureja
Dell Giving (Gift Matching)
Shannon Cook
Docusign Matching Gifts Duda Family Foundation
Delaney and Justin Dechant Edmund Espinosa Esterre Vacation Homes
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GFO
Greg and Sam Holloway
Google Matching Gifts Program
Thank you to the Fulcrum Foundation for awarding Villa a generous $10,000 Move Your Feet Grant.
JoAnna and Rafael Jose
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Expedia Matching Gifts
Microsoft Matching Gifts Program Morgan Stanley Moss Adams Matching Gifts Nordstrom Matching Gifts Okta Pinterest Reinemund Family Foundation Riley & Nancy Pleas Family Foundation
Sam Finkleman
Carlie and Ryan McAninch Ann Milliron Aaron and Bianca Persinger Brian and Lauren Reed Ray Rezai
We are deeply grateful to the Baranick and Rieger Families for their visionary support of Villa through a one-time gift in support of our new Lower School playground. Their generosity is helping create a vibrant, joyful space where our youngest students can play, explore, build friendships, and grow together for years to come. This meaningful investment in our students and in the future of Villa will have a lasting impact on generations of children who will learn and play in this special space.
We are deeply grateful to the Tudor Foundation for a generous $71,100 scholarship grant, providing two full scholarships for Villa students.
Jerry Riener and Jennifer Sullivan Nora and Shajib Sadhukha Jane and Lucas Shuler Bruce and Madeline Stanley Voyager | Villa Academy | 31
2025-26 Annual Report
A Heartfelt Thank You to Our Volunteers
V
olunteers are an essential part of the Villa Academy Villa Parent Association Leadership 2025-26 community, generously sharing their time, talents, VPA President—Nora Sadhukha VPA Vice President—Melissa Lehman and energy in ways that have a meaningful impact Lunchroom Lead—Peter Freeman on our students, faculty, and staff. Faculty and Staff Appreciation Leads— Over the course of the 2025–26 school year, Villa Sabrina Bennett and Christina Fitzpatrick community members stepped forward in so many mean- Spelling Bee Organizers— ingful ways, giving their time to support daily school life, Adam Harris and Jenny Hurst Lost & Found and Uniform Exchange Leads— student activities, performances, field trips, and special Sam Paulsen and Tira Schwartz events across campus. Class Pictures Lead—Kate Allen We are deeply grateful to everyone who volunteered this year. Your dedication helps Villa thrive, and your efforts are truly valued and celebrated. We would also like to extend a special thank-you to our 2025–26 VPA Leadership Team for their outstanding organization, commitment, and guidance throughout the year. Thank you for being such an important part of the Villa community!
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The Reinemund Counseling & Wellness Center
A
t Villa, educating the heart is central to our mission and a pillar of academic excellence. The Reinemund Counseling & Wellness Center continues to play an essential role in nurturing students’ social-emotional intelligence, helping them thrive in the classroom while growing into compassionate, engaged members of our community. Named in honor of Steven S Reinemund Jr., a dedicated Villa parent and volunteer, the Center furthered its impact across its fourth full year of operation in 2025-26. The Center continued the integration of social-emotional learning (SEL) into classrooms at every grade level through the Zones of Regulation curriculum. Additional training for Counselors and teachers enhanced our ability to deliver this curriculum with greater consistency. In Middle School, we continue to develop opportunities for belonging and connection through the Human Growth & Development curriculum as well as one-on-one Belonging Check-Ins with each student. This comprehensive approach to SEL provides all Villa students with the tools to develop healthy relationships, restore and repair conflicts, and understand their emotions. Beyond student services, family partnerships are central to the work of the Reinemund Center. Caregiver education focused on topics such as building routines, supporting child development at home, and bridging our SEL curriculum and practices between school and home. Additionally, Villa faculty benefited from ongoing professional development in the Responsive Classroom approach for Lower School faculty and the Developmental
Designs approach for Middle School faculty. By providing ongoing professional development in these approaches, we anchor our teaching in best practices that foster more inclusive, supportive learning environments. We are deeply grateful for the continued support of the Reinemund Center in making these programs possible. Together, we honor Steven’s memory by fostering a school community where all students feel seen, heard, and supported.
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Perspectives
Meet Ms. Strand Karen Strand is Villa’s beloved librarian and has been a cherished member of the community for 24 years. Through every book recommendation and conversation, she brings knowledge, passion, and a special gift for helping students discover and develop their interests. A true institutional treasure and a woman of many talents, Ms. Strand has inspired generations of students both inside and outside the library. Read on and get to know her a little better!
What is your favorite spot on campus?
That’s easy–the library where I can share stories and ideas with children and also teach them information literacy skills. I try to read every single book I purchase for Villa’s library, but I don’t have favorites, I am just in awe of all of the new literature out there. That’s what keeps me going–there is always something new to read. What is your personal motto?
Keep learning and keep moving forward. What is your favorite pizza?
Vegan with mushrooms, sun-dried tomatoes and artichoke hearts. What is your favorite book?
My favorite book is always the book I am currently reading! What was your favorite book when you were a child?
L. Frank Baum’s Wizard of Oz stories; I read all 40 as I grew up. Coffee or tea?
Half cocoa, made with oatmilk, and the other half strong dark roast coffee.
to understand how to learn independently and to enjoy reading. And my hope is for each student to become a lifelong learner and reader. Any upcoming trips you are excited for?
I love to travel and experience and learn about different cultures. Every other year I travel to Norway to visit my family farm on the fjord. I fell in love with that place when I was a child. Who was your favorite teacher when you were in school? And why?
I had a high school drama coach at Ballard High School who treated us like skilled professionals. He expected us to work hard, accept everyone, and behave like professional actors. He also encouraged us to work in community theaters. Where do you feel most at home?
If not in Norway, I feel most at home in the library at Villa, or working in my garden in Ballard. I have a huge lot filled with vegetables, berries, and of course flowers all year round. It is my paradise.
Cats or dogs?
I’ve had a lot of pets. Now, I’m happy to greet all the animals that I pass on my walks and that come into my yard, including raccoons, coyotes, and rabbits. What do you wish the Villa community knew about you?
I want everyone to know that my goal is for students
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What else should we know about you?
I have worked at Swanson’s Nursery for over 30 years. I used to work on the weekends and after school, but now I just work the spring and Christmas rush.
We’re all in. Join us in achieving 100% participation in The Fund for Villa! Every gift makes a difference. thevilla.org/donate
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Schooling of the mind. Education of the heart.
5001 NE 50th Street, Seattle, WA 98105 thevilla.org
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