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In November, Galichia Auditorium played host to the upper school musical, Once Upon A Mattress. This hilarious retelling of the fairy tale classic had the audience rolling in the aisles.

Connection is published by the Office of Advancement.

On The Cover Front: Sophomore Langston Ahmad reads an original book created in Mr. Stewart’s Geometry class to kindergartner Claire Tauke. Back: The Beholder by freshman Kelsey Rooney from Mrs. Cunningham’s Intro to Photography class.

Contributing Writers Shanna Ahmad, Carla Bingenheimer, Alanna Harryman, Phoebe Hart ‘95, Heidi Holton ‘11, Katie Leiding ‘04, Julia Longsworth ‘25, Jenna Marceau, Steve Naumann, Cassilda Njeri ‘25, Lindsey Noble, Lalo Walsh, Nathan Washer Contributing Photographers Amy Cunningham, Steve Naumann, Charlie Ramseyer, Kathy Rukes ‘99 Editorial Staff Phoebe Hart ‘95 / Alumni & Community Relations Coordinator, Katie Leiding ‘04 / Director of Development, Steve Naumann / Director of Marketing & Communications, Bethany Phelps / Advancement Services Coordinator, Charlie Ramseyer / Communications Coordinator, Jen Remsberg / Development Coordinator, Kathy Rukes ‘99 / Director of Enrollment Management, Sara Souraty / Admissions & Community Engagement Coordinator, Lalo Walsh / Director of Leadership Giving Mission Statement Wichita Collegiate School exists to inspire all students to be the best versions of themselves through a transformative education grounded in academic excellence within our inclusive community.

Vision Statement Wichita Collegiate School empowers all students to lead lives of impact by partnering with our students, faculty, families, and community.

wcsks.com

wichitacollegiate

@wichita_collegiate_school

WINTER 2024

CONTENTS 03 Letter from the Head of School 04 News Worth Repeating

16 Growing on Purpose

06 How Big is the Problem in Pre-K?

18 CPA: Supporting Teachers and Parents

08 Serenity Now: US Wellness Room 10 Parenting with More Joy 12 Wellness Wednesday

20 Alumni Spotlight: WE RIDE 22 Homecoming 2024: Scrapbook 24 Challenge Accepted: Day of Giving Recap

14 Measuring Wellness with RULER

26 Coming Attraction: Galichia Upgrades

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What does it mean to be a Spartan? As our tagline says, “Every one of us is different… Together we are Spartans.” When I reflect on this sentiment, I can’t help but marvel at the diversity of backgrounds, personalities, opinions, learning differences, and beliefs that we are lucky enough to have in our school community. How can “Every one” of our nearly 1000 students be different, yet learn to be the best versions of themselves during their time with us? The gravity of our responsibility, as educators, to guide these students through some of the most formative moments of their lives, is not lost on me.

I’m in constant awe of the amazing work that our faculty and staff do to foster the growth of our students. While it is no secret that Wichita Collegiate School provides an amazing college preparatory education, what is extraordinary and worthy of highlighting is the astounding work that is being done to support our students’ wellbeing on a holistic level. Every professional who interacts with our students on campus genuinely cares about their well-being, and THIS is what truly makes this a special school. We adamantly believe in educating the “whole child,” which reaches far beyond the walls of the classroom, lines on the field, or the edge of the stage. Helping students to become the best versions of themselves means guiding them through tough personal moments, providing support when needed, and helping them develop the skills they need to cope and thrive when faced with life’s challenges. We strive to provide multiple levels of support for the members of our community, including partnering with parents and alumni and giving students a voice. Within this edition of the Connection, you will get a small glimpse into the wellness journeys that our students and staff transverse on a daily basis. I hope you find these stories as uplifting and encouraging as I do.

Nathan Washer Head of School

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In case you missed it - and who could blame you if you did with all of the amazing things happening at WCS every day?

Here’s a brief recap of some of the highlights we’ve shared over the last few months.

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1 The James R. Ockerman Amphitheater is the picturesque home of our opening assembly, where every student from age 2 through Grade 12 gathers to celebrate the exciting start to the school year. 2 Is there more of a “middle school way” to greet students on the first day than teachers sporting inflatable costumes? 3 House Sorting and the subsequent House Games are very serious business. 4 High-fives all around for the new Lower School Learning Suite, home to reading and other student support services. 5 Mr. Stewart’s Geometry class shares their original children’s books with Early Childhood students in the Quad on a beautiful morning. 6 Mrs. Gould’s Pre-Algebra class took a trip to Whole Foods where they practiced calculating the percentage of increase and decrease and unit costs of grocery items throughout the store. 7 Upper School students spent a morning learning some basic life skills that aren’t necessarily taught in the classroom. Sewing on buttons, changing tires, writing professional emails, checking oil, and jumpstarting a car were among the “real world” lessons covered. 8 It seems like there is always something on fire in Mr. Scott Hawley’s science classroom. And that’s just the way we like it. 9 The 6th Grade trip to Camp Wood finds our students pushing their adventurous boundaries while building character and teamwork skills. They also have a ton of fun. 10 Senora Fiszel’s Spanish classes learn how to make empanadas and then have their hard work cooked to a golden brown and delicious finish on our very own local Food Network-featured food truck. 11 After being inducted into the Kindness Crew, our first graders got to meet the original Kindness Crew, who are now JUNIORS. 12 Third and Fourth Grade Chess Club has become a huge success full of strategy and camaraderie. 13 Mrs. Dokken’s QT-inspired lesson had students applying their math skills through

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activities like calculating fuel costs based on a vehicles average miles per gallon, managing inventory and scheduling employees. 14 Another Alumni Golf Classic, another group of eight grown men wearing matching rubber ducky patterned shirts. 15 As part of Hispanic Heritage Month, an instructor from Baila Wichita tought our middle schoolers some latin dance moves. 16 The pep was palpable as we celebrated the kickoff of the football season. 17 8th-grade wood lab students designed, built, and delivered custom toys to Mrs. Konen’s Prekindergarten class. 18 It doesn’t get much better than making jewelry with dad during early childhood’s parent playtime. 19 In support of their book study of Hatchett, 6th graders visit Stearman Airfield to learn about how flying planes takes, brains, courage, and grit. 20 Broadway in Bluejeans celebrated the golden era of musicals and was smashing success yet again. 18 The marching band’s annual Glowshow had the audience glowing with admiration. 21 The Marching Spartans don’t let a little rain get in the way of their halftime performance. 22 We are always proud to celebrate our National Merit Scholars recipients. Only the top 2.5% of junior PSAT takers receive this prestigious honor at the beginning of their senior year. 24 5th-grade students celebrated learning about the First People of the Americas by hosting an Indigenous Cafe, which featured regionally-based dishes that represent the authentic diets of the people native to various geographies across North America.25 Spartan solidarity for breast cancer awareness. Everyone looks good in pink. 26 Head of School Nathan Washer takes an icy plunge in honor of the record-setting Day of Giving goal being met. 27 Our girls tennis team brought home their 16th straight state title.

HOW BIG IS THE PROBLEM IN PRE-K? Being able to identify the size of a problem is the first step in helping students develop the skills to resolve it. PreKindergarten teacher, Alanna Harryman, shares how she identified the need for her students to develop these skills and the framework she created to help.

Can you tell us about your lesson on addressing the “levels of problems” with your students?

When kids are very young and they experience a problem, they immediately react without the capacity to stop and think– anyone with a two-year-old knows they are just as likely to have a major meltdown over not getting their favorite plate as they are to falling and skinning their knee. But as they get older, they are beginning to develop the critical thinking and self-regulation skills required to give themselves space between the problem and the reaction, and to, ideally, evaluate the problem and react accordingly.

This lesson is really just the introduction of a framework for children to do that. By taking a somewhat abstract, nuanced concept (that not all problems are the same level of severity) and giving it a visual, concrete structure, four and fiveyear-olds can begin to understand the process and have a common language for discussing it with others.

We talk with the kids about how your actions (or solution, our kids know this word too!) should match the size of your problem. We shouldn’t be reacting to a small problem like it is a five-alarm emergency. Part of the “Size of the Problem” framework addresses the salient features of common problems and solutions. For instance, we talk about how small problems can typically be solved very quickly (which can also be motivating for students because the quicker we solve an issue, the quicker we can get back to having fun!).

Or that if you are hurting someone or someone is hurting you, that is always a big problem. So ideally, the process for students in the moment would look like recognizing a problem is happening, stopping and calming if necessary, then evaluating the problem and enacting a solution that fits the problem.

Where did this idea come from?

There is a resource I came across years ago called “The Incredible Five Point Scale” and it focuses on how concepts that are abstract and have some degree of gradation can be successfully taught using a scale framework. This can be applied to lots of things, like emotions and energy levels, to the voice level meters we are all familiar with. I have used this teaching strategy for many things, and when I started noticing how difficult it can be for my students to differentiate their reactions to problems they encounter, I thought it would be an excellent way to work on that skill!

What sort of reception does this lesson have from your students?

The way we introduce and teach this concept is through several stages. We begin by introducing the concept with a class book I created to break down the idea and begin to introduce the language we will use.

Once we all have that shared language and understanding of how the scale functions, we begin to talk about examples of common problems they all experience and then ask the students to evaluate what level problem they think it is– the disagreements between students is a great place to have a deeper discussion about the identifying features of problems and solutions, as well as pinpoint which students might need extra support with this concept. As with anything, a majority of my students LOVE the opportunity to raise their hands and share stories and ideas, so they tend to be very engaged in this activity.

Once students are familiar with the “Size of the Problem” visuals and framework, I have a one page poster that is posted in our classroom, and I have also shared it with parents on SeeSaw or even sent home a copy so that we can generalize the concept across contexts.

Do you see the students implementing these skills on their own after the lesson? Can you provide any examples?

The students pick up on the language and idea of the lessons very quickly– but that does not necessarily mean they are able to begin immediately implementing the process of evaluating problems and moderating

their reactions accordingly! It is very much a gradual learning process, one many of them will work on for years, but the key here is laying the groundwork for them to do so. Now when issues arise in the classroom, we all have a shared understanding of how we will discuss and respond to problems. For most of them, it’s actually easier to recognize what size a problem is and what an appropriate solution might be when it’s their friend having the problem, not them.

Unsurprisingly, the solutions that have been the trickiest are also the ones that require the least action on their part– such as ignore (or as we like to say, be like Elsa and let it go!). Sometimes that looks like them loudly declaring to the friend that is bothering them that “I am IGNORING you!”. But, hey, at least they are recognizing an appropriate solution for a small problem, even if they are still working on what ignoring actually looks like!

How do you think skills like the ones you are teaching here can affect the overall wellness of our students?

These days, I think it’s pretty well understood by most people that “wellness” encompasses more than just physical wellness, but also mental and social wellness. We know that if a child is constantly experiencing significant upset throughout their day, if their amygdala is just constantly firing, it has a very real and adverse impact on their social, academic and even physical outcomes. Despite this understanding I think a lot of people still assume that social emotional skills are just incidentally “picked up” as a child goes through life. Or that social emotional skill building is just identifying feelings or learning how to breathe and count when they’re upset. Those things are valuable, but social emotional skills encompass so much more… from learning what it means to be fair, how to resolve conflicts with friends, what it looks like to focus attention, how to self-advocate, how to overcome adversity… the list can go on forever.

The reality is that for most of our kids, at least a few of those skills (if not most of them) need to have some direct teaching and continuous review and refinement in order to be mastered. And if we can help them establish more success with the vast range of social emotional skills, if we can help them apply critical thinking and flexibility with those skills, we can set them up for a healthier, happier future.

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Serenity Now: Upper School Wellness Room

Introduction by Upper School Counselor, Shanna Ahmad.

Interview with seniors, Cassilda Njeri and Julia Longsworth.

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he wellness room was developed to address students’ emotional wellbeing, particularly in the aftermath of the pandemic. Recognizing the increased levels of anxiety and mood changes among students, the room serves as a vital resource in complementing traditional 1:1 counseling.

Key Aspects of Wellness Rooms COMFORTABLE ENVIRONMENT • Furnishings: The space is equipped with comfortable seating that invites relaxation.

• Ambiance: Calming decor, a soothing water fountain, and gentle music work together to create a peaceful atmosphere conducive to emotional healing.

RESOURCES FOR SELF-REGULATION • Activity Stations: The room features various sections dedicated to different activities: • Puzzle Station: Engages cognitive skills while providing a calming focus.

• Coloring Station: Encourages creativity and mindfulness.

• Fidget Station: Offers sensory tools to help students manage anxiety.

• Calming Station: A designated area for students to relax, alone or with peers (s).

ACTIVITIES & PROGRAMS • Wellness Initiatives: Teachers may organize yoga and meditation sessions in the wellness room, fostering a holistic approach to wellbeing.

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QUIET SPACES • Location: Situated at the end of the hall, the wellness room experiences minimal foot traffic, allowing students to escape the hustle and bustle of school life.

• Purpose: This seclusion enables students to unwind, reflect, and gather their thoughts without distractions.

SUPPORT SERVICES • Counselor Availability: Mrs. Ahmad, the upper school counselor, supervises the room, providing guidance and support as needed, ensuring students have access to professional help during their visits.

FLEXIBLE USAGE • Adaptable Purpose: The wellness room is designed for varied uses; whether students are anxious or overwhelmed or simply require a moment to recharge, they can utilize the space according to their needs.

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he wellness room is an essential resource for nurturing students’ emotional health. Providing a dedicated space that promotes relaxation, reflection, and social connection empowers students to manage their mental well-being effectively. The wellness room supports individual students and fosters a more compassionate and understanding school environment, which is essential as they navigate strategies to help them manage their emotions.

Tell me about why you appreciate the Wellness Room.

CASSILDA I appreciate the wellness room because it has become my safe space. It’s where I can relax, clear my head, and just feel comfortable when things get stressful.

JULIA The Wellness Room provides a space for students to take a break during the day. It allows me to slow down and have time to work/reflect/even just talk without distractions in a calm atmosphere.

Is the Wellness Room a regular stop for you?

CASSILDA I go to the wellness room everyday.

JULIA Yes, I am in the Wellness Room nearly every day during lunch.

What do you use the room for?

CASSILDA I eat lunch in there and even go there for study hall sometimes JULIA I eat lunch and do homework in the Wellness Room.

What is the best thing about the Wellness Room?

CASSILDA The wellness room has a good vibe and is always calmer than the commons JULIA Honestly, as someone who has a pretty small group of friends that doesn’t always have the same lunch, the WR is somewhere I can always turn to. It would be super awkward, embarrassing, and uncomfortable sitting alone in the lunch room. In the WR, I can talk with other people or do my work quietly without fear of being judged.

Why do you think it is important for a school to provide spaces/services like this?

CASSILDA I think that it’s important for school to provide spaces like the wellness room because it gives students a place to decompress and recharge.

Having a calm and welcoming space can make a huge difference for students who might feel overwhelmed.

JULIA Absolutely. The WR attracts all kinds of students and is a spot where anyone can just be themselves (as cheesy as it sounds).

Especially being somewhere away from the fluorescent-lighted, noisy cafeteria, it’s a haven.

In your opinion, how could we expand the idea of a Wellness Room to meet the needs of more students (different age groups, demographics, needs...etc. ) or improve our existing space(s)?

CASSILDA Many of the people who use the wellness room are seniors, probably because we’re more familiar with it. I think younger students might not know much about the wellness room, which is why not as many of them go in there. I think if we talked more about the wellness room then more underclassmen would use it.

JULIA I think that maybe the WR could be advertised more? Maybe some students don’t know that it’s open during lunch or may feel intimidated to sit in there.

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A conversation with current WCS parent, Jenna Marceau, about the key takeaways from this fall’s visit from Drs. Evans and Thompson and their presentation Parenting with Less Stress and More Joy. As Evans and Thompson put it...

“There is no harder job than being a parent.

Nothing else touches so much of a person so deeply—or so unpredictably—and there is no training for it. This was true pre-COVID, as the pace of life accelerated, media influences intensified, and the future grew less predictable.

After four challenging years, it’s no wonder parents now find it harder to be confident and reduce their children’s stress — and their own. Dr. Evans and Dr. Thompson will outline these dilemmas and offer concrete suggestions for successful coping.”

What value do you think resources like this offer to the WCS community’s well-being?

Resources like those offered by Dr. Thompson and Dr. Evans provide invaluable support to the WCS community by addressing the complex dynamics of child development, mental health, and well-being. Their expertise gives parents and educators practical insights and strategies to understand and meet the emotional and psychological needs of our children. This knowledge fosters a more connected, empathetic, and supportive community where we can collectively work towards nurturing resilient, confident, and well-rounded students. Additionally, these resources

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Thompson and Evans presenting to parents in Galichia Auditorium

empower parents with the tools to navigate challenging situations, creating a stronger partnership between home and school, which is essential for our community’s overall well-being.

What were some key takeaways from the “Parenting with Less Stress…” presentation?

Some of the key takeaways from the presentation that I made note of were practicing mindfulness, remaining present and attentive, reducing reactivity to promote a calmer household, and strengthen the relationship with our children. Build a support network of family, friends, and fellow parents to provide emotional backing and help to alleviate the pressures of parenting. Set realistic expectations and adjust them to align with our children’s developmental stages and individual capabilities to

help prevent unnecessary stress.

Understanding that perfection is unattainable and to focus on progress. Celebrate small victories!

Were there any moments or points of discussion that surprised you? If so, please elaborate.

The vulnerability of parents going through struggles that are similar to each other - hearing commonalities and feedback on how to handle situations was helpful. The idea of reframing how we view parenting and progress in our children’s educational journey, focusing on progress and not perfection. The attention we should spend on the relationship we have with our children and prioritizing that over making sure we get it right or grades are perfect.

Aside from speaking to the parents, Dr. Thompson also met with middle and upper school students in separate assemblies, providing thoughts on how students can manage the myriad demands on their time and how to make healthier choices in their lives.

Along these lines, Collegiate has been growing student wellness initiatives for many years. Please share about any experiences your students have had with these programs.

Our family’s experience with these wellness initiatives has been positive, particularly in how they support students in managing their well-being alongside academic and extracurricular demands.

Programs like Wellness Wednesday provide a consistent reminder of the importance of mental health and practicing selfcare. Our child has found this helps reduce stress and provide a break during busy periods to focus on Parents engaging during the presentation taking care of himself and each other. The lower school’s Do you feel like this event focus on goal-setting and growth was well-received by the mindset has also been impactful. community and that the Our child in Lower School is aware audience was engaged? that he should take ownership of Yes, I do feel like it was wellhis learning and see challenges as received and heard many voice opportunities. that after the event. I even heard from my own children and teachers Dr. Thompson discussing stress with high school that the events they attended were students during their engaging and helpful. school day session

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Wellness Wednesday

by Heidi Holton ‘11 Middle School Counselor

As a middle school counselor, I’ve always been passionate about fostering a positive and supportive learning environment where our students can thrive. Since the COVID-19 pandemic, I’ve noticed a growing need to address the mental health and well-being of our students. With the increasing pressures of academics, social media, and overall adolescence, it became clear that we needed to create a space where students could pause, reflect, and recharge.

The idea for Wellness Wednesday was born from this desire. I envisioned a day where we could step away from the traditional classroom schedule and focus on social and emotional well-being. - a day where students could practice mindfulness, connect with nature, and explore their emotions in a safe and supportive environment.

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we began to plan Wellness Wednesday events twice a year. Wellness Wednesdays are a carefully curated variety of activities that would appeal to students of all interests and preferences. From yoga and meditation to art therapy and physical exercise, every activity has been designed to promote relaxation, stress reduction, community building, and skills of emotional intelligence.

The response from our students has been overwhelmingly positive. Students have embraced the opportunity to connect with others and simply be present with themselves. The feedback we received inspired us to make

Wellness Wednesday a bi-annual event.

As we continue to refine and expand this initiative, we hope to create a lasting impact on the mental health and well-being of our students. The true objective of Wellness Wednesday is to show students and teachers that they can take an entire day away from “normalcy” and by prioritizing self-care and mindfulness, we can empower our students to thrive academically, socially, and emotionally.

What is your favorite Wellness Wednesday memory?

53% percent of responses:

SILENT DISCO

by EIGHTH GRADERS

“I like getting a day off school and spending time with friends.”

- Yasmina

“I really liked going to the movies this year. Another highlight was going to the faculty vs. students games.”

- Giana

“I really liked when we did tennis this year.”

- Braylon

Do you think it’s important to have breaks, like Wellness Wednesday, from the normal school schedule?

“Absolutely! They help sooooo much, make my stress go away, and the next days I have very good focus.”

- Madeline

“I think it’s important to take breaks because sometimes the homework and test load can be a lot and very overwhelming.

Taking a break and hanging out with my friends is one of my favorite parts of my day.”

“I think it’s very important to have breaks because kids need breaks, otherwise they might just crack.”

- Dex

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hopefultired alienated happy Measuring uneasy lively blessed mellow Wellness with stressed glum ecstatic serene en depressed cheerful hyper chill relaxed pla content onelymotivated drained troubl secure jittery cozy sad exhausted joyf panicked disc enthusiastic angry morose fest bored app balanced livid sleepy repulsed eved proud carefree nervous at eas grateful exhilarated desponde p disheartened thrilledenergized disappointed cused despairing frightened optimis tic sho itated calm sullen apathetic repulsed blissfu satisfied te simistic concerne fulfilled furious balanced stunned pleasa restful estlessfatigued comfortab fr disgusted annoyed anxious bliss down p 14

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The Mood Meter How are you feeling?

Energy

As part of our ongoing efforts to provide the most impactful experiences for our children and families, WCS has committed to implementing RULER, an evidence-based approach to social and emotional learning for students Pre-K through 12th grade developed at the Yale Center for Emotional Intelligence.

RULER is also an acronym for the skills of emotional intelligence: Recognizing emotions, Understanding emotions, Labeling emotions, Expressing emotions, and Regulating emotions.

The development of these five RULER skills relies on four core tools: the Charter, Mood Meter, Meta-Moment, and Blueprint.

These skills and tools can be utilized by all stakeholders in the school community—school leaders, teachers, staff, students, and families.

Research from the field of emotion science finds that children who understand and manage their feelings make more responsible decisions, have stronger relationships, and perform better academically in school.

Pleasantness

www.rulerapproach.org

© 2018 Emotionally Intelligent Schools, LLC

Imagine the long-standing tradition of picnic buddy activities on a breezy Homecoming Day. You see an Upper School student with their young buddy having the time of their lives, except for when it comes to climbing the bouncy house. The younger buddy becomes tearful about wanting to climb the wall, but feeling very scared and unsure. Having built skills of emotional intelligence through RULER, the older buddy is able to recognize the emotions of their buddy, ask them about how they feel in using the common language of the Mood Meter, and work to find strategies to regulate emotions in order to make a decision to continue with the activity or not.

The older buddy is able to model that it is okay to both feel sad and brave; while as they share their experiences, the younger buddy feels less alone. By utilizing the RULER skills, both buddies are able to process tough emotions, make informed decisions, and build a sense of empathy and connection along the way.

m loving nraged dayful ledeasygoing ful couraged tive prehensive surprised se ent pleased ocked tranquil ul ense edexcited spent ant upbeat ble rustrated d sful peaceful

RULER provides a common language and nuanced vocabulary of emotions for our students across division buildings. With implementing a whole school social emotional learning approach, our students are able to develop community, compassion, empathy, student voice, and expression in addition to our longstanding tradition of academic excellence. RULER introduces resources not only for students, but also teachers and families.

RULER for Families supplies parent self-care and strategies to manage stress levels. RULER’s approach to reaching teachers, students and their families help create a supportive, caring environment where students can learn, teachers can teach, and parents feel a part of the school community—acknowledged and supported.

To find more information about RULER, please visit our website

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Growing on Purpose Using Throughlines to Nurture Wellness

by Lindsey Noble, Head of Lower School

While rigorous academics have always been a fundamental part of our mission at Collegiate, what truly sets our program apart goes far beyond scholastic achievement.

Our focus has always been on shaping well-rounded, thoughtful and resilient individuals who feel valued, understood, and ready to make their mark on the world.

Live Ethically - We believe that wellness and living ethically are interconnected, both rooted in selfunderstanding and the understanding of others. Each morning, students pause at the Mood Meter—a colorful tool from Yale’s Center for Emotional Intelligence—to reflect on their emotions. This empowers them to recognize and manage their feelings by asking: “What am I feeling? Why am I feeling this way? Do I want to continue feeling this way, and if not, what can I do to change it?”

One day, a girl beams as she points to the yellow quadrant, sharing, “I’m feeling joyful because my grandma is visiting tonight!” Nearby, a boy quietly selects the blue section, whispering, “I’m a bit sad because my dog is sick.”

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dog was sick.” Developing emotional literacy leads to considerate students who have healthier relationships and a stronger sense of self.

Through our Institute for Community Impact, students engage in meaningful service projects outside the classroom. Our first graders visit nursing homes where they share stories, offer handmade cards, and sing carols during the holidays. Our fourth graders attend naturalization ceremonies as part of their study

on their personal heritage. As they congratulate new citizens and hand out American flags, they grasp that perseverance is something to be honored. These experiences deepen students’ empathy and sense of connection with others while helping

them realize the positive impact they can have.

Communicate Effectively Picture this: a classroom of second graders passionately debating the rules of soccer. The teacher is using a disagreement at recess as an opportunity to teach and model civil discourse. This gives students a safe space to practice how to express their opinions while respecting the views of others. As they grow, these conversations evolve into more complex debates like “Should plastic bags be banned?” We believe every child should have the ability and confidence to communicate effectively and participate in perspective-taking and civil discourse. Our mission is to lay the groundwork for thoughtful, respectful conversation on important topics to build the skills they’ll need to navigate a diverse world.

Think Critically - Critical thinking is the thread that weaves through every aspect of our curriculum. By engaging students in hands-on experiences— whether it’s “performing surgery” in Spartan Medical School in science or designing their own mini-state fair in third grade—we encourage students to dig deeper, think beyond the surface, and embrace challenges with curiosity.

In Chess Club, students are required to explain the rationale behind their moves. Although some of our most competitive players initially hesitate, we emphasize the value of understanding the art of strategy. This approach not only sharpens their intellect and

reasoning, but also builds adaptability and resilience.

Persevere Honorably - We believe that true growth—and thereby wellness— springs from stepping into the unknown and embracing challenges that stretch us.

In third grade, our students participate in a Wax Museum project, embodying historical figures they admire. One student chose to impersonate Fred Rogers. Nervous about forgetting his speech, he donned a cardigan sweater and stepped onto his “stage”—a small square in the classroom.

Hands trembling slightly, he began softly, “Hello, neighbor.” As he continued, his confidence blossomed. By the end, he was speaking with a warmth and sincerity that would have made Mr. Rogers proud.

The applause that followed wasn’t just for a well-delivered performance; it was a celebration of his courage to confront and overcome his fears. Whether they’re learning to ride a bike for the first time in PE, performing in the 4th grade musical, or reciting a state report to a packed auditorium at our second grade Salute to America, students learn to be comfortable with the uncomfortable. Through these experiences, our students build confidence, embrace challenges, and adapt to new situations with perseverance and a positive attitude.

“Be Kind.

Work Hard.”

- Lower School Mantra

At Wichita Collegiate, educating the whole child isn’t just a philosophy—it’s our daily practice rooted in a commitment to wellness. By weaving our Throughlines into the very fabric of our routines, we’re doing more than preparing students for the next grade. We’re equipping them with a moral compass, emotional intelligence, and the inner strength they need for a fulfilling life. Together, we’re nurturing a generation of compassionate leaders, fearless thinkers, and empathetic changemakers who will leave an indelible mark on the world.

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N E R T A

P SUPPORTING WELLNESS for

A I TE G E

TEACHERS and PARENTS:

The Collegiate Parent Association’s Commitment to Our Community

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Birthday Gift Cards We know that the little things can make a big difference. That’s why each teacher receives a gift card on their birthday. This small, personal gesture is a meaningful way to celebrate them on their special day and let them know how appreciated they are.

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Monthly Teacher Appreciation Days To celebrate and thank our teachers consistently throughout the year, the CPA hosts monthly Teacher Appreciation Days through the Teacher Appreciation Committee. These special days are an opportunity for us to recognize their hard work and show our gratitude. From treats and refreshments to notes and tokens of appreciation, each Teacher Appreciation Day is a way to bring joy and a sense of recognition to our educators.

Financial Support for Classroom Needs and Wish Lists Teachers often go above and beyond to create engaging, well-equipped classrooms, sometimes using personal funds. To ease this burden, the CPA provides financial support through multiple revenue sources to help with classroom wish list items and other specific needs. Whether it’s new learning materials, creative supplies, or technology upgrades, this support allows teachers to bring their ideas to life without financial stress.

Professional Development Opportunities We understand that continuous learning and growth are essential for educators. Through professional development support, the CPA assists teachers in attending workshops, training sessions, and conferences. For example, the Collegiate Parent Association and the Wichita Collegiate Leadership team recently partnered to bring New York Times best-selling authors and renowned speakers Rob Evans, Ed.D., and Michael G. Thompson, Ph.D., to our school community.

This event provided an invaluable opportunity for our Collegiate community—teachers, parents, and students alike—to learn from respected experts and gain insights that support everyone’s growth.

Spartan Social Workouts for Wellness Wellness is a priority for our entire Spartan community. We offer Spartan Social workouts for parents to promote physical health, relaxation, and connection.

These workouts are a fantastic opportunity for parents to unwind, stay active, and get to know each other outside the classroom setting. If you missed our last social workout, we look forward to welcoming you at our next event.

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At the Collegiate Parent Association (CPA), we recognize that our teachers are the foundation of a thriving school community, and our parents are equally essential in supporting this foundation. Their commitment, hard work, and shared dedication make our Spartan community a place of growth and connection. To show our gratitude and promote wellness, we’re proud to offer several initiatives designed to support both teachers and parents personally and professionally. Here’s a closer look at what the CPA offers to help our teachers and parents feel valued, connected, and supported.

by Carla Bingenheimer, CPA

A SS

O C I AT

Division Liaisons Clear and effective communication between parents and teachers is essential. Our Division Liaisons play a crucial role in ensuring a smooth flow of communication, providing a point of contact between school leadership, teachers, and parents. This system allows teachers to feel supported in their needs and helps us all work together toward shared goals for our students.

Community Social Events In our effort to foster a stronger, more connected Spartan community, the CPA hosts social events that allow parents, teachers, and staff to build relationships, share experiences, and create a positive environment for all. These gatherings encourage both teachers and parents to connect, which strengthens the bonds that make our school community unique.

Building a Thriving Spartan Community At the Collegiate Parent Association, we’re proud to support our teachers

and parents through these wellnessfocused initiatives, each thoughtfully designed to sustain the vital roles they play in our students’ lives. By fostering a healthy, well-connected community, we help cultivate a more supportive, vibrant, and resilient Spartan community for everyone involved.

We look forward to continuing our efforts and expanding our support to make a lasting, positive impact on our school community. Thank you to our dedicated educators and parents—together, you are the heart of our Spartan community, and we are here for you.

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“Surrounding myself with positive people who support me and my goals has been life-changing.”

- Julia Ashbrook ‘20 WE RIDE Instructor

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Blake Jablonski ’10 and Elyse (Bigler) Jablonski grew up in Wichita. Both spent much of their schooling at WCS and were heavily involved in competitive athletics. Blake played basketball and football between 2006-2010 and Elyse played tennis from 20072009. After some time in Texas, where Blake and Elyse both fell in love with rhythmic cycling, they found their way back to Wichita in 2020. Wanting to give back to a community that had given them so much and share their passion for wellness, the Jablonskis decided to open WE RIDE in May of this year.

"Our riders encompass everything I love about Wichita: kind, unassuming, and ready to show up and work hard.”

- Kamri (Phox) Phillipi ‘10

Aside from being the first and only rhythmic cycling studio in Wichita, We Ride serves as a home away from home to many in the Collegiate community. Cycling instructors, Kamri (Phox) Philippi ‘10 and Julia Ashbrook ‘20 call the We Ride community home and were both excited to share about what makes this place so special.

WE RIDE Instructor

“Wellness, to me, is about balance. It’s about giving yourself time to laugh with friends and family, to relax alone, and to work hard in a class. It’s about committing to take care of your body in any way you can. For me, the most important part of health and wellness is listening to what I need and having the strength to turn those needs into action.” - Julia Ashbrook ‘20

The Jablonski family: Donald Collier, Elyse, Blake, and Decker Jablonski.

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g n i m o c e Hom 2024

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DEVELOPMENT

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s the sun rose over Collegiate on October 10th, Mike Gehrer, like a Spartan Santa Claus, delivered the last batch of 24 dozen donuts to his final stop on campus, and the scene for our 2024 Day of Giving was set. Upper School Drumline and Collegiate athletes of all kinds began trickling across the grounds to our younger divisions, and the merry din of morning greetings and tentative shimmers of music coalesced into the steady joyous rhythm of drumbeats and cheers as WCS opened its doors for the day.

Numerous members of our Board of Trustees and faculty joined in welcoming parents and students to campus on what we hoped would be a day for all to celebrate. With an inspiring bedrock of support laid by this year’s generous Day of Giving Leadership Donors, unrestricted gifts to our Fund for Collegiate rolled in steadily throughout the day, and at 3:28 pm, a donation was made that took our overall giving above the $425,000 threshold needed to unlock a total of $200,000 in “Challenge” gifts provided

by Debra & David Humphreys and the Helen & Russ Meyer family.

While cries of excitement went up around campus, Mr. Washer worked to quickly transform his delight to determination as a new and immediate challenge now laid before him. . . in two minutes he’d be doing that SWTHZ cold plunge after all. And now that we had reached our goal for the day, Upper School math teacher Jack Stewart bravely followed suit, selflessly going ice cold in a bid to keep the generous gifts that make such a difference to our teachers, coaches, and students rolling in. And, did they ever.

Ultimately, our 2024 Day of Giving raised a record breaking $743,732 in unrestricted funding for Collegiate and an additional $35,053 towards “Celebrating Coach

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Clark Ensz”, an ongoing effort which will help fund a much needed WCS bus while also prioritizing support for our athletic teams, student Health & Wellness, a plaque, and end of year celebration honoring our beloved Spartan coach. We are so grateful to our WCS community! The success of the day is a tremendous testament to your belief in your fellow Spartans, the institution of Wichita Collegiate School, and our brilliant future together.

W H E R E T H E FUNDS GO Funds raised throughout the school year toward our unrestricted Fund for Collegiate are allocated the following summer towards: Teacher Wish Lists Professional Development Classroom Enhancements Health & Wellness Support

Elevating the Arts & Athletics Capstone Experiences Campus Security Securing the Future (Rainy Day Fund and Endowment)

Day of Giving

LEADERSHIP DONORS Thank you to our Leadership Donors for supporting Collegiate through their generous, unrestricted gifts. Their ready generosity paved the way to our historic success!

CHALLENGERS ($100,000) Debra & David Humphreys ‘75 The Helen & Russ Meyer Family TORCHBEARERS ($50,000) Doug Smock GUARDIANS ($30,000+) Jocelyne & George Laham

- In Honor of WCS Faculty & Staff -

BENEFACTORS ($20,000+) Anonymous Marilyn & Bill Boettger Julie & Tom Gentile Shannon & James Herrman Stacia & Michael McKnight The Joe Moeller Family The Rasberry Family PATRONS ($10,000+) Christine & Steve Bacci Mimi & Richard DeVore and the DeVore Foundation Corey & Jeff Johnson Elizabeth R. Koch Foundation Morgan ‘96 & Logan Overman ‘96 Sara & Tony Streich Kate & Dan Taylor Deanna ‘96 & Tyler Ternes The Walsh Family The Weigand Family If you missed our Day of Giving, never fear! Our fundraising efforts in support of our unrestricted Fund for Collegiate continue and the more we raise, the bigger impact we can make! If would like to lend your support to all that WCS offers its students, you can still pledge or donate here:

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C O MI NG ATTRACTION

GALICHIA AUDITORIUM 1,000,000 reasons to support the arts at Wichita Collegiate School - The much-loved Galichia Auditorium is ready for it’s next act and the upgrade it deserves.

The 1 million dollar fundraising goal will breathe new life into this historic space and secure the legacy of the arts for the next generation of Collegiate students.

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DEVELOPMENT

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Creating an endowed fund to ensure Galichia Auditorium remains a spectacular venue for our students, forever

hia lic

Use by Div

isi

on

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Installing a modernized sound system, digital stage box, and acoustic panels Upgrading all lighting to LED for enhanced flexibility and production value Replacing the stage curtains, tracks, seating, flooring, stage front, cloud and paint Upgrading the electrical systems

This project represents our commitment to enhancing the creative experiences of our students. It embodies our vision of merging innovation with responsible stewardship to create an inspiring and empowering environment.

We invite you to partner with us in fulfilling this important promise! If you’re interested in learning more about supporting this mini-campaign, please let us know. We also offer naming opportunities for our Stage, Sound Booth, and Ticket Booth for families who make a significant investment in this effort. For more information, please reach out to Katie Leiding at kleiding@wcsks.com.

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This spring, we aim to raise funds for a full reconditioning of our beloved Galichia Auditorium, ensuring it remains a state-ofthe-art facility for our students.

Since opening in 1992, Galichia Auditorium, with its 378 seats, has served as the cornerstone of our Fine Arts Department. As one of the most utilized spaces on campus, it has hosted countless performances, from our Kindergarten Musical to Upper School productions. This vital venue accommodates over 100 events each year, including debate tournaments, leadership seminars, and inspirational presentations. For our students, Galichia Auditorium is more than just a venue — it’s where their talents are showcased and pivotal moments in their academic journeys unfold, from the 2nd Grade Salute to America to the 8th Grade Recognition.

After 32 years of vigorous use, Galichia Auditorium is in need of refurbishment. To continue providing a topnotch environment for our students and guests, we plan to undergo a comprehensive reconditioning over the summer of 2025. Our goals include:

Early Childhood 1%

Upper School 68%

Lower School 10%

Middle School 21%

Total Attendees

972, 300* Years

Over the life of

32 Open

Galichia Auditorium

Events

118

2023-24

Events

3,687 * Hosted

Seats

378

*Estimated Jan. 1992- Dec. 2024

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Save the Date for these upcoming campus events

Upper School Play January 24 and 25

Willy Wonka 7th & 8th Grade Musical February 20 and 22

Honk Jr. 4th Grade Musical March 12 and 13

& conversation Alumni Student Panel: Recent Graduates’ Reflections on a WCS Education Tuesday, January 7, 2025 8:00 AM to 9:30 AM The Big Picture: Understanding Student Data and Focusing on Meaningful Feedback presented by Amber Celestin Wednesday, January 22, 2025 8:00 AM to 9:30 AM The Role of Technology in the 21st Century Childhood presented by WCS faculty Thursday, February 6, 2025 12:00 PM to 1:30 PM Alumni Parent Panel: Looking Back on the Journey Tuesday, April 8, 2025 8:00 AM to 9:30 AM

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WCS / Parenting_Network

8:15 am

Lair nter Family Ce

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DID YOU KNOW SCHOOL COULD BE LIKE

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SCAN HERE FOR THE SPARTAN EXPERIENCE

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